Adult Education National Stakeholder Policy Roundtable
Adult Education National
Stakeholder Policy Roundtable
WELCOME TO THE ROUNDTABLE
PROGRAMME10:10 Plenary 1: Adult Education
from a local perspective
13:45 Plenary 3: Feedback from
workshops
10:35 Plenary 2: UNESCO’s Global
Report on Adult Learning and
Education
14:15 Roundtable activities:
Sharing and developing
approaches to achieve
impact locally
11:00 Thematic workshops
(11:30 comfort break)
15:00 Panel Q&A and speaker
reflections
13:00 Lunch 15:25 Closing comments
15:30 Close
ADULT EDUCATION FROM A LOCAL PERSPECTIVE
Nick Hill, Senior Commissioning Manager, Greater
Manchester Authority
The Opportunities & Challenges of Delivering Local
Impact & Outcomes from Adult Education:
The Greater Manchester Perspective
Nick Hill, Senior Commissioning Manager,
New Economy (On behalf of Greater Manchester
Combined Authority)
ADULT EDUCATION NATIONAL STAKEHOLDER
POLICY ROUNDTABLE – MARCH 21ST 2017
GVA – Gross Value Added
LEP – Local Enterprise Partnership
GREATER MANCHESTER: A SNAPSHOT
Originally developed in 2009
▪ Informed by the Manchester Independent Economic
Review’s (MIER) evidence base
▪ Aligned all partners behind priorities
▪ Strategic framework for policy and decision making
▪ Pitch to Government
Updated and re-positioned 2013
▪ Reflects the economic challenges we
now face
▪ Greater focus on public service
reform agenda
▪ Stronger on delivery and
implementation
GREATER MANCHESTER STRATEGY:
STRONGER TOGETHER
Vision
Our ambition is to create an integrated
employment and skills eco-system,
which has the individual and employer at its
heart, and that better responds to the
needs of residents, business and
contributes to the growth and
productivity of the GM economy.
The current employment and skills landscape is complex and fragmented. Our
implementation approach is putting in place the processes that will allow GM to
achieve its vision, reforming a devolved skills and employment system that will have
a significant impact on GM’s residents, employers and its continued economic
growth. Central to that it will:
• Reduce the fiscal gap and drive productivity in GM through a devolved, integrated
employment and skills eco-system
• Create significantly enhanced performance and impact from the investment in GM
• Develop a future workforce with the skills to support growth and increased levels
of productivity
• Shift the commissioning strategy to deliver what GM needs with GMCA able to
drive performance through local accountability, including appropriate alignment of
national and local priorities
• Ensure Government agencies and contracted services are operating consistently
on a GM footprint.
Devolution provides a unique opportunity to begin addressing challenges posed
by the currently fragmented employment and skills system
Moving to a system that is able to deliver GM’s ambition will be challenging and take time. A large proportion
of the current employment and skills system duplicates activity, much of which is dealing with remediation
due to failures at previous points (in many cases key ‘transition points’ in the education, skills and
employment system).
System Challenges: What are we trying to change
Those with complex barriers to
employment, potentially receiving
support from a range of local
services, are not supported in a
coordinated way
‘Unintended adults’ at 19 years
old account for a significant
amount of the AEB: These are
young people who start provision
under the EFA budget and don’t
complete.
The majority of the
apprenticeship budget is used to
accredit existing skills of
employees, rather than develop
new skills at L3+.
Supply side issues need
addressing, giving residents
that are up-skilled clear
employment and progression
routes.
Businesses face
difficulties recruiting
skilled staff, yet there
are many people with
underutilised skills, a
stratum of low-skilled
individuals in danger of
being stuck in low paid
jobs, and young people
struggling to access
the labour market
Many unemployed residents
cite mental health issues as a
barrier to work, yet many wait
over a year for health services
Majority of the AEB is spent on
supporting Level 2 or below
qualifications.
