ADULT EDUCATION: TOO IMPORTANT TO BE LEFT TO CHANCE

LITERATURE REVIEW

October 2016http://wea.org.uk/news/New-Parliamentary-Group-for-Adult-Education.aspx

Authors: Hughes, D., Adriaanse, K., & Barnes, S-A. (2016)University of Warwick, Institute for Employment Research (IER)

Introduction

In July 2016, the University of Warwick, Institute for Employment Research (IER) published key findings from a major review of adult education in England – visit: http://www2.warwick.ac.uk/fac/soc/ier/research/adult_education/

The report included findings from an Adult Learner Survey – visit: http://www2.warwick.ac.uk/fac/soc/ier/research/adult_education/adult_education_too_important_to_be_left_to_chance_survey_report.pdf. The overall findings were presented to the Parliamentary Party Group for Adult Education who commissioned IER to undertake the research in order to feed into a formal Inquiry into Adult Education across England.

FindingsThis literature review provides a brief summary of extracts and findings from 63 publications related to adult education policy, research and/or practice from across the UK, Europe and internationally. The findings below may act as ‘an aide memoir’ and/or catalogue of evidence for reference and/or customization by individuals and organizations in their everyday work. The summaries are presented in alphabetical order below.

1. AoC (2015) The experience of colleges using new ESOL QCF Skills for Life Qualifications, London: Association of Colleges, p.14. Accessed online - 1st May 2016: https://www.aoc.co.uk/sites/default/files/The%20experience%20of%20colleges%20using%20new%20ESOL%20QCF%20Skills%20for%20life%20qualifications.pdf

The Association of Colleges (AoC) reported there is an increasing demand for provision in ESOL with long, often unmanageably large waiting lists.

2. Bimrose, J., McMahon, M. and Watson, M. (2015) (eds.) Women's career development throughout the lifespan: an international exploration. London: Routledge. Accessed online - 3rd May 2016: http://samples.sainsburysebooks.co.uk/9781135068783_sample_867742.pdf

This book provides rich case studies and evidence of impact from many differing forms of interventions. Women's careers have been a topic of research and discussion in many disciplines including sociology, business, industrial, organisational and vocational psychology, and career guidance. Despite the introduction of equal employment legislation in many countries, women’s patterns of career development continue to reflect structural labour market disadvantage.

1

3. Bimrose, J. et al. (2008). Adult career progression and advancement: a five-year study of the effectiveness of guidance. Coventry: Warwick University, Institute for Employment Research. Accessed online - 3rd May 2016: http://www2.warwick.ac.uk/fac/soc/ier/publications/2008/eg_report_4_years_on_final.pdf

This five-year longitudinal research provides clear evidence of what comprises one-to-one guidance interventions that are regarded as ‘useful’ to clients. It also provides insights to the extent to which guidance can support and/or shape individual’s career trajectories. Cumulative evidence from five years of research provides a compelling case for guidance services to support adults to make successful transitions in a turbulent labour market.

4. CBI (2014) Building a Better Off Britain: Improving Lives by Making Growth Work for Everyone, November 2014. Accessed online – 1st May 2016: http://news.cbi.org.uk/news/our-package-of-measures-to-build-a-better-off-britain/

Over the last few decades, middle-skilled jobs in the UK have not disappeared – but they have become more highly-skilled. Jobs once requiring a level 3 qualification (A-level or equivalent) now demand level 4 (for example, Certificate of Higher Education). By 2022 half of all jobs are estimated to require level 4. This makes it more difficult for those with lower skills to move up the career ladder. The CBI’s recommendations include: (i) helping more people gain the new middle skills they need (level 4) by focussing on vocational routes to higher skills – not just degrees (ii) businesses making a board-level commitment to helping employees develop their careers and incentivising line managers to make this a priority; and (iii) ensuring colleges are delivering courses that are in demand in the economy by rewarding them for specialisation and employment outcomes, not just for attendance.

5. CBI (2015) The Path Ahead, CBI/Accenture Employment Trends Survey 2015, London, December 2015, p. 4. Accessed online - 3rd May 2016: http://news.cbi.org.uk/news/job-creation-up-but-skills-shortages-rising-labour-costs-start-to-bite-cbi-accenture-survey/the-path-ahead/

This Annual Trends Survey highlights that in the years ahead, skills and qualifications will play an increasingly central role in determining individual employability, career progression and earnings potential. It states businesses are concerned to ensure the new apprenticeship levy will drive high-quality skills training. “The scale and scope of the levy represents a significant cost which may not achieve the aim – shared by government and business alike – of growing apprentice numbers or the wider UK skills base.” (p.4)

6. Cedefop (2011) Learning while working: Success stories on workplace learning in Europe. Luxembourg: Publications Office of the European Union, 2011. Accessed online – 2nd May 2016: http://www.cedefop.europa.eu/en/news-and-press/news/learning-while-working-how-skills-development-can-be-supported-through-workplace

This report presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in

2

lifelong learning policies; training in SMEs; cost-sharing mechanisms to support continuing training; VET teacher and in-company trainer emerging roles; changing competence requirements and professional development; older workers’ learning needs; lifelong guidance; and validation of non-formal and informal learning.

7. Centers for Disease Control and Prevention (2012) Health, United States, 2011, USA. Accessed online - 3rd May 2016: http://www.cdc.gov/media/releases/2012/p0516_higher_education.html

This report highlights that in the 2011 census, more than a third (37.6 per cent) of those who were economically inactive with no qualifications were long-term sick or disabled. While it’s hard to pin down the nature of the link, US research shows people with better levels of education have lower levels of chronic health conditions.

