Common use of UK policy drivers Clause in Contracts

UK policy drivers. In 2004, Xxxx Xxxxxx was commissioned by the Chancellor of the Exchequer and the Secretary of State for Education and Skills to undertake a review to consider what the UK’s long-term ambition should be for “developing skills in order to maximise economic prosperity, productivity and to improve social justice” (Xxxxxx, 2006, p.1). In response, the interim report (Xxxxxx, 2005) and the pivotal final report, published in December 2006 (Xxxxxx, 2006) suggested that, despite some notable improvements in recent years, particularly with regards to employment levels and higher-level skills acquisition, the current productivity and skills levels in the UK lag behind comparator countries. Even if the UK can meet its current ambitious Public Service Agreement (PSA) targets for improving skills, the report suggests that by the year 2020 the UK skills base will still fail to be world class. “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” (Xxxxxx, 2006, p.1) In order to deliver the necessary step- change in the skills levels of the UK workforce by the year 2020, the report emphasises the need to: • tackle the numbers of low-skilled adults without qualifications, basic literacy and numeracy • invest more in intermediate skills • further increase the proportion of adults holding a degree. It is recommended that all four UK home countries seek to meet targets of: • 95% of adults achieving functional literacy and numeracy • exceeding 90% of the adult population qualified to at least NVQ level 2 • shifting the balance of intermediate skills from NVQ level 2 to NVQ level 3 • exceeding 40% of the adult population qualified to NVQ level 4 and above. Throughout the report, Xxxxxx (2006) emphasises that more than 70% of what will be the workforce in the year 2020 are already in work, over 80% in Scotland. On this basis it is essential that adults can access excellent information and guidance, skills training and the development that they need to build sustainable and productive careers. Moreover, there are currently over six million adults with poor basic skills, approximately half of who are currently in work. Economic forecasting suggests that by the year 2020 there will be less than 600,000 such jobs suitable for those with poor levels of literacy or numeracy. For England, Xxxxxx suggests a number of structural refinements building on the current system in order to enable the achievement of the outlined targets. The devolved administrations within the other “Lifelong Learning UK represents a powerful force for change, with the potential to transform the quality of learning … across the entire lifelong learning sector.” (Xxxx Xxxxxxx, Secretary of State for Education and Skills, LLUK conference, 2006) UK home countries are invited to develop their own thinking on how to develop systems to achieve these shared ambitions. Throughout, one aspect is clear: the system must be reformed to ensure that all young people and adults gain economically valuable skills, utilising more diverse funding streams and continuing to increase both the quantity and quality of provision. In order for this vision to be realised, the workforce within all constituencies of the lifelong learning sector must perform effectively at all levels.

UK policy drivers. ‌ In 2004, Xxxx Xxxxxx was commissioned by the Chancellor of the Exchequer and the Secretary of State for Education and Skills to undertake a review to consider what the UK’s long-term ambition should be for “developing skills in order to maximise economic prosperity, productivity and to improve social justice” (Xxxxxx, 2006, p.1). In response, the interim report (Xxxxxx, 2005) and the pivotal final report, published in December 2006 (Xxxxxx, 2006) suggested that, that despite some notable improvements in recent years, particularly with regards to employment levels and higher-level skills acquisition, the current productivity and skills levels in the “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all” (Xxxxxx, 2006, p.1) UK lag behind comparator countries. Even if the UK can meet its current ambitious Public Service Agreement (PSA) targets for improving skills, the report suggests that by the year 2020 the UK skills base will still fail to be world class. “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” (Xxxxxx, 2006, p.1) In order to deliver the necessary step- change in the skills levels of the UK workforce by the year 2020, the report emphasises the need to: • tackle the numbers of low-skilled adults without qualifications, basic literacy lite and numeracy • invest more in intermediate skills • further increase the proportion of adults holding a degree. It o is recommended that all four UK home hom f adults holding a degree e countries seek to meet targets of: racy It • 95% of adults achieving to achieve functional literacy and numeracy • exceeding more than 90% of the adult population qualified to at least NVQ level 2 • shifting the balance of intermediate skills from NVQ level 2 to NVQ level 3 • exceeding more than 40% of the adult population qualified to NVQ level 4 and above. above Throughout the report, report Xxxxxx (2006) emphasises that more than 70% of what will be the workforce in for the year 2020 are already in work, over 80% in Scotland. On this basis it is essential that adults can access excellent information and guidance, skills training and the development that they need to build sustainable and productive careers. Moreover, there are currently over six million adults with poor basic skills, approximately half of who whom are currently in work. Economic forecasting suggests that by the year 2020 there will be less fewer than 600,000 such jobs suitable for those with poor levels of literacy or numeracy. For EnglandUK, Xxxxxx suggests a number of structural refinements building on the current system in