Adult and Further Education

Margaret Greenwood Excerpts

Wednesday 5th July 2023 Commons Chamber

[Margaret Greenwood (Wirral West) (Lab)]

I am pleased to open the debate.

I thank the Backbench Business Committee for granting this debate on the spending of the Department for Education on adult education, post-16 education, further education and colleges, in response to an application by myself and the hon. Member for Worcester (Mr Walker).

I will begin by speaking about adult education, an area of provision that largely takes place in community settings and online. Adult education makes an important contribution to the social, economic and cultural wellbeing of the UK. It offers people opportunities for personal development, enriches lives and boosts mental health and wellbeing. It can help people to gain the skills they need to get into work, and to progress their careers once they are in work. There really is no downside—adult education is a social good.

It is vital that there are opportunities for people to benefit from adult education, no matter what their circumstances. It is important that adult education is made available in community settings and online, and that it is accessible to adults of all ages, because the needs and aspirations of people and the situations in which they wish to learn are incredibly varied.

An adult education student might be someone who gave up work in their 50s to look after an elderly relative, who has since passed away. That person could be looking to get back into work and, as their first step on that journey they might want to learn something informally to boost their confidence, where there is no requirement for them to study towards a qualification. Another person who might benefit from adult education could be someone who has retired, who wants to learn something new, such as a foreign language that they have always had an interest in but have not previously had time to study because of work, family commitments or both. Another might be a teacher who wants to retrain to be an accountant, or indeed an accountant who wants to retrain to be a teacher. In short, there are a vast number of reasons why adults might want to engage with education; the opportunities should be there for them to do so, no matter their circumstances, because when an individual thrives, their family and the community around them benefit too.

Last December, in its annual report on education spending in England, the Institute for Fiscal Studies found that even though total spending on adult skills is set to increase by 22% between 2019–20 and 2024–25, that reverses only a fraction of past cuts. The report goes on to say that

“total skills spending in 2024–25 will still be 22% below 2009–10 levels...Spending on classroom-based adult education has fallen especially sharply, and will still be 40% below 2009–10 levels even with the additional funding.”

An article entitled “The dismantling of a sector: Adult education in crisis”, in FE Week last September, reported

“a 50 per cent fall in adults taking qualifications at level 2 and below, alongside a 33 per cent fall in the number of adults taking level 3 qualifications since 2010.”

The impact of those cuts is devastating to the sector. It is a matter of extreme concern, and stakeholders have spoken about the “existential decline” of the adult education sector because of reductions in funding, status and public awareness of provision. It has been described as a “national tragedy” by sector leaders and experts.

The cuts could not come at a worse time. As we face a cost of living crisis, workforce shortages and a crisis in mental health, a major area of public provision that could be doing important work in addressing these issues is being brutally cut. It makes absolutely no sense. From my experience working as an adult education tutor, I know the power of adult education in community settings to improve people’s confidence, help them gain employment or help them move on to higher education. In short, it has the power to transform lives.

According to the Confederation of British Industry, 90% of the UK’s workforce—30 million people—will need to be reskilled by 2030. Further, the British Chambers of Commerce has noted that businesses are crying out for people to fill job vacancies at all skill levels. That must be the No. 1 focus for Government if they are serious about economic growth.

[Matt Rodda (Reading East) (Lab)]

My hon. Friend is making an excellent speech. Does she agree with me that it is also deeply disappointing to see the decline in the number of part-time mature university students, who also benefit from this type of learning?

[Margaret Greenwood]

My hon. Friend makes an important point and I thank him for his intervention. Absolutely, I do agree with him.

It is vital that Government funding of adult education and skills matches the need for it. I am concerned, too, that the Government’s proposals for implementing a new further education funding and accountability system could significantly reduce opportunities for adults to learn subjects such as art, history, sociology, drama, music, and literature.

The Government have consulted on the proposal that, in future, all non-qualification provision in adult education in areas funded by the Education and Skills Funding Agency, which accounts for about 40% of adult education provision, should meet at least one of the following objectives: achieving employment outcomes for all learners; achieving progression to further learning that moves individuals closer to the labour market for all learners; helping those with learning difficulties and/or disabilities to support their personal development and access independent living.