8. Davos World Leaders Conference, Switzerland, 14th January 2016. Accessed online – 7th May 2016: https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/

Digital technology is transforming almost every aspect of our public, private or work life (Davos, 2016). Inequality represents the greatest societal concern associated with the Fourth Industrial Revolution. The largest beneficiaries of innovation tend to be the providers of intellectual and physical capital—the innovators, shareholders, and investors—which explains the rising gap in wealth between those dependent on capital versus labour. Technology is therefore one of the main reasons why incomes have stagnated, or even decreased, for a majority of the population in high-income countries: the demand for highly skilled workers has increased while the demand for workers with less education and lower skills has decreased. The result is a job market with a strong demand at the high and low ends, but a hollowing out of the middle.

9. Department for Business, Innovation & Skills (2011) New Challenges, New Chances: Further Education and Skills System Reform Plan: Building a World Class Skills System, London 1st December 2011. Accessed online - 3rd May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/145452/11-1380-further-education-skills-system-reform-plan.pdf

As the post-16 sector moves into a period of major transition and uncertainty, this policy document remains a key reference point for adult education providers in England. See also:

10. Department for Business, Innovation & Skills (2015) Skills Funding Agency Priorities and Funding for the 2016 - 2017 Financial Year, London 15th December 2015. Accessed online – 4th May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/485969/BIS-15-615-skills-funding-letter-2016-to-2017.pdf

This details the budget for adult further education available from the Skills Funding Agency in 2016-2017 and the funding expected to be made available in the following years up to 2020. It also sets out total expenditure available for adult further education and how it is broken down; also it provides instructions on how the money should be spent. Now, after almost ten years of consistent cash cuts the adult education budget is fixed, in cash terms, for the next four years at £1.5 billion.

3

11. Department for Business, Innovation & Skills (2016) Impact of Poor Basic Literacy and Numeracy on Employers, Research Paper 266, London, February 2016. Accessed online - 23rd June 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/497544/BIS-16-36-impact-of-poor-basic-literacy-and-numeracy-on-employers.pdf

This report presents the findings of a study to estimate the economic impact of poorbasic skills on workplace performance. Evidence from the case studies suggests that the prevalence of basic skills deficits in England may be understated. Evidence from the case studies also suggest that some employers may be underestimating the extent of their basic skills gaps, which could point to a lack of effective mechanisms to measure and monitor basic skills in the workplace. A recurring theme from the case studies was that some employers have a very narrow understanding of literacy and numeracy in relation to job roles and requirements and business performance. In order to better understand and support their employees in meeting the literacy and numeracy demands of the workplace, employers need support in understanding the literacy and numeracy components of workplace tasks.

13. Department for Business, Innovation & Skills (2016) Mapping investment in adult skills – which individuals, in what learning and with what returns? Department for Business, Innovation and Skills, London, May 2016. Accessed online – 7th June 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/523037/bis-16-47-mapping-skills-investment.pdf

The Department wanted to acquire an understanding of how the Adult Skills Budget compares with other funding streams for adult skills, such as investment by employers. They also wished to identify areas of overlap between these funding streams, as well as any gaps in funding. This would assist BIS in considering where the ASB could be more effectively targeted in order to generate the greatest benefits to learners, society and the economy as a whole, and areas where further information and research was required. The scope of the research reflects the focus of the ASB and covers: (i) Adult education and training for learners aged 19+; (ii) Provision at Entry Level up to and including Level 4; (iii) Apprenticeships, adult and community learning, employability skills, workplace learning, training provision for benefit claimants and Traineeships; and (iv) England. Findings indicate available evidence on employment and earnings returns to Community Learning is sparse.

14. Department for Business, Innovation & Skills (2016) Evaluation of 24+ Advanced Learning Loans: An Assessment of the First Year, London, May 2016, p.16. Accessed online – 7th June 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/522875/BIS-16-22-evaluation-of-24_-advanced-learning-loans-an-assessment-of-the-first-year.pdf

Analysis of the Individualised Learner Record (ILR) of 2013-14 indicates that, compared to the 2012/2013 academic year, there has been a drop by 31 per cent in the volume of learners aged 24+ on courses eligible for 24+ Advanced Learning Loans funding (p.16).

15. Department for Business, Innovation & Skills and Department for Education (2016) Post-16 Skills Plan, London, July 2016. Accessed online – 5th August 2016:

4

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536043/Post-16_Skills_Plan.pdf - See also: Independent Panel Report, 2016

This Skills Plan references the Sainsbury panel recommendations e.g. “it is vital that young people and adults can see clearly which programmes they should follow in order to target particular careers.” Government will introduce a common framework of 15 routes across all technical education, encompassing both college-based and employment-based learning. These routes will focus on skilled occupations where there is a substantial requirement for technical knowledge and practical skills; the routes will group occupations together to reflect where there are shared requirements.” (p.21) For adult education, there will continue to be “a focus on supporting those outside the labour market to get a job and do well” (p.31). Government indicates it wants to support returners to work, particularly women returning after having children. While we have achieved high levels of employment, the challenge now is to support people to stay employed and progress.

