Skills for sustainable growth
A consultation response from Skill.
October 2010
About Skill
Skill: National Bureau for Students with Disabilities is a national charity that
promotes opportunities to empower young people and adults with any kind of
disability to realise their potential in further, continuing and higher education,
training and employment throughout the UK. Skill works by providing
information and advice to individuals, promoting good practice and influencing
policy in partnership with disabled people, service providers and policy
makers. Skill is a registered charity and a company limited by guarantee.
Introduction
Skill welcomes the opportunity to contribute to the Department for Business
Innovation and Skills (BIS) consultation on ‘Skills for Sustainable Growth.’
Our response focuses on creating a skills system which supports disabled
people to progress into destinations of their choice including work, further
learning and independent living. Disabled people are over twice as likely as
non disabled people to have no qualification.1 This undoubtedly contributes to
the fact that less than half of disabled people are employed. 2
The Further Education (FE) system has shown its potential to deliver inclusive
programmes but recent changes in funding responsibilities have put this at
risk. BIS now has the opportunity to review planning and funding in further
education and training to ensure appropriately supported participation,
progression and outcomes for disabled learners.
In addition to issues of funding, careers, information advice and guidance is
unsuitable for many. Disabled people may be given inaccurate information
with regards support and options or are steered in inappropriate directions by
untrained advisors. Employer and societal attitudes also limit opportunities.
Skill understands the financial constraints that BIS is operating in and that
further education and skills is an area under scrutiny. However without
funding to support disabled people in education, their employment prospects
will remain bleak, the benefit bill will grow and social mobility will remain
stagnant.
A note about the Skill response
We focused our comments on the questions outlined in the consultation
document. However we have included six key recommendations on the
following page.
1
2
State of the nation report: Poverty, worklessness and welfare dependency in the UK, DWP, May 2010
Labour Force Statistics, produced by the Office for National Statistics. May 2010
1
Six key recommendations from Skill to create a system that
supports and empowers disabled learners
1. Ensure that public funding empowers disabled people to access
education and training.
Providers should be rewarded for individual outcomes, not block outputs.
Output related funding has been evidenced to produce perverse incentives,
that is, provider behaviour that is risk averse. Those learners most likely to
succeed on a standard programme will be enrolled and those receiving more
intensive support avoided in order to minimise financial risk.
With regard to fees, disabled learners may take longer to move through the
milestones from post compulsory education. It is not equitable to disabled
learners for funding to be age related. A 19 year old with a disability may just
be completing a school programme that a non disabled young person would
finish at 16. The non disabled person would then benefit from a further 2-3
years of continuing education. It is unfair to charge the disabled 19 year old
full fees for their next learning step. Currently only students receiving incomebased benefits receive fee remission. This leaves out a large number of
young disabled people who are not in receipt of such benefits.
2. Focus on increasing participation of disabled people in
Apprenticeships
BIS and the National Apprenticeships Service must work to reverse the
decline in the number of disabled people participating in Apprenticeships
particularly with regards the 19-24 group. This means ensuring that entry
requirements allow flexibility for disabled applicants to demonstrate their skill
sets as well as ensuring that there are effective routes into apprenticeships for
what are often ‘atypical’ learners. In addition funding must support
Apprentices in terms of reasonable adjustments and job coaching.
3. Ensure disabled people have access to quality and impartial careers,
information, advice and guidance (CIAG).
Quality and competence standards produced by Lifelong Learning UK must
be applied effectively to advisors in Next Step and other agencies which
advise disabled adults on skills and progression. CIAG must seek to empower
and raise aspirations.
4. Ensure that the skills system empowers disabled people to progress
into employment
Providers must be incentivised to offer programmes that include supported
employment, enterprise and job coaching. There are excellent examples of
programmes that have shown real progression into work for disabled people
such as Project Search and ROSE which should be shared as good practice.
2
5. Ensure that provision at foundation level is fit for purpose for
disabled people
Careful examination is needed to look at how provision for learners working
below level 2 will be funded. Funding should ensure disabled learners can
progress towards individualised destinations in both open and supported
employment as well as further learning and independent living. Furthermore
the system must recognise the importance of non accredited learning.