Although all of those objectives are hugely important, stakeholders are understandably concerned about what this might mean for people who need longer to gain the confidence or basic skills to progress into work, and for those adults who want to learn for reasons that are not necessarily employment related. The FE Week article that I referenced earlier also revealed a mass move among adult education providers towards fee-paying courses, as free languages and creative arts provision is squeezed out. It is incredibly important that we have a broad curriculum offer for adults. Failure to provide that is to ignore the great potential for personal development that is out there. Education is of immense value of itself and it is a poor Government who fail to see that.

[Mrs Flick Drummond (Meon Valley) (Con)]

The hon. Lady is making some very interesting points, and I agree with some of them on adult education. Does she then welcome the Government’s lifelong learning entitlement, which is another effective way of getting adults back into sustainable work? It will reduce the benefit strain and the pressure on the public purse.

[Margaret Greenwood]

I thank the hon. Lady for her intervention. I will come on to that point later in my speech.

At a time when we have an ageing society and increasing problems of loneliness, it cannot be right to bring in policy measures that have the potential to remove or significantly reduce community-based learning opportunities. The latest impact report by the Workers Educational Association, which does a tremendous job providing the secretariat for the all-party group for adult education, which I chair, highlights how last year 84% of its learners reported improvements in their overall wellbeing, while 95% claimed that their WEA course made them more aware of what they can do next to improve their skills. That demonstrates just how effective community learning opportunities for adults can be.

We need to create an environment in which learning breeds learning—one where learners can learn things in which they are interested and then, through that, find out about other learning opportunities that might be of interest to them. If the Government’s sole focus, when it comes to adult education, is on vocational skills, there are real concerns that that aspect may be lost.

There is a clear need for investment in the provision of information and guidance for adults when it comes to learning, too, and the WEA has highlighted the importance of that. It is highly likely that adults are missing out on learning because they do not know what is available to them or what they are entitled to. There is also wide variation across England when it comes to participation in adult education. The Learning & Work Institute’s most recent participation survey, for instance, highlights that London has by far the highest participation rate when it comes to adult learning, at 56%. That compares with just 35% in the south-west. That is a gap of 21 percentage points—a gap that has risen from 17 percentage points in 2019.

Something else that could see more adults become involved in learning would be if the Government were to come forward with a lifelong learning strategy that articulates the value of education to the individual and to society as a whole. It is remarkable that England does not have such a strategy and it is something that the sector has long been calling for. The Centre for Social Justice has talked of the need for an all-age, all-stage lifelong learning strategy, which builds from the foundations of adult community education, and has said that any such strategy should aim to provide every adult who needs to retrain with a pathway to develop the skills they need regardless of their starting point. This is something to which the Government should pay heed.

An area that needs particular attention and investment from the Government is adult literacy. According to the National Literacy Trust, 7.1 million adults in England—16.4% of the adult population—are functionally illiterate. These are people who may be able to understand short, straightforward texts on familiar topics accurately and independently and obtain information from everyday sources, but for whom reading information from unfamiliar sources or on unfamiliar topics could cause some problems. I have spoken about that on numerous occasions in this place. I tabled related amendments to both the Skills and Post-16 Education Bill and the Levelling-up and Regeneration Bill, the latter of which was selected for a vote. That amendment would have required the Government to include reducing geographical disparities in adult literacy as one of its levelling-up missions. It would also have required them, during each mission period, to review levels of adult literacy in the UK, publish the findings of that review and set out a strategy to improve levels of adult literacy and to eradicate illiteracy in the UK. Unfortunately, the amendment was defeated by the Government, despite receiving cross-party support.

The subject of adult literacy was also raised by my hon. Friend the Member for Ealing Central and Acton (Dr Huq) at Prime Minister’s questions earlier this year. The Prime Minister’s response was:

“The best way to solve this problem is to ensure that our young children get the reading skills, training and education that they need.”—[Official Report, 15 March 2023; Vol. 729, c. 830.]

That completely misses the point about adults who, for whatever reason, may have missed out during childhood and does nothing to help those 7.1 million people I spoke of earlier.

In ignoring the scale of the crisis in adult literacy, I fear the Government are potentially wasting the talents of more than 16% of the adult population. That makes absolutely no sense either for the individuals concerned or for the economy. There is an urgent need for the Government to bring forward a programme to help adults to boost their literacy skills.