16. Department for Education (2016) Supporting Apprenticeships: Written Statement – HCWS214, House of Commons, 25th October 2016. Accessed online – 25th October 2016: http://www.parliament.uk/business/publications/written-questions-answers-statements/written-statement/Commons/2016-10-25/HCWS214

After extensive discussions with employers and training providers government announced the final funding policy for May 2017 onwards and details of the new register of apprenticeship training providers. The Secretary of State for Education and Minister for Women and Equalities has confirmed the final funding policy. Key features are: (i) Higher funding for STEM apprenticeship frameworks and higher pricing of apprenticeship standards to support improved quality, and greater flexibility to train those with prior qualifications; (ii) Longer period of time for employers to spend funds in their digital account, now with 24 months before they expire, an increase from our original proposal of just 18 months; (iii) A commitment to introducing the ability for employers to transfer digital funds to other employers in their supply chains, sector or to Apprenticeship Training Agencies in 2018, with a new employer group including the Confederation of British Industry, Federation of Small Businesses, British Chambers of Commerce, Charity Finance Group and EEF – the Manufacturers’ Organisation – to help government develop this system so that it works for employers; (iv) 90% contribution from government to the cost of training for employers that will not pay the levy; (v) 100% contribution from government to the cost of training for small employers that will not pay the levy and who take on apprentices who are 16 to 18 years old, 19 to 24 year old care leavers or 19 to 24 year olds with an Education and Health Care Plan; (vi) £1,000 each from government to employers and training providers when they take on 16 to 18 year olds, 19 to 24 year olds who were in care or who have an Education and Health Care Plan; (vii) Help for training providers to adapt to the new, simpler funding model through an additional cash payment equal to 20% of the funding band maximum where they train 16 to 18 year olds on frameworks; and (viii) A simplified version of the current system of support for people from disadvantaged areas to ensure the opportunity to undertake an apprenticeship is open to everyone, no matter where in England they live, their background or family circumstances.

17. Department of Health (2014) Well being: Why it matters to health policy – Health is the top thing people say matters to their well being. London. Accessed online – 1st June

5

2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/277566/Narrative__January_2014_.pdf

Millions of people define their well-being in terms of health. The UK Government’s Foresight report on mental capital and well-being highlighted the costs of over £100 billion for mental ill-health in the UK, and £27 billion to UK plc in terms of sickness absence, presenteeism (i.e. the practice of being present at one’s place of work for more hours than is required, especially as a manifestation of insecurity about one’s job) and labour turnover. In addition, nearly 40 per cent of all incapacity benefit at work is due to the common mental disorders of depression, anxiety and stress.

18. Dolan et al (2012) Valuing Adult Learning: Comparing Wellbeing Valuation and Contingent Valuation, London. Accessed online – 31st May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/34598/12-1127-valuing-adult-learning-comparing-wellbeing-to-contingent.pdf

Using a well-being valuation method, researchers’ estimate that the value of undertaking a part-time course has a positive effect on people’s life satisfaction which is equivalent to £1,584 per year. The corresponding value of one part-time course is £754.37.

19. Dorsett, R., Liu, S., and Weale, M. (2010) Economic benefits of lifelong learning. London: National Institute of Economic and Social Research. Accessed online – 5th May 2016: http://www.niesr.ac.uk/publications/economic-benefits-lifelong-learning#.WA-Bl7wrLs0

This study examined the combined effects of learning on earnings and employability. The authors argue that previous studies have tended to examine each in isolation. Their work, based on longitudinal labour force data, shows evidence of an employability effect; people who learn are more likely to be in work, especially if they have been out of the labour market for some time. When taken together with wage effects, the employability benefits help produce quite significant increases in overall earnings.

20. European Association for the Education of Adults (2015) Manifesto for Adult Learning in the 21st Century. Brussels: 5th December 2015. Accessed on: 4th May 2016: Available from: http://www.eaea.org/en/policy-advocacy/manifesto-for-adult-learning-in-the-21st-century.html

This manifesto proposes a European-wide effort to go one step up to develop a knowledge society capable to deal with the challenges of our time. This demands sustainable investments now on the European, national, regional and local levels in adult education. The report argues this will pay off in the long-term from many perspectives: for competitiveness, well-being, healthy populations, growth and more.

21. European Association for The Education of Adults (2015) Adult Education in Europe: A Civil Society View. Brussels. Accessed online – 3rd May 2016: http://www.eaea.org/media/policy-advocacy/adult-education-policy-in-europe-country-reports/country-reports_2015.pdf

The findings in this report are based on the responses to a survey from EAEA members from across Europe. The responses show that three main topics were central issues for the European adult education scene in 2015: (i) Funding - In most European countries the financial situation and strength of adult education providers is unsatisfactory. Either

6

they are struggling with national or local stakeholders and authorities to gain sufficient public funding for their work; or their funding is threatened through cuts in the general public budgets which also affect the field of education; (ii) Integration and education of migrants - Due to the conflicts in many regions of the Middle-East and Africa and the intensified inner European mobility, numbers of migrants participating in adult education have increased. The needs and demands of this group of learners differ from the expectations of traditional participants. Therefore it has become necessary for adult education providers to both redesign their programmes accordingly and to further educate and train their trainers enabling them to meet the needs of their learners. Key topics in the programmes for migrants are the acquisition of language skills and knowledge about the culture and labour market of their new host and home country. (iii) Development of basic skills for low-skilled and low-educated learners - Many people of this target group weren’t reached by the formal education system.