Work Programme does
not tackle barriers of
those furthest from
labour market
PROGRESS SO FAR: SKILLS
Further devolution around Adult Education Budget (if readinessdemonstrated) based around a clear Outcomes Framework for GM
Strategy developed to help shape discussions across for future use ofAEB, FE Loans, IoT and Employer Investment
Area Based review completed
Agreement around a GM Apprenticeship Programme to support theeffective use of the ‘Levy ’ across GM Public Services
AGE Grant extension until 2017 to stimulate demand for progression inapprenticeships
Skil ls Capital al igned with devolution to ensure strategic f it .
Alignment of ESF commitments pre-Brexit to support work and skil ls :Approval of the first CA Co-Financing Organisation under ESF
Skil ls for employment programme contracted to support those furthestform the labour market, e.g. those Working Well (GM’s post-WorkProgramme offer)
AEB to be devolved from Academic Year 2018 -19 in GM
Currently worth about £80m a year in Greater Manchester – potential to have real transformational social & economic impact
English, Maths entit lements & ESOL account for significant proportion
To close the gap to Level 2 and above for the English average would cost £279m – therefore decisions on targeting crucial
Move to AEB being an outcomes led investment – Progression, Jobs Outcomes , earnings,
Crucial to ensure we continue the strong par tnership approach involving al l key stakeholders in AEB design – Combined Authority, Providers, Employers, Employment support
Understanding what AEB is spent on currently and the impact for learners
Priorit ies - Long term unemployed, e.g. with health conditions, individuals closer to the labour market, and those with low skil ls and / or c irculating in and out of work
A FOCUS FOR ADULT EDUCATION
There is a mismatch between employer expectations and the ability of the current skills system to deliver recruits with appropriate skills and behaviours…
…The Northwest Business Leadership Team, Institute of Directors and the Confederation of British Industry highlighted:
“Employers do not always expect applicants to possess completely up to date technical skills”
HOWEVER…
“They do need applicants to possess a range of key working skills and ‘personality’ attributes’
AEB devolution provides an opportunity to address this to develop the key working skills, behaviours and personality attributes needed in the workplace…
EMPLOYER ENGAGEMENT
Self-starter
Literacy, Numeracy & Oracy skills
Digital Literacy
Creative
Resilient
Ambitious
Agile
Confident communicator
KEY WORKING SKILLS, ATTRIBUTES & BEHAVIOURS
Outcomes Framework
Devolved AEB
Alignment of ESF
Co-commissioning of the Work & Health Programme
Ensuring alignment and progression routes from AEB to the broader skills and quality employment offer, e.g. use of Apprenticeship Levy, GM Public Sector Apprenticeship Programme
THE FUTURE….ALIGNING ACTIVITY
How can commissioners best engage and work with
stakeholders to deliver as a partnership, e.g. learners,
employers and providers in the co -design of devolved Adult
Education Budget provision?
What are the key opportunities and challenges for dif ferent
stakeholders in moving to an outcomes based model of local
area commissioning of Adult Education provision?
How do we evidence the impact of Adult Education in
delivering the outcomes needed?
SOME QUESTIONS TO CONSIDER…
QUESTIONS?
UNESCO’S GLOBAL REPORT ON ADULT LEARNING
AND EDUCATION (2016)
Professor Tom Schuller, Senior Research Fellow, Learning
and Work Institute
GRALE 3: outcomes and implications
Tom Schuller
Adult Education National Stakeholder Policy Roundtable
Learning & Work Institute, March 2017
The Background to GRALE
• 144 UNESCO Member States made the commitment to monitor progress in the area of adult learning and education at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009.
• The Belém Framework for Action
‘Policies and legislative measures for adult education need to be comprehensive, inclusive and integrated within a lifelong and life-wide learning perspective, based on sector-wide and inter-sectoral approaches, covering and linking all components of learning and education.’ (UIL, 2010, p.7)
NOT FOR QUOTATION
About Third Global Report on Adult learning and Education ( GRALE III)
• Assesses Global progress in implementing the Belém Framework for Action (2009).
• Investigates the impact of Adult Learning and Education(ALE) on health and well being, employment and labour market, and social, civic and community life.
• Guides policy makers and practitioners.
• Shares lessons learned since GRALE I (2009) and GRALE II (2013).
