New directions in learning and skills

The story so far

Martyn Waring

New directions in learning and skills - the 5 seminars

Seminar 1 Main assumptions underlying learning and skills policy development in England, Wales and Scotland.

 Seminar 2 Different approaches to governance and organisation of

learning and skills in the three countries Seminar 3 How the three systems operate in practice and how

policy is played out. Seminar 4 Provider response - the role of practitioners in the

learning and skills systems in England, Wales and Scotland Seminar 5 Future trajectories and scenarios for learning and skills

in the UK – convergence, divergence and the scope for `policy learning’.

The Limits of the Possible:

Shaping the Learning and Skills Landscape

First seminar objective

• To explore the main assumptions underlying learning and skills policy development in the three countries, including the impact of economic circumstances and objectives.

The Limits of the Possible: Shaping the Learning and Skills Landscape

First seminar - Key questions

     In what ways does the wider economic and political context impact on policy-making in learning and skills in the different countries of the UK?

   What are the main ‘policy myths’ in the four countries and how do they affect policy-making?

Policy development in England

Main features• A distinctive `policy narrative’• Economic competitiveness/ social inclusion• Top-down approach – limited social partnership • Market failure in supply of skills• Meeting employer needs - voluntarism• Qualifications – proxy for skill acquisition

Policy development in Scotland

Main features• `Parallel track’ policy 1999 – 2007

(economic growth and social inclusion)• Distinctive Scottish approach under SNP• Clear economic focus• Emphasis on skills utilisation• Broader span of interventions

Policy development in Wales

Main features• Political continuity• Broad socio-democratic consensus• Agencies internalised in WAG

(closer links between policy devt and delivery)• Strong sector focus in assessing skill needs• Achievement levels remain relatively low

Main conclusions

• Prominence of `skills deficit’ model

• Scotland/ Wales diverging from England

• Impact of differing economic conditions?

• Role of social partners varies

• Dominant and subordinate agendas?

• Importance of drivers at local level

• Impact of global recession unclear

Governance, Devolution and Democracy:

Learning and Skills Reform

Second seminar - objective 

To explore the different approaches to governance and organisation of learning and skills England, Scotland and Wales - in particular, the processes of devolution and democracy and the ways in which these are shaping the governance landscape.

Second seminar – key questions

      What effects does political landscape have on the respective governance arrangements in learning and skills?

       How far do ecological perspectives assist in thinking about more inclusive and effective systems of lifelong learning?

What are the similarities and differences in the wider political and governance arrangements in England, Scotland and Wales?

Second seminar – main inputs Local governance, local autonomy and local

democracy: towards a comparative framework [Prof Lawrence Pratchett]

Ecological perspectives on the learning and skills sector in England

[Profs Ann Hodgson and Ken Spours]

  Devolution in Great Britain and the governance of learning and skills [Alan Trench]

  Devolution and governance: a Scottish perspective [Prof David Raffe]

Local governance, local autonomy and local democracy: towards a comparative framework

Local governance: markets

hierarchical arrangements

networks

 Local autonomy

`freedom from’, `freedom to’ , `freedom as’

Local democracy

`input legitimacy’ and `output legitimacy’

Ecological perspectives on the learning and skills sector in England

English system - essentially centrally dictated policy implementation

Four different `systems levels’ within a broad ecological structure

Suggests more collaborative, participative and organic approach than top-down accountability and market-driven regime

Devolution in Great Britain and the

governance of learning and skills

Macro-economic policy still determined by UK Government for UK as a whole

Learning and skills one of few policy areas affecting economic performance where powers have been devolved

But typically have long lead-in times

Not a federal system (bilateral cf multilateral)

Devolution and governance:

a Scottish perspective

Informal system based on consensus, partnership and consultation OR

Power of a professional and administrative elite in decision-making

Since 2007 substantial devolution of powers to local authorities

Institutional uniformity starting to be challenged

Main conclusions from second seminar • Difficult for UK to operate as a truly

federal system - asymmetry

• Important differences in terms of governance in the three countries

• Local government also viewed differently in the three countries

• Ecological model could provide basis for critique of existing arrangements