Contribution
I absolutely agree: that is a vital step. We have to look at creating partnerships right across our communities, and trade unions are a vital part of that.
Unfortunately, enrolments in publicly funded adult qualifications from the most deprived areas have fallen by 27% since 2010. That is not a situation we want to be in. More than 8 million adults still lack essential literacy, numeracy and digital skills. That is nothing short of a national tragedy. A strategy for something as fundamental and universally needed as access to learning should not be considered a luxury; it is essential infrastructure for a thriving society and economy.
There is no doubt that the UK is facing multiple skills crises. Following the Milburn report, we hear a great deal from Government, rightly, about the challenges that young people face. Significant work is under way to address them, and I am grateful for Alan Milburn’s efforts to bring together Departments and develop a cross-Government response, but the conversation must not stop at young people. Adults of all ages also need opportunities to learn for joy, to retrain and develop new skills throughout life, whether by adapting to changes in the labour market, navigating new technologies or remaining active and connected in their communities. Lifelong learning is just as important for individuals at all stages of adulthood. To unlock the merits of adult education, lifelong learning needs its Milburn moment.
Earlier this month, the APPG on further education and lifelong learning released the report of its inquiry into adult education. It recognised the lack of an overarching vision for adult education. A national lifelong learning strategy could help to overcome that; it is something that the WEA has called for and which forms the centrepiece of its lifelong learning labs campaign. The campaign started at the beginning of this year, collecting more than 2,000 pieces of evidence and bringing together more than 100 organisations, ranging from the TUC and trade unions to institutes of adult learning, charities working across prisons and with asylum seekers and refugees, and organisations looking to shape society for all ages, such as Intergenerational England. The final report and recommendations of the year-long campaign will be published on 15 December and launched in Parliament. I encourage the Minister to meet the WEA to learn more about the campaign and explore the recommendations, which could support the Government’s mission on delivering growth in every postcode.
We want to be a nation where learning is valued, where it is accessible and flexible for people to choose what is right and best for them, where adults can pick up learning at any age, where people have fun learning and want it to be part of everyday life, and where both informal and formal learning are valued and their contributions to wellbeing and productivity are understood. We know that it is not a magic bullet for all our social and economic challenges, but access to lifelong learning offers a way into a wider network of support and connection. Importantly, it improves confidence and self-worth in individuals. Finally, it will unlock greater empathy and understanding of others.
A national strategy would clearly signal that the Government value lifelong learning right from the top and see the connection across civil society. Once it is in place, regional and local leaders and providers can be empowered to deliver it and focus on local needs and priorities; I emphasise that looking locally at individual needs is crucial.
I am grateful that the Government have made positive steps in the area of learning and training. The creation of the lifelong learning entitlement, the Milburn inquiry and the youth guarantee are sensible interventions, but we need to build on them. There are issues to be addressed in the lifelong entitlement, which begins only at level 4; it automatically excludes level 1, 2 and 3 qualifications. To reap the rewards, we need to take the protocol across all levels. The strategy should provide a clear national framework with the learner at its heart, recognising that the best delivery is often local. It needs to empower regional leaders, fitting alongside the Government’s devolution agenda, to deliver community-led lifelong learning provision.
In 1919, the Ministry of Reconstruction’s report made it clear that
“adult education is a permanent national necessity, an inseparable aspect of citizenship, and therefore should be both universal and lifelong.”
More than 100 years later, that principle remains just as relevant. We have the evidence, we have the organisations and we have the opportunity to make a difference. Now we need to apply the political ambition to match it.