22. ELGPN (2012) Lifelong guidance policy development: A European Resource Kit, Finland: University of Jyväskylä, p. 31. Accessed online – 1st June 2016: http://www.elgpn.eu/publications

This European Resource Kit is designed to help policy-makers and other stakeholders to review existing lifelong guidance provision within their country or region, and to identify issues requiring attention and gaps that need to be filled, drawing from practices in other European countries. Lifelong guidance covers all activities designed to help individuals, at any point in their lives, to make educational, training and occupational choices and to manage their careers. The Resource Kit is based on the four key themes identified in the 2004 and 2008 EU Resolutions: (i) Career management skills; (ii) Access, including accreditation of prior experiential learning (APEL); (iii) Co-operation and co-ordination mechanisms in guidance policy and systems development; and (iv) Quality assurance and evidence base for policy and systems development.

23. Eurostat (2014) Eurostat Statistics: 2020 indicators – employment, Brussels, December 2014. Due to be updated by Eurostat in August 2016. Accessed online – 1st June 2016: http://ec.europa.eu/eurostat/statistics-explained/index.php/Europe_2020_indicators_-_employment

The analysis in this article is based on the headline indicator ‘Employment rate — age group 20 to 64’, which monitors the strategy’s employment target. Contextual indicators are used to present a broader picture, looking into the drivers behind changes in the headline indicator. These include indicators on the characteristics of the labour force and those depicting short-term employment and unemployment trends. First, the analysis looks into the structure of the EU’s labour force and its long-term influence on employment in relation to the strategy’s main target groups such as young, older, low-skilled workers, women and migrants. The analysis then shifts to short-term factors related to the economy’s cyclical development (expressed through GDP growth) such as availability of jobs, employment growth of different economic sectors and how these influence job creation, temporary employment and short-term and long-term unemployment. The changes in labour market flows are also analysed to provide a better overview of the underlying dynamics of the labour market. The findings indicate there is an urgent requirement for more adults to be economically active for much longer than in previous generations due to changes in state pensions and increased lifespans.

7

24. Eurostat (2015) Population Structure and Ageing, Brussels, June 2015. Accessed online – 1st June 2016: http://ec.europa.eu/eurostat/statistics-explained/index.php/Population_structure_and_ageing

This article looks at the impact of demographic ageing within the European Union, which is likely to be of major significance in the coming decades. Consistently low birth rates and higher life expectancy are transforming the shape of the EU-28’s age pyramid; probably the most important change will be the marked transition towards a much older population structure, a development which is already apparent in several EU Member States. As a result, the proportion of people of working age in the EU-28 is shrinking while the relative number of those retired is expanding. The share of older persons in the total population will increase significantly in the coming decades, as a greater proportion of the post-war baby-boom generation reaches retirement. This will, in turn, lead to an increased burden on those of working age to provide for the social expenditure required by the ageing population for a range of related services.

25. Field, J. (2010). Preface. In: Ecclestone, K. et al. (eds). Transitions and learning through the life- course. Abingdon: Routledge, pp. 18-24.

Field argues the importance of developing resilience is already acknowledged in European policy, but the key is how to develop practical measures which will help individuals overcome setbacks, engage in continuous learning and, if necessary, adopt new identities, which in some cases almost amounts to individual reinvention.

26. Field, J. (2012) Is lifelong learning making a difference? Research-based evidence on the impact of adult learning, In Aspin, D., Chapman, J., Evans, K., and Bagnall, R. (eds.) Second International Handbook of Lifelong Learning, Springer, Dordrecht, 2012.

This paper reports on a remarkable expansion in serious research attention to lifelong learning and its benefits. Economic factors such as income and employment play an important part in lifelong learning. They can provide people with reasons for joining learning programmes, as well as featuring in policy decisions on financing provision. The direct economic effects of lifelong learning potentially include impacts on earnings, on employability, and on the wider economy. And since higher incomes or steady employment tend to have further effects on health, well-being and sociability, it also follows that the economic effects of learning have indirect outcomes.

27. Fuller, A. and Unwin, L. (2006). Expansive and restrictive learning environments. In: Evans, K. et al. (eds). Improving workplace learning. London: Routledge, pp. 27-48.

Fuller and Unwin (2003 and 2004) developed a framework for analysing the differences between the types of learning environment created in their case study companies. This framework, referred to as the ‘Expansive-Restrictive Continuum’, identifies the characteristics which, when operating together, produced environments in which learning was more or less likely to be encouraged. Expansive characteristics included: recognition that people learn in the workplace; mechanisms to facilitate sharing of knowledge and skill; boundary crossing across job lines; commitment to passing on skills from one generation to the next; and workforce development policies for all grades.

8

28. Fujiwara, D. (2012). Valuing the Impact of Adult Learning: An analysis of the effect of adult learning in different domains in life, Leicester: National Institute of Adult Continuing Education. Accessed online – 3rd June 2016: http://www.learningandwork.org.uk/content/valuing-impact-adult-learning.

The British Household Panel Survey (BHPS) analysis indicates adults’ participating in a part-time course leads to: improvements in health, which has a value of £148 to the individual; a greater likelihood of finding a job and/or staying in a job, which has a value of £231 to the individual; better social relationships, which has a value of £658 to the individual; and a greater likelihood that people volunteer on a regular basis, which has a value of £130 to the individual.

29. Gillard, D. (2001) Education in England: A Brief history. Accessed online – 5th May 2016: www.educationengland.org.uk/history

This online article explores the development of education in England from the earliest schools in the sixth century, through the establishment of the state education system in the late nineteenth and early twentieth centuries, to current concerns about government policies. It aims to explain how we got to where we are now.