6. Ensure there is a continuum of learning opportunities for disabled
people
Skill welcomes the vision of a continuum of learning which including nonaccredited shorter programmes, that allow adults to re-engage with the
education and training system, gain confidence and move on to accredited
skills and training. Adult and community learning is at the heart of this
together with accredited programmes below level 2.
Skill Policy Team
3
Skills for Sustainable Growth response form
If you are unable to use the online comments boxes to record your responses,
please complete the questionnaire below and send it to:
Atif Rafique
Department for Business, Innovation and Skills
1 Victoria Street
London SW1H 0ET
Phone: 020 7215 1910
Email: skills@bis.gsi.gov.uk
The Department may, in accordance with the Code of Practice on Access to
Government Information, make individual responses available on public
request.
The closing date for this consultation is 14 October 2010.
Name: Robert Holland (Senior Policy Officer)
Organisation: Skill: National Bureau for Students with Disabilities
Address:
Skill, Unit 3, Floor 3, Radisson Court, 219 Long Lane, London, SE1 4PR
Please tick the option below which best describes on whose behalf you are
responding:
General Further Education College
Sixth Form College
x
Charity or social enterprise
Training Organisation
Local Government
Individual
Large employer (250+)
Medium employer (50 to 250 staff)
Small employer (10 to 49 staff)
Micro employer (up to 9 staff)
Trade union or staff association
Other (please describe):
4
Principles for a skills strategy
1. We welcome views on these principles and whether there are others we
should consider.
Skill broadly welcomes the principles set out in the consultation document for
a skills strategy. In particular Skill welcomes the commitment to prioritiese
within mainstream learning the needs of those who have poor work prospects.
Disabled people have poor work prospects in comparison to non disabled
people with less then 50% in employment. In addition certain groups of
disabled people have even lower employment prospects. For example less
than 7% of people with a learning disability known to social services are in
any form of paid employment 3
Skill further supports the intention to provide access to ‘high quality, impartial
information’ on training and qualifications. We know from our work with
disabled people that often information and guidance is unsuitable and based
on low aspirations that professionals may have or in some cases unrealistic
expectations. Quality impartial information and guidance is critical particularly
for young disabled people making the transition from school into post 16
education and training. It can be a confusing and complicated time, as they
often receive support from a number of different agencies, including health,
adult social care services and education.
Skill further welcomes the acknowledgement that informal learning is
important as well and particularly the need to empower local communities to
help create the ‘Big Society.’ Informal adult learning is an effective way for
encouraging and supporting disabled adults back into education who might
have previously missed out. In addition it aids participation in community life,
important as some disabled people might otherwise be isolated. It also
provides vital employability skills as well as skills needed to live independently
and as part of a community.
2. How can we further simplify the skills system, including the number, roles
and responsibilities of the many organisations working in the system?
It is important to remember that the needs of disabled learners are met by a
mixture of large providers but also smaller specialist providers often in the
voluntary sector. Any simplification of the system must ensure that expertise
and choice is not lost.
Social Care and Mental Health indicators from the National Indicator Set – 2009-10
Provisional, August 12 2010: www.ic.nhs.uk/statistics-and-data-collections/social-care/adultsocial-care-information.
3
5
3. In view of the current fiscal deficit, what areas of public investment in skills
could be reduced and where could private investment be increased?
What are the main constraints on changing the balance between public
and private investment and how could these be overcome?
Skill recognises that the department is scrutinizing carefully where public
funds are prioritised and where private investment can be encouraged. As
described in the introduction the case for supporting disabled learners is well
evidenced. Both in terms of building a society which allows for effective social
mobility but also in terms of reducing poverty and the benefits cost. Put simply
reductions in public investment in skills for disabled people will see the overall
cost to the state rise.
Currently some disabled people access education because entitlements mean
fees are not charged. Skill is aware however through its networks of providers
that some colleges and training providers have begun to charge fees for
disabled learners particularly those over 25 but also for those 19-25.
