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Education & Training 2010:
2007 Report on the UK’s progress towards the Lisbon Objectives
A note on devolution within the UK:
In the United Kingdom responsibility for education is devolved to Scotland, Wales and Northern Ireland. Each of the Devolved Administrations (DAs) has its own approach, which is best understood as a distinct system and not as a minor variation on the English model. However, to keep within the Commission’s length limits, this report describes the common features of the UK systems, and notes differences in the DAs where there are distinctive features.
Glossary
CSR / Comprehensive Spending Review – a three yearly review and rebalancing of all Government expenditureDAs / the Devolved Administrations (Scotland, Wales and Northern Ireland)
DEL / Department for Employment and Learning, Northern Ireland
DELLS / Department for Education Lifelong Learning and Skills in Wales
DfES / Department for Education and Skills in England
FE / Further Education – primarily offering vocational and second chance education to adults and young people over 16.
HE / higher education, delivered in Universities and Colleges of Further Education
LSC / Learning & Skills Council, responsible for all publicly funded post-16 funding in England except HE
Level 2 / the normal school leaving qualification at 16 or vocational equivalents (ISCED 2)
NEETs / 16-18 year olds not in education, employment or training
SE / Scottish Executive
WAG / Welsh Assembly Government
Chapter 1: Presentation of the national lifelong learning strategy
1.1 The current state of play
1.1.1 Whether a lifelong learning strategy was established in your country by the end of 2006, and if not what is the timetable for its establishment
In 2006 the English Department of Education and Skills (DfES) published a revised strategy A Five Year Strategy for Children and Learners: Maintaining the Excellent Progress. This built on the previous (2004) strategy which had launched a shift towards partnership and devolution of responsibility for service delivery; with a strong focus on personalisation of services and responsiveness to the needs of learners, parents and employers.
The revised strategy is closer to the EU notion of an integrated lifelong strategy, increasing integration across sectors which were formerly administered separately. The revision also aimed to build a more direct link between objectives and incentives, and to respond to the Government’s Capability Review of the Department.
This integrated approach is shared in Wales, where the Welsh Assembly Government laid out its strategy in The Learning Country in 2001 and updated this in The Learning Country:Vision into Action in 2006. This covers the full range of lifelong learning, and is complemented by the Skills and Employment Action Plan for Wales (updated 2005).
Scotland retains a more sectoral approach, with four strategic documents for school/pre-school, post-school education and training, enterprise and workforce development, and social inclusion.
Northern Ireland has revised its 1999 Lifelong Learning Strategy, and published a new overarching Skills Strategy, Success Through Skills in 2006.
1.1.2 Plans for future adjustment, completion or modification of the strategy
In 2007 the Treasury will publish the new three year Comprehensive Spending Review (CSR) report, which will set the financial framework for all public services for the next three years. In the light of this the DfES will publish a new five year strategy.
Scotland and Wales are both currently reviewing the purposes and functions of post-compulsory education and training, and the Welsh Assembly Government is currently reviewing the school curriculum. Policy change is possible in the DAs since both Wales and Scotland are holding general elections in May 2007, and devolved administration has just been returned to Northern Ireland Executive.
1.1.3 Any obstacles encountered in the establishment of your strategy.
No major obstacles have emerged to date. Extensive consultation about the plans and responses suggests widespread agreement about overall direction and priorities, although less clarity about how they can be achieved.
1.2 Comprehensiveness, coherence and relevance
1.2.1 Which systems and levels of education and training are covered
The English strategy covers all levels and systems[1]. In Scotland and Northern Ireland separate policy documents together cover the full range of lifelong learning, although delivery is managed through distinct Departments. In Wales, The Learning Country: Vision into Action covers the full range of lifelong learning.
1.2.2 The challenges addressed by the strategy, including improving the efficiency and equity of education and training systems, and how these have been identified (evidence base)
Key principles of Government strategy across the UK are increased engagement of learners, parents and employers, the extension of individual choice, the raising of standards for all, and the easing of transitions between the phases of education.
