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Opportunity Scotland: A Paper on Lifelong Learning |
| Public Libraries and Museums |
| 2.21 The origins of library services in Scotland are rooted in a desire for education and self-development. Lifelong learning is still recognised as a major area of responsibility for the modern public library service as highlighted in "Standards for the Public Library Service in Scotland" published by the Convention of Scottish Local Authorities in 1995. From childhood through to adulthood, library services complement and extend formal education by enabling individuals to form their own learning path whether in support of career or individual interests. They represent a vital, collective resource for a range of individuals, communities and businesses. |
| 2.22 The traditional role of the public library in lifelong learning is based largely on accessibility - over 58% of the population are regular users - backed up by a wealth of resources. The development of information and communication technologies presents a challenge and an opportunity for library services to become key agents in enabling people to acquire new skills for employment, to use information creatively and to improve the quality of their lives. |
| 2.23 To contribute effectively to initiatives such as the National Grid for Learning and the University for Industry, public libraries need to be linked up - to each other; to other strategic organisations through local and regional networks; and to the Internet. Libraries will also need to alter radically their existing provision by more investment in technology; the creation of networks across the library and information sector; the provision of interactive learning facilities; and the retraining of library staff to support a wide cross section of learners with a variety of needs and levels of competence. As a preparatory step, The Scottish Office provided £250,000 for a Challenge Fund in 1997-98 for IT pilot projects in public libraries. The 5 successful applicants were announced in March by Mr Sam Galbraith MP at the formal opening of the Cybercentre in the Ewart Library, Dumfries. The Cybercentre is geared to IT-based open and lifelong learning, and was awarded £50,000 from the Challenge Fund. |
| Ewart Library Cybercentre, Dumfries The Cybercentre was established to complement and co-ordinate existing provision of open learning, Internet and computing facilities in the 9 principal libraries across Dumfries & Galloway, with financial support from the Public Libraries Challenge Fund, the European Regional Development and Social Funds and the Council's own resources. The Cybercentre aims to raise the awareness of individuals, local community groups and the business community of the learning and other opportunities offered by new technology. It also aims to provide flexible facilities to enable them to develop and enhance their IT skills, equipping them to participate in the information society. The friendly environment, extensive opening hours, open learning packages, flexible systems and on-the-spot assistance break down barriers to learning and training for groups such as the unemployed and parents with young children. Visitors to the Cybercentre can, at their own pace:
A key feature of the Cybercentre's lifelong learning scheme is a partnership with Dumfries & Galloway College which provides introductory 12-hour training courses covering the range of technology available in the Cybercentre, with College certificates awarded on completion. The College and the Library are both partners in the local Lifelong Learning Partnership which brings together individuals, businesses and organisations who share an interest in lifelong learning. Other partners include British Nuclear Fuels Limited, ScottishPower, the Education Business Partnership, the Adult Education Service of Dumfries and Galloway Council, the Employment Service and Barony College. In the first month of operation, 400 people registered as users of the Cybercentre to study through open learning packages; hundreds more have enjoyed "taster sessions" or have accessed the Internet; and many others have used the computers for personal purposes. |
| 2.24 A blueprint for these developments was set out in "New Library: The People's Network" published by the Library and Information Commission in October 1997. The report provided a framework for transforming public libraries and what they do, and set out the technical, resource and financial basis for establishing an information network for public libraries throughout the UK. The Government's response was published in April 1998, endorsing the report's objectives for the public libraries IT network and confirming the Government's commitment to the network as part of its wider objectives for encouraging lifelong learning by: |
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| An Implementation Committee, on which Scottish interests are fully represented, has been established at the Government's request to address these issues as a matter of urgency. The committee submitted its report to Departments at the end of August. |
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| The Hub Neighbourhood Centre, Dundee The Hub successfully integrates adult learning activities and the provision of a library in a single facility, which was previously a traditional social and physical activities based community centre. The aim of the centre is to provide attractive educational opportunities to enhance participants' overall life chances and to provide the first step into further education and training. The library is at the centre of the building, which is also equipped with a computer/new technology suite and other rooms for learning groups. Guidance is an important element of the centre's work. Prospective participants have the opportunity of individual sessions and/or involvement in an Options and Choices course. Participants are supported in developing personal action plans, to help clarify their goals and to identify strategies to achieve them. The centre provides ongoing support to learners and progress is reviewed at regular intervals. There are also opportunities for supported study, for adults with basic skills needs, creative writing and personal and social development groups. The centre is planning to deliver courses in journalism and media studies to support the growth of community newspapers in local communities. |
