Consultation on the future direction of skills policy
In a consultation paper launched on 22 July 2010, the Government sets out a number of intentions and considerations for the future of skills policy. This sets the context for the technical funding system and methodology consultation – A Simplified Further Education and Skills Funding System and Methodology – that is being launched in parallel. A full strategy for skills will be published after the Spending Review in October that will set out in more detail how Government intends to support learning and skills priorities. The consultation is running for a full 12-week period (ending 14 October 2010). However, the Department is already discussing the right areas for investment through the Spending Review and comments received earlier are more likely to influence this process. The consultation paper presents a developing strategy based on a premise that it is essential that learners should gain the skills that are most useful to them, economically and socially. Principles for a skills strategy
It states that employers and learners should have access to good information about the value of different types of learning and what it might help them achieve and about the quality of different providers.
Echoing statements in Building the Big Society, the aim is for citizens, communities and local government to come together to solve the problems they face and build the Britain they want. This is believed to be the right platform upon which to rebuild the infrastructure for the kind of informal learning that enriches lives and can be a means
of re-engaging with learning.
It recognises that the wage returns at Levels 2 and 3 are particularly variable and states the intention to make sure there is a focus on qualifications at every level that add real value to learners and employers.
It highlights the responsibility to tackle the needs of those who have poor work prospects or a high chance of spending long periods out of work, incentivising employers, colleges and training organisations to prioritise them within mainstream learning, and ensuring there is a diverse set of colleges and training organisations
able to engage and support them.
It raises the need for learners and employers to be able to access high quality, impartial information, including information about the value of different types of training and qualifications, so that they are able to choose the training that will best suit their needs and can see what benefits their investment will bring.
It states that accreditation of existing competence is not enough to make a real and lasting difference to the country’s skills base. To realise the best returns on both government investment and the increasing amount of learner and employer investment in the skills system, it highlights the imperative that training leads to real gains in
skills, knowledge and understanding.
It also states the need to recognise that formal vocational training is not appropriate or needed by everyone. To help create a ‘big society’, communities will be empowered to develop the informal lifelong
learning opportunities in which they want to participate.
The paper goes on to look at why there is the need for a respected and credible training offer, and makes a clear statement in support of Apprenticeships, as well as setting the context for other workbased training.
It outlines thoughts on funding entitlements and how to help individuals and employers choose the learning they want. It talks about the role of employer leadership, and independent careers guidance as well as introducing a national system of lifelong learning accounts.
The paper gives a steer on how policy will provide more freedom to respond for colleges and training providers as well as outlining considerations for incentives to train in priority areas. It presents thinking about encouraging a more productive workforce and plans for reinvigorating adult and community learning.
Access the full paper and consultation response form.
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