Scottish Government

People, Partnerships, Possibilities: Report of inaugural meeting of the Lifelong Learning Forum

ANNEX A LIFELONG LEARNING FORUM 2003
PARTICIPANTS PARTICIPANTS IN THE INAUGURAL LIFELONG LEARNING FORUM

Ministers

Forum Members

Other participants

ANNEX B LIFELONG LEARNING FORUM 2003 EVALUATION INTRODUCTION

This annex sets out the key themes from the evaluation of the inaugural meeting of the Lifelong Learning Forum in The Lighthouse, Glasgow on 16 December 2003. 22 of the 36 participants in the event responded to a questionnaire. The overall tone of the responses, as indicated by the following comments, was constructive and challenging:

"A positive experience in which there seemed to be a real interest in listening to the views of members."

"There was a really good 'tone' set at the beginning, with a good persuasive, low-key facilitation."

This questionnaire asked participants to consider the appropriateness of the content and structure of the first forum meeting in December 2003. Most respondents felt that the balance of table discussions, speeches and presentations was about right.

The responses demonstrated some clear areas of consensus, in particular that the forum would operate as a partnership of equals, that it should aim to engage directly with learners during its lifetime, that it should think carefully about how we measure success and that it should make use of lifelong learning panels.

Suggestions and commitments from respondents highlighted the action potential of the forum. However, while there was a very high level of commitment to engage in the forum, 42% of respondents called for more clarification on the role they could play in taking the goals of the lifelong learning strategy forward.

Networking

Everyone attending the forum in December 2003 knew at least one other member. 45% knew about half the members and a further 25% knew 'less than ten people'. Just under a third of people (30%) knew the majority of members.

Respondents judged the forum's potential to develop innovative networks as moderate (55%), with 20% responding "high - this was a coming together of a real diversity of people". 15% said that it was "low - most likely to flow down the usual channels, maintain vested interests".

Representation

Representation was judged by 55% to be more or less about right, with 30% of members saying that there was a wider representation than they were expecting. Members said they would like to see greater representation from the school sector and from employers.

Lifelong learning panels

85% of respondents were in favour of lifelong learning panels, although a note of caution was introduced by three respondents stating that panels could "become an extra layer, blurring responsibility and consuming more precious time".

Suggestions for themes for lifelong learning panels included:

• Employer engagement

Issues surrounding employer engagement was seen as a useful topic for a panel by one member "to ensure the link between learning & skills and economic development in Scotland".

• E-learning
  e-learning/e-technology and e-representation
• Inclusive learning

This theme was suggested by over a third of members including social learning, social capital development and focusing on the links between lifelong learning and social inclusion, i.e. how to reach the hard to reach.

• National/local
  One member suggested a panel on the relationship between strategy versus local delivery - i.e. "developing shared working objectives around the relationship & funding of national priorities against local priorities".

The First Forum

Members had identified their priorities for the forum in a "points of departure" survey carried out by the Scottish Council Foundation prior to the meeting in December 2003. 67% of respondents, when asked if any of their priorities were the focus of table discussions on the day, said that at least one of their priorities had been picked up.

Regarding the themes of the roundtable discussions, the area of management and leadership was not felt to be a priority of the forum, whereas e-learning was seen to be a cross-cutting issue where there was need for an overview of existing activity. The area which attracted the most overall comment was the paper and discussion on measuring success of the lifelong learning strategy. Members raised concerns about the use of limited quantitative indicators and the strategy's ability to measure 'soft' indicators, different facets of change and the distance travelled, for example attitudinal change. Members were divided on how to take this forward with some stating "it is for the Scottish Executive to lay down criteria" and another stating "we all need to contribute to this".

Action potential of the forum

Although 89% respondents judged the balance of the day in terms of speeches, presentations and table discussion time to be "about right", one member suggested that:

"We should have two or three substantive presentations from bodies on how they are taking forward a particular priority and allow plenty of time for questioning, feedback and suggestions on each one."

Some comments signalled a strong desire for an action orientation amongst members, articulated in two ways:

• Task focus of the forum

Members were keen that the forum was focused on delivery, i.e. "how we turn good intentions into actions". There were suggestions on utilising the forum to develop the strategy. Members recommended using action planning or a mechanism to identify priority action points.