A major aim is to move from a model where institutions respond to Government priorities to one where they respond directly to the needs and demands of individual learners, parents and employers. One reason for this is to rebalance the roles and responsibilities of the state, employer and individual, recognising that, when potentially unlimited demand confronts limited public resource, the role of public funding must be clearly defined. Central objectives are: raising social mobility, narrowing attainment gaps and improving performance across the system, and ensuring responsiveness to employer and individual needs. Some specific challenges include the creation of a model of lifelong progression which stresses continuity throughout the education and training process; a less directive approach to quality assurance across all sectors; and a coherent qualifications framework across all levels and sectors.
1.2.3 The priorities for action and policy development within the strategy, in the light of these challenges.
The linked priorities of social inclusion and economic success are shared across the UK, and there is a general goal to reduce the numbers of young people on a path to failure in adult life, and to close the skills gap at all levels, as highlighted by the Leitch report of December 2006 (see 3.4.1). There is a shared aim to decrease the proportion of 16-18 year olds not in education, training or employment (known as “NEETs” – see 3.4.7). Wales and Northern Ireland have particular concerns with the employability skills of the economically inactive. Scotland has a particular focus on community learning and the unemployed.
1.3 Main policy measures
1.3.1 The main policy measures in the strategy and how these fit together
There are four key policy papers in England. Every Child Matters (Consultative Paper, 2003, and other publications) brings together local communities, schools and children’s, health and social services to deliver an integrated service of pre-school, school and out of school education from birth to 19. Higher Standards: Better Schools for All, (White Paper 2005) increases the autonomy of schools, empowers parents and personalises learning support. 14-19 Education and Skills (White Paper, 2005) provides flexible pathways through education across the traditional break point at 16, and strengthens vocational choice. Raising Skills, Improving Life Chances (White Paper, 2006) strengthens the employer voice in the design and delivery of vocational training and qualifications.
Key policy papers in Wales include Children and Young People: Rights to Action, Skills and Employment Action Plan for Wales, and Reaching Higher (HE strategy).
1.3.2 outline the measures designed to address progress towards the EU benchmarks, including any national targets in these areas,
The UK has chosen to address the EU benchmarks through its existing system of performance measures. In England, these are based on Public Service Agreements (PSAs). PSA targets use measured outcomes, and results are published for each institution and Local Authority. They are used in funding, and provide a rigorous tool to monitor progress and ensure accountability. They will be revised as part of the outcome of the CSR.
Benchmarks 1 (early school leaving) and 3 (22yr olds completing upper secondary education) are effectively treated as a single measure – achievement of a full Level 2[2] qualification. Recently, progress has been made. PSA Target 12 aims to reduce the proportion of young people not in education, employment or training by 2% by 2010. This is the focus of a recent Green Paper, Raising Expectations: Staying in education and training post-16 (see 3.4.6).
Benchmark 2 (maths, science and technology graduates). There is no explicit UK target to address this, but 26% of all degrees awarded are in maths, science and technology (excluding medicine), and 37% of these are women. University applications in these subjects are rising.
Benchmark 4 (reading literacy of 15 yr olds). Reading literacy is assessed, alongside all other core elements of the national curriculum, regularly throughout the individual’s school career. Individual learner data is collected annually and performance data is published at school and Local Authority level.
Benchmark 5 (adult participation rates). By European and international standards the UK has a high proportion of adults participating in formal education and training (29% in 2005), but the UK has no participation target, since UK policy prefers to base performance measures on outcomes rather than inputs. Current targets are, by 2010, to improve the basic skills levels of 2.25 million adults, and to reduce by at least 40% the number of adults in the workforce who lack a full Level 2 qualification. The Leitch Report (see 3.4.1) also set the following targets for 2020: for 95% of adults to achieve the basic skills of functional literacy and numeracy, for over 90% of adults to be qualified to at least Level 2, and for over 40% of adults to reach Level 4 and above.
In the Devolved Administrations of Wales, Scotland and Northern Ireland the PSA process does not apply and existing national lifelong learning targets are used.