| 2.25 Museums, both national and local, also have an important role to play in lifelong learning. Indeed virtually all museum operations are educational to some extent and provide wider learning opportunities for formal and informal learning. Museums encapsulate people's heritage and sense of belonging and constitute a powerful tool for setting learning and the development of new skills in a context of historical continuity. The museums community are already active in developing opportunities in this field and the Government would encourage them in the continuing work of identifying audiences, researching learning needs, developing their educational services, working with communities, and developing close links with education and industry. |
| 2.26 Many arts companies have positive outreach policies to foster audience development and participation, so that people of all ages and from all parts of Scotland can have improved access to the arts and benefit from the learning opportunities they offer. In its policies on grant aid and arts development, the Scottish Arts Council strongly encourages such outreach policies. |
| Access and Progression in FE Colleges |
| 2.27 FE colleges play a pivotal role in Scotland's education system. They have traditionally provided flexible access to post-school education for a wide range of adults. Since incorporation of the colleges in 1993, there has been a significant increase in the range of provision as colleges have responded to local demand in flexible and innovative ways. |
| This has been particularly evident in their response to growing numbers of mature students - who now represent over half their students. Guidance and support services have been developed to assist adult learners make the most of the opportunities available. |
| 2.28 Colleges frequently deliver courses off their main campus in the form of outreach provision in community premises. This offers an opportunity to sample what is available in an informal environment. North Glasgow College has an IT bus fitted with computers which can be taken to local communities. Flexible Learning Access Points in community settings allow people to try out some learning and go on to college if they wish. For those who might find courses linked to formal qualifications daunting, many colleges offer 'access' provision by way of courses which do not lead to such qualifications. We recognise the value of this but also wish, wherever possible, that the scope for offering opportunity to those who might wish to obtain formal qualifications is explored. It is important that those who return to learn and who so wish, may have something with a recognised and transferable value to show for their efforts and to provide a base for future progress. |
| John Wheatley College This college seeks to work in partnership with a range of agencies to develop community capacity and to provide opportunities for adults to participate in learning. A recent collaborative venture which involves the Community Education Service in North Lanarkshire uses European Community Initiative Funding for the Integra Programme. The College and Community Education Service (CES) work collaboratively to encourage adult learners to join neighbourhood foundation courses in community development. These projects also seek to develop core skills. The learning experiences are designed and delivered jointly by staff in both the College and the CES after negotiation with participants. Activities which are used as a vehicle for learning could, for example, include the development of local youth work projects, support for local voluntary organisations or placements in child care projects. The programme seeks to allow adults, many of whom are unemployed or are other victims of social exclusion, to develop latent skills and to transfer knowledge acquired as a result of community work to accredited courses. Such experience develops vocational relevant transferable skills and knowledge (much of which can subsequently be certificated) which can provide access to more advanced study or to employment. The programme also has a transnational element which will enable the adult learners to participate in similar projects in Greece and Italy, a situation which also encourages the acquisition of competence in a European language. |
| 2.29 Many colleges now have Flexible Learning Units, usually linked to their libraries, where students can sign up for flexible packages such as distance learning or tutor supported study. Tutor support might be through direct contact or by telephone. For example Thurso College provides health care courses through distance learning and provides tutorial support at various locations in the North of Scotland, while Anniesland College has established a reputation as a leader in the use of flexible access to courses in computing, numeracy and communication through the use of Flexible Learning Units. Such provision can offer a flexible and attractive way for adults to access further education for personal development or skills enhancement. |
| Lews Castle College Lews Castle College is currently expanding training opportunities throughout the Western Isles through the development of a network of learning centres. The college has a small learning centre in Barra and is developing a similar facility in Ness in the north of Lewis. Plans for a larger centre in Benbecula are at an advanced stage. The centres will make use of information and communications technology to deliver education and training. They will be linked to the main campus in Stornoway, the UHI network and beyond. |
| 2.30 Current FE provision in Scotland is uneven, with local clusters of colleges competing for students, often duplicating the range of courses available. Competition is healthy if it produces more efficient services but the Government is of the view that the recent drive for efficiency through competition has inhibited local co-operation and collaboration. To ensure that FE colleges meet the full diversity of local needs across Scotland the Government is developing a strategic framework for the FE sector, to improve inter-college co-ordination and maximise access to all courses without needless competition between colleges. |