A key point is that disabled learners may take longer to move through the
milestones from post compulsory education. It is therefore not equitable that
funding for disabled learners be age related. A 19 year old with a disability
may just be completing a school programme that a non disabled young
person would finish at 16. The non disabled person would then benefit from a
further 2-3 years of continuing education. It is unfair to charge the disabled 19
year old full fees for their next learning step. Currently only students receiving
income-based benefits receive fee remission. This leaves out a large number
of young disabled people who are not in receipt of such benefits.
Recommendation: Ensure that public funds are made available so that
disabled people can access learning on an equal footing.
A respected and credible training offer
4. How could the Apprenticeship programme be improved? What can be
done to increase the proportion of apprentices progressing to Level 3 and
beyond? What and how should employers contribute to Apprenticeships?
The Current picture for disabled apprentices
Skill welcomes the Government’s commitment to Apprenticeships. For
disabled people they offer the opportunity to show their skills in the workplace
while gaining a recognised qualification. However it is widely recognised that
disabled people are under-represented in Apprenticeships. Of deep concern
is the fact that the proportion of Apprentices declaring a learning difficulty
and/or disability is declining. Of particular concern is the 19-24 group. In
2007/08 there were 9,600 Apprentices declaring a learning difficulty and/or
disability. This fell to 7,100 in 2008/09.4
4
Data taken from Individual Learner Records (ILR) up to and including the First Statistical Release in
December 2009.
6
Increasing participation of disabled Apprentices
If the decline is to be addressed action must be taken immediately. It is clear
that the National Apprenticeship Service’s (NAS) priority is to expand the
number of Apprenticeship places offered by employers particularly for the
those aged 16-18. 5 Skill has found however that many disabled people are
more likely to become ‘Apprenticeship ready’ aged 19 and over.
Recommendation: The National Apprenticeship service must focus on
increasing participation of disabled people over 18.
Flexibility in entry requirements
Rigid entry requirements such as those often applied to Apprenticeships are
likely to disadvantage many disabled people. This is particularly the case as
many Apprenticeships are very competitive. Research shows that disabled 16
year olds have lower GCSE attainment than their peers.6 This does not mean
that as a group they are all of lower ability but that they face specific barriers
within the qualifications.
Skill is a member of a working group reporting to the joint Apprenticeship Unit
looking further at the issues around entry requirements as well as exploring
flexibilities and alternative evidence that can be demonstrated in order to get
on to an Apprenticeship.
Recommendation: Entry requirements must be flexible so that disabled
people have a fair opportunity to demonstrate their ability.
Key Skills
Disabled people and apprenticeship providers often tell us that a significant
barrier are the Key Skills elements of the Apprenticeship frameworks. In
particular, literacy and numeracy have proved difficult for Apprentices with
specific learning difficulties such as dyslexia.
While it is vital the integrity of the qualification is maintained, in many
instances the level of Key Skills needed in order to complete the framework is
above the level needed for the field they are working in. They are therefore a
barrier to learners with learning difficulties. There are further concerns over
the potential introduction of Functional Skills and that they will further
disadvantage Apprentices with learning difficulties.
Recommendation: Frameworks should be flexible enough so that where
appropriate, Apprentices can complete literacy and numeracy elements
at a lower level to vocational elements.
5
National Apprenticeship Service Prospectus May 2009
P1 Department for Innovation, Universities and Skills, Disabled Students in Higher Education (May
2009)
6
7
Additional 1-1 support, mentoring and job coaches
Many Apprentices with learning difficulties have benefitted from additional 1-1
support particularly with regards Key Skills. Employers need to be flexible to
allow those that need it more time off for additional 1-1 support. This is likely
to be additional coaching in Key Skills but may also be soft skill development,
interacting and communicating with others, team working and so on.
In support of this research into boosting the proportion of framework
completions for learners with learning difficulties and/or disabilities conducted
by the Learning and Skills Council (NE Region) in 2009 showed that when
given additional financial resources these were often used to provide
additional support around Key Skills.