Looking at adult education more broadly, Government policy initiatives such as the lifelong learning entitlement, which is due to come into effect in 2025, and the current free courses for jobs offer, have limitations. The latter is limited in scope and covers only vocational level 3 courses, while the lifelong learning entitlement is aimed at level 4 and above and people over 60 will not be able to access it. In addition, many people will not be able to take out a loan or may feel anxious about doing so, for any number of reasons, including concerns about repayment and the cost of living crisis. Those on low incomes or in insecure employment in particular are unlikely to want to take on debt.

The Learning and Work Institute’s most recent adult participation in learning survey highlighted that, of adults who have not participated in learning within the last three years, 29% of respondents cited cost and not being able to afford it as a barrier. That is something the Government really do need to address.

I now want to talk about colleges and further education. Colleges in England educate more than 1.6 million students every year and employ approximately 103,000 full-time equivalent staff. They have a crucial role to play when it comes to growing the economy and extending educational opportunity. Support and investment from the Government are needed so that they can continue to effectively fulfil that role.

The IFS report from December 2022, which I referred to earlier in my speech, looked at education spending. It found that further education colleges and sixth forms are in a particularly difficult position when it comes to funding and that they saw larger cuts than other areas of education after 2010. There was no extra funding announced in the 2022 autumn statement to help colleges and sixth forms to cope with larger-than-expected cost increases. That is a matter of extreme concern and represents a serious threat to the sector.

I have heard directly from people who work in further education about the workforce crisis that they are facing. They have made it clear to me that, without further investment, there will be no staff to deliver the skills that our economy desperately needs. The Association of Colleges has pointed out that the average college lecturer is paid £8,000 a year less than average school pay and the sector faces particular challenges in competing with both schools and the industries it serves. The association is calling on the Department for Education to publish an evidence paper on college pay, using information collected by the FE workforce data collection, to provide the same sort of information that it provides to the teacher review body.

The Association of Colleges is also calling for the Government to raise 2023-24 funding rates in line with inflation, recognising that prices are higher than they were when the three-year budgets were set in October 2021. That would cost about £400 million. Without that cash increase, the Association of Colleges has expressed concern that colleges will need to make decisions this year that will damage their capacity to deliver the skills needed for economic growth and will leave the skills reform agenda unfulfilled. It is also calling for more investment to support skills in high-priority areas such as construction and engineering as we transition to a low-carbon economy. I call on the Government to engage with colleges and other bodies working within further education, hear their concerns and make sure that they are given the support they need.

To conclude, adult education, further education and colleges are crucial to the education and development of adults of all ages in every community. They play a vital role in addressing the skills and employment challenges that we face and they offer opportunities for people to mix with like-minded people and acquire knowledge and new skills, either online or in community settings. They are important for community cohesion and to address the devastating levels of loneliness that are apparent for so many. They enable parents to develop their own commitment to learning in a way that is beneficial to their children and to wider society. In short, adult education is a public good and the Government must make funding it a priority.

--- Later in debate ---

[Margaret Greenwood]

This has been a really useful, wide-ranging debate, and I thank everybody who has taken part in it. I particularly thank the hon. Member for Worcester (Mr Walker) for helping to secure it and for his flexibility around that, and also for his focus on 16-to-19 education and for raising the issue of BTechs. That is incredibly important; it is something that has been raised by local school leaders in my area, and something that the hon. Member for Twickenham (Munira Wilson) also raised.

I support my right hon. Friend the Member for Hayes and Harlington (John McDonnell) in calling for a national education service, free from cradle to grave. As he said, we are a long way away from that, but it is still a really important ambition that we should have. I thank my hon. Friend the Member for Sheffield, Brightside and Hillsborough (Gill Furniss), who spoke about the impact of Government cuts. She spoke of a lost decade in adult education and the importance of meeting the skills challenges that we face. My hon. Friend the Member for Stretford and Urmston (Andrew Western) spoke about the appalling workforce crisis in his constituency, an issue that the hon. and learned Member for Eddisbury (Edward Timpson) also raised. Recruitment and retention of technical staff is something of an issue.

Adult education is a public good, and at a time when we are facing challenges in the economy, skills and employment, it is vital that the Government revisit the level of funding being provided to the sector and address the recruitment and retention issues that have been so clearly expressed. It is also important that the Government think again about their approach to non-vocational education and consider the value it can bring to an individual’s personal development and particularly to our cultural sector, and that they fund a broad curriculum.