Efforts continue to achieve the vision of a learning society, with a major government white paper launched and proposals from the Labour opposition for a University for Industry. But with special help, those most in need will miss out.
INDUSTRY’S OPEN UNIVERSITY
Plans for a new initiative to promote lifelong learning and improve business skills were launched by the left-leaning think-tank, IPPR, at a conference in London on December 10. Accompanied by a detailed report, University for Industry: creating a national learning network (ISBN 1 86030 051 0, £7.50), the conference heard Labour frontbencher, Gordon Brown MP, outline ideas to exploit information technology to bring learning materials into the workplace, homes, community centres and training providers. It would act as a ‘broker’ between education suppliers and employed and unemployed people, cataloguing and controlling the quality of resources, and collaborating with industry for new commissions where necessary. Run as a public/private partnership, the aim is for the University for Industry to be self-financing after charges and grants. Contact Josh Hillman, IPPR, on 0171 470 6100
TEN POINTS FOR PARTNERSHIP
The former chairman of the CBI and now vice Chancellor of Sheffield Hallam University, Sir Bryan Nicholson, has proposed a ten point plan to improve education and training, including more pre-school provision, smaller class sizes and a combined academic and vocational qualification system. Speaking at the North of England Education conference on January 2, he called for a national campaign on lifelong learning and effective partnerships to drive up skills levels, citing the 63% of young people in Germany and 58% in France who achieve 2 A level equivalents compared to 40% in Britain. Contact Phil Andrews, Sheffield City Council, on 0114 273 4793
LEARNING TO TRAIN
A new learning credit entitlement for all 14-21 year olds formed the centrepiece of the government’s White Paper on education and training, Learning to Compete, published on December 9. The aim is to achieve smoother transition from education into employment and builds on other recent developments, including the merger of the education and employment departments and Sir Ron Dearing’s proposals for revised 16-19 qualifications. The White Paper includes changes to the national record of achievement, further details of National Traineeships which replace Youth Training, and the offer of funding to local partnerships which can suggest innovative ways to motivate disaffected youngsters. Contact DfEE Enquiries on 0171 925 5555
RESEARCHING OUTCOMES
Work experience placements do contribute to improved student performance in core skills, especially in interpersonal areas such as communication and working with others, a study by the National Foundation for Education Research has found. Conducted for the Department of Education and Employment among 500 students from 18 schools, the research identified greatest improvement where the schools prepared properly, setting clear objectives and performance targets. However Core Skills At Work (ISBN 0 11 270964 8, £25.95) did not find significant improvement in task-related skills such as problem solving, IT and application of number.
In a separate research study, the careers education and guidance service has been found better at helping school leavers to choose better courses or jobs with training than in stopping them become unemployed. Outcomes of Careers Education & Guidance (ISBN 0 11 270983 4, £25.95) says personal and social characteristics are the major influences on basic outcomes after 16. Contact DfEE Research Branch on 0114 259 4763
TECS INTO NEXT CENTURY
TEC National Council has published an information tool kit on the role of TECs into the next century, including key facts, research findings, case studies and a manifesto for the next government. Issues highlighted cover the importance of lifelong learning, a focus on young people and continued support for the Investors in People standard.
On December 11, the Department for Education and Employment invited TECs to submit competitive bids to a £50 million funding package for partnership projects to boost local economic investment. Contact Godfrey Blakeley, TEC National Council, on 0171 735 0010 or DfEE Enquiries on 0171 925 5555
LEADING SUPPORTER
Labour leader, Tony Blair MP, was guest of honour at a celebration in County Durham on January 17 of Esso’s ten year partnership with the educational programmes run by environmental agency, Groundwork. Esso has contributed over £500,000 to the Developing Tomorrow’s Decision-makers programme, including Esso Greenlink and Esso Young Energy Savers. Other corporate partners in Groundwork’s education programme include National Grid and RTZ. Contact Ewa Edwards, Groundwork, on 0121 236 8565
Comment
The buzz words “learning society” and “lifelong learning” tell us where we need to get to. Today’s reality is that only one in five adults in Britain can correctly answer 12 simple maths questions, half the number in France, Japan and other major competitors. Is the University for Industry the answer? Can it be made to work? There is no alternative but to try.
Britain is so far behind that it needs a quantum leap to catch up. A big and bold information technology initiative might do it. Since British youngsters have more exposure to computers at school than some other European countries, that gives a head start. But do companies and individuals really want it? Will it be demand-led or supply inflicted? Millions of personal Learn As You Earn accounts could create the demand if there is money in them. One way or other companies will end up paying more for training if the learning society is to become a reality.
However the first to benefit will be those least in need: those with access to equipment at home or working for companies already committed to lifelong learning. That’s where community affairs departments can work alongside their colleagues in personnel and training. If the University for Industry becomes reality, the most disadvantaged will not benefit unless companies open up their resources, both facilities and tutors/mentors, to help the most deprived communities.
The buzz words “learning society” and “lifelong learning” tell us where we need to get to. Today’s reality is that only one in five adults in Britain can correctly answer 12 simple maths questions, half the number in France, Japan and other major competitors. Is the University for Industry the answer?
The buzz words “learning society” and “lifelong learning” tell us where we need to get to. Today’s reality is that only one in five adults in Britain can correctly answer 12 simple maths questions, half the number in France, Japan and other major competitors. Is the University for Industry the answer? Can it be made to work? There is no alternative but to try.
Britain is so far behind that it needs a quantum leap to catch up. A big and bold information technology initiative might do it. Since British youngsters have more exposure to computers at school than some other European countries, that gives a head start. But do companies and individuals really want it? Will it be demand-led or supply inflicted? Millions of personal Learn As You Earn accounts could create the demand if there is money in them. One way or other companies will end up paying more for training if the learning society is to become a reality.
However the first to benefit will be those least in need: those with access to equipment at home or working for companies already committed to lifelong learning. That’s where community affairs departments can work alongside their colleagues in personnel and training. If the University for Industry becomes reality, the most disadvantaged will not benefit unless companies open up their resources, both facilities and tutors/mentors, to help the most deprived communities.
COMMENTS