• Direct offers of action

Members offered to arrange a presentation of their sector's key lifelong learning priorities & activities and welcomed the opportunity for feedback. They were also keen to hear about other sectors' activities. Members also offered to make available their own networks, and agreed to play a consultative role and sit on working groups and panels.

The Way Forward

A positive finding is that the atmosphere of the day was such that 79% respondents felt able to present a challenging issue. The tone in the main was optimistic, summed up by one respondent as follows:

"Given the context of the forum - consciously looking for new ideas, out of the box thinking and the clear message we should not be defensive or reluctant to challenge the status quo - even "the usual suspects" may very well come up with new ideas/new partnerships."

68% of respondents believed that the forum would operate as a partnership of equals, although one respondent believed that it wouldn't. The remaining respondents said yes, in some respects, or that we will have to wait and see.

When asked about how to maintain momentum between forum meetings the most popular choice was "using short life working groups or lifelong learning panels".

The forum was described as 'innovative', an 'ideas generator', 'an influencing body', but most often as a 'sounding board'. Four members added 'with a challenge function', summed up by one respondent as follows:

"I hope that the forum will be more than a sounding board for the ideas of others. It should be able to generate ideas and influence policy, given the wide expertise of the membership. It should have a challenge function, but the challenge should not just be to the Scottish Executive, but also to the providers and the Forum itself".

ANNEX C POINTS OF DEPARTURE SURVEY - SUMMARY OF RESPONSES BACKGROUND

A short 'Points of Departure' survey was distributed to lifelong learning forum members in advance of the Forum's first meeting. It asked for responses to four questions covering:

• priorities for reform in policy and practice;
• improvements in partnership working;
• how responsibility for these various changes should be allocated; and
• how we will know if the Forum is succeeding.

25 responses were received, representing two-thirds of forum members. Feedback to forum participants was provided in a short presentation of key issues at the event, following the opening address by the Deputy Minister for Enterprise and Lifelong Learning. This annex presents a more detailed summary of views that, in aggregate, offers a 'map' of forum members' priorities for change.

WHAT PRIORITIES IN LIFELONG LEARNING WOULD YOU IDENTIFY FOR FURTHER POLICY AND PRACTICE DEVELOPMENT IN THE NEXT FIVE YEARS?

Vision/purpose

• Ensuring all who are willing to learn are encouraged to aspire to highest possible level of attainment; and that we increase our output of graduates to enhance economic success.

Demand for learning

• Deeper understanding of what shapes demand for learning and motivation for further learning;
• Different language and approach to engagement: even 'learning' may be associated with education which was experienced as punitive;
• Lifelong learning 'on tap' - at home, work, in community; being 'embraced' by people in a 'hearts and minds' sense;
• Stronger relationship between job market demands, welfare-to-work programmes and where people are; meeting productivity needs of business through better match of learning provision with skill needs of key sectors;
• Mechanisms to boost investment in skills by employers, especially small firms, with simplified approach to resourcing learning at work; skills and productivity link to be firmly embedded in business strategies;
• Expand the talent pool by increasing the workforce, by drawing on the capacity of those not currently active in the economy and attracting more people from outside Scotland to live and work here.

Principles for provision

• Explicit consultation and involvement of learners in setting priorities;
• Citizenship education and democratic participation;
• Greater coherence in lifelong learning provision; and need for specific goal for transparency about providers and products (value, compatibility);
• Greater emphasis on developing articulation between different providers on flexibility for consumers of lifelong learning (where, when and how);
• Greater resourcing for lifelong learning; and Development of a Lifelong Learning Account for all adults;
• Deciding what options should be available for the 50% of young people not in HE;
• Development of effective training strategy;
• Enhance the skills of working age people, including career management skills of those in work, and employability through basic and softer core skills (communication and team working) of people entering work, and guidance to students.

Impact and progression

• Better ways to measure progression; impact of informal education on quality of life; emphasis on quality of learning and utilisation of skills as well as 'volume' measures; review progress of the Lifelong Learning Strategy.