30. Grattan, L. & Scott, A. (2016) The 100 Year Life: Living and Working in An Age of Longevity. Bloomsbury Publishing, London. Accessed online – 1st July 2016: http://www.100yearlife.com/

This book and online resource challenges the traditional notion of a three-stage approach to our working lives - education, followed by work and then retirement. The authors argue this is beginning to collapse: life expectancy is rising, final-salary pensions are vanishing, and increasing numbers of people are juggling multiple roles.

31. Higher Education Funding Council (2015) Higher Education in England 2015: Key Facts, London, July 2015.2015/15. p.3. Accessed online – 7th June 2016: http://www.hefce.ac.uk/media/HEFCE,2014/Content/Analysis/HE,in,England/HE_in_England_2015.pdf

Although improvements to widening participation and fair access continue, absolute disparities in higher education participation between advantaged and disadvantaged areas remain large. These differences remain even when prior attainment and ethnic background are taken into account, suggesting that there might be other barriers to higher education progression, beyond GCSE attainment and ethnic profile.

32. H M Government (2016) Reviewing post-16 education and training institutions: Updated guidance on area reviews, London, March 2016. Accessed online – 13th May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/520838/BIS-16-118-reviewing-post-16-education-and-training-institutions-updated-guidance-on-area-reviews.pdf

Area Reviews are well underway across England. These aim to ensure colleges, local councils, employers and other training providers determine the Further Education model for young people and adults that works best for their area (BIS, 2016 – working towards fewer, larger colleges. All areas are required to undertake a full review of

9

further education and skills provision, and to have agreed arrangements with the Government for managing financial risk.

33. House of Commons Library (2016) Devolution to Local Government in England, London, 5th April 2016. Accessed online – 11th May 2016: http://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN07029

As of March/April 2016, devolution deals with nine areas had been agreed (p.3)

34. Hughes, D, (2014) In Ed. Coryton, D., Basic Skills Bulletin, 169, Crediton: Education Publishing Company

The number of 24 years and older adults participating in education at Level 3 and Level 4 (A-level / Diploma) in 2013/2014 fell to 57,100 from 400,000 in 2012/2013, a drop of 86 per cent.

35. Independent Panel Report (2016) Report of the Independent Panel on Technical Education, April 2016, London. Accessed online – 11th May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536046/Report_of_the_Independent_Panel_on_Technical_Education.pdf

This report sets out four key features of a labour market orientated system of technical education, and what the Government needs to do to put such a system in place: (i) While Government has to design the overall system, industry experts must lay down the knowledge and skills, and methods of assessment, for each qualification. (ii) The system should provide young people with clear educational routes which lead to employment in specific occupations, and must be sufficiently clear and simple that career advisers can easily explain to young people what options they have. Currently there are 13,000 qualifications, many of them of little value, available to 16- 18 year olds and this makes career guidance extremely difficult. (iii) Short, flexible bridging provisions should be developed to enable individuals who come to believe they have made the wrong decision to move between the academic and technical education options in either direction, and to support adults returning to study. (iv) Individuals who are not ready to access a technical education route at age 16 (or older if their education has been delayed) should be offered a flexible transition year tailored to their prior attainment and aspirations. The Panel believes that the development of such a national system of qualifications, together with the introduction of the new apprenticeship levy, provides a unique opportunity to equip the UK with a world-class system of technical education whose costs are fairly shared among employers and the state.

36. Jenkins, A. (2006) Women, lifelong learning and transitions into employment, Work, Employment & Society, 20, 2, pp.309-28

This British study showed that women who were inactive in the labour market and then obtained qualifications as adults were much more likely to find paid employment.

37. Jenkins, A., Vignoles, A., Wolf, A. and Galindo-Rueda, F. (2003) The Determinants and Labour Market Effects of Lifelong Learning, Applied Economics, 35, pp. 1711–21.

10

This study showed a marked impact of education on moving out of non-employment into employment for women and men, along with a smaller impact on the tendency to remain within the workforce for women.

38. Learning and Work Institute (2016) Citizen Skills Entitlement for Adults, Leicester. Accessed online – 17th May 2016: http://www.learningandwork.org.uk/our-work/life-and-society/citizens-curriculum

A new ‘Citizen Skills Entitlement’ for adults, proposed by the Learning and Work Institute, sets out an innovative, holistic approach to ensure everyone has the English, maths, digital, civic, health and financial capabilities they need. The Citizens' Curriculum taps into what motivates adults to learn, through giving learners a voice in co-designing curriculum content and careful contextualization, ensuring that more people are learning skills which are relevant to their lives and their work. The Institute calls for cities and local areas to commission a Citizens’ Curriculum approach as the Adult Education Budget is devolved and to work with providers and to design provision that embeds this approach.

39. Lister, J. (2013) The Impact of Poor Numeracy Skills on Adults, Research Review, London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC), Institute of Education (IOE), University of London. Accessed online – 1st May 2016: https://maths4us.files.wordpress.com/2013/08/nrdc_impacts-of-numeracy-review_june13-m4u.pdf

This report provides an overview of existing research on the impacts of poor numeracy on adults and the impacts of improving numeracy skills in adulthood. This is set in the context of the 2011 Skills for Life survey which found that the overall numeracy skills levels in the adult population in England are not rising despite the year on year increases in the number of adults participating in and achieving in numeracy courses. This review found high quality evidence on the economic impacts of poor basic skills on adults. Evidence on the impacts of improving numeracy skills in adulthood is smaller and less certain; in general evidence of the social and health impacts of poor numeracy skills and improved numeracy skills is limited. This said, two British birth (1958 and 1970) cohort studies provide rich longitudinal panel data, allowing researchers to explore how poor literacy and numeracy affect individuals through the lifecourse.