order to enable the achievement of the outlined targets. The devolved administrations within administration of Wales is invited to develop "...we plan to move towards a professional development framework for the other “whole teaching and learning workforce in Wales...I want to work closely with LLUK in taking this agenda forward." (Xxxx Xxxxxxxx, Education and Lifelong Learning UK represents a powerful force for change, with the potential to transform the quality of learning … across the entire lifelong learning sector.” (Xxxx Xxxxxxx, Secretary of State for Education and SkillsMinister, LLUK conference, 2006) UK home countries are invited to develop their its own thinking on how to develop systems to achieve these shared ambitions. Throughout, one aspect is clear: the system must be reformed to ensure that all young people and adults gain economically valuable skills, utilising more diverse funding streams are utilised and there is a continuing to increase in both the quantity and quality of provision. In order for this vision to be realised, the workforce within all constituencies of the lifelong learning sector must perform effectively at all levels.

UK policy drivers. In 2004, Xxxx Xxxxxx was commissioned by the Chancellor of the Exchequer and the England’s Secretary of State for Education and Skills to undertake a review to consider what the UK’s long-term ambition should be for “developing skills in order to maximise economic prosperity, productivity and to improve social justice” (Xxxxxx, 2006, p.1). In response, the interim report “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” (Xxxxxx, 2006, p.1) (Xxxxxx, 2005) and the pivotal final report, published in December 2006 (Xxxxxx, 2006) suggested that, despite some notable improvements in recent years, particularly with regards to employment levels and higher-level skills acquisition, the current productivity and skills levels in the UK lag behind comparator countries. Even if the UK can meet its current ambitious Public Service Agreement (PSA) targets for improving skills, the report suggests that by the year 2020 the UK skills base will still fail to be world class. “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” (Xxxxxx, 2006, p.1) In order to deliver the necessary step- step-change in the skills levels of the UK workforce by the year 2020, the report emphasises the need to: • tackle the numbers of low-skilled adults without qualifications, basic literacy and numeracy • invest more in intermediate skills • further increase the proportion of adults holding a degree. It is recommended that all four UK home countries seek to meet targets of: • 95% of adults achieving functional literacy and numeracy • exceeding more than 90% of the adult population qualified to at least S/NVQ level 2 • shifting the balance of intermediate skills from S/NVQ level 2 to S/NVQ level 3 • exceeding more than 40% of the adult population qualified to S/NVQ level 4 and above. Throughout the report, Xxxxxx (2006) emphasises that more than 70% of what will be the workforce in the year 2020 are already in work, ; in Scotland this figure is over 80% in Scotland%. On this basis it is essential that adults can access excellent information and guidance, skills training and the development that they need to build sustainable and productive careers. Moreover, there are currently over six million adults in the UK with poor basic skills, approximately half of who whom are currently in work. Economic forecasting suggests that by the year 2020 there will be less fewer than 600,000 such jobs suitable for those with poor levels of literacy or numeracy. For England, Xxxxxx suggests a number of structural refinements building on the current system in order to enable the achievement of the outlined targets“This policy framework will deliver world class skills. The devolved administrations within the other “Lifelong Learning UK represents a powerful force for changeGovernment and Devolved Administrations in Northern Ireland, with the potential Scotland and Wales must now act to transform the quality of learning … across the entire lifelong learning sectordecide detailed next steps.” (Xxxx Xxxxxxx, Secretary of State for Education and Skills, LLUK conferenceXxxxxx, 2006, p.5) UK home countries are Xxxxxx invited the devolved administration in Scotland to develop their further its own thinking on how to develop xxxxxx systems to that will achieve these shared ambitions. Throughout, one aspect is clear: the system must should be reformed reviewed to ensure that all young people and adults gain economically valuable skills, utilising more diverse funding streams and continuing to increase both the quantity and quality of provision. In order for this vision to be realised, the workforce within all constituencies of the lifelong learning sector must perform effectively at all levels. Public Service Agreements, high level indicators and target indicators Current education and training policy in England, Wales and Northern Ireland, affecting the core business of most constituencies within the lifelong learning sector, is focused on the delivery of ambitious Public Service Agreements (PSAs) and achieving targets in relation to key indicators. In Scotland, high-level indicators rather than PSAs are used, for example see ‘Life through learning; learning through life: the lifelong learning strategy for Scotland’ (Scottish Executive, 2003). The indicators, shown in table 4.1, broadly divide into two major strands of policy aimed at improving productivity and social inclusion: • improving the educational training attainment of young people • improving the skills levels of adults. The lifelong learning sector and its workforce have a critical role to play in the achievement of these high level indicator targets and in delivering the additional step- change in UK-wide skills levels advocated by Xxxx Xxxxxx (2006).