1.3.3. allocation of resources to main policy measures, including any national targets for more / more efficient use of funds and the use of EU funds to support lifelong learning (e.g. Structural Funds, European Investment Bank),
The Government has announced that Education spending in England will grow as a proportion ofnationalincometo 5.6% in 2010 compared to 5.0% to in 2001 - one of the highest growth rates in the EU or G8. In 2007, the Comprehensive Spending Review (CSR)will redistribute resources in the light of changing economic and social priorities, and ensure efficient use of resources for work which crosses Departmental boundaries.This funding will be linked to a set of public service agreements (PSAs) and indicators, which HM Treasury will use to measure the impact of the investment. Investment in theDAs is less directly linked to PSAs than in England, as the DAs controltheir own budgets within the overall allocations from HM Treasury. The 2000-06 European Social Fund programmes have been used to add value toarange ofGovernment training programmes and initiatives across the UK, and this will continue in the new programme period 2007-13.
1.3.4 Measures to change attitudes to learning
A range of measures aim to raise awareness of opportunities to learn, and motivate individuals to participate. They include the parental engagement strategy Every Parent Matters, (2007), which seeks to engage parents in their children’s’ education. For adults they include the national learning telephone helpline service Learndirect (and Learndirect Scotland), specific campaigns aimed at particular groups, like the Get On television campaign (encouraging people to enrol in basic education programmes), Adult Learners Week (which uses ESF funding) and Family Learning Week, which raise the profile of adult learning and highlight the success it brings to peoples’ lives). The UK is actively involved in skills competitions and the biennial WorldSkills Competitions (hosted by UK in 2011) provide an opportunity to create public interest in skills issues. Following the Leitch report a high profile Big Skills advertising campaign is being launched in summer 2007.
1.3.5 Strengthening evidence-based policy making, using a culture of evaluation, leading to innovation in education and training,
The UK has a very strong record of gathering and using evidence as the basis for policymaking. There are four main components of this approach:
Administrative data: the School Census, which collects personal and achievement data annually on every pupil aged 5-16, and the Individualised Learner Record in further education, are powerful tools for understanding progression, and identifying weaknesses in provision and systems. Such evidence has led to curriculum change to ensure that every individual is achieving at his or her full potential.
Commissioned research: Government Departments and DAs commission research directly to inform practice across the whole range of lifelong learning. The decision to expand pre-school education, for example, results directly from studies which reveal the impact of early years development on social inclusion and educational performance.
Directly funded but independent research centres: six centres funded by Government in England to investigate specific policy related areas of education and training, including wider benefits of learning, economics, basic education and systematic literature reviews.
Collaboration with Research Councils: Government works closely with the independent national Research Councils to encourage academic research in key policy areas
Dissemination: Governments across the UK actively disseminate research findings to the media, the public and the research and policy community. DfES holds an annual conference for academic researchers and the policy community to disseminate findings and inform policy.
1.3.6 Measures to target the needs of disadvantaged people (e.g. immigrants, ethnic minorities, the disabled).
UK policy puts a strong emphasis on access to employment as a strategy for overcoming social exclusion. Nine of the fourteen PSA targets directly address issues of social exclusion, and all the remaining five all aim to ensure that individuals have the skills and qualifications to participate fully in the economy. Funding incentives to institutions; financial support systems for students; and specific initiatives encourage institutions to respond and help individuals to overcome barriers to access (see 3.1.3).
In Wales “Extending entitlement” is a policy designed to ensure every 11-25 year old can access 10 basic entitlements which will help them to participate effectively in education, employment and the lives of their communities.
1.4 Development, implementation and dissemination:
1.4.1 Coordination and consultation mechanisms involving all relevant stakeholders,
Government has extended the range of consultative mechanisms across all education and training in the UK, disseminating broad strategic documents and specific policy proposals through Green and White Papers, and stimulating debate in professional and lay communities. Scotland has a National Forum on Lifelong Learning, and Wales a Ministerial Advisory Group which involve a wide range of stakeholders in policy discussions. In VET, a range of consultative bodies has been created to support the implementation of the Skills Strategy (see 3.4.2). From time to time, enquiries are set up into specific topics, and these consult widely before making recommendations for change to Government. Recent examples include the Leitch review of Skills Policy, and the Dearing review of Language Teaching.