40. National Audit Office (2016) English Devolution Deals, Report by the Comptroller and Auditor General, Department for Communities and Local Government and HM Treasury, 20th April 2016. Accessed online – 30th June 2016: https://www.nao.org.uk/wp-content/uploads/2016/04/English-devolution-deals.pdf

This report highlights the following: (i) 10 devolution deals agreed to date; (ii) 34 devolution proposals received from local areas in England by September 2015; (iii) £246.5m additional investment funding per year, as part of devolution deals (£7.4 billion over 30 years); (iv) 16.1 million people living in areas subject to devolution deals; (v) 9 new mayors of combined authorities to be elected in 2017; (vi)155 staff in the Cities and Local Growth Unit; (vii) 7 HM Treasury staff in their central team supporting devolution deals, supported by its departmental spending teams and other specialists 25 per cent real-terms reduction in local authorities’ income between 2010-11 and 2015-16, taking account of both central government funding and council tax, as estimated in November 2014; (viii) 8 per cent real-terms reduction in local authorities’

11

income from 2015-16 to 2019-20, taking account of both central government funding and council tax, based on current estimates (p.4).

41. NIACE (2013) Family Learning Works: The Inquiry into Family Learning in England and Wales, Leicester: National Institute for Continuing Adult Education, p. 5. Accessed online – 13th May 2016: http://shop.niace.org.uk/media/catalog/product/n/i/niace_family_learning_report_reprint_final.pdf

The report findings indicate that family learning reduces the cost of supporting vulnerable families. It embeds changes in attitudes, behaviour, understanding and skills in the family. Evidence from the USA shows that for every $1 spent on family learning there is a $12ii return. Baroness Howarth of Breckland, OBE states “it is unfortunate that there is no similar evidence in the UK.”

42. OECD (2016) Building Skills for All: A Review of England – Policy Insight from the Survey of Adult Skills, Paris: Organisation for Economic Co-operation and Economic Development. Accessed online – 13th May 2016: https://www.oecd.org/unitedkingdom/building-skills-for-all-review-of-england.pdf

This policy insight reports highlights there are an estimated 9 million working aged adults in England (more than a quarter of adults aged 16-65) with low literacy or numeracy skills or both. This reflects England’s overall performance in the Survey of Adult Skills - around average for literacy, but well below average for numeracy relative to other OECD countries in the Survey. The authors state “These 9 million people struggle with basic quantitative reasoning or have difficulty with simple written information. They might, for example, struggle to estimate how much petrol is left in the petrol tank from a sight of the gauge, or not be able to fully understand instructions on a bottle of aspirin. Here they are referred to as ‘low-skilled’. Weak basic skills reduce productivity and employability, damage citizenship, and are therefore profoundly implicated in challenges of equity and social exclusion.” (p.9) The OECD also concluded that low attainment in basic skills was profoundly implicated in challenges of equity and social exclusion.

43. Office for Fair Access (2016) Outcomes of Access Agreement Outcome Monitoring for 2014/2015, London: May 2016, p. 7. Accessed online – 31st May 2016: https://www.offa.org.uk/wp-content/uploads/2016/05/2016.04-Outcomes-of-access-agreements-monitoring-1.pdf

This monitoring outcomes report sets out the work universities and colleges are doing to widen access, and support students from disadvantaged backgrounds through their studies and as they prepare for employment or postgraduate study. The findings indicate there is a serious decline in the numbers of student enrolment of part-time and mature students in higher education, mainly as a result of funding and policy decisions.

44. Office for National Statistics (2016) All data related to population estimates, London, 23rd June 2016. Accessed online – 24th June 2016: https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates/datalist

Latest figures from the Office of National Statistics (ONS, June 2016) indicate the UK population grew by half a million last year to 65.1 million. The largest percentage

12

increase was in England and the lowest in Wales. The older population has continued to rise, with more than 11.6 million people (17.8 per cent of the population) now aged 65 years and over, and 1.5 million people (2.3 per cent of the population) aged 85 years and over in mid-2015.

“All regions of England are projected to see an increase in their population size over the next decade, with London, the East of England and South East projected to grow faster than the country as a whole. The population is also ageing with all regions seeing a faster growth in those aged 65 and over than in younger age groups.” (Suzie Dunsmith, Population Projections Unit, Office for National Statistics)

The employment rate for women (69.2 per cent) was the joint highest since comparable records began in 1971, partly due to on-going changes to the state pension age for women resulting in fewer women retiring between the ages of 60 and 65 years (ONS, op. cit). Data from the Office for National Statistics (op.cit) shows that the number of 18 year olds in England is projected to decline overall between 2012 and 2020 and it will be 2024 before the 18 year old population recovers to 2015 levels.

45. Ofsted (2016) Further education and skills inspection handbook, London: Office for Office for Standards in Education, Children's Services and Skills, 2nd August 2016. Accessed online – 23rd August 2016: https://www.gov.uk/government/publications/further-education-and-skills-inspection-handbook

The further education and skills inspection handbook requires inspectors to consider how well each strand of a provider’s adult learning programme(s) – such as vocational training, employability training and community learning – has a clearly defined purpose that is well met through each relevant learning programme. Another of the eight points listed asks inspectors to consider how well learning programmes enable learners to overcome their barriers to employment and/or to becoming more independent in their communities.