Implications for governance/policy

• More effective integration between: the enterprise and lifelong learning parts of the Executive; the Education Department (school age) and ELLD (post-school) especially around school-work transitions: "It would be dangerous to view lifelong learning as a 'post-school' issue since cultural change is needed throughout the range of learning provision"; and between the numerous government agency initiatives, with funding streams and performance indicators showing greater evidence of links with lifelong learning;
• Rationalisation of the FE/HE structure: "Does a small country need so many separate institutions?" Reappraisal of the number and roles of bodies and forums such as this; and recognition that a small country should be better able to take advantage of its scale and work to a greater sense of a shared strategy.

Wider learning

• Priority for those who currently get least but most need lifelong learning - and funding support according to financial need not level of study; measures to tackle continuing inequalities in participation;
• Policy for community-based adult learning and literacies, with clarity on role and appropriate levels of funding;
• Family-centred approach to lifelong learning, from the crucial early years to senior citizens (not limited to people of working age), with parents enabled to engage more with their children's learning.

BASED ON YOUR EXPERIENCES OF PARTNERSHIP WORKING, WHAT CHANGES WOULD YOU MOST HOPE TO SEE?

Vision and purpose

• Shared vision of the way ahead and commitment to that vision;
• Fear that the Forum will reinforce the existing system of education & training, and its vested interests, rather than helping develop a system supportive of lifelong learning: " More of the same simply won't do if the vision is to be achieved."

Qualities of partnership working

• Partnership working has been overdone - it is more than getting people together in a room. We need more work on defining who does what and who has lead responsibility; true partnership is based on an active commitment where participants have something to 'bring to the table' and are willing to share resources: "It cannot be 'forced' upon unwilling participants";
• Relationships that deliver successful change based on sustainability, scalability and synergy, including new local networks reflecting the new national agendas;
• Collective leadership by stakeholder bodies to develop acceptance across all sectors of the reciprocity principle: each should contribute and make possible support from others;
• Standards for partner engagement, particularly in relation to the diverse voluntary sector; dialogue with specialist as well as statutory providers;
• Parity among partners: address inequality, end "academic snobbery" and promote greater esteem for vocational achievement; Recognise that partnerships have cost implications and that partners are not equally resourced to be at the table;
• No real partnership without attitudinal change: support from Scottish Executive; innovative ideas; risk-taking; willingness to change how resources are allocated (through partnership development and non-challenge funding); and the engagement of communities;
• Insecurity of individuals/organisations to be overcome: good partnership working is difficult in a context of competition and being judged on outputs rather than outcomes;
• Develop types of partnership which are currently less well developed, e.g. between FE and the 'ancient' universities; between education providers and employers around CPD; between the partners in the Modern Apprenticeships programme; and with voluntary organisations to deliver lifelong learning to disadvantaged communities and groups;
• Greater openness to ideas outside Scotland, especially rest of UK, and clarity about the role of UK policy/organisations as they affect Scotland (e.g. Sector Skills Councils). We need partnerships that help us think outside of "the tartan box";
• All sectors should have the opportunity to contribute to the development of policy ideas, not just react to policy;
• Collaboration around key goals such as improving productivity and full implementation of the SCQF, with more flexible qualifications and progression routes;
• Support mechanisms available at the right place and time for individuals with additional support needs, e.g. more emphasis on community support and less on funding through institutions;
• The Forum could be used to pilot a new way of partnership working by putting into practice the conclusions from the 'Partnership Working Research Report: Social and Economic Partnership Project', available on the Scottish Executive website at www.scotland.gov.uk/library5/government/supwr-00.asp ;
• Better evaluation and building on lessons learned from successful models.

HOW SHOULD RESPONSIBILITY FOR ACHIEVING CHANGES BE SHARED?

Understanding responsibility

• Agreeing how responsibility should be shared needs a deeper understanding of the real barriers. Otherwise the response will be "just the same old stuff". Then identify who has lead responsibility and who has a contributory role across different themes. Achieving shared goals needs a high degree of political will and commitment within each relevant agency.

