Common use of Globalisation Clause in Contracts

Globalisation. According to the Tomorrow Project (Tomorrow Project, 1 May 2006), globalisation has resulted in a series of dynamic changes in recent years, observed by increased inter-connectedness at cultural, economic and political levels. Some of the key features of these changes are: (Tomorrow Project, May 2006) • better world communications bringing people together – through improved information flows based on technological advances, travel and migration • an increase in cross-border trade and economic competition, involving a wide range of products and, increasingly also, services • national governments increasingly working more closely together towards common environmental, health and security goals. The scale of the globalisation challenge facing the lifelong learning sector was illuminated in ‘Globalisation and the UK: strength and opportunity to meet the economic challenge’ (HM Treasury, 2005a). The report recognised that globalisation was increasing the premium placed on skills and enhancing the need for advanced economies to ensure that their workforce was flexible and skilled enough to take advantage of changes in technology and capable of moving into new areas of work. It also drew attention to areas where market failure7 might hinder the responsiveness of some lifelong learning providers to the needs of employers and the economy, in particular in the supply of lower- and intermediate-level skills, in order to meet the needs of an ever more science- and knowledge-driven economy. Some of the implications of globalisation on curriculum content within lifelong learning provision are already being recognised. For example, a briefing paper by the National Institute for Adult and Continuing Education (NIACE) for the Development Education Association (DEA) on strengthening global perspectives in lifelong learning (Xxxxxxxxx and Xxxxxx Xxxxx, 2002) emphasised the need to acknowledge the global dimension in adult and community education. It argued that the following key themes in global perspectives should be addressed by all lifelong learning provision (p.8–9): • global interdependence • skills for a global economy • active citizenship and social inclusion • cultural diversity and race equality • improving quality of life. The briefing paper also provides several specific examples of existing provision geared towards the global dimension. For example, ICT tutors in the south-east of England are extending their use of the internet to encourage students to explore global issues and their impact on people of varying backgrounds. In another example, the Workers’ Educational Association (WEA) has set up a tutor-training programme on global development education, which aims to improve awareness, skills and confidence in incorporating the global dimension into teaching and learning. 7 A market failure in education is likely to exist when the potential benefits to society in terms of increased skills and productivity levels are not priced by the market, and the consumer (in this case the learner and the employer) does not take into account these social benefits and may therefore under- invest in education or training supply. For individuals, cheaper technologies, and the resulting improvements in information flow will afford greater choice in almost every aspect of life. Coupled with the increased expectation of personal investment in lifelong learning (see section 4.2), this could potentially increase individuals’ demand for more customised services, including lifelong learning provision, which is responsive, flexible, accessible and effective. Similarly, if employers are increasingly responsible for funding training, it is likely that they too will demand increased access to information about provision and provision tailored to their own specific needs. In response, the emphasis within lifelong learning policy and practice will need to focus on creating supply-side solutions, which more closely address the demand-side concerns of both individuals and employers. The arrival in the UK of 447,000 migrant workers from the ten European Union accession countries between May 2004 and June 2006 (Home Office et al., 2006) adds a further dimension to the issue of globalisation, with significant implications for the lifelong learning sector. This phenomenon was frequently commented upon by employers and their representative organisations throughout the UK during the future scenario workshops. Most migrant workers (82%) were aged between 18–34 years old and were employed in low-skilled manual jobs in factories, warehouses, agriculture, hospitality and catering, in jobs reliant on skills well below their existing skills levels (Home Office et al., 2006). However, many had poor English language skills, such that this was their most immediate learning need. In the short-term, therefore, strong demand for ESOL provision from migrant workers will add to the pressure to increase and improve the quality of ESOL learning in order to contribute to the achievement of ‘Skills for Life’ PSA targets in England. However, the LSC recently announced that from 2007/08, ESOL learning in England will no longer attract automatic fee remission, and that free tuition will only be available to priority groups, which exclude migrant workers (LSC, 2006d). Over time, as migrant workers become core rather than peripheral employees within the UK workforce, their skills needs may increase and diversify, with growing demand for recognition and utilisation of their higher-level skills and qualifications (Institute for Employment Research, 2006). Stakeholders interviewed in Scotland and Northern Ireland also identified increased demand for ESOL provision led by migrant workers and a need for a lifelong learning workforce with the skills to work with culturally diverse populations in the longer term. The migration of skilled workers also creates pressure for the development of international standards for the mutual recognition of qualifications by different countries. Increasingly, multinational companies operating in different countries will demand a workforce with harmonised qualifications, challenging variations in regulations and other constraints in labour mobility. Within Europe, parts of the lifelong learning sector will participate in the proposed European Qualifications Framework, which will “act as a translation device and neutral reference point for comparing qualifications across different education and training systems”, in order to “facilitate the transfer and use of qualifications across different education and training systems and levels” throughout the European Union (Commission of the European Communities, 2006, p.2–3). Implementation of the framework will potentially increase the flow of European students into UK educational establishments, but it will also encourage competition for students between lifelong learning providers in the UK and providers overseas. Widening international horizons thus presents both opportunities and challenges for lifelong learning providers in the UK, requiring a workforce which is capable of operating successfully within this global and international environment.

