Training accounts and tax relief for learning

A Guardian article this week explored the question, “Funding cuts, policy changes and careers advice: how are colleges faring

The article featured a response from Ruth Spelman:

“We want to start adult learning accounts, to which individuals, employers and individuals could contribute,” explains Ruth Spellman, chief executive of the Workers’ Educational Association. “Getting [adult learners] started is often the most difficult bit so it’s resource intensive.” Given that specialist adult providers need to invest so much upfront to boost confidence and help people overcome false starts, having some certainty that they can actually afford a course – both for the college and the individual involved – is vital to ensure older learners feel able to take advantage of educational opportunities.

Ruth is highlighting one of the issues raised in the WEA’s Manifesto as its second recommendation:

Manifesto rec 2

The WEA calls on employers and the government to help people into work and once there to encourage skills development through training accounts and tax relief for learning. The WEA also calls on central and local government and public agencies to ensure that procurement activities reduce in-work poverty through the promotion of the Living Wage.

This is a summary reminder of all the recommendations in the WEA Manifesto:

manifestrecs

You can download the Manifesto here or read it online in issuu format here.

Informal and non-formal learning: a smart investment

This article was first published in the current edition of NIACE’s Adults Learning journal. It’s a bumper edition and well worth reading for news and opinions about different aspects of adult education.

AL

Everyone learns throughout their life but everyone has their own personal experience of learning. The most badly off people in our society are very often the people who have benefitted the least from formal education.

Research shows that less formal learning can be a key for adults to improve their health and wellbeing, confidence, self-esteem, relationships in their communities and readiness for work. Access to good quality informal and non-formal learning is a powerful tool to address various types of inequality. It contributes to society by reducing pressure on other support services. It makes economic sense and is a matter of social justice.

A ‘one size fits all’ model of linear educational progression through childhood, adolescence and young adulthood is not enough to support a population with longer average life expectancy. Adults need to adjust to technological, social and economic change. Formal education is not enough to deal with skills gaps in adult literacy and numeracy and the impact of poverty on individuals, families and communities. It is not enough to create a vibrant national culture of lifelong learning and an active democracy. We need flexible, negotiable, high quality, locally accessible and affordable options for adult learning.

Formal education or ‘more school’ is a daunting prospect for people who feel alienated from learning. Many messages reinforce their anxiety and deter them from education. Ideas such as punishing parents who have poor literacy levels for not reading to their own children add insult to injustice and perpetuate educational inequality. We need the alternative, complementary and proven models that community and family learning can provide.

People who are labelled as ‘hard to reach’ often see formal education as hard to enter and pointless for them. Community networks can create supported pathways to make sure that no-one is written off without chances to return to learning. Research into the wider benefits of community learning shows that it improves the lives of people who might otherwise be excluded from education, including people who have not been in recent employment, education or training, people with disabilities, ex-offenders and people from marginalised groups. It can also top up education for people who have learnt successfully in the past.

WEA students learning together

WEA students learning together

A non-formal approach in a compassionate, negotiated learning environment can – and does – lead hesitant adults back into more formal education by building their confidence, self-belief and motivation. Such approaches are especially important at a time when people have difficulty in finding secure and sustainable jobs, when there are concerns about health inequalities and when portrayals of extremism threaten community cohesion.

The potency of informal and non-formal learning can be overlooked in policy debates on education.

In practice there is a spectrum of learning activity from the informal to the formal, with individual learning pathways. Non-formal and informal community learning are essential parts of the mix and complement formal schooling, further education, higher education and training.  Community learning’s agility and responsiveness can provide links between the different educational sectors and also between many policy areas, agencies and the communities that they serve. Informal and non-formal adult learning can create local solutions to neighbourhood problems and can introduce people into taking a full and positive role in their community.

Community education and family learning contribute to a learning society that spans different generations. The recent Family Learning Works report arising from a NIACE-led Inquiry into Family Learning provides powerful evidence of intergenerational learning’s impact. Parents, carers and grandparents who are active learners improve school children’s attainment, while non-formal learning also helps people to remain more active and independent into old age. Impact research from Community Learning Trusts, projects supported by the Community Learning Innovation Fund and the Workers’ Educational Association (WEA) provides statistical evidence to back up many individual case studies and stories of achievement.

Many of those who work in non-formal and community learning are skilled at seeing connections, linking the curriculum to community priorities and interests, linking learners to opportunities for progression, linking volunteers to local activities, linking partners who can make things happen by working together and linking adult learning to policy areas such health, justice, employment, arts, communities, local government, culture and the media.

WEA Manifesto

WEA Manifesto

Community learning is a diverse sector. Organisations of all sizes, including many in the third sector and trade unions, offer informal and non-formal education. The Workers’ Educational Association (WEA) and other adult learning organisations locate their work in the wider policy, social and economic environment, as shown in a separate, complementary manifesto that the WEA has launched. It makes nine specific recommendations to promote connections between different types of learning and policy areas, including:

  • Auto-enrolling workers at all levels into ‘Training and Development Accounts’
  • Making the Living Wage and universal training and development minimum requirements in all public sector contract procurement and tender specifications (including subcontractors)
  • Requiring Health & Wellbeing Boards to include health education in their strategic plans to reduce health inequality
  • Introducing education/training vouchers for parents in receipt of child benefit when their first child starts Year 7
  • A Minister with lead responsibility for family learning in England
  • A requirement that  all universities, colleges and schools publish Community Access Policies to make education assets and infrastructure accessible through partnerships to all adults

The cost-benefits of community learning are substantial for a relatively modest investment. The NIACE and WEA manifestos are timely.

