Work: Lifelong Learning — House of Lords, 2017-11-27
Topic: Education
Michael Bichard (Crossbench, Unknown): My Lords, I join others in thanking the noble Lord, Lord Watson, for securing this debate, partly because it turned out to be so timely and partly because lifelong learning is something that I have been passionate about for more than 20 years, ever since I was Permanent Secretary of the then merged Department for Education and Employment. In many ways, lifelong learning was the very raison d’être of that merged department. In 1998 we published a Green Paper entitled The Learning Age. In the foreword the noble Lord, Lord Blunkett, who, regrettably, is not able to be at this debate today, said: "We stand on the brink of a new age. Familiar certainties and old ways of doing things are disappearing. Jobs are changing and with them the skills needed for the world of tomorrow. In our hearts we know we have no choice but to prepare for this new age, in which the key to success will be the education, knowledge and skills of our people … To cope with rapid change we must ensure that people can return to learning throughout their lives" Those words, which I may just have had a hand in crafting, are as relevant today as they were then In 1998 we would have wished that by now we could look back at two decades of progress, of transforming the culture of learning in this country. The sad reality is that we cannot do that. As recently as 2016, the OECD placed the UK in the bottom rank of European and OECD league tables for skills and work-based training. Open University recruitment dropped from 260,000 in 2010 to 187,000 by 2014. Following the introduction of fees, as we have heard, part-time student numbers in HE dropped dramatically, as did adult participation in further education. Part-time enrolments in HE have declined since 2011 from 240,000 to just 107,000 The adult skills budget has been significantly reduced, and the annual surveys undertaken by what is now the Learning and Work Institute show the same pattern of declining participation in non-award-bearing part-time courses. We have also seen the development of powerful disincentives for adults to sign up for learning, not least by restricting the support available for students taking award-bearing courses below degree level if they cannot demonstrate progression in terms of qualifications. Even in the past year, as we have heard, despite the Government’s ambitious target of having 3 million new apprenticeships by 2020, the actual numbers have reduced from 116,000 a year ago to 48,000—a reduction of nearly 60% This is a depressing story, the reality of which contrasts sharply with the optimistic words we heard in this Chamber just a few moments ago when the industrial strategy was launched. It is difficult not to link the lack of investment in skills development with the continuing failure to improve levels of productivity—which, let us remind ourselves, are 20% to 25% lower than in France, Germany and the US In economic terms, investment in lifelong learning is critical—perhaps never more so as we prepare for Brexit. As an aside, I find it disappointing that whereas this Chamber is usually full for debates on the process of Brexit, we have only eight speakers today on a subject which is critical to our success in a post-Brexit world Before I touch on what we might do to address what is a crisis, a catastrophe—a word that has already been used—of lifelong learning, let us remember, as the right reverend Prelate the Bishop of Worcester reminded us a few moments ago, that this is not just a narrow economic issue. Lifelong learning is equally important to improving the quality of people’s lives. It is critical to social cohesion and well-being, not least in a digital age. It is a way to help people to stay independent, active and engaged as they grow older in an increasingly ageing society What could we do to give much-needed new life to lifelong learning? I have just a few thoughts. First, as the Motion suggests, we need a comprehensive strategy, not a collection of ill-fitting initiatives. Sadly, we no longer have a merged Department for Education and Employment, but I suggest that the DfE, BEIS and the DWP together revisit lifelong learning with the key stakeholders to consider whether the various policies and initiatives are coherent—the one reinforcing the other. They should look at the incentives and disincentives in the system and the priorities for action. Instead of producing ambitious targets for the long term, they should produce milestones for the next two to three years. They should find a way to bring employers, unions, providers and non-statutory organisations such as the Learning and Work Institute to the same table—but not just to talk. They should give them real power, resource and responsibility to deliver Secondly, we should revisit the issue of incentives for individual learners. Sadly, the individual learning accounts fell foul of fraud and abuse, but the concept is not fundamentally flawed, and it would be much more difficult now to perpetrate the kind of fraud and abuse that we saw at the time. In Singapore, the Deputy Prime Minister recently introduced a programme called Skillsfuture, under which every Singaporean aged 25 and above will receive an initial $500 of credit, which can be used on a range of government-supported courses. It will be topped up at regular intervals, and it will not expire. In introducing that programme, the Deputy Prime Minister said: "We must become a meritocracy of skill, not a hierarchy of grades earned early in life" I could not agree more We also need to look again with employers at how they can be enabled to invest more in the skills of their workforce. Surely we can find some way to address the practical problem of employers investing in training only to find workers leaving to join competitors. Perhaps we could consider learning sabbaticals, whereby employees earn learning opportunities after a period of employment. That may not be to everyone’s taste, but my point is that we need to think more creatively about how we tackle these issues. Perhaps we should again look to Singapore, where small and medium-sized enterprises that sponsor low-paid employees for training can recover up to 90% of the course fee, plus some absentee payroll support, and where training for the over-40s is a particular priority. In stark contrast, in Britain, the average amount of training received by workers almost halved between 1999 and 2009, and stood at less than one hour a week Finally, we need to look to the provider sector to redouble its efforts to engage people in lifelong learning. Universities have a vital role to play in that, as the briefing that many of us receive from Universities UK points out. I know that a number of universities are refreshing their approach to lifelong learning—Sheffield, Warwick, Leeds, Nottingham and York come to mind—but, as the University Alliance manifesto rightly suggests, we need to help at a national level by improving information, advice and guidance, by flexing the funding arrangements and by incentivising collaboration and co-investment between universities, colleges, the University of the Third Age, Citizens Advice and local learning exchange centres, incentivising collaboration locally As the vice-chancellor of York St John said earlier this year: "We"—the universities, "must ensure we are creating a culture within our institutions in which lifelong learning can thrive" She asked the sector: "Are we open and accessible enough? Are we giving back to our communities? Are we reaching out to connect with those who haven't considered us before?" These are important questions for the sector to answer if it is to play a leading part in lifelong learning In conclusion, can the Minister commit to produce by next summer—perhaps I am being a touch optimistic—an action plan for lifelong learning as part of the industrial strategy, one that crosses government departments, addressing and incentivising individuals, employers and providers with stretching but realistic milestones? There is no time to lose if we are to tackle the current failures.