UK policy drivers. ‌ In 2004, Xxxx Xxxxxx was commissioned by the Chancellor of the Exchequer and the Secretary of State for Education and Skills to undertake a review to consider what the UK’s long-term ambition should be for “developing skills in order to maximise economic prosperity, productivity and to improve social justice” (Xxxxxx, 2006, p.1). In response, the interim report (Xxxxxx, 2005) and the pivotal final report, published in December 2006 (Xxxxxx, 2006) suggested “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” (Xxxxxx, 2006, p.1) that, despite some notable improvements in recent years, particularly with regards to employment levels and higher-level skills acquisition, the current productivity and skills levels in the UK lag behind comparator countries. Even if the UK can meet its current ambitious Public Service Agreement (PSA) targets for improving skills, the report suggests that by the year 2020 the UK skills base will still fail to be world class. “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” (Xxxxxx, 2006, p.1) In order to deliver the necessary step- step-change in the skills levels of the UK workforce by the year 2020, the report emphasises the need to: • tackle the numbers of low-skilled adults without qualifications, basic literacy and numeracy • invest more in intermediate skills • further increase the proportion of adults holding a degree. It is recommended that all four UK home countries seek to meet targets of: • 95% of adults achieving functional literacy and numeracy • exceeding more than 90% of the adult population qualified to at least NVQ level 2 • shifting the balance of intermediate skills from NVQ level 2 to NVQ level 3 • exceeding more than 40% of the adult population qualified to NVQ level 4 and above. Throughout the report, Xxxxxx (2006) emphasises that more than 70% of what will be the workforce in the year 2020 are already in work, over 80% in Scotland. On this basis it is essential that adults can access excellent information and guidance, skills training and the development that they need to build sustainable and productive careers. Moreover, there are currently over six million adults in the UK with poor basic skills, approximately half of who whom are currently in work. Economic forecasting suggests that by the year 2020 there will be less fewer than 600,000 such jobs suitable for those with poor levels of literacy or numeracy. For England, Xxxxxx suggests a number of structural refinements building on invited the current system in order to enable the achievement of the outlined targets. The devolved administrations within the other “Lifelong Learning UK represents a powerful force administration for change, with the potential to transform the quality of learning … across the entire lifelong learning sector.” (Xxxx Xxxxxxx, Secretary of State for Education and Skills, LLUK conference, 2006) UK home countries are invited Northern Ireland to develop their further its own thinking on how to develop xxxxxx systems to that will achieve these shared ambitions. Throughout, one aspect is clear: the system must be reformed to ensure that all young people and adults gain economically valuable skills, utilising more diverse funding streams and continuing to increase both the quantity and quality of provision. In order for this vision to be realised, the workforce within all constituencies of the lifelong learning sector must perform effectively at all levels. Public Service Agreements and target indicators Current UK education and training policy, affecting the core business of most constituencies within the lifelong learning sector, is focused on the delivery of ambitious Public Service Agreements (PSAs) and achieving targets in relation to key indicators. The indicators, shown in table 4.1, broadly divide into two major strands of policy aimed at improving productivity and social inclusion: • improving the educational training attainment of young people • improving the skills levels of adults. Table 4.1: Public Service Agreements and targets for Northern Ireland Northern Ireland Young people Adults prove GCSE achievement at age 16 Increase the proportion of working age people qualified at NVQ level 2 or above Increase the proportion of working age people qualified at NVQ level 3 or above For those who lack literacy and numeracy skills, increase the number achieving a recognised qualification Source: Skills in the UK: the long-term challenge: interim report (Xxxxxx, 2005), table C.4, p.143 The lifelong learning sector and its workforce have a critical role to play in the achievement of these high level indicator targets and in delivering the additional step- change in UK-wide skills levels advocated by Xxxx Xxxxxx (2006). The European dimension In addition to addressing purely national and UK-focused issues, the lifelong learning sector must also implement lifelong learning and community development agreements and initiatives negotiated with other European Union member states. The need for rapid improvement in the UK’s skills and productivity levels was identified at the Lisbon European Council meeting in March 2000. At this meeting, the UK and other European Union member states’ heads of government set a new