Ann Walker,

Director for Education, WEA

Adult Learners’ Week – celebration and challenge

Adult Learners’ Week this year has seemed even more intense and vibrant than usual, with an almost overwhelming range of activities, stories and examples of personal success. People have gathered to celebrate adults’ educational achievements at local, regional and national award ceremonies. Award winners and nominees have told their amazing stories. Their families, friends and supporters have shown their pride.

Here’s a short film of national award winners.

 

We’re delighted that the WEA in Eastern region, working in partnership with the Unite the Union, won a national award for an ESOL ONline project which has made a real difference to migrant workers’ lives.

Gorete Downey from WEA and Orlando Martins from Unite accept an Award for ESOL ONline

Gorete Downey from WEA and Orlando Martins from Unite the Union accept an Adult Learner’s Week Award for ESOL ONline

Twitter users can also get a sense of what went on during the week by following the hashtag #ALW14.

It has also been Learning Disability Week, with joint celebrations such as this event with WEA students in Plymouth to highlight achievements.

Lord & Lady Mayoress at WEA Plymouth presenting awards to students

Lord & Lady Mayoress at WEA Plymouth presenting awards to students

Policy discussions took place alongside the celebrations with two important manifestos being launched – one from NIACE and one from the WEA. (Click on the highlighted links to read the manifestos)

We need these manifestos more than ever because, although we know that adult learning works, we have also heard Rajay Naik from the Open University reporting that, “In last 18 months we’ve seen a phenomenal decline of 40% in part-time adult education numbers”. Despite knowing that family learning works and seeing compelling evidence during the week of the impact across generations, we have also heard suggestions of fining parents who do not read to their children, punishing adults who have not been served well by their own experience of formal education.

Educational inequality is still very much with us. We need to keep on tackling it. Adult Learners’ Week award winners and other successful students show how much different learning can make, but its potential is not recognised enough by the public or by policy makers.

We have a big job to do before next year’s Adult Learners’ Week to get even more people back into education and to support them into lifelong learning with all its benefits.

Inclusion, sport and a manifesto for adult education

Award-winning sportspeople have had a big impact in the WEA this week.

One of Great Britain’s most successful Paralympians, Tanni Grey-Thompson, gave the WEA’s Annual Lecture on 11 June at Birkbeck University. She seemed disarmingly easy-going as she packed several powerful political points into her speech, talking with unpretentious warmth and wit.

Tanni Grey-Thompson and Ruth Spellman

Tanni Grey-Thompson and Ruth Spellman

She recalled her response to being told as a young woman that her wheelchair was a fire risk in a public building: “I’ve never spontaneously combusted before.” Her anecdotes about being a traveller in a wheelchair were shocking and absurd in equal measure. Her response? “I don’t want special treatment, just the same miserable commute as everyone else.”

Tanni’s commitment to politics for social good and to education as an enabler shone through. This was a very appropriate context for Ruth Spellman, our CEO and General Secretary, to launch the WEA’s Manifesto – “Making a difference to communities throughout the UK”.

The Manifesto includes nine key recommendations:

1. Ensure there is always an opportunity for adults to return to learning
2. Promote equality, opportunity and productivity at work
3. Develop educational opportunities for the most disadvantaged
4. Help people stay active throughout life through health education
5. Reduce health inequalities to give people more control over their own wellbeing
6. Promote tolerance and inclusion through access to English
7. Value lifelong learning so adults of any age can study
8. Help parents become educational role models
9. Value volunteering through a single credible set of measurements

While Tanni was talking in London, members of the Bumble Bees Barbarians mixed ability rugby team were appearing on the BBC’s  Look North regional news programme as it was broadcast from Leeds.

Bumbles_LookNorth

Harry Gration, Amy Garcia, Anthony Brooke, Leon Taylor, Dan Cookson, Martino Corazza. (Photo by Joseph Haskey, WEA)

The Bingley-based Bumble Bees have been awarded the prestigious Rugby Football Union President’s Award for their innovative mixed ability approach to the game and for using rugby as a vehicle for social change. The WEA hasn’t moved into sports management but is working in partnership with the players to promote inclusion and to challenge stereotypes about disability.

WEA tutor Mark Goodwin has worked with the players since a student on another WEA course asked about setting up a rugby team. The educational aspects of the partnership have enabled players with Learning Disabilities to develop skills for describing and presenting their experiences in sport to RFU clubs so that neighbouring teams can get over their “fear factor” of playing against disabled players and mixed ability teams.

The Bumbles have gained in confidence, become accomplished public speakers and taught others about diversity and inclusion. It’s been a win-win process and we’ve all learnt a lot.

Tanni Grey-Thompson said in her lecture that, “If you’re told constantly that you can’t do things you might start to believe it.” She and the Bumbles show what’s possible when people believe that they can do things, but they don’t sugar-coat their messages.