GRALE III Monitoring Survey: gathering the evidence• Editorial team, thematic experts, and independent friends: the issue
of balance
• Questionnaire size, respondents and the issue of ‘data’
• Thematic literature, case studies and the issue of evidence
• Unit of analysis: region, income group, etc
• Dissemination and the issue of engagement
NOT FOR QUOTATION
Key facts about the survey
- Conducted in 2015
- 75 questions
- Covers 5 action areas of the
Belém Framework
- 139 countries responded (71% of
UNESCO Members)
- Developed in partnership
with UIS, GEM Report,
WHO, ILO & OECD
GRALE III Monitoring Survey
5 Belém
Action Areas
The countries monitored by GRALE since 2009
UNESCO Regions GRALE 1 GRALE 2 GRALE 3
Sub-Saharan Africa 43(94%) 31(67%) 33(72%)
Arab States 19(95%) 9(45%) 13(65%)
Asia and the Pacific 31(63%) 26(53%) 28(57%)
Europe and North America 36(75%) 35(73%) 41(85%)
Latin America and the Caribbean 25(74%) 25(74%) 24(71%)
Total 154(78%) 126(64%) 139(71%)
NOT FOR QUOTATION
Source: GRALE III monitoring survey, Question 4.3: Does the government plan to increase or decrease spending on ALE?
Ensuring adequate financing
48%57%
35%25%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
European countries World
Plans to increase Plans to stay about the same
48 % of European countries plan to increase public spending on ALE
NOT FOR QUOTATION
GRALE 3 MAJOR THEME: THE WIDER BENEFITS OF ALE
Sources:- Country reports: their perceptions of evidence on the benefits- Literature reviews and case studies
A prior question: the nature of ‘evidence’- country coverage; - robustness; - magnitudes of effects; - contextual factors limiting impact
GRALE (2016)
Healthy behaviours & attitudes
Longer life expectancy
A reduction in lifestyle diseases
Lower costs for acute healthcare
28
ALE benefits individuals, employers & societies
Skills & employability
Higher wages
Job satisfaction & commitment
Greater productivity & entrepreneurship
Tax revenues
Literacy & numeracy
Life skills such as resilience & self-confidence
Tolerance of diversity
Attention to the environment
Social cohesion
Political participation
NOT FOR QUOTATION
THE BENEFITS OF ALE: some examples
• An experience from India shows how to raise awareness of environmental and sustainability needs while improving sanitation
In the Philippines, ALE programmes to promote breast feeding and infant nutrition have helped reduce infant mortality
In Minnesota, United States, ALE has led to better environmental behaviour and literacy
In China, physical exercise, dance and musical activities have helped older adults im-prove their mental health and resilience
Dozens of studies in Europe have shown that vocational education and training brings economic benefits for employers
In several African countries, civic education programmes informed and empowered individuals, leading to higher levels of political participation.
A World Without ALE
• Less adaptability to change, social and economic
• Lower capacity to look after selves and children; greater dependency on family/state
• Less openness to others, lower cohesion
• Lower understanding of/engagement with environmental issues
NOT FOR QUOTATION
Five policy implications of the 2030 Agenda
1. To fulfil the right to education, governments need to provide adults with information and effective access to high-quality learning opportunities
2. To ensure true lifelong learning, governments need to balance education spending along the lifecourse.
3. Recognise the holistic nature of sustainable development, governments need to promote cross-sectoral coordination and budgeting
4. Stronger partnerships are required among all stakeholders.
5. Strengthening the knowledge base: ALE needs to be part of the data revolution.
Thank you!
http://uil.unesco.org/grale
for GRALE III analysis, survey
responses, case examples and data.
THEMATIC WORKSHOPS
KEY QUESTIONS FOR LOCAL AREAS
1. How can commissioners best engage and work with stakeholders to deliver as a
partnership, e.g. learners, employers and providers in the co-design of devolved Adult
Education Budget provision?
2. What are the key opportunities and challenges for different stakeholders in moving to
an outcomes based model of local area commissioning of Adult Education provision?
