Baroness Sharp of Guildford
Main Page: Baroness Sharp of Guildford (Liberal Democrat - Life peer)Adult Education and Lifelong Learning
Baroness Sharp of Guildford Excerpts
Baroness Sharp of Guildford
That this House takes note of the role of adult education and lifelong learning and the need to develop the skills needed to strengthen the United Kingdom economy.
Baroness Sharp of Guildford (LD)
My Lords, in introducing this debate on adult education and lifelong learning, I should start by declaring two interests. I am an honorary fellow of Birkbeck, University of London, and president of the Association of Colleges Charitable Trust.
I thank all noble Lords who have put down their names to speak in this debate and I very much look forward to hearing their contributions and ideas. I am particularly honoured that we will be hearing the maiden speech of the noble Lord, Lord Willetts, who, for much of the last Parliament, worked alongside my Liberal Democrat colleague Vince Cable in the Department for Business, Innovation and Skills in guiding and strengthening the science and university sector in this country.
We shall also benefit from hearing the valedictory speech of my noble friend Lady Williams of Crosby, whose career in Parliament spans more than 50 years. During that time, she has contributed so much in so many ways, not least to the world of education. Indeed, the fact that my noble friend Lady Williams, at the age of 85, is making her valedictory speech in this debate accords very well with one of my main themes—namely, that in future many people in this country are going to have to get used to a much longer working life.
Of our current workforce of some 31 million, 12 million are due to retire within the next 10 years, and only 7 million are coming through our education system. My noble friend Lady Williams is a splendid example of someone who has kept up to date and has continued to contribute substantially to society. However, with technology moving so fast, many in the current workforce will find their jobs radically altered and, to remain productive, will need to reskill and retrain, possibly several times during their lifetime.
At the same time, the UK faces a fundamental problem of poor productivity. France, Germany, the US and even Italy all have higher productivity levels than that of the UK. Productivity levels in Germany, for example, are 29% above those in the UK. Skills are a major factor in productivity, yet, in spite of 30 years’ emphasis on skills training, we still have a workforce where 20% fall into the low skills category, while, as the CBI and indeed countless reports keep reminding us, we face chronic shortages in vital technical and professional skills, which are key to raising productivity.
In the UK, adults are regarded as people over the age of 19. Therefore, adult education refers to the education and skills training available to all those over 19. This obviously includes university students and all those in colleges and other institutions completing their education by studying for degrees or vocational qualifications. However, I do not want to dwell on these aspects of education; I want to talk about the older adults—those over 24—and the opportunities open to them to train, retrain and pursue educational opportunities later in life. In putting the emphasis on lifelong learning, I want to include not just skills training but more general community learning, which is important not only in opening up learning opportunities to those who may not have had them earlier in life but in promoting community engagement and keeping people fit and well.
Britain has a proud tradition of adult education. In the 19th century, the mechanics institutes—predecessors of many of our current universities—provided the means whereby workers, often in their own time of an evening and at weekends, were able to gain knowledge and skills which enabled them to move up the income scale and improve their position in society. In the 20th century this continued, with many polytechnics and technical colleges providing access through evening courses to technical and professional qualifications, and with the universities running extension courses and continuing education courses. In the 1950s and 1960s, when only 5% of young people were going to university, these were the main routes by which many people acquired the skills and qualifications they needed. They also provided the impetus for the founding of the Open University, rightly regarded worldwide as the jewel in the crown of Britain’s adult education system.
Today, some 45% of young people in Britain go on to university and study for a degree. The Government are making great strides in developing apprenticeships, building on the foundations laid first by the Labour Party and then by the coalition. What I worry about is whether the ladders of opportunity are still there for the many who left school some time ago and did not go on to study for a degree or go into jobs which trained them and gave them the transferable skills they need for today’s labour market. We have, rightly, been concerned to make sure that our young people get off to a good start in life, but are the opportunities still there for those who, later in life, want to pull themselves up by their own boot straps—to study part-time of an evening in order to acquire qualifications to gain a better job, perhaps filling one of those many technician vacancies that we have, or, for that matter, just for their own personal fulfilment and satisfaction? And what of those made redundant in their 40s and 50s? How are they going to retrain and prepare for new careers? Jobcentre Plus is fine but its main aim is to get people off benefits and into jobs, not into careers.
The trends are not good at present. Since the introduction of the full-cost £9,000 fee at universities in 2012, while the number of full-time undergraduates has increased, part-time numbers have plummeted by 58%. Today, there are 244,000 fewer part-time students studying at our universities than in 2010-11. This has hit the Open University and Birkbeck hard, but it has also led to course closures elsewhere because part-time courses become unviable. We know from the research undertaken by Universities UK that part-time students are indeed a somewhat mixed bunch, but we also know that a large number of them are mature students, many from disadvantaged homes and often with existing debt and family obligations, which makes them much more wary than their younger counterparts of taking on the debt obligations. Part-time study has been a powerful access tool. For those wishing to retrain and take up a new career, the ELQ rule, which excludes those who already have an equivalent level of qualification from getting grants and loans, has proved a substantial barrier to course take-up.
