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IFLL: emerging conclusions, and implications for Scotland

Scotland’s Futures Forum Public Policy Seminar Series The Future for Lifelong Learning: Implications for Scotland Professor Tom Schuller. IFLL: emerging conclusions, and implications for Scotland. Tom Schuller Director, IFLL Scotland’s Futures Forum Edinburgh, June 2009. IFLL Goals.

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IFLL: emerging conclusions, and implications for Scotland

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  1. Scotland’s Futures ForumPublic Policy Seminar SeriesThe Future for Lifelong Learning:Implications for Scotland Professor Tom Schuller

  2. IFLL: emerging conclusions, and implications for Scotland Tom Schuller Director, IFLL Scotland’s Futures Forum Edinburgh, June 2009

  3. IFLL Goals • The overall goal is to offer an authoritative and coherent strategic framework for lifelong learning in the UK. This will involve: • Articulating a broad rationale for public and private investment in lifelong learning • Reappraising the social and cultural value attached to it • Developing new perspectives on policy and practice.

  4. Outline of Inquiry Papers

  5. Key emerging lines • Rebalancing: a new model • A framework of entitlements • A citizens curriculum • Systemic governance • Local Learning Exchanges

  6. Current or recent participation in learning by nation of the UK, 1996-2009 compared Base: all respondents

  7. Productivity and employment in UK High employment/ high productivity High employment/ low productivity UK Employment: Employment populations ratio 2007, UK = 74.4%  Low employment/ high productivity Low employment/ low productivity Productivity: GDP per hour worked (UK = 100), 2009 Source: UKCES, Ambition 2020: World Class Skills and Jobs for the UK, 2009, pp 21-22

  8. ‘Lifelong’ learning: the need for a new model- Demographics- Economic- Social

  9. Youth transitions: linear (Furlong et al)

  10. Youth transitions: non-linear (Furlong et al)

  11. UK demographics are changing … = Working age

  12. The Educational Lifecourse: a new and simple model ‘Four Quarters’: 0-25; 25-50; 50-75; 75+ • The paradox of chronological age • ‘Staging posts’: the need for markers in a fluid world • Neuroscience, sociological, epidemiological • No hard boundaries, but reduced arbitrariness l

  13. Balanced by: • Solidarity and cohesion across and within generations • - Diachronic approach: the cumulation of (dis)advantage

  14. Stocktake: ExpenditureBased on IFLL Expenditure Research (work in progress – NOT FOR CITATION!)

  15. ‘Citizens curriculum’: four capabilities 1. Financial 2. Health 3. Digital 4. Civic

  16. Access to training at work in last 13 weeks by sector

  17. Questions • Skills utilisation: what does it mean and how to promote it? • Entitlements: where and when would these have the biggest effect? • LL workforce: how to define and support?

  18. “If you have an environment designed to accommodate the skills you have, it brings you back to life and supports health.”John Zeisel, National Institute on Aging and President of Hearthstone

  19. Contacts/links www.lifelonglearninginquiry.org.uk Tom.schuller@niace.org.uk

  20. Productivity and employment in the UK (source UKCES Ambition 2020)

  21. Expected changes in employment and productivity 2007-17 Employment growth GVA change % UK Wales Scotland Northern Ireland England North East North West Yorkshire and Humber East Midlands West Midlands South West East of England South East London 0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% Source: UKCES, Working Futures 2007-17, January 2009

  22. UK People of Working Age Receiving Job-related Training in Last 13 Weeks by Sex & Highest Qualification Source: Education & Training Statistics 2008

  23. Distribution of qualifications, 2008 (source UKCES Ambition 2020)

  24. International skills projections 2020, 25-64 year old population

  25. International skills projections 2020, 25-64 year old population

  26. The distribution of training across the UK

  27. Qualification and skill matching across the nations of the UK, 2006 Source: Felstead, A. et al, Skills at Work, 1986-2006, 2007.

  28. Scotland’s Futures ForumPublic Policy Seminar SeriesThe Future for Lifelong Learning:Implications for Scotland Professor Tom Schuller

  29. Scottish Response Inquiry into the Future for Lifelong Learning: implications for Scotland Tony Coultas Skills Development Scotland 1 June 2009

  30. Scottish Response Learner experience Flexibility Innovation Systemic change

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