Commercial adult learning: mountain skills

I spotted this poster in the men’s room at my favourite outdoor shop. Tiso’s in Glasgow has a cafe, making it a good place for a break on the drive over to visit family in Dunoon. It has offered outdoor skills training since 2000.

Tiso’s developed the courses as a by-product of its main retail trade. They are held across climbing and skiing sites across Scotland. A one-day course will set you back £85-£95. The main instructor is an experienced mountaineer who holds a Mountaineering Instruction Certificate, an award of Mountain Training UK.

If you want to know more, check out the details on https://www.tiso.com/courses

Adult learning in spy fiction: John Le Carré

Le Carré at the Zeit Forum Kultur, 2008, Hamburg

There’s a brief but telling mention of adult education in John Le Carré’s latest novel. Describing a character who has a left-wing father from a mining background, Le Carré adds that

His mother spent whatever free time she had from work at adult education classes until they were cut.

Le Carré is describing here a politically engaged self-improving working class milieu which he believes no longer exists, due in part to the erosion of public civic spaces of learning.

Agent Running in the Field is entertaining enough, but it’s unlikely to be judged one of Le Carré’s better novels, though its plot may resonate with the beliefs and fears of some Remainers. For the purposes of this blog, though, I will confine my comments to his very brief mention of adult education.

First, the author presents the weakness of UK adult education as a given; and while I think he is wrong about it, I understand that a lot of his readers will share this view.

Second, I’m encouraged that an author of his stature has actually noticed that UK adult education is not in great shape, and can assume that this observation will resonate with his readers. Maybe someone should be signing Le Carré up as patron of a campaign for adult learning (while gently pointing out to him that it isn’t quite dead yet).

Education and the Brexit saga

One thing seems to be consistently clear in the debate over the UK’s relationship with the EU: our participation in the EU’s education and training programmes is set to continue. That shouldn’t surprise anyone, as all the main UK parties have said repeatedly that they would like our participation to continue. And now the political declaration attached to the latest withdrawal agreement confirms it.

What exactly this will mean in practice is another matter. Given its track record, the question of whether the U.K. Border Agency is capable of distinguishing between students and illegal immigrants at point of entry is a good one. And I have no idea whether we are reaching the end of the beginning in the never-ending story of Brexit.

Still, it seems clear to me that those who value international exchanges now have work to do if they are going to shape the scope and scale of future U.K. participation – especially if they are involved in areas other than the well-represented and lobby-rich sectors like schools and higher education.

Responding to the Centenary Commission on Adult Education – just do it!

If you are a UK adult educator, you are probably a bit taken aback by the sheer number of current inquiries into lifelong learning. The Liberal Democrats and Labour Party both have their own inquiries, another is being led by the college sector, and the House of Commons Select Committee on Education has just announced its own study of adult skills and lifelong learning. And these come on the heels of a variety of high level reports in the past couple of years.

No wonder that some of us are inquiry-weary.  When I tweeted a link to the Select Committee Inquiry, one person responded: “I cannot see what else there is to learn. It’s essential end of! Back it fund it do it stop talking & I dare to add spend more money on finding out what we know”. Another commented: “Not again! I’ve been seeing these reports all of my long life – and learnt nothing”. So I hesitate, if only briefly, before urging you to respond to the Centenary Commission on Adult Education.

Centenary-Commission-on-Adult-Education

Members of the Centenary Commission (from Cooperative News)

The Centenary Commission’s starting point is the 1919 report of the Ministry of Reconstruction’s committee on adult education. The report was a landmark in adult education history, and is often credited with persuading the Government to expand the role of local authority adult education, and inspiring the formation of the British Institute of Adult Education (now the Learning and Work Institute).

While the 1919 report is certainly open to criticism, not least for the unmanageably large number of its recommendations (and its neglect of Scotland), it offered an inspiring vision of the broad and constructive contribution of adult education to a vibrant functioning democracy. And that is something we need to explore all over again in our new times.

So if you are interested in adult learning and education, let me urge you to overcome your inquiry fatigue. It is really easy to do, and the more of us who take the time to do so, the more likely it is that the Commission will have some impact. Of course, if you don’t respond, then I think you lose any right to pop up later complaining that you don’t like their report.

Not wishing to influence your own thinking, here’s what I said in reply to the Commission’s question about examples of good practice:

  1. The French approach to individual learning accounts (the compte personnel de formation) is one of a number of learning account schemes that seem to me well worth looking at. While it has not yet reached huge numbers, it nevertheless provides a model of incentivising learning by funding learners rather than simply increasing funding to institutions.

  2. The concerted and intensive awareness-raising of Adult Learners Week made a real contribution to culture change. In England there is now a rather less focused month-long festival; in Scotland and NI, ALW lost its funding, and now no longer occurs at all. By contrast, Wales has maintained ALW, and my impression is that it continues to retain a momentum and impact that is missing elsewhere in the UK. I’m sure you are already speaking with LWI Wales about the WAG approach to ALE, and it would be useful to know also what their view is of ALE vs a month-long festival.

  3. OER/MOOCs. Digital resources and mobile devices are game-changers. Of course there is considerable hype around MOOCs as well as equally vacuous counter-hype, but they present opportunities for extending and widening participation that we really shouldn’t ignore. I suggest contacting Peter Shukie to share his knowledge of who is doing what with COOCs.