Globalisation. According to the Tomorrow Project (Tomorrow Project, 1 May 2006), globalisation has resulted in a series of dynamic (Tomorrow Project, May 2006) changes in recent years, observed by increased inter-connectedness at cultural, economic and political levels. Some of the key features of these changes are: (Tomorrow Project, May 2006) • better world communications bringing people together – through improved information flows based on technological advances, travel and migration • an increase in cross-border trade and economic competition, involving a wide range of products and, increasingly also, services • national governments increasingly working more closely together towards common environmental, health and security goals. The scale of the globalisation challenge facing the lifelong learning sector was illuminated in ‘Globalisation and the UK: strength and opportunity to meet the economic challenge’ (HM Treasury, 2005a). The report recognised that globalisation was increasing the premium placed on skills and enhancing the need for advanced economies to ensure that their workforce was flexible and skilled enough to take advantage of changes in technology and capable of moving into new areas of work. It also drew attention to areas where market failure7 failure6 might hinder the responsiveness of some lifelong learning providers to the needs of employers and the economy, in . In particular in this related to the supply of lower- and intermediate-level skills, in order to meet the needs of an ever more science- and knowledge-driven economy. Some of the implications of globalisation on curriculum content within lifelong learning provision are already being recognised. For example, a briefing paper by the National Institute for Adult and Continuing Education (NIACE) for the Development Education Association (DEA) on strengthening global perspectives in lifelong learning (Xxxxxxxxx and Xxxxxx Xxxxx, 2002) emphasised the need to acknowledge the global dimension in adult and community education. It argued that the following key themes in global perspectives should be addressed by all lifelong learning provision (p.8–9): • global interdependence • skills for a global economy • active citizenship and social inclusion • cultural diversity and race equality • improving quality of life. The briefing paper also provides several specific examples of existing provision geared towards the global dimension. For example, ICT tutors in the south-east of England are extending their use of the internet to encourage students to explore global issues and their impact on people of varying backgrounds. In another example, example the Workers’ Educational Association (WEA) has set up a tutor-training programme on global development education, which aims to improve awareness, skills and confidence in incorporating the global dimension into teaching and learning. 7 A market failure in education is likely to exist when the potential benefits to society in terms of increased skills and productivity levels are not priced by the market, and the consumer (in this case the learner and the employer) does not take into account these social benefits and may therefore under- invest in education or training supply. For individuals, cheaper technologies, and the resulting improvements in information flow will afford greater choice in almost every aspect of life. Coupled with the increased expectation of personal investment in lifelong learning (see section 4.2), this could potentially increase individuals’ demand for more customised services, including lifelong learning provision, which is responsive, flexible, accessible and effective. Similarly, if employers are increasingly responsible for funding training, it is likely that they too will demand increased access to information about provision and provision tailored to their own specific needs. In response, the emphasis within lifelong learning policy and practice will need to focus on creating supply-side solutions, which more closely address the demand-side concerns of both individuals and employers. The arrival in the UK of 447,000 migrant workers from the ten European Union accession countries between May 2004 and June 2006 (Home Office et al., 2006) adds a further dimension to the issue of globalisation, with significant implications for the lifelong learning sector. This phenomenon was frequently commented upon by employers and their representative organisations throughout the UK during the future scenario workshops. Most migrant workers (82%) were aged between 18–34 years old and were employed in low-skilled manual jobs in factories, warehouses, agriculture, hospitality and catering, in jobs reliant on skills well below their existing skills levels (Home Office et al., 2006). However, many had poor English language