strategic goal for Europe by the year 2010: “to become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion” (Lisbon European Council, 2000). In 2005, the Treasury launched the ‘Lisbon strategy for jobs and growth: UK National Reform Programme’ (NRP) for the years 2005–08, outlining its long-term plan for delivering the Lisbon “Effective investment in skills is a key driver of productivity. It increases the flexibility and adaptability of the labour market by helping individuals to adapt to change, sustain employment and absorb innovation.” (HM Treasury, 2005b, p.29) agenda in the UK through strong economic performance and employment growth, and by maintaining the UK’s competitiveness in the face of increased global competition (HM Treasury, 2005b). Strengthening the UK’s skills base is affirmed by the NRP as a key driver for increasing productivity. The proposed aim is “increasing participation in education at age 17 from 75 per cent to 90 per cent over the next ten years” (ibid. p.3). With regard to improving adult skills, the UK NRP supports a more flexible, demand-led training system, focusing particularly on areas of market failure in the provision of training which “reduce investment in skills needed for the economy and society, and are most acute for those with low skills” (ibid., p31) Increasing employers’ involvement in skills development Increasing employer engagement and involvement in skills development is central to the flexible and demand-led approach advanced in the UK’s Lisbon Strategy NRP (ibid.), endorsed by Xxxx Xxxxxx (2006) and reflected in the implementation of UK policies. The report from the National Audit Office, ‘Employers’ perspectives on improving skills for employment’ (Bourn, 2005a) assessed employers’ views about the ways in which they wanted publicly-funded training to be improved and whether, from their perspective, such provision represented value for money. The report suggested that employers wanted a simple way of getting advice on the best skills training for their staff. The report described how “organisations involved in funding, planning and providing skills development … have been working towards a ‘no wrong door’ approach enabling employers to get advice, or to help influence provision, whichever public organisation they approach” (ibid., p.11). Employers also wanted bespoke training provision, able to meet their particular needs, with more flexible delivery options to make provision available at a time and place convenient to both employers and employees. The report advocates stronger collaboration between colleges and private training providers and the involvement of employers in the design and delivery of provision, in order to develop “innovative solutions which meet employers’ needs” (ibid. p.12). Increasing community- and voluntary-sector involvement Increasing the involvement of the community and voluntary sector through statutory– voluntary sector partnerships is another key mechanism evident within UK-wide strategies for engaging learners with low-level skills and tackling social exclusion. A report from the Treasury (HM Treasury, 2006) suggests that community organisations provide clear benefits to individuals and their communities through mechanisms including (p.10): Promoting participation and empowerment – in community activity, enabling citizens to contribute to identifying effective solutions to their own problems and providing the arena for that change to occur … and contributing to local regeneration – in a variety of ways including providing opportunities for citizens’ personal development, including support to reconnect people with the labour market, improving benefit take-up through advocacy and advice, providing public services and fostering alliances with other third sector organisations to promote community cohesion and stability. In this way, the third sector4 is a vital partner in addressing deprivation and child poverty. Similarly, a report from the National Audit Office, ‘Working with the third sector’ (Xxxxx, 2005b)5, made the case for increasing the community and voluntary sector’s role in the delivery of public services. More specifically, it suggested an increasing role for community and voluntary organisations in the delivery of lifelong learning and related services. However, the report also found that third-sector organisations (TSOs) needed to train existing employees and volunteers and to invest more in 4 “The government defines the third sector as non-governmental organisations which are value-driven and which principally reinvest their surpluses to further social, environmental or cultural objectives. It includes voluntary and community organisations, charities, social enterprises, cooperatives and mutuals” (HM Treasury, 2006, p.5–6) 5 The ‘Third Sector’ describes a range of institutions existing between the state and private sectors. These include small local community and voluntary groups, registered charities both large and small, foundations, trusts and a growing number of social enterprises and cooperatives. improving service delivery, particularly with regard to financial and management skills, in order to increase their capacity for partnership working with the statutory sector.