Roles for the Scottish Executive

• Explicit and firm leadership by Scottish Ministers and ETLLD, coupled with an open and inclusive process involving key players;
• The Scottish Executive should provide a broad framework and strategic direction. Every department of government and other public agencies should be required to outline their plans to support lifelong learning, reflecting common vision/goals, with consistent support from the Scottish Executive. The Executive should also ensure appropriate funding and set clear expectations on delivery and funding roles, be open to ideas from partner organisations - "Use the Forum as a sounding board for new policy initiatives" - and remove barriers to progress;
• The Executive should set national standards, including quality of partnership as a criterion for funding, with intermediary organisations providing capacity building support, advocacy and advice in negotiating partner agreement. Even small providers have a role in achieving big objectives.

Roles for the Executive's partners

• Each sector must concentrate on its own unique contribution, since diverse provision is needed to meet diverse needs, with this incorporated into their strategic and operational planning;
• Responsibility for quality should be clearly assigned to learning providers, who should be encouraged to look critically at existing provision and consider what changes are required;
• Funding bodies should use strategic dialogue and 'light touch' steering, not micro-management or tick-box compliance;
• The business community needs to recognise its own responsibility to develop the skills identified as needed, including soft skills. Sector Skills Councils and the Enterprise Network have an important role in working with employers to achieve a higher level of participation in training. In turn, other partners need to recognise what business needs to achieve from being part of this agenda;
• Particular concern remains around who is responsible for the NEET (not in employment, education or training) group;
• Hope to see a blurring of remits, with less demarcation. The Curriculum Review offers an opportunity for new ideas and better integrated ways of working.

HOW WE WILL KNOW IF THE FORUM IS SUCCEEDING?

Achieving focus

• Clear identification from the outset on what constitutes success, the remit of the Forum and accountability. Measures of success need to be reviewed regularly;
• By focusing on the 'big picture' issues of strategy, not detailed operational matters. Needs a clear focus and themes of substance with good facilitation;
• If targets within the Lifelong Learning Strategy are achieved;
• Active use of the knowledge base applied to policy and practice (e.g. drawing on the Evidence in Lifelong Learning Network);
• Areas of duplication and barriers identified and overcome by joint working;
• By being focused outwards - and opening its debates to wider constituencies. The Forum should consider how it feeds back to the Enterprise & Culture Committee of the Parliament;
• Greater awareness about the role of the Forum - and using it to generate creative ways to involve others and by developing products of its own (including giving members lead responsibility for particular themes/initiatives of the Forum).

Success for forum participants

• By asking Forum participants if they feel motivated or cynical, and by judging value added. We need to know that it has been more than a "tick in the box" exercise, not another 'talking shop' or 'rubber-stamping' body, led not by the usual suspects but listening to the experience of all parties;
• The number and quality of actions that follow from its discussions: if it can be demonstrated that policy/practice has changed for the better as a direct consequence of the Forum's work and in ways that would not have happened otherwise. For example new cross-sectoral/national initiatives or better ways to achieve the goals in the Lifelong Learning Strategy;
• If it is widely recognised to be relevant and does not create a bureaucracy around it - keeps paperwork to a minimum;
• Looking ahead, if participants continue to attend and do not delegate the task to others; level of attendance at meetings; confidence of the business community is a key determinant of success.

Impact on government policy

• Early work of the Scottish Refugee Integration Forum provides an example of good practice; and the early Lifelong Advisory Group established in England at same time as the Fryer Committee (1999) enlightened the debate and influenced spending review allocation as a result;
• Greater understanding across the sectors and Executive departments of the impact of lifelong learning on social justice agenda;
• If government shows commitment to investing in human capital over the life-cycle, with significant resources targeted in the first eight years of children's lives.

Outcomes for Scotland

• Socially sustainable outcomes of public investment;
• When there is greater evidence of enhanced quality and choice of lifelong learning opportunities for Scotland's citizens;
• When a higher proportion of learners is achieving higher levels of attainment, in a learning environment that matches the highest international standards;
• Higher numbers studying on a part-time/flexible basis in FE/HE; better FE/HE links; more effective Modern Apprenticeship programme; and ultimately linked to economic progress such as higher employment rates.