3. How do we evidence the impact of Adult Education in delivering the outcomes
needed?
http://bit.ly/2nrUebf
FEEDBACK FROM WORKSHOPS
Health and Wellbeing
What are the challenges?
• Range of research evidence available: high-level, some validity issues, acknowledging the three domains in commissioning arrangements, validity of alternative outcomes
• Age demography: extended working lives, how ALE has a role in maintaining independence; approaches that work
• Fragmentation of the policy environment who to engage and how
How can adult learning help?
• Support petition for change: e.g. environmental
• Address lifestyle and cultural factors as a cause of long term health conditions (public health and wider impact)
• Make the case for certain types of interventions: short, part-time, co-designed, informal, non-formal etc
What needs to be done?
Sector: needs to collate data, share common approaches, gather coherent messages but they need to meet the needs to of…
Local commissioners: need to think about their own skills set, research and commissioning processes (localism presents an opportunity…) in order for:
National government to invest in inter-sectoral approaches and cross-policy lifelong learning strategy
Employment and the
labour market
What are the challenges?
• Policy: consistent with longer shelf life needed
• Data: ways of measuring the impact of ALE – using qualitative and quantitative, soft and hard outcomes, using locally collected data to inform upwards
• Clear progression routes into and within employment –understood by employers and learners and supported by providers and funders
• Skills gaps/ workforce demographics
How can adult learning help?
• Relevant and responsive
• Reach into communities
• Enabler
• Leading to employment
What needs to be done?
Closer working between ALE and those charged with getting people into workNational lifelong learning strategyClarity, consistency, longevity of policyDevolved but ring-fenced budgets (?)Effective representation in government and at civil service levelAddress the skills gaps in the workforce / address older workers retention etc.Address the data gap
Community, civic and
social life
What are the challenges?
• Commissioning
o Ensuring that set outcomes meet / reflect what is required at a local / national level
o Need to have a balance between commissioning and grants
o Need to ensure smaller delivery organisations are included in commissioning system and processes
What are the challenges?
Data and evidence
o Data system needs to be responsive enough to capture wider impacts / benefits e.g. impact on children / wider family
o Outcomes can be short or longer term and data needs to capture both
o How can we summarise / roll up data and information which expresses the whole experience?
o Concern regarding over-concentration on employment related outcomes
How can adult learning help?
• There is a key role for adult learning to play in IAG throughout life e.g. career reviews
• Being responsive to change e.g. ageing population, population changes, raising of state pension, increasing impact of digitisation on the workforce and on employer needs
What needs to be done?
• Policies to facilitate access to education for whole lifecycle• Important to recognise and evidence the principles of adult learning• Influence the commissioning narrative to make a good case for investment rather than
relying solely on target based outcomes measurement• Fund new creative innovative activities/ programmes/ delivery which are not subject to
same outcomes framework measurement but are evaluated and could influence the outcomes framework itself
• There are already measures which can identify the benefits and impact of the learning rather than outcomes and these should be integrated in evidence collection
• National - Greater partnership working between government departments to result in financial efficiencies and increased impact of adult learning
• Local - Need collaboration between multiple agencies and stakeholders to co-ordinate local adult learning offers
ROUNDTABLE DISCUSSION
1. How can commissioners best engage and work with stakeholders to deliver as a
partnership, e.g. learners, employers and providers in the co-design of devolved Adult
Education Budget provision?
2. What are the key opportunities and challenges for different stakeholders in moving to
an outcomes based model of local area commissioning of Adult Education provision?
3. How do we evidence the impact of Adult Education in delivering the outcomes
needed?
http://bit.ly/2nrUebf
PANEL DISCUSSION
Individuals whose stories of learning will be
inspirational to others who hear and read about
them
Tutors whose dedication and commitment to
learning inspires those who hear or read their story
Projects/Provisions that will be inspirational to
others and that could be replicated or adapted by
other learning providers
Employers who have invested in outstanding staff
training and development and used learning to
develop and utilise the skills of their workforce to
improve productivity and raise morale
Closing date: 5:00pm on Friday 31 March 2017www.festivaloflearning.org.uk/2016-award-nominations
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CLOSING COMMENTS