In addition providers and Apprentices tell us that mentors and job coaches
can make a huge difference. This is particularly important for those who may
need additional support integrating into the work place as well as building
relationships with new colleagues.
Recommendation: Flexibility must be built into Apprenticeships to allow
additional support and mentoring for those that need it.
Recommendation: Ensure that funding for job coaches is available for
those who need it.
Working with Employers and Access to Work
Providers and disabled Apprentices tell us that more work needs to be done
with employers in terms of knowledge around disability and learning
difficulties in general but also around their legal obligations and
responsibilities under the Equality Act. In addition success stories and good
practice sharing is needed in order to build confidence among employers.
Recommendation: The National Apprenticeship Service should work
with employers to raise awareness of the needs and available support
for Apprentices with learning difficulties and/or disabilities as well as
promote good practice sharing.
8
5. We welcome views on how best to support people who might in time
benefit from an Apprenticeship but who do not currently have the skills to
begin one.
Improving information, advice and guidance
It is clear that work must be done to look at routes into Apprenticeships for
disabled people. At the outset it is important to stress the importance of
quality and impartial information, advice and guidance. In the past disabled
people have often be steered either away from Apprenticeships altogether or
towards specific frameworks. Thus a learner with dyslexia may well be
steered toward a more practical apprenticeship framework. Instead
professionals must consider the support that providers and employers are
obliged to provider and advise the individual accordingly.
Recommendation: Ensure that professions providing information,
advice and guidance meet the aspirations of disabled people and are
knowledgeable of the different routes and support available.
Recommendation: Ensure that professionals providing information,
advice and guidance meet the Lifelong Learning UK quality and
competence standards.
Routes in apprenticeships
In addition to traditional routes into Apprenticeships, the Foundation Learning
(FL) offer must be flexible to allow people to build up the types of skills
needed to undertake an apprenticeship. This might be in relation to the ‘on the
job’ aspect of the framework and might involve employability skills, and soft
skills such as team working, communicating and so on. The offer will need to
include practical work experience. This is important as it means disabled
people can demonstrate their capabilities in the work place something which
they are often denied. In addition it will give the learner a taster of different
types of work.
FL will also need to offer preparation for the key skills elements of the
frameworks. In particular this is where many people with learning difficulties
struggle. Additional 1-1 support may need to be used here and indeed has
long been advocated by providers.
Recommendation: Ensure that the Foundation Learning offer provides a
real route into Apprenticeships for disabled learners.
Current employees
Research has shown that often disabled employees progress slower than
their non disabled peers up the career ladder and sometimes fail to move out
of low level jobs. To address this employers can identify those individuals and
support them to undertake an Apprenticeships within the organisation. With a
qualification the disabled employee may then find it easier to progress within
the organisation.
Recommendation: Encourage employers to promote apprenticeships to
disabled employees to aid their development.
9
6. We welcome views about progression from Level 3 Apprenticeships into
higher education, including whether there is demand for Higher
Apprenticeships at Levels 4 and 5.
While Skill appreciates the Government’s focus on progression to higher level
Apprenticeships in order to increase the number of highly skilled people in the
country, this is unlikely to benefit many learners with learning difficulties
and/or disabilities who are currently struggling to gain access to Level 2
Apprenticeships. As outlined above disabled people are under-represented in
Apprenticeships and their numbers are dropping.
A focus on increasing the number of Apprentices on higher frameworks could
well be at the expense of disabled people.
Recommendation: Ensure that appropriate recognition is given to
access to Level 2 Apprenticeships and not all resource focused on the
Higher levels.
7. How should we ensure that training leads to real gains in skills, knowledge
and competence and not just the accreditation of existing skills?
N/A
8. How can we incentivise colleges and training organisations to offer a
flexible and cost-effective ‘needs-led’ offer for people who are out of work
or at risk of becoming unemployed?
More than half of disabled people are unemployed. Furthermore those that
are in work may well be at risk of losing their job. A study carried out by
Leonard Cheshire found that over half of disabled employees had
experienced discrimination, while 30% of people said they had been refused
adjustments by their employer.7 Such an environment leaves disabled people
at risk of losing their job.