46. Ofsted (2015a) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2014/15 Presented to Parliament pursuant to section 121 of the Education and Inspections Act 2006. December 2015. Accessed online – 8th May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483347/Ofsted_annual_report_education_and_skills.pdf

Ofsted’s Annual Report of Her Majesty’s Chief Inspector praised the adult education sector for the way that it provides educational benefits to disadvantaged communities and breaks cycles of low achievement by helping adults who may have often felt that learning was not for them to gain skills and qualifications. Inspections demonstrated that many adult education providers were successful at working with partners best placed to deliver a wide range of courses to support adults from disadvantaged communities. The evidence base shows adult education often plays a significant role in reaching out and engaging people in learning through often outstanding partnerships with community groups, local authority departments and public services.

47. Ofsted (2015b) The Common Inspection Framework, London: Office for Office for Standards in Education, Children's Services and Skills. Accessed online – 8th May

13

2016: https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015

The Common Inspection Framework (CIF) for education, early years and skills for inspections from September 2015 restructured the inspection of further education and skills, requiring a separate grade and report for each of the follow types of provision: 16 to 19 study programmes; adult learning programmes; apprenticeships; traineeships; provision for learners with high needs; and 14 to 16 full-time provision.

48. Prime Minister’s Speech on Life Chances, London: 11th January 2016. Accessed online – 12th May 2016: https://www.gov.uk/government/speeches/prime-ministers-speech-on-life-chances

This PM’s speech highlighted there are plenty of reasons – economic, social and moral – to help adults reconnect with education. As the Prime Minister stated: “The economy can’t be secure if we spend billions of pounds on picking up the pieces of social failure and our society can’t be strong and cohesive as long as there are millions of people who feel locked out of it.”

49. Richardson, M. S. and Schaeffer, C. (2013) Expanding the discourse: A dual model of working for women (and men’s) careers, in Patton, W (ed) Conceptualising Women’s Working Lives: Moving the boundaries of Our Discourse, Rotterdam, The Netherlands: Sense.

Richardson (2000) emphasised the lack of consideration in much of the career literature of a focus on work experiences for individuals who are self-employed, who have broken careers and who engage in part-time or unskilled work. Their 2013 article proposes a dual model of working as a conceptual lens through which to examine women’s (and men’s) working lives.This dual model encompasses market or paid work in the market economy and unpaid care work in personal lives that includes care of persons (including the self), of relationships, of communities and organisations, and of the physical world. This dual model of working expands the traditional meaning of work beyond work that is paid. It represents an extension of the counselling for work and relationship perspective that posits two major contexts of work, market work and unpaid care work, in addition to relationship contexts through which peopleco-construct their lives. The authors propose this dual model of working in the spirit of advancing gender equity. It is hoped that a dual model of working will facilitate the emergence of working practices across both market and unpaid care work that reduce gender differences and inequities.

50. Royal Geographical Society (2015) Digital Divide in the UK. Accessed online – 14th

May 2016:: https://21stcenturychallenges.org/what-is-the-digital-divide/

This online resource sets out research findings that show a clear correlation between digital exclusion and social exclusion. This means that those already at a disadvantage and arguably with the most to gain from the internet are the least likely to be making use of it and become further disadvantaged by not using it.

51. Savickas, M. et al. (2009) Life designing: A paradigm for career construction in the 21 st

century, Journal of Vocational Behavior, 77: 239 -250

14

Savickas et al discuss how the early twentieth century in particular looked to an idea of a pre-existent self that was fixed inside the individual and needed to be actualized, brought into being to lead to the most fulfilled life. They argue for greater attention to be given to terms of constructing, co-constructing, and identity not fixed but moreover a project which individuals can learn and develop. This project is not merely asking “what do I want to be” but is one that is made in a social context as the individual develops their sense of identity through social interactions.

52. Schuller and Watson (2009) Learning Through Life: Inquiry into the Future for Lifelong Learning - Summary, Leicester: National Institute for Continuing Adult Education. Accessed online – 4th May 2016: http://www.learningandwork.org.uk/lifelonglearninginquiry/docs/IFLL-summary-english.pdf

This summary report sets out ten recommendations for a lifelong learning strategy designed to mark out the UK as a true pioneer in this field. The Inquiry’s analysis of the current system is informed by published studies of lifelong learning expenditure and participation.

53. Skills Funding Agency & Department for Business, Innovation & Skills (2016) Statistical First Release, SFA/SFR34, Coventry /London, Released 23rd June 2016. Accessed online – 1st July 2016:: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/530819/SFR_commentary_June_2016_final.pdf

Findings indicate adult (19+) further education and skills participation in government-funded adult further education fell to 2,613,700 in 2014/15. The number of learners participating on Full Level 2 courses declined to 753,300 and the number on Full Level 3 courses fell to 419,900. There is a serious decline in the numbers of students participating in Level 3 courses.

54. Skills Funding Agency (2016) Adult education budget funding and performance management rules Version 3 Document reference: E For the 2016 to 2017 funding year (1 August 2016 to 31 July 2017). Coventry. Accessed online – 5th October 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/534080/Adult_education_budget_funding_and_performance_management_rules_2016_to_2017_V3.pdf

From 2016-17, the Skills Funding Agency will merge will the two strands of funding: (i) adult skills funding, which broadly supports accredited provision for adults; and (ii) community learning funding, which broadly supports non-accredited provision for adults and families into a single ‘Adult Education Budget’.