| This framework is being developed in consultation with FE colleges and other interested parties. A consultation paper will be issued seeking views on the way forward and the Government will continue to earmark significant financial resources to support and drive these changes. |
| 2.31 Key elements of the proposed strategic framework will be: |
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| There is a need to promote stronger local networking amongst colleges and between them and the LECs, local authorities, employers, National Training Organisations, Scottish Enterprise and Highlands and Islands Enterprise. |
| 2.32 Within this framework it is vital to recognise that a huge range of needs must be catered for. Different approaches and environments are appropriate according to learners' different needs and aspirations. For some a spell of 'total immersion' in a supportive residential environment may be beneficial. This is the experience offered by Newbattle Abbey Adult Residential College where annual Government funding of £250,000 is supporting the provision of residential places for 50 students. The College's Diploma course offers an excellent first step back into lifelong learning. For others a part-time or evening course at their local FE college may be the most accessible means of resuming the learning habit. |
| 2.33 In endeavouring to offer the right mix of courses and to deliver the right numbers of students with the right qualifications, colleges are playing a full part in ensuring that the future Scottish economy is built on the solid foundation of an appropriately skilled workforce. Colleges also need to cater for student aspirations and demand for the more 'transferable' or marketable general vocational qualifications that will suit those who wish to improve their employment prospects without necessarily having one specific employer or employment sector in mind. Finally, colleges must not lose sight of the demand for non-vocational, recreational learning, and the 'taster' and access courses which can often lead on to participation in vocational or higher education. |
| University of the Highlands and Islands Project |
| 2.34 We are encouraging the development of the proposed University of the Highlands and Islands, working in partnership with local authorities, education institutions and the private sector. Thirteen education institutions in the Highlands and Islands area have come together as partners in the University of the Highlands and Islands Project. These include the FE colleges in the area as well as Sabhal Mor Ostaig, Argyll College, the Highland Theological Institute, Dunstaffnage Marine Laboratory, the North Atlantic Fisheries College and Sea Fish Acquaculture at Ardtoe. The project's aim is to develop a federal collegiate university which will bring major and lasting economic, social and learning benefits to the area. |
| 2.35 This is a collaborative project which shows how existing colleges and institutions can adapt and use the latest technology to extend opportunities, break down geographical barriers and allow people in the remoter areas to have access to more advanced learning opportunities and qualifications than ever before. This partnership of FE colleges, and academic and research institutions will offer new opportunities to young people and mature students to remain in the Highlands and Islands, and will attract people into the area to study. |
| 2.36 State of the art information and communications technology lies at the heart of the UHI Project. Students will have tuition through a wide range of open and distance learning as well as traditional teaching methods. Quality of provision and student satisfaction will be crucial to the long-term success and viability of this enterprise. The Government is a major financial contributor to the project to the extent of more than £20 million over its first 4 years. |
| Access to Higher Education |
| 2.37 The Government's top priority for higher education is to achieve wider access, while maintaining high standards. In the late 1980s and early 1990s there was very rapid growth in student numbers, placing a severe strain on the higher education sector. In 1992, the then Government decided that there should be a period of consolidation of full-time undergraduate student numbers, to control spiralling expenditure and to maintain quality standards. This resulted in the capping of the number of publicly funded places in Scottish higher education institutions. As resources become available we will be encouraging HE institutions to take in more students from groups currently under-represented, including those from lower income groups and mature students. |
| 2.38 Studying for a higher education qualification part-time is growing in popularity in Scotland, particularly among adults. Around 40% of all higher education entrants in Scotland are now part-time students; 80,000 part-time students in Scottish institutions, and 12,000 in the Open University. Part-time HE study can be a highly attractive form of provision for mature students and may deliver learning which meets the needs of employers and students better than a full-time course. It is also a less risky option for those who are most concerned about whether higher education is for them. It enables them to retain their current employment or fulfil current responsibilities while trying HE out to see if it is for them. However, the level of part-time provision in HEIs has not grown as quickly as full-time provision. |
| 2.39 The Government already supports part-time study through funding of student places but we are considering how we can help to extend part-time study opportunities still further. As part of a new approach to support for part-time students, on 1 May, Mr Brian Wilson MP announced a package of almost £6 million, to provide higher education institutions with resources to support fees for unemployed and low income students on part-time first degree courses and to develop pathfinder courses targeted on their needs. Up to 3000 students will be supported on a new initiative in extending access, unique to Scotland. |