Providers will therefore need to be incentivised to provide training
opportunities for disabled people who are either out of work or at risk of losing
their job.
7
Disability Review 2009, Leonard Cheshire Disability November 2009
10
9. How can we encourage colleges and training organisations to make the
transition from learning to work as smooth as possible, enabling
progression in the workplace, as well as to further learning?
The transition from learning to work is of absolute paramount importance
when talking about the skill system. The system must support disabled people
into employment and prevent a return to what by many was seen as a
‘revolving door’ i.e. a system which hindered progression.
Providers must be incentivised to offer programmes that include supported
employment, enterprise and job coaching. In addition real and practical work
experience must be available for disabled learners together.
Open and supported employment programmes
There are numerous examples across the country of both open and supported
employment programmes which combine training, study and work which
produce real employment outcomes for disabled people. Project Search for
example and the ROSE Project have delivered excellent employment
outcomes combining training and practical work experience and work. Such
programmes are undoubtedly ‘needs led’ and have produced excellent
results. Such programmes require investment to fund job coaches but
undoubtedly save on the public purse in the long term due to the reduction in
benefit costs.
In terms of incentivising Colleges and training providers, success stories such
as the above must be promoted while the funding must be in place to fund job
coaches. The Young People’s Learning Agency committed to funding job
coaches through Foundation Learning, a commitment which was much
welcomed by the sector. However it is vital that this commitment is mirrored
by BIS with regards adults.
Recommendation: Funding must be in place for open and supported
employment programmes that have delivered real outcomes.
Raising aspirations and self advocating
It is crucial that learners’ aspirations are cultivated as well as their ability to
self advocate. Knowledge of their rights under the UN Convention on the
Rights of Disabled People as well as the duties employers must adhere to
under the Equality Act 2010 are vital.
Working with Employers
In addition providers must seek to work with employers to remove the ‘fear
factor’ of employing disabled people. Positive case studies can be presented
to local employers as well as support offered to employers who take on
disabled learners perhaps on work placements.
Recommendation: Support colleges and training providers in working
with employers to encourage employment opportunities for disabled
people.
11
10. How can we better promote enterprise education in further education
colleges and throughout the training system?
Skill welcomes the intention to promote enterprise throughout the skills
system. Our work with learners and providers shows that enterprise is a
valuable way for disabled learners to develop crucial practical employability
skills in a real workplace environment. It has shown to deliver real results and
aid transition into full time employment. In addition enterprise programmes
raise the profile of disabled learners across the College and often provide a
vital service for the provider. Examples we have encountered include floristry,
shops and retail, gardening and horticulture, cafes and restaurants and other
services. The below case study highlights one such example.
Case study: Lambeth College: Healthy Gourmet Cafe
Students with learning difficulties and disabilities who had completed an Entry
3 Skills for Work qualification in catering have set up a café as a social
enterprise at one of the College centres.
The café aims to build work skills while providing on-the-job training in a real
working environment.
One of the students designed the company logo. It now appears on menus
and other publicity materials for the Café. Tutor Frank Innes said: ‘I’m very
proud of the students. A lot of hard work goes into running a business and this
group are up to the challenges ahead.
Students are learning new skills and gaining valuable experience of working in
a catering business environment. The project is up and running and
Streatham's newest eatery is now open.
Student comment: ‘the best thing about the course is that we don’t have to be
in a classroom, we learn to do things on the job.’
The café case study was featured in the LSC publication 'Learning for Living
and Working in London in January 2008'. At least three of the learners have
now moved to full time paid work in catering after being trained in this cafe.
Four others are doing voluntary work and a further one was offered a paid job
but did not take it up due to personal issues. The Camden Society worked
together with the course tutor to help the learners get these posts and
continues to provide on the job support.
Recommendation: Promote positive case studies to providers of
enterprise projects which have resulted in clear outcomes for disabled
learners.
12
Funding and entitlements
11. Should Government continue with an entitlements based approach? How
can we ensure that Government money is targeted where it is needed
most and where it will achieve most value?
