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Opportunity Scotland: A Paper on Lifelong Learning

Support For Learners
11. Lifelong Learning Targets
11.1 Learners will be encouraged and inspired by a coherent and transparent system which offers flexibility, wide choice and genuine support. Everyone who is in a position to do so must strive to ensure that all aspects of the system supports learners and does not confuse or deter them. We must also ensure that standard setting and quality assurance measures are in place to give learners confidence in the provision they choose.
11.2 Targets help us to measure progress and focus on the areas of highest priority. We have already announced our intention of setting achievement targets for every school and shall shortly consult on new lifelong learning targets to replace the existing ASCETT targets which this Government inherited but which were previously "endorsed" rather than owned by Government.
11.3 The new Targets will reflect this Government's priorities of:
  • raising standards across education and training;
  • making lifelong learning a reality;
  • encouraging employers to invest in the development of their employees; and
  • equality of opportunity.
  • They will be:
  • readily measurable;
  • clear and memorable;
  • widely owned;
  • focused on goals with which people identify and which they support; and
  • seen as stretching but realistic.
11.4 We will be proposing:
  • a Target for young people holding qualifications after age 16;
    a Target for reducing the proportion of adults with no qualifications;
  • a Target for adults in the workforce qualified to Level 3 or above; and
  • Targets for companies of different sizes achieving recognition as Investors in
    People.
11.5 Progress toward the current ASCETT targets which relate to workforce attainment and business commitment to Investors in People gives us cause for concern. We are confident that the measures set out in this paper will address many of the barriers that prospective learners have faced in the past. We believe that many people will be stimulated to add to their qualifications or gain qualifications for the first time. Initiatives such as the New Deal, the Right to Study, Skillseekers and Modern Apprentice-ships will encourage young people to continue adding to their skills after school and to keep the learning habit. The Scottish University for Industry, National Grid for Learning, learning accounts and measures to promote access to further and higher education will make it easier for adults, particularly new learners, to develop their skills through learning. Many of our key initiatives will address the areas where progress has been slow in the past. We will use the new Targets to measure future progress and inform future policy direction.
11.6 We intend to set up a new committee to advise on progress toward the new Targets. Appointments will be made to this committee after the consultation period is complete.
  
12. Standards and Quality
12.1 To ensure best use of all available resources in pursuing the ambitious lifelong learning agenda, only the highest possible standards of quality, achievement and efficiency will do. For that reason, we need to subject existing quality systems to rigorous evaluation. A concerted approach to lifelong learning must include measures to ensure that the opportunities available to learners match up to the standards expected by Government. A range of quality assurance arrangements are tailored to the needs of each sector:
HM Inspectorate (HMI) monitor standards and quality in further education and community education as they do in schools and pre-school education;
  • the Scottish Quality Management System (SQMS) has been developed in recent years by Scottish Enterprise, Highlands and Islands Enterprise, HMI and the Scottish Qualifications Authority (SQA), as a comprehensive and robust set of standards and audit arrangements for vocational training and the Careers Service;
  • The Scottish Guidance Group will consider how existing quality assurance systems can be adapted to meet the needs of Adult Guidance Networks, their members and their clients.
  • SQA have their own well-established systems for ensuring the quality of their awards;
  • in higher education, the Scottish Higher Education Funding Council has entered into discussions with the Quality Assurance Agency about the development of trials for a new quality assurance system in Scotland; and
  • Investors in People, Charter Mark, and a number of management systems such as the Management Charter Initiative and Total Quality Management System are available to employers and other post-school education and training providers.
12.2 A study carried out last year on behalf of SE and HIE identified a need for more consistency in practice in the application of SQMS across training provision. To ensure that SQMS continues to develop as a national standard SE and HIE are now setting up a central unit to strengthen the management and delivery across the enterprise network.
Informal Education
12.3 In line with developments in schools and in post-school education, we shall press ahead with plans to improve and streamline quality assurance arrangements in both the statutory and voluntary sectors of community education. This work will be taken forward on a partnership basis by the authorities, voluntary organisations and HMI, building on the authorities' use of performance indicators and the voluntary sector's work on self-evaluation.
12.4 We established a Working Group on Community Education to consider a national strategy for community-based adult education, youth work and the educational support for community development in the light of Government priorities, particularly in relation to social exclusion and lifelong learning. The Group's work has complemented that of the CoSLA Community Education Task Group which considered local authority community education provision. These reviews will help to ensure that community education's contribution to lifelong learning and social exclusion are properly focused.
12.5 Following the review and in accordance with the Compact with the Voluntary Sector, the criteria and basis of Government grants for voluntary organisations working in community education will be revised.
Lecturers and managers
12.6 A significant factor in the quality of adult learning is the performance of lecturers, trainers and those working in community education. In 1997 National Guidelines for the training of college lecturers were published, which provide for the delivery of the Teaching Qualification (Further Education) in the context of professional training from induction to post-qualifying development. We have recently established a Professional Development Forum for Further Education in Scotland which will be responsible for aspects of lifelong career development of lecturers in close liaison with the new Institute for Learning and Teaching in Higher Education, the General Teaching Council for Scotland and National Training Organisations responsible for standards in the education and training sectors. The Minister's Working Group on Community Education is considering the need for a review of training for community education.
12.7 Since their incorporation in 1993, local colleges have made good progress in responding flexibly and cost-effectively to local needs. The effectiveness of local colleges and other providers is crucial to supporting a growing learning society and we recognise that good management is as important as good teaching in colleges and other institutions. We have therefore asked the Scottish Further Education Unit to undertake a review of provision for the training of senior mangers in colleges and make proposals for improvement.
  