| 2.40 The range of courses available on a part-time basis is very wide - they can be taken either on a day release basis or taught primarily through evening classes, weekend classes and summer schools. Their flexibility makes them very attractive to people in employment who are seeking to improve their skills and qualifications as well as those not currently in employment. Part-time study can also be particularly suitable for people returning to learning, enabling them to match their developing abilities with the input required at this level of study. |
| 2.41 Joint ventures between higher education institutions and with other partners points the way forward in how Scotland can exploit its excellent educational infrastructure for the future benefit of its economy, not least by providing talented and skilled graduates for world class job opportunities in Scotland. |
| 2.42 The Garrick Report also recommended to Scottish Higher Education Institutions that 360 credit-point Bachelors degrees should become more widely available, and that institutions should develop or extend their provision in this area with assistance from SHEFC. The Government welcomes this recommendation, although it is primarily a matter for institutions themselves. We have asked SHEFC to consult with institutions, and ensure that its funding policies support educationally desirable change. |
| Informal learning |
| 2.43 Informal learning provides a range of opportunities, in community settings at different levels. It has a crucial role in attracting adults who would not otherwise engage in educational activity and can motivate those who might otherwise think that learning is not for them. The Scottish Office funded project on Learning Initiatives for Adults in Scottish Education - LIAISE - clearly identified the important role played by community based adult learning (CBAL) in reaching potential learners, particularly those in disadvantaged areas and in rural communities. It also endorsed the targeting of priority groups, provision of support and support services such as childcare and effective training of practitioners. CBAL initiatives often involve imaginative partnerships between colleges, community education, voluntary organisations and other providers of education and training. CBAL provides user-friendly, accessible and relevant learning opportunities and helps people progress to more demanding learning opportunities when they are ready. It is often the first step back into learning for those with negative memories of school. Learners are given the support they need and the guidance necessary to progress to further study which will enable them to achieve their goals. |
| 2.44 Current demographic trends and increases in life expectancy make the contribution of informal learning to older age groups vitally important. Their involvement is not only of value to themselves but can also provide excellent ways of drawing on their life experiences for the benefit of others. |
| 2.45 Informal learning provides opportunities for adults to engage in educational activities for personal and social development, to acquire new knowledge and skills and to be more critically aware of themselves and society. In community education, the process focuses on motivation and confidence-building, and individual and group effectiveness, improving the capacity of communities to develop their ability to participate in civic affairs. The skills gained are transferable and the benefits to the community tangible; both can be subject to assessment. |
| 2.46 An illustration of the way that personal development, learning and accreditation can be effectively combined in community contexts, comes from the joint work of the Open University and several local authority community education providers in the west of Scotland. OU short courses were introduced alongside the activities of existing community groups, particularly playgroups and nurseries, and have now grown to become a distinctive feature of adult education provision. In the main, these courses are targeted at regeneration and rural areas. Many of the courses focus on the family, dealing with such issues as health, lifestyle, equal opportunities and parenting skills. All provide accreditation, either through attendance certificates or through a profiling process which has been specially designed to take the new learner forward. |
| 2.47 Adult basic education has a continuing and vital role in providing adults with opportunities to develop the literacy and numeracy skills and the self confidence essential for employment, further education and training and active citizenship. The Office for National Statistics Report, "Adult Literacy in Britain" highlighted the scale of the problem. Imaginative programmes are used to attract learners, such as long term unemployed men, who do not usually participate in education and training. We will shortly be establishing a development project to produce good practice guidelines, update training and stimulate development. This will strengthen the effectiveness of adult basic education provision and will help to underpin the essential skill aspects of programmes such as the New Deal and Training for Work. |
| History of Football Courses: Platform Adult Learning Centre The History of Football course, developed by the Platform Adult Learning Centre in Wester Hailes, Edinburgh, is a good example of an innovative approach. The initiative successfully attracted men in their 20s and 30s by offering match tickets and an opportunity to meet the Scottish international team in their training camp. The advertised curriculum was used to explore wider social issues, such as male/female relationships and racism, in addition to improving the participants' communication skills and increasing their self confidence. Over 70% of students from each course have progressed into further education or training, or gone on to gain employment. |