55. Social Mobility & Child Poverty Commission (2016) The Social Mobility Index, London. Accessed online – 24th October 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/496103/Social_Mobility_Index.pdf

The Social Mobility Index compares the chances that a child from a disadvantaged background will do well at school and get a good job across each of the 324 local authority district areas of England. It examines a range of measures of the educational

15

outcomes achieved by young people from disadvantaged backgrounds and the local job and housing markets to shed light on which are the best and worst places in England in terms of the opportunities young people from poorer backgrounds have to succeed.

56. Störmer, E., Patscha, C., Prendergast, J., Daheim, C., Rhisiart, M., Glover, P., and Beck, H. (2014) The Future of Work, Jobs and SkiLls in 2030 (Evidence Report 84). Wath-upon-Dearne: UK Commission for Employment and Skills. Accessed online – 8th May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/303334/er84-the-future-of-work-evidence-report.pdf

This study presents an authoritative assessment of future challenges and opportunities in the labour market and the implications for jobs and skills. It is based on expert input from key groups including business, trade unions and academia, as well as a detailed and comprehensive review of the literature. The Future of Work Foresight studies are plentiful, but this report adds distinctive value through its specific focus on labour market issues, and by examining the impact of global trends through the lens of UK conditions. It serves to provoke reflection and debate as part of the process of preparing for the challenges and opportunities presented by the labour market of the future. For example, it points out that while the number of jobs in the UK is expected to rise by about 1.8 million over the period 2014 to 2024, that growth will be strongest for highly qualified managers and professionals.

57. UKCES (2015) UK Employer Skills Survey, 2015, Evidence Report 97, Sheffield: Wath-Upon-Dearne. Accessed online – 8th May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/525444/UKCESS_2015_Report_for_web__May_.pdf

In examining the experiences and practices of over 91,000 employers, the UK Commission’s Employer Skills Survey (ESS) provides a rich source of intelligence on the skills challenges employers across the UK are facing and their response in terms of investment in skills and training. The survey was first conducted at UK wide level in 2011, and was developed from a series of surveys conducted in each of the countries of the UK during the 1990s and the 2000s. The UK survey has been conducted biennially, and the 2015 survey represents the third edition in the series. This period of time coincided with the UK economy leaving recession and experiencing relatively sustained economic growth. The report explores skills challenges that employers face both within their existing workforces and when recruiting, their use of the skills of their staff, the levels and nature of investment in training and development, and the relationship between skills challenges, training activity and business strategy. The study reports on the experiences of employers at the establishment level, rather than at the enterprise level. The survey covers establishments with at least two people on the payroll.

58. UKCES (2014) Working Futures 2014 – 2024. Wath-upon-Dearne: UK Commission for Employment and Skills. Accessed online – 8th May 2016: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/514285/Working_Futures_Headline_Report_final_for_web__PG.pdf

This report examines output and employment trends by sector and builds up short sector profiles. It also explores the outlook for skills by examining the occupational profile of employment, in terms of changing levels of employment and replacement

16

demands, alongside the formal qualifications held by workers. The data is supplemented with occupational vignettes to provide additional context and insight.By 2024, it is expected that only 2 per cent of those in employment will have no formal qualifications.

59. Unionlearn (2016) English, maths and ICT, London. Accessed online – 1st October 2016: https://www.unionlearn.org.uk/english-maths-and-ict

These pages give information about how to support learners to improve their skills, along with some of the resources, training and other help that unionlearn provides. Examples of how other unions and Union Learning Reps (ULRs) have supported members with English, maths and ICT and links to useful websites that can help further are also provided.

60. WEA (2015) WEA Adult Education, Changing Lives: Impact Research Report, 2015, London: Workers’ Educational Association. Accessed online – 2nd May 2016: http://www.wea.org.uk/download.aspx?id=3509

This impact assessment report provides a wealth of rich evidence on the impact of adult education and how this adds value to individuals’ lives, local communities and the Uk economy.

61. World Health Organisation (2014) Second joint meeting of experts on targets and indicators for health and well being in Health 2020, London, 3-4 April 2014. Accessed online – 14th May 2016: http://www.euro.who.int/__data/assets/pdf_file/0008/253673/Meeting-Report-April-meeting-final-WEB.pdf?ua=1

The World Health Organisation (WHO, 2014) links well-being to social connections, economic security and income, natural and built environment, and education. Note: We found that attending adult education courses could directly improve the lives of individuals and contributed positively to all these areas.

62. UNESCO (2016) Institute for Lifelong Learning, Germany. Accessed online – 23rd October 2016: https://uil.unesco.org/

The UNESCO Institute for Lifelong Learning (UIL) is UNESCO’s global centre of excellence for lifelong learning. Its mandate is to promote lifelong learning with a focus on (i) adult and continuing education; (ii) literacy and non-formal basic education.

63. Zhang, X. and Palameta, B. (2006) Participation in Adult Schooling and its Earnings Impact in Canada, Ottawa, Canada: Statistics Canada. Accessed online – 15th May 2016:https://www.researchgate.net/publication/23546158_Participation_in_Adult_Schooling_and_Its_Earnings_Impact_in_Canada

This Canadian study showed that among adult workers who participated in education, there were clear wage effects for those who received a certificate, but minimal returns for those who did not.

17

For further informationContact: Dr Deirdre Hughes OBE, Research Programme DirectorEmail: deirdre.hughes@warwick.ac.uk Visit: http://www2.warwick.ac.uk/fac/soc/ier/research/adult_education/call_for_evidence/

18