Further education has fared little better. The adult skills budget today is down 35% on what it was in 2009. Fifteen years ago, 50% of students at further education colleges were adult students. Today, it is only 15%. According to the statistics published last week, the number of people participating in adult education, which includes apprenticeships, work-based learning and community learning, as well as those studying for BTECs and professional qualifications, has dropped by 1.3 million in the last five years and, for those over 24, by 500,000.
The one bright spot has, of course, been apprenticeships, where the expansion of numbers, especially for those over 19, has been considerable. There has been considerable criticism though, not least from the Chief Inspector of Schools, of the poor quality of many apprenticeships and their relatively low level, of too many going to those who are already employed, and of the big expansion in the care, catering and retail sectors with hardly any expansion whatever in the skills sectors of construction, engineering and science, where we have chronic shortages. It remains also true that only 15% of employers take on apprenticeships. Reforms in the last two years, including the apprentice levy, have sought to counter the criticisms that have come forward. The hope is that with the extra funding from the levy, and with employers now in the driving seat running apprenticeship courses, the quality will improve and the programme flourish. However, apprenticeships are not everything and do not in themselves constitute a skills strategy, but, at present, they are the only game in town.
I am calling for a more comprehensive skills strategy which addresses helping the over-24s improve their lot if they want to. What happens now if you are made redundant and cannot find an employer who will offer you an apprenticeship? What if you are self-employed, the fastest growing sector in the labour market at present? Who is responsible for training you if you are one of the army of people working as agency staff in one of the many areas in both the public and private sectors where work is now subcontracted out? If you are on a zero-hours contract, who is responsible for your training? There has been much talk about training needing to be demand-led, but demand in this case is always referred to as employer demand. I argue that the individual is an important part of demand.
Let me finish by mapping out the sort of strategy that we need to be thinking about if we are to build a world-class, flexible, skilled workforce. First and foremost, we need a more comprehensive approach that pulls together adult education and skills. This requires much closer working between colleges, universities, the independent training providers and not just employers but the local authorities and other public sector organisations, such as the NHS and DWP, as partners at a local level. We are beginning to see such partnerships emerge within the Core Cities agenda. However, at present, they are extremely patchy and often deal only with skills, ignoring the importance of the adult education contribution.
Secondly, we need to empower the individual to take more control over their own training. The extension of the income-contingent student loans to both higher and further education has had rather mixed success, but the two sectors should be put on a similar footing, and maintenance loans, now extended to part-timers in the higher education sector, should be extended to cover the higher levels of further education courses. Or, given the risk-aversion shown by many mature students to loans, how about allowing 40 year-olds to draw down a proportion of their pension funds to meet training costs?
Thirdly, we need some incentive for the individual to invest in themselves. It is time, I believe, to look again at the idea of individual learning accounts. I hope that perhaps the noble Baroness, Lady Kennedy of The Shaws, will mention those. At the very least, it would be good to allow the individual to claim tax relief on the money that they invest on bona fides education and training courses.
Fourthly, the Government need to relax the ELQ restrictions. Those wishing to study courses in science, technology, engineering and mathematics, the STEM subjects, are already exempt but, given the need to encourage people to retrain, would it not be sensible to introduce much more flexibility to this rule?
Finally, we need to mobilise new technologies to provide what is now called blended learning, which mixes distance learning with campus-based courses to meet the “any time, any place” agenda of modern life. The MOOCs—massive online open courses—are leading the way. This requires, to my mind, one further very substantial advance: the development of an acceptable credit transfer system. We used to have it with the old CNAA but, sadly, it has largely disappeared. This is something on which the universities really have to take the lead and begin to work with the colleges in developing one.
This is all a very substantial agenda. I suggest that we face a huge triple challenge of making a step change in productivity levels at a time when technology is moving so fast and the workforce is ageing. It requires thinking outside the box but it also requires joined-up thinking and a comprehensive strategy under which people and institutions work in partnership towards one end. I look forward very much to the debate and to the response from the Minister. I beg to move.
Baroness Sharp of Guildford
My Lords, I thank all noble Lords who have participated in what I think has been an extremely good debate. I particularly thank the noble Lord, Lord Willetts, for an extremely stimulating maiden speech and, even more so, my noble friend Lady Williams for a really memorable valedictory speech, which many of us will go away remembering for many a long year.
Adult education and lifelong learning is a very wide-ranging subject, and we have touched on a very large number of issues during the debate. We have gone from basic skills and ESOL through to digital skills. We have looked at growing confidence on the one hand to neurological pathways on the other. I, for one, am reassured by the fact that the noble Baroness, Lady Greenfield, told us that as we grow older our learning capacities need not get worse—sometimes I am not sure about that. In all, it has been an extremely stimulating debate. Looking at the wide-ranging facets of this subject has been extremely useful, as has having different people being able to talk about different subjects.
The Minister, whom I thank for an extremely comprehensive response to the debate, is very optimistic; some people are more optimistic than others about the future of this area. I hope that the Minister is right to be as optimistic as she is because, as she says, this area of our educational system is vital to the strength of our economy in the future. Once again, I thank all noble Lords for contributing to such a good debate.