skills, such that this was their most immediate learning need. In the short-term, therefore, strong demand for ESOL provision from migrant workers will add to the pressure to increase and improve the quality of ESOL learning in order to contribute to the achievement of ‘Skills for Life’ PSA targets in England. However, the LSC recently announced that from 2007/08, ESOL learning in England will no longer attract automatic fee remission, and that free tuition will only be available to priority groups, which exclude migrant workers (LSC, 2006d). Over time, as migrant workers become core rather than peripheral employees within the UK workforce, their skills needs may increase and diversify, with growing demand for recognition and utilisation of their higher-level skills and qualifications (Institute for Employment Research, 2006). Stakeholders interviewed in Scotland and Northern Ireland also identified increased demand for ESOL provision led by migrant workers and a need for a lifelong learning workforce with the skills to work with culturally diverse populations in the longer term. The migration of skilled workers also creates pressure for the development of international standards for the mutual recognition of qualifications by different countries. Increasingly, multinational companies operating in different countries will demand a workforce with harmonised qualifications, challenging variations in regulations and other constraints in labour mobility. Within Europe, parts of the lifelong learning sector will participate in the proposed European Qualifications Framework, which will “act as a translation device and neutral reference point for comparing qualifications across different education and training systems”, in order to “facilitate the transfer and use of qualifications across different education and training systems and levels” throughout the European Union (Commission of the European Communities, 2006, p.2–3). Implementation of the framework will potentially increase the flow of European students into UK educational establishments, but it will also encourage competition for students between lifelong learning providers in the UK and providers overseas. Widening international horizons thus presents both opportunities and challenges for lifelong learning providers in the UK, requiring a workforce which is capable of operating successfully within this global and international environment.by

Globalisation. According to the Tomorrow Project (Tomorrow Project, 1 May 2006), globalisation has resulted in a series of dynamic changes (Tomorrow Project, May 2006) in recent years, observed by increased inter-connectedness at cultural, economic and political levels. Some of the key features of these changes are: (Tomorrow Project, May 2006) • better world communications bringing people together – through improved information flows based on technological advances, travel and migration • an increase in cross-border trade and economic competition, involving a wide range of products and, increasingly also, services • national governments increasingly working more closely together towards common environmental, health and security goals. The scale of the globalisation challenge facing the lifelong learning sector was illuminated in ‘Globalisation and the UK: strength and opportunity to meet the economic challenge’ (HM Treasury, 2005a). The report recognised that globalisation was increasing the premium placed on skills and enhancing the need for advanced economies to ensure that their workforce was flexible and skilled enough to take advantage of changes in technology and capable of moving into new areas of work. It also drew attention to areas where market failure7 failure6 might hinder the responsiveness of some lifelong learning providers to the needs of employers and the economy, in particular in the supply of lower- and intermediate-level skills, in order to meet the needs of an ever more science- and knowledge-driven economy. Some of the implications of globalisation on curriculum content within lifelong learning provision are already being recognised. For example, a briefing paper by the National Institute for Adult and Continuing Education (NIACE) for the Development Education Association (DEA) on strengthening global perspectives in lifelong learning (Xxxxxxxxx and Xxxxxx Xxxxx, 2002) emphasised the need to acknowledge the global dimension in adult and community education. It argued that the following key themes in global perspectives should be addressed by all lifelong learning provision (p.8–9): • global interdependence • skills for a global economy • active citizenship and social inclusion • cultural diversity and race equality • improving quality of life. The briefing paper also provides several specific examples of existing provision geared towards the