ESF-Works

11.12.2007: Skills and Employment

Equal-Works guest:

Bill Rammell MP, Minister of State for Lifelong Learning, Further and Higher Education

Moderator:

Jeremy Harrison, Equal-Works Editorial Director, Tribal Education and Technology

This debate is now over. Thank you to all who took part. A downloadable video file and a summary of the debate are available below.

Bill Rammell MP, Minister of State for Lifelong Learning, Further and Higher Education was the guest on December’s E-Works debate.

Equal partnership leaders – Elizabeth Politzer of Equalitec, Robert Morrall of Cement and Andrew Slee of Threshholds - were in the studio to hear the discussion and then add their comments.

The minister set the skills scene by emphasising the decline in unskilled jobs 3.5 million to 600,000 in the next decade.

‘Unless we can equip people with the skills to cope with that process of change, then not only will those individuals and their families lose out in terms of greater poverty and social isolation, but bluntly, collectively we will fall behind the game in terms of international competition’, he said.

He called for higher and further education providers to be ‘going into the workplace and providing skills training that meets the circumstances of the workplace and the needs of those individuals’.

He also called for ‘the learner voice to be strongly represented within the system.’

Other key themes included the cost and accessibility of ESOL, concerns about the impact of rules excluding people from public funding for a second qualification at the same level, fashioning e-learning to make it attractive to small firms, new approaches to careers advice for adults, and the role of the voluntary sector in bringing people from excluded backgrounds into learning and work.

Bill Rammell denied that money had been taken out of ESOL –funding had been significantly increased - and he explained that the purpose of taking public funding away from providing second parallel qualifications was to focus the maximum resources on those at the bottom end of the learning scale.

In response to suggestions that the smallest employers need skills training via e-learning and in small, specific, bite-size chunks, he said, ‘We do need much greater coherence, and we do need that focussed on the smallest employers as well.’

Adult careers advice was a priority, and he asked for more details about e-portfolios developed one of his Equal partnership questioners.

On Equal partnerships’ concern for longer-term value and viability of their work, he said, ‘Once you’ve got the innovation going you need to have a better dialogue between the voluntary sector and the mainstream providers through the Learning and Skills Council to see how they can get that sustainable funding over the longer term.’

The whole debate is now available to be replayed by clicking here.



Questions debated

Question 1

1. Given the Prime Minister’s commitment to education and lifelong learning together with the Leitch Review’s recommendations on widening participation and choice; how does the Minister reconcile the government’s recent announcement of an expected £100 million cut in public funding - from next year - for students studying for qualifications equivalent to, or lower than, qualifications (ELQs) for which they have previously received an award?


Question 2

2. Since the proposed changes to funding for ELQ will mostly affect adult students, those with family and caring responsibilities as well as women returning to work; how will such loss of educational and training opportunities contribute to further the government’s and Leitch’s agenda for social inclusion through access to education and skills?


Question 3

3. By updating their professional skills, re-training and engaging in lifelong learning, ELQ students are the very ones contributing to enhance Britain’s workforce, so that our country can effectively compete in today’s world global economy. What are the long-term implications of the proposed ELQ funding cuts for Britain’s international standing? And what options will be made available to adult students, women returning to work and professionals forced to discontinue their re-training and lifelong learning activities because they cannot afford it?


Question 4

We have been informed that people with low levels of skills and qualifications are more vulnerable to the loss of employment as technology changes and traditional jobs either cease to exist or move to other parts of the world. If we are to address the skills gap we need to ensure that parents whose first language is not English are able to support their children from an early age. ESOL beginner learners who often do not have literacy in their first language and who also need to develop English oral skills have been unable to attend classes since September 2007 due to the fact that the women cannot access the free courses as they are not able to utilise or sometimes acquire information about their own family tax credit. Can you outline how these people can be enabled to develop their skills and be helped to integrate into the wider community?


Question 5

Early results from our Equal funded theme F project, e-learn2work, have shown that small and micro firms are enthusiastic about e-learning “as it benefits the company in that employees don’t have to leave their desks, and the training period is non-defined and at times that suit the company.” Furthermore they also identify “a preference for bite-size chunks of learning” We and they are concerned following the completion of the project as to:- 1) how SMFs, as a disadvantaged group, can continue to be supported in their e-learning? 2) how ‘bite- size’ or micro-modules of learning can contribute towards accredited learning modules? Many SMFs have said they would like this approach to training to be formally recognized and accepted by Awarding Bodies The greatest demand made by SMFs is for certificated e-learning micro-modules to ensure compliance with ever changing legislation eg Food Hygiene, H&S, DDA How might this need be met? ‘Podcasts’ have been identified through the project as a useful approach for the delivery of micro-modules of leaning. How might Government or its’ Agencies address this need?


Question 6

There are people now who will never access realistic work opportunities because they have learning difficulties. Our current economy has little use for them. What meaningful interventions are planned to deal with this growing sector of long term need?


Question 7

Research has consistently shown that a majority of refugees in the UK have the equivalent of level 3 or above qualifications. However, due to being forced out of their country, many will not have their certificates with them. What more can be done to accredit their previous learning and experience so that they avoid starting learning and training from scratch again in the UK?


Question 8

The changes made to LSC funding this year for asylum seekers showed the Department responding to a real need. However, asylum seekers still have to wait for six months which has a negative impact. What more is being done across Government to link community cohesion and integration with skills development, particularly English language?


Question 9

ESOL Literacy classes, where most students have little or no previous education, are generally agreed to be the most difficult ESOL classes to teach well. Given this, would you not agree that the best place for this provision to be delivered is in an FE context where classes are graded according to level, there are adequate teaching resources, staff are fully trained and supported with access to specialist training, and there is a range of student support services for students with learning difficulties and disabilities?


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