  4. Transformative learning. The forthcoming Global Report on Adult Learning & Education (GRALE4) will show that while ALE is in reasonably healthy condition at global level, ALE for citizenship is an exception; in fact it is in parlous health. UNESCO will formally launch report at its November 2019 conference in Paris; if you want a preview of the findings, you should contact the UIL. Incidentally, the UK chose not to respond to the GRALE survey (neither did it respond in 2015).

And here’s how I replied to the invitation to specify ‘the single most important recommendation the Commission could make ‘:

Reintroduce a system of individual learning accounts, supported by guidance, and favouring those who have benefited least from publicly funded post-16 education. Drawing on experience elsewhere, as well as previous experience in the UK, redesigned ILAs will incentivise learners and improve institutional responsiveness. It might take the form of an entitlement, but I wouldn’t at this stage be too prescriptive about administrative shapes – better to get the min design principles right. This will of course be resisted by HEIs and colleges, who would prefer any additional funding to come to them, so recommending something along these lines will send a very clear message about your priorities.

France’s personal training accounts were a great idea – what is going wrong?

When the French government introduced its personal training account (CPF, compte personnel de formation) scheme in early 2015, it was in the hope of promoting an upsurge in reskilling. Yet according to a recent survey, less than a third of workers have opened up their online account, almost a quarter say they haven’t heard of the scheme, and only 7.2% have benefited from training under the scheme. What has gone wrong?

New Picture (3)

First, I should make clear that the survey shows signs of progress. While only 31% said they’d activated their account in the 2018 survey, that is up on a mere 20% in the previous year. Those who benefited have risen from 3.6% last year.

Still, compared with the government’s ambitions, these figures are sobering. They also contrast with the popularity of similar systems elsewhere; whatever you think of the British Individual Learning Accounts, they were certainly widely used. And to me, the idea of time off work to train with costs paid should be pretty appealing.

I don’t know why the CPF has failed so far to take off. It was well-publicised, and it is a reasonably generous scheme. Jobs are changing in France as elsewhere, and ever more will be affected as a result of digitiation, AI, and other tech changes, so upskilling makes sense for enterprises and individuals.

Perhaps it’s just that the accounts are simply unattractive to French workers? Or maybe the scheme is over-bureaucratic? If you know more, please let us all know!

 

 

What is new about Germany’s national strategy for continuing education?

Well, the first thing that is new is the fact that it exists at all. Under the German federal constitution, responsibility for education lies with the individual states (Länder) and the federal government (Bund) is cast in a largely supporting role. The new strategy is the first of its kind, jointly produced by the Bund, the Länder, employers, and labour unions.

“Sharing knowledge, shaping the future, growing together: National Strategy for Continuing Education”

The rationale offered for this spirit of cooperation is digitisation. One much-cited study claims that a quarter of German employees work in occupations at high risk of replacement through the new technologies, and that report is duly mentioned in the new strategy.  The focus here is on workplace skills as a means of tackling the challenges of digitisation for individuals and enterprises alike, with a particular focus on small and medium sized firms and on the least skilled workers.

The strategy sets out ten ‘action goals’, and commits the partners (federal ministries for education and labour, Länder, employers, unions) to putting them into practice. These goals are:

  1. Supporting the transparency of continuing education possibilities and provision.
  2. Closing gaps in support , putting new incentives in place, adjusting existing support systems.
  3. Strengthening comprehensive lifelong educational advice and skills guidance, especially in SMEs.
  4. Strengthening the responsibility of the social partners.
  5. Testing and strengthening the quality and quality evaluation of continuing education provision.
  6. Making visible and recognising workers’ prior skills in vocational education.
  7. Developing continuing education provision and certification.
  8. Strategic development of educational institutions as skill centres for vocational continuing education.
  9. Strengthening continuing education staff and preparing them for digital change.
  10. Strengthening strategic foresight and optimising continuing education statistics.

if anyone wants more detail of these broad goals and their implementation, let me know.

Imp-lementation starts after the summer break. Responsibility for overseeing progress against these goals is being handed to a national committee of the partners, which is charged with producing a joint progress report in 2021. At the same time, the Organisation for Economic Cooperation and Development has been asked to produce a national report on continuing education in Germany.

Those who look for a broad and civic approach to lifelong learning will not find it in this strategy. Its focus is aimed entirely at change in continuing vocational education, with a view to reducing the rigidities of Germany’s skills system, and promoting greater labour flexibility flexibility in the face of tech change, and digitisation in particular. As a strategy for upskilling, though, it’s an enormously interesting development, and given Germany’s wider influence in Europe and beyond, it’s worth watching closely.

Commercial adult learning – gin masterclasses

I was drinking espresso in the Fossgate Tap while on a visit to our younger daughter in York, when I spotted this poster. Apologies for the poor picture quality, but the lighting was subdued.gin

 

To be honest, I have no idea what a ‘gin masterclass’ is, though to be fair I was probably pretty vague about beer seminars until I attended one. I guess the word ‘masterclass’ is just a come-on. The price, quality, and content remain a mystery, and despite what it says on the poster, I was no wiser after visiting the website, which told me nothing that isn’t on the poster. As this is a new venture, with the pub under new ownership since the end of May,  maybe the website will be more informative in future.

According to the brewery, the Fossgate Tap represents ‘a new pub concept’, which apparently is an urban country pub. I don’t know about that, but I view pubs in general as a Good Thing, and a bit of modernisation is probably the price of survival, even in thirsty old Yorkshire. In the case of the Fossgate Tap, I can confirm that there’s a great range of quality real ales and craft beers, as well as very decent coffee.