| The SMART Project - establishing a School of Music and Recording
Technology in Ayrshire This innovative, multi-million pound project aims to establish Scotland's first School of Music and Recording Technology (SMART) by the year 2000. The school aims to be a vocational centre of excellence for popular music, offering state-of-the-art technology and professional training to musically-talented people (mainly in the 16-25 age group) in the areas of music performance, recording technology and music business management to develop their creative skills and business acumen to build successful and varied careers in the music industry and other creative industries. SMART will be a new landmark building on the Dam Park site on the banks of the River Ayr. It will house a multi-functional auditorium; a digital recording studio complex; rehearsal and performance facilities; and teaching and leisure facilities. Its closest comparator in the UK is the Liverpool Institute of Performing Arts (LIPA), which was established in association with Sir Paul McCartney. The local communities of Ayrshire and the wider communities around Scotland, the UK and world-wide will be encouraged to participate in the courses and activities which SMART will have to offer. A range of courses will be offered, with flexible modes of delivery. A range of short courses, seasonal schools and masterclasses from visiting professionals will also form an integral part of the curriculum. South Ayrshire Council is leading the development partnership for the project, which includes Enterprise Ayrshire, the University of Paisley and Ayr College. The project is the brainchild of internationally-renowned Scots musician Benny Gallagher. |
| New influences: ideas from Europe |
| 2.48 With increased access to European funding mechanisms and improving communications we have more opportunities to find out about successful learning initiatives developed in other parts of Europe and derive inspiration from them. |
| 2.49 EREN (European Regions Education Network) is a partnership of Scottish Enterprise and six other European partners funded through the EU's LEONARDO programme. Its aims reflect the LEONARDO priority of promoting access to skills through the information society in the context of lifelong learning. EREN aims to establish the first multi-sectoral network of lasting contacts between practitioners across the field of adult education and training from a number of Europe's less central regions, some of which share problems such as sparse population, isolation from policy-making centres, industrial decline and under development. EREN targets practitioners rather then policy-makers, and will provide them with: |
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| WEA JobRotation Programme The Workers Educational Association Scotland (WEA), with support from Glasgow Development Agency and the European Union, have completed the first UK pilot of the EU JobRotation model which promotes lifelong learning and tackles unemployment in the one initiative. The JobRotation model was developed in Denmark by a partnership involving the WEA's sister organisation, Arbejdernes Oplysnings Forbund (AOF) and trade union representatives working in Fibertex, a textile company based in Aalborg, North Jutland. Nine small companies were asked to take on unemployed people who had been trained to their requirements. The companies were then able to release their own employees for training with the new people doing their jobs. The companies were given support to develop their training plans and were encouraged to ensure that the opportunities offered reflected employees' learning aspirations as well as business needs. Prior to taking up their placements the unemployed people were given up to 6 months individually designed training covering generic skills, personal development and appropriate accredited vocational training. Workplace mentors were trained to support the newcomers' induction in the workplace. The outcomes of the pilot have been impressive:
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| Individual learning accounts |
| 2.50 Individual learning accounts will offer people a new means to invest in their own learning at all levels and whatever their circumstances. It will give individuals a new level of control over planning learning finances and will provide a means for employers or Government to contribute to the costs of that learning where appropriate. They will be available for everyone and may be used to cover the direct costs of learning and advice and guidance. In some circumstances a learning account may be used for other indirect costs, such as childcare, where they are related to learning. |
| 2.51 Accounts will require a minimum contribution from the learner. Depending on the learner's circumstances the account may be topped up by their employer or by Government if they are priority learners e.g. people with low levels of qualifications or in low skills jobs, people in small and medium sized enterprises or people seeking to return to work. |
| 2.52 A UK system for learning accounts is being developed in conjunction with the financial services sector with a view to the accounts being offered through a range of financial institutions. We expect that the Scottish University for Industry's guidance and information role will be important in ensuring that account holders have access to high quality advice on learning opportunities and will be taking forward the development of learning accounts in parallel with the establishment of the Scottish UfI. |
| 2.53 In England and Wales Training and Enterprise Councils have been invited to put forward proposals for development work. Grampian Enterprise is planning to run a pilot in 1998-99 to test the idea in Scotland. It is proposed that the pilot will test how the model might be used to: |
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| 2.54 Our plans are that by April 2000 a UK-wide system should be available. We have identified £22 million to support the establishment of learning accounts in Scotland and plan to have 100,000 accounts set up by 2002. |
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