global dimension. For example, ICT tutors in the south-east of England are extending their use of the internet to encourage students to explore global issues and their impact on people of varying backgrounds. In another example, the Workers’ Educational Association (WEA) has set up a tutor-training programme on global development education, which aims to improve awareness, skills and confidence in incorporating the global dimension into teaching and learning.National 7 6 A market failure in education is likely to exist when the potential benefits to society in terms of increased skills and productivity levels are not priced by the market, and the consumer (in this case the learner and the employer) does not take into account these social benefits and may therefore under- invest in education or training supply. For individuals, cheaper technologies, and the resulting improvements in information flow will afford greater choice in almost every aspect of life. Coupled with the increased expectation of personal investment in lifelong learning (see section 4.2), this could potentially increase individuals’ demand for more customised services, including lifelong learning provision, which is responsive, flexible, accessible and effective. Similarly, if employers are increasingly responsible for funding training, it is likely that they too will demand increased access to information about provision and provision tailored to their own specific needs. In response, the emphasis within lifelong learning policy and practice will need to focus on creating supply-side solutions, which more closely address the demand-side concerns of both individuals and employers. The arrival in the UK of 447,000 migrant workers from the ten European Union accession countries between May 2004 and June 2006 (Home Office et al., 2006) adds a further dimension to the issue of globalisation, with significant implications for the lifelong learning sector. This phenomenon was frequently commented upon by employers and their representative organisations throughout the UK during the future scenario workshops. Most migrant workers (82%) were aged between 18–34 years old and were employed in low-skilled manual jobs in factories, warehouses, agriculture, hospitality and catering, in jobs reliant on skills well below their existing skills levels (Home Office et al., 2006). However, many had poor English language skills, such that this was their most immediate learning need. In the short-term, therefore, strong demand for ESOL provision from migrant workers will add to the pressure to increase and improve the quality of ESOL learning in order to contribute to the achievement of ‘Skills for Life’ PSA targets in England. However, the LSC recently announced that from 2007/08, ESOL learning in England will no longer attract automatic fee remission, and that free tuition will only be available to priority groups, which exclude migrant workers (LSC, 2006d). Over time, as migrant workers become core rather than peripheral employees within the UK workforce, their skills needs may increase and diversify, with growing demand for recognition and utilisation of their higher-level skills and qualifications (Institute for Employment Research, 2006). Stakeholders interviewed in Scotland and Northern Ireland also identified increased demand for ESOL provision led by migrant workers and a need for a lifelong learning workforce with the skills to work with culturally diverse populations in the longer term. The migration of skilled workers also creates pressure for the development of international standards for the mutual recognition of qualifications by different countries. Increasingly, multinational companies operating in different countries will demand a workforce with harmonised qualifications, challenging variations in regulations and other constraints in labour mobility. Within Europe, parts of the lifelong learning sector will participate in the proposed European Qualifications Framework, which will “act as a translation device and neutral reference point for comparing qualifications across different education and training systems”, in order to “facilitate the transfer and use of qualifications across different education and training systems and levels” throughout the European Union (Commission of the European Communities, 2006, p.2–3). Implementation of the framework will potentially increase the flow of European students into UK educational establishments, but it will also encourage competition for students between lifelong learning providers in the UK and providers overseas. Widening international horizons thus presents both opportunities and challenges for lifelong learning providers in the UK, requiring a workforce which is capable of operating successfully within this global and international environment.