Skill welcomes the recognition that those ‘with no or low level qualifications
are more likely to face credit constraints’ and furthermore that ‘investing in
lower level skills also produces high social returns.’8 This is crucial as 24% of
disabled people have no qualification in comparison to just 10% of non
disabled people.9 Furthermore poverty persists for many disabled people with
11% of disabled people classified as living in ‘persistent poverty.’ 10
As described earlier in this document disabled learners may take longer to
move through the milestones from post compulsory education. It is not
equitable for disabled learners to link a funding entitlement to age. For
example a 19 year old with a disability may just be completing a school
programme that a non disabled young person would finish at 16. The non
disabled person would then benefit from a further 2-3 years of continuing
education. It is unfair to charge the disabled 19 year old full fees for their next
learning step.
Currently only students receiving income-based benefits receive fee
remission. This leaves out a large number of young disabled people who are
not in receipt of such benefits.
Recommendation: There should be clear guidance to providers and
commitment not to charge fees to disabled students aged 19+ and to
provide an incentive to providers to encourage participation of disabled
adults.
Helping individuals and employers choose the learning they
want
12. How can the learning market be made to work more efficiently, effectively
and economically and to be more responsive and accountable to demand
by individuals and employers, while also delivering value for money?
N/A
8
9
P16 Skills for Sustainable Growth, BIS July 2010
‘State of the nation report: Poverty, worklessness and welfare dependency in the UK, DWP, May 2010
10
ibid
13
13. We welcome views on how best to ensure employers are able to shape
the skills system to meet their needs.
Skill has supported the creation of the Qualifications and Credit Framework
(QCF). The QCF has been populated with hundreds of unitised qualifications
many of which are aimed specifically at learners with learning difficulties
and/or disabilities. These include personal progress qualifications aimed at
those working at entry level.
Skill agrees that crucial in quality control of qualification development is
involvement of employer led bodies. However they cannot be solely
responsible for driving the direction of qualification development and quality
assuring new qualifications. It is vital that qualifications are quality assured in
terms of equality and diversity and if necessary undergo a robust equality
impact assessment. This is a function that the Qualifications and Curriculum
Development Agency (QCDA) has had in the past.
With the abolition of the QCDA it will be vital for quality assurance in terms of
equality and diversity to be built into the process. Furthermore an accountable
body such as Ofqual will need to fill the vacuum that QCDA will leave behind
in this area.
This is important as employer led bodies such as Sector Skills Councils do not
all necessarily recognise the importance of designing inclusive qualifications
or qualifications specifically for disabled people.
Recommendation: Qualifications must be developed inclusively and
undergo a robust method of quality assurance in order to ensure
equality and diversity.
14. We are interested in views on what more might be needed to make the
system responsive to employer needs.
N/A
15. Which qualifications have most value for employers and learners? Which
do not have value? How do we evolve the Qualifications and Credit
Framework so that it focuses on the former and removes the latter?
See comments made under Q13
14
16. How can we improve the accessibility and quality of careers information,
advice and guidance services for adults?
Skill welcomes the appointment of John Hayes as Minister of State with
responsibility for careers guidance across the two of Departments of Business
Innovation and Skills and Department for Education. This is crucial particularly
with regards transition for disabled young people into post 16 provision.
In addition Skill welcomes the intention to improve the ‘accessibility and
quality’ of careers, information, advice and guidance (CIAG). We know from
our work with disabled people that often information and guidance is
unsuitable and based on low aspirations that professionals may have. In other
cases expectations are unrealistic. Skill welcomes the launch of Next Step
and the universal entitlement to a ‘Skills health check’ as well as telephone,
online and face to face advice, and will promote accordingly.
Access to the service will however need to be flexible and for some disabled
people a face to face interview will be preferable. The opportunity to meet
face to face on more than one occasion as well as provide information in
alternative formats are all likely to be reasonable adjustments.
Furthermore Skill welcomes the new Lifelong Learning UK workforce strategy
with recognised quality and competence standards for Next Step advisors.
