The Lifelong Learning Strategy for Scotland
Learning is a treasure that will follow its owner everywhere.
Chinese proverb
3 What happens next? Implementing the strategy
Our aim in producing this strategy is to build momentum and encourage all players to work together towards the vision of lifelong learning that we have described. In implementing it, we want to foster real and genuine partnership in developing the lifelong learning arena in Scotland, while maintaining the essence of that which has made each element distinctive. We will also continue to build a better evidence base and take a rigorous approach to measuring success.
Engaging in debate
We already have a wide range of dialogue channels with key players in Lifelong Learning and we will draw on these, strengthening them where necessary, to help us implement this strategy. We have found the Trade Union Working Party on Lifelong Learning (TUWPLL) a particularly effective forum for discussion and debate on lifelong learning. We want to build on and extend the success of this model. Therefore we plan to establish a Lifelong Learning Forum, chaired at Ministerial level, to bring together all the key players to discuss areas of mutual interest consisting of:
- a larger Lifelong Learning Forum with a broad coverage, meeting annually; and
- a number of smaller Lifelong Learning Panels addressing particular themes and topics of interest across the lifelong learning agenda. This structure will include existing consultative or advisory groups, such as TUWPLL.
Membership of both the Forum and Panels will be by Ministerial invitation. We will announce the remits in due course.
Building on the strategy
There will be a series of announcements over the coming year linked to, and building on, this strategy. These include:
- the findings of the Review of Higher Education in Scotland
- the re-launch of Individual Learning Accounts
- the implementation of Business Learning Account pilots
- the national roll-out of Education Maintenance Allowances
- the outcomes of the review of governance and accountability of Further Education Colleges
- the government response to the Enterprise in Education report, 'Determined to Succeed'
- the outcomes of the Review of Teaching Qualifications in Further Education
Legislation would be needed to take forward the SFEFC-SHEFC merger, the extension of Education Maintenance Allowances across Scotland and actions following the review of aspects of funding of learners. It will be for the next Administration to decide on future legislation and its timing.
Building a better evidence base
The implementation of this strategy will be taken forward, monitored and evaluated with reference to the evidence base. The strategy has:
- identified a number of reviews and research studies which will be commissioned to broaden that evidence base and inform the strategy; and
- outlined steps which will be taken to improve the data available for monitoring participation in, and delivery of, learning.
We will continue to develop effective dialogue with the research community to ensure that the best use is made of the existing evidence base, by building on and sustaining the success of the ELLNet research network. In-house analytical services will continually review and prioritise our programme of research and analysis. This will involve integrating research, statistical and economic analysis, to underpin the further development of the strategy and the assessment of its achievements in relation to the five goals.
Measuring success
As an initial step, we have identified six high-level indicators to assess our progress. Achieving success in these does not fall to any one sector, organisation or group; rather, it will be a joint effort on the part of many stakeholders, working together effectively.
The indicators we have chosen do not relate to any one single sector or organisation's area of interest or responsibility. We have restricted the indicators to areas where there is robust supporting data. We have built on indicators which are already used to monitor the achievements of current lifelong learning policies, including indicators from the Social Justice Action Plan and 'A Smart Successful Scotland'.
The six indicators are:
1 a reduction in the proportion of 16-19 year olds not in education, employment or training;
2 an increase in support to 16-19 year olds from low income families to stay on at school and/or FE college, thereby raising the participation and retention rates of this group;
3 an increase in graduates as a proportion of the workforce;
4 a reduction in the proportion of working age adults whose highest qualification is below SCQF level 5;
5 a reduction in the proportion of 18-29 year olds whose highest qualification is below SCQF level 6; and
6 an increase in the proportion of people in employment undertaking training.
Supporting information about how we measure these indicators is given in Annex.
In addition to monitoring progress on these indicators, we will assess Scotland's position in relation to the top quartile of other OECD countries, as has been done with 'A Smart Successful Scotland'. We will contribute to cross-national studies to improve the scope and reliability of international benchmarking.
We will ask the new Lifelong Learning Consultative Group to develop other performance indicators. As better data becomes available, more specific indicators may be developed.
Roles and responsibilities
The Executive plays an important role in strategy development, implementation and evaluation. Others have complementary roles.
The role of the Enterprise Networks is to:
- place skills and learning at the heart of economic development;
- help employers to develop the skills of Scotland's workforce;
- raise the skills of those seeking employment opportunities;
- narrow the gap in employment rates in different areas of Scotland;
- enable young people to acquire skills through Modern Apprenticeships and other youth training programmes;
- provide employers and learning providers with better labour market intelligence through Futureskills Scotland; and
- provide information, advice and guidance on careers development options to people of all ages through Careers Scotland.
The role of the Funding Councils is to respond constructively to Scottish Executive policy and guidance to:
- distribute and allocate financial resources to deliver effective and efficient provision by colleges and HEIs;
- encourage the delivery of quality outputs from colleges and HEIs;
- encourage the responsiveness and relevance of provision;
- encourage appropriate collaboration between providers; and
- advise the Scottish Executive as appropriate.
The role of other Executive agencies, funding bodies, information providers and other intermediary organisations is to:
- deliver responsive, relevant services to learners; and
- work together to ensure integrated and coherent service delivery.
Others can play their part too.
Individuals can:
- consider how they wish to progress their own learning;
- commit to pursuing their own learning and development needs;
- invest the time, energy and other resources required to develop their own potential; and
- make use of the routes and pathways, advice and assistance available from Executive agencies to support their learning.
Employers (in all sectors) can:
- recognise that high quality products and services are delivered by a skilled and motivated workforce;
- invest in the training of all their employees to achieve a highly-skilled and productive workforce that meets organisational goals; and
- work with trade unions to tackle skills gaps in the workplace.
Trade unions can:
- champion the benefits of updating skills or learning new ones;
- work with employers to tackle skills gaps in the workplace; and
- encourage more direct provision for employees through working with employers.
Learning providers can:
- ensure that provision meets the needs of all learners wherever they live;
- make that provision of the highest quality; and
- plan and adapt provision to be relevant to Scotland's economic and social needs.
Conclusion
In developing this strategy, our watchwords have been responsiveness, relevance, quality and coherence.
Responsiveness and relevance:
- of learning to life;
- of learning opportunities to learners' and employers' needs;
- of funding mechanisms to learners throughout life; and
- of government interventions where market deficiencies require them.
We aspire to a high quality learning experience for all learners, across all aspects of provision in Scotland, which is fit for purpose, in the widest sense.
We attach importance to clearer roles, relationships and expectations. Within the publicly-funded sector which supports learning at many levels and in many ways, the Executive wishes to see each of the bodies it funds work collaboratively to deliver a joined-up and coherent system.
These watchwords are at the heart of our strategy. We commend it to you.