13. Guidance
13.1 Accessible, informed and affordable guidance is essential to help learners and employers find their way round the range of learning options on offer. Guidance will help them to get maximum results from the time and money they spend. We recognise that adult learners come from all walks of life and draw on a range of experiences. For many, learning may be a distant, and not necessarily positive memory, associated with school; others may be enthusiastic and clear about their goals but confused about the choice of courses, institutions and learning methods available. We have already put in place the mechanisms to help people get in touch with professionals - the challenge now is to ensure that the services available continue to grow in quality and accessibility.
Learning Direct Scotland
13.2 Learners or businesses can call, free of charge, the telephone helpline Learning Direct Scotland on 0800 100900. The line was established in September 1997 ahead of the UK launch earlier this year. Learning Direct Scotland has information about courses at colleges and higher education institutions throughout Scotland and beyond. The staff offer guidance on how the options fit with what the caller needs and information on how to fund learning and find child care locally. If the caller wishes to speak face to face with an adviser, Learning Direct Scotland can put them in touch with local guidance services. The University for Industry will use call centre technology as an important part of its operation and we will be working to ensure that Learning Direct is absorbed effectively into its operation.
Adult Guidance Networks
13.3 Adult Guidance Networks (AGNs) are now being established throughout Scotland. In most areas they bring together careers service companies, local enterprise companies, colleges, community education providers and appropriate voluntary sector bodies. The networks are designed to ensure that guidance is made more accessible to communities throughout Scotland. We will work with them to ensure continuing improvements in the level, quality and accessibility of guidance for adult learners, including young adults.
Scottish Guidance Group
13.4 To oversee these improvements, and to ensure that AGNs have access to the best possible information and advice about best practice, we have established the Scottish Guidance Group which will help to develop the quality standards and training needed by network members. The sharing of good practice which it will promote will ensure ever better local provision of guidance.
Database development
13.5 The right information is vital to the process of offering guidance to learners. To be valuable it has to be accurate, up to date and serve all the learner's needs. The range of information resources currently available is wide. There is a responsibility on the providers of courses and training opportunities to ensure that the information in the public domain is accurate. Brokers of information also have a responsibility to make sure that it works for the user, whether it be information about a specific course or information about the sorts of skills which are valuable in the emerging labour market. We have asked Scottish Enterprise to consider the development of an information resource in the context of the Scottish University for Industry, drawing on the best features of the database systems currently available.
13.6 The Highlands and Islands Enterprise Network, in partnership with Scottish Telecom, the Scottish Council of National Training Organisations (SCONTO) and SQA have developed an integrated skills information system (ISIS). ISIS provides public access to 3 types of data through the Internet and CD Rom:
  • learning opportunities;
  • vocational qualifications; and
  • Modern Apprenticeships.
The number of public access points has been increased from 17 to over 50; the cost of delivering the information has been reduced while the quality and depth of information increased dramatically.
13.7 The databases devised for Higher Still, Progress and Plan-It, will assist young people to make the right choices. Progress provides information on Higher Still courses, subjects, and where they are available, as well as demonstrating possible progression routes to further and higher education. Plan-It will assist staff and students to plan progression routes through and beyond Higher Still provision into higher education and employment; engage in the process of action planning; and obtain information about jobs and training.
Progress File
13.8 The National Record of Achievement (NRA) has been used in Scotland for 7 years to present a simple record in summary form of an individual's achievements throughout education, training and working life.
13.9 A range of new materials to replace the NRA has been piloted in schools and colleges and with employers and trainers. This will be known as Progress File. It will provide a new focus for the NRA with an emphasis on increased individual ownership and personal responsibility for development through life. The new materials are designed to help learners:
  • check their progress;
  • set goals and targets;
  • develop and record core skills;
  • record qualifications, credits and awards;
  • write personal statements and CVs for particular purposes e.g. reviews, option choices, careers interviews, jobs, college and university entrance; and
  • plan their careers.
13.10 Progress File has been designed with the needs of different learners in mind. It comprises 4 sets of guidance aimed at people at different stages:
  • Getting Started
  • aimed roughly at 12-14 year olds to help students practice the processes and become skilled in the activities of reviewing and recording achievement, setting targets and planning development;
  • Moving On
  • aimed at 15-16 year olds to include career planning and making applications;
  • Widening Horizons
  • aimed at young people over 16 in schools and colleges to include making applications, entry to work and continuing education; and
  • Broadening Horizons
  • aimed at adult learners and people in employment.
13.11 Subject to the results of the pilot projects revised versions of the Progress File materials will be available late this year and are likely to be used then by some sectors. From Autumn 1999 they will replace the NRA. Our intention is to encourage all education and training sectors, including community education, and also employers, to use the Progress File. It will be integrated closely with other initiatives such as the New Deal, the application system for entry to higher education institutions and develop-ments of the guidance and advisory services.

 

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