Globalisation. According to the Tomorrow Project (Tomorrow Project, 1 May 2006), globalisation has resulted in a series of dynamic changes in recent years, observed by increased inter-connectedness at cultural, economic and political levels. Some of the key features of these changes are: (Tomorrow Project, May 2006) • better world communications bringing people together – through improved information flows based on technological advances, travel and migration • an increase in cross-border trade and economic competition, involving a wide range of products and, increasingly also, services • national governments increasingly working more closely together towards common environmental, health and security goals. The scale of the globalisation challenge facing the lifelong learning sector was illuminated in ‘Globalisation and the UK: strength and opportunity to meet the economic challenge’ (HM Treasury, 2005a). The report recognised that globalisation was increasing the premium placed on skills and enhancing the need for advanced economies to ensure that their workforce was flexible and skilled enough to take advantage of changes in technology and capable of moving into new areas of work. It also drew attention to areas where market failure7 failure5 might hinder the responsiveness of some lifelong learning providers to the needs of employers and the economy, in particular in the supply of lower- and intermediate-level skills, in order to meet the needs of an ever more science- and knowledge-driven economy. Some of the implications of globalisation on curriculum content within lifelong learning provision are already being recognised. For example, a briefing paper by the National Institute for Adult and Continuing Education (NIACE) for the Development Education Association (DEA) on strengthening global perspectives in lifelong learning (Xxxxxxxxx and Xxxxxx Xxxxx, 2002) emphasised the need to acknowledge the global dimension in adult and community education. It argued that the following key themes in global perspectives should be addressed by all lifelong learning provision (p.8–9): • global interdependence • skills for a global economy • active citizenship and social inclusion • cultural diversity and race equality • improving quality of life. The briefing paper also provides several specific examples of existing provision geared towards the global dimension. For example, ICT tutors in the south-east of England are extending their use of the internet to encourage students to explore global issues and their impact on people of varying backgrounds. In another example, the Workers’ Educational Association (WEA) has set up a tutor-training programme on global development education, which aims to improve awareness, skills and confidence in incorporating the global dimension into teaching and learning. 7 A market failure in education is likely to exist when the potential benefits to society in terms of increased skills and productivity levels are not priced by the market, and the consumer (in this case the learner and the employer) does not take into account these social benefits and may therefore under- invest in education or training supply. For individuals, cheaper technologies, technologies and the resulting improvements in information flow will afford greater choice in almost every aspect of life. Coupled with the increased expectation of personal investment in lifelong learning (see section 4.2), this could potentially increase individuals’ demand for more customised services, including lifelong learning provision, which is responsive, flexible, accessible and effective. Similarly, if employers are increasingly responsible for funding training, it is likely that they too will demand increased access to information about provision and provision tailored to their own specific needs. In response, the emphasis within lifelong learning policy and practice will need to focus on creating supply-side solutions, which more closely address the demand-side concerns of both individuals and employers. The arrival in the UK of 447,000 migrant workers from the ten European Union accession countries between May 2004 and June 2006 (Home Office et al., 2006) adds a further dimension to the issue of globalisation, with significant implications for the lifelong learning sector. This phenomenon was frequently commented upon by employers and their representative organisations throughout the UK during the future scenario workshops. Most migrant workers (82%) were aged between 18–34 years old and were employed in low-skilled manual jobs in factories, warehouses, agriculture, hospitality and catering, in jobs reliant on skills well below their existing skills levels (Home Office et al., 2006). However, many had poor English language skills, such that this was their most immediate learning need. In the short-term, therefore, strong demand for ESOL provision from migrant workers will add to the pressure to increase and improve the quality of ESOL learning in order to contribute to the achievement of ‘Skills for Life’ PSA targets in England. However, the LSC recently announced that from 2007/08, ESOL learning in England will no longer attract automatic fee remission, and that free tuition will only be available to priority groups, which exclude migrant workers (LSC, 2006d). Over time, as migrant workers become core rather than peripheral employees within the UK workforce, their skills needs may increase and diversify, with growing demand for recognition and utilisation of their higher-level skills and qualifications (Institute for Employment Research, 2006). Stakeholders interviewed in Scotland and Northern Ireland also identified increased demand for ESOL provision led by migrant workers and a need for a lifelong learning workforce with the skills to work with culturally diverse populations in the longer term. The migration of skilled workers also creates pressure for the development of international standards for the mutual recognition of qualifications by different countries. Increasingly, multinational companies operating in different countries will demand a workforce with harmonised qualifications, challenging variations in regulations and other constraints in labour mobility. Within Europe, parts of the lifelong learning sector will participate in the proposed European Qualifications Framework, which will “act as a translation device and neutral reference point for comparing qualifications across different education and training systems”, in order to “facilitate the transfer and use of qualifications across different education and training systems and levels” throughout the European Union (Commission of the European Communities, 2006, p.2–3). Implementation of the framework will potentially increase the flow of European students into UK educational establishments, but it will also encourage competition for students between lifelong learning providers in the UK and providers overseas. Widening international horizons thus presents both opportunities and challenges for lifelong learning providers in the UK, requiring a workforce which is capable of operating successfully within this global and international environment.by