Lifelong Learning: The Future of Adult Education Matters

CoinZn In response to the editorial on post-16 education published on October 21, I would like to emphasize the urgent need for a comprehensive approach to adult education. Six months prior to Labour's election victory, I advocated for a government initiative to foster a system of lifelong learning that embodies what RH Tawney described as 'a broad and generous, humane and liberal spirit' (Letters, January 29, 2024). Unfortunately, Labour's recent white paper on post-16 education and skills falls short of this vision, concentrating primarily on skills tailored for employment.

The current approach to post-16 education appears to be excessively directed towards employer needs, a strategy that has historically led to disappointing outcomes. This focus on employability has become a repetitive mantra over recent decades, resulting in a notable decline in adult participation in further education, now at its lowest since the 1940s. This downward trend began in the 1990s, when the emphasis shifted from providing holistic education for life to merely fulfilling employer requirements.

The Treasury's 2006 Leitch review, which advocated for a stronger 'employer voice' in education, marked a significant turning point that contributed to this decline. As a result, participation rates plummeted, leaving a considerable gap in adult education opportunities. The white paper does not address the importance of education for democratic engagement, and it barely touches on crucial themes such as community, equality, and social inclusion. Strikingly, only universities are encouraged to formulate 'civic plans,' sidelining further education institutions.

Lifelong Learning: The Future of Adult Education Matters One might assume that 'post-16 education' would signify a commitment to adult learners. However, this new proposal lacks any genuine innovation, appearing instead as a rehash of past strategies, with only minor adjustments. The absence of a 'broad and generous, humane and liberal spirit' is palpable. One can only speculate how Tawney and other historical figures in Labour's educational reform would react to this approach, likely expressing their discontent from beyond the grave.

I was encouraged to read your editorial highlighting the significance of further education colleges—an issue that seldom receives the attention it deserves in media discussions. The shift of colleges away from local education authority (LEA) oversight in 1993 granted them more autonomy but stripped them of crucial political influence. Consequently, Members of Parliament (MPs) have tended to focus on universities, while local authorities have prioritized the concerns of parents with school-age children.

Throughout my career, transitioning from an LEA education officer to a college manager, I witnessed firsthand the critical role that political advocacy plays in countering the persistent cuts to college budgets. It is disheartening yet unsurprising to see the rising number of 16- to 24-year-olds who are neither in education, employment, nor training (NEET), as well as the limited opportunities available for adults seeking to further their education.

A small research project I conducted two decades ago revealed a compelling financial argument: for every £1 spent on assisting a NEET individual, taxpayers could save approximately £1,000 in future expenses. This statistic underscores the necessity of prioritizing programs that aid NEET individuals, and further education college instructors can readily share numerous success stories of individuals who have transitioned into education and employment.

https://coinzn.org/ After more than 30 years engaged in transforming vocational courses, it is no surprise that terms such as GCSEs and A-levels remain unchanged. I've witnessed various educational programs come and go—YTS (Youth Training Scheme), CPVE (Certificate of Pre-Vocational Education), GNVQ (General National Vocational Qualification), and T-levels, to name a few—but the core issues remain unresolved.

In conclusion, we must advocate for a reimagined framework for adult education that prioritizes not just employability but also personal development, community engagement, and social equity. The need for a system that recognizes education as an ongoing journey, rather than a mere stepping stone for employment, is more critical than ever. By embracing a holistic approach, we can honor the legacy of education pioneers and build a brighter future for all learners.