Theme A | Theme B | Theme C | Theme D | Theme E | Theme F | Theme H | Theme I

Theme E

7.3 Pillar 3 – Adaptability
 
Theme E: Promoting lifelong learning and inclusive work practices which encourage recruiting and retaining people suffering discrimination and inequality in the labour market.

Strategic objectives

• To test innovative approaches to attract non-traditional learners to improve their basic and other skills.

Policy rationale for Themes E and F

Both of the thematic fields under the Adaptability pillar cover lifelong learning and basic skills, work-life balance and ICT skills. The policy rationale section is divided along these lines rather than the thematic fields.  This is to encourage a wider approach to tackling the issues within themes E and F.  However, you must apply under either theme E or theme F which have the following distinctions:

• Theme E looks at lifelong learning and getting individuals involved with learning again, from the point of view of individuals as well as employers; and
• Theme F centres on firms and employers and how they can adapt to change using strategies such as:
  - flexible work practices, that allow a better work-life balance
  - learning and training, and
  - ICT.

Lifelong learning and basic skills

In the UK, lifelong learning is seen as the key to prosperity for individuals and businesses, which is hampered by poor basic and intermediate skills.  Learning and training also promote a fair and united society, active citizenship and economic growth.  They strengthen families, communities and the country.  This is particularly relevant for people in disadvantaged groups, particularly as many of them will have been failed by their earlier education.  Lifelong learning is included under the Adaptability pillar, but it is also an essential part of promoting employability and entrepreneurship.

The UK Government is working to widen access to lifelong learning in general, which is particularly relevant for disadvantaged groups who have been under-represented in traditional formal education opportunities.  The Government continues to be active in convincing people of the benefits of learning by removing financial barriers and other barriers, such as childcare responsibilities and physical access to learning opportunities.  There are also the psychological barriers to overcome which deter too many people from disadvantaged groups from taking up learning opportunities.

The key to achieving the target of increasing the literacy, language and numeracy skills of 1.5 million adults by 2007 is the successful increase in learners taking part and the increase of appropriate literacy, language and numeracy teaching.  This is a key responsibility of the LSC.  Appropriate provision must be flexible to meet the needs of learners and beneficiaries of all backgrounds so that they can gain the skills they need to achieve a national qualification in literacy, language or numeracy and the benefits to life and work this can bring.

The Government has also established Sector Skills Councils which, within the framework of Skills for Business, look at the skills and training needs of individual sectors.  They work at a regional level in partnership with RDAs, LSCs, Jobcentre Plus and Connexions. The Framework for Employment and Skills Action (FRESA) bring together these core local agencies to make sure skills demand is met by skills supply. The Government has also created Centres of Vocational Excellence which allow higher education to focus more sharply on the skills needs of local, regional, and sectoral employers. Building on this, the government Skills and Knowledge programme will support the skills needs of the most deprived communities.

It is essential that any provision developed with the support of Equal is able to add to existing provision to influence and enrich local, regional and national developments.  One key area for Equal will be to continue to develop ways to attract non-traditional learners into training.  A key part of the Government’s strategy is changing people’s attitudes and convincing individuals of the benefits of lifelong learning. This is particularly important for Equal’s target groups, many of who remember their bad experience of traditional education.

For more infomration about activities undertaken under this theme visit 2nd Round Approved DPs and  Ist Round Approved DPs under Theme E