UK policy drivers. ‌ In 2004, Xxxx Xxxxxx was commissioned by the Chancellor of the Exchequer and the Secretary of State for Education and Skills to undertake a review to consider what the UK’s long-term ambition should be for “developing skills in order to maximise economic prosperity, productivity and to improve social justice” (Xxxxxx, 2006, p.1). In response, the interim report (Xxxxxx, 2005) and the pivotal final report, published in December 2006 (Xxxxxx, 2006) suggested that, despite some notable improvements in recent years, particularly with regards to employment levels and higher-level skills acquisition, the current productivity and skills levels in the UK lag behind comparator countries. Even if the UK can meet its current ambitious Public Service Agreement (PSA) targets for improving skills, the report suggests that by the year 2020 the UK skills base will still fail to be world class. “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” (Xxxxxx, 2006, p.1) In order to deliver the necessary step- change in the skills levels of the UK workforce by the year 2020, the report emphasises the need to: • tackle the numbers of low-skilled adults without qualifications, basic literacy and numeracy • invest more in intermediate skills • further increase the proportion of adults holding a degree. It is recommended that all four UK home countries seek to meet targets of: • 95% of adults achieving functional literacy and numeracy • exceeding 90% of the adult population qualified to at least NVQ level 2 • shifting the balance of intermediate skills from NVQ level 2 to NVQ level 3 • exceeding 40% of the adult population qualified to NVQ level 4 and above. Throughout the report, Xxxxxx (2006) emphasises that more than 70% of what will be the workforce in the year 2020 are already in work, over 80% in Scotland. On this basis it is essential that adults can access excellent information and guidance, skills training and the development that they need to build sustainable and productive careers. Moreover, there are currently over six million adults with poor basic skills, approximately half of who are currently in work. Economic forecasting suggests that by the year 2020 there will be less than 600,000 such jobs suitable for those with poor levels of literacy or numeracy. For England, Xxxxxx suggests a number of structural refinements building on the current system in order to enable the achievement of the outlined targets. The devolved administrations within the other “Lifelong Learning UK represents a powerful force for change, with the potential to transform the quality of learning … across the entire lifelong learning sector.” (Xxxx Xxxxxxx, Secretary of State for Education and Skills, LLUK conference, 2006) UK home countries are invited to develop their own thinking on how to develop systems to achieve these shared ambitions. Throughout, one aspect is clear: the system must be reformed to ensure that all young people and adults gain economically valuable skills, utilising more diverse funding streams and continuing to increase both the quantity and quality of provision. In order for this vision to be realised, the workforce within all constituencies of the lifelong learning sector must perform effectively at all levels. Public Service Agreements and target indicators Current UK education and training policy, affecting the core business of most constituencies within the lifelong learning sector, is focused on the delivery of ambitious Public Service Agreements (PSAs) and achieving targets in relation to key indicators. In Scotland, high-level indicators rather than PSAs are used – see Annex F for further details from ‘Life through learning; learning through life: the lifelong learning strategy for Scotland’ (Scottish Executive, 2003). The indicators, shown in table 4.1, broadly divide into two major strands of policy aimed at improving productivity and social inclusion: • improving the educational training attainment of young people • improving the skills levels of adults.