Recommendation: Ensure that there is a nationally recognised set of
quality standards to which CIAG practitioners and organisations must
adhere.
17. We welcome views on the vision for lifelong learning accounts, and their
potential usefulness.
Skills welcomes the intention to find a way of promoting lifelong learning and
that building on Next Step services to include lifelong accounts could be an
effective way of doing this. Furthermore Skill appreciates that there is a link to
promoting careers, information, advice and advice through the accounts.
Clearly more work is needed to explore this and in particular the type of
information recorded on the account and how it is used. Currently providers
collect data and information on learners through the Individual Learner Record
(ILR) such as the type of disability or learning difficulty. In addition providers
share information internally of a learner’s support needs.
Including such information and data and information may be useful,
particularly if a learner moves to a different provider. However it raises issues
of confidentiality as well as the importance of updating the account when
things change.
15
This is most likely for a disabled learner whose support needs may well
change. Their impairment may improve or deteriorate. The support they need
may change as they learn techniques and gain skills to overcome the barriers
society presents.
Recommendation: Explore how lifelong learning accounts might work
for learners with learning difficulties and/or disabilities
18. We welcome views on approaches to informing learners and employers
including how better information can be made available while reducing
bureaucracy.
Skill welcomes the intention that transparent information be available for
learners and parents so that they make decisions based on knowledge about
the quality of individual providers.
The Framework for Excellence as it stands cannot however be the only
measure for monitoring and comparing on quality for learners with learning
difficulties and/or disabilities. In some cases data collected for the framework
is inaccurate or misleading.
In particular two of the indicators ‘learner satisfaction’ and ‘learner
destinations’ were originally not applied to a large proportion of learners with
learning difficulties and/or disabilities because of issues about how the
process might be made accessible. Skill is aware that work was undertaken
by the Learning and Skills Council to look at how these indicators might be
made accessible the outcome of which to our knowledge has not been
published.
Recommendation: The Framework for Excellence must be made
accessible so that the views and destinations of all learners with
learning difficulties and/or disabilities are taken into consideration.
Giving colleges and training organisations the freedom to
respond
19. We welcome views on our planned measures for simplification and freeing
colleges and training organisations.
N/A
20. How can we enable colleges and training organisations to be more
efficient and responsive to the needs of employers, learners and their
community but without adding new layers of control by local bodies?
N/A
16
21. What mechanisms could we use to hold colleges and other training
organisations to account for their performance in responding to employers’
needs and for prioritising training that adds real economic value?
N/A
Incentives to train in priority areas
22. Do we need a framework that will enable and encourage employers and
individuals to invest in training in priority areas and for colleges and other
training organisations to provide appropriate courses?
N/A
23. Should we promote training innovation, particularly in rapidly changing or
wholly new areas of the economy? If so, how might we do this?
N/A
24. How can we ensure employers can access high quality labour market
information?
N/A
Encouraging a more productive workforce
25. What would enable businesses to use skills as a driver of productivity and
business improvement?
N/A
26. We welcome views on ways in which businesses can be encouraged to
increase the UK’s leadership and management capability to create better
run and more highly performing businesses.
N/A
Reinvigorating adult and community learning
27. How could we encourage the development of productive partnerships with
third sector organisations?
The third sector remains vital for delivering specialised provision and support
for disabled people at a local level. While larger providers may have lower
administrative costs they are not always able to deliver highly specialised
services such as mentoring or job coaching for disabled learners. Building
effective partnerships between providers and third sector partners as well as
local authority services is vital.
17
This is particularly the case for many disabled people with personal budgets
buying in the services themselves under Right to Control who will need local
government agencies, providers and the third to work together more
effectively.11
Promotion of good practice here is vital. Providers, the third sector, other
organisations and employers need to see the real benefits of working
together. This is not just for the individual whose learning experience and
employment opportunities are likely to be improved, but also for the
organisations involved who are likely to see a reduction in costs.
28. We welcome views on new ways that colleges could be used to support
the community.
N/A
29. How could adult and community learning be reinvigorated? We especially
welcome ideas for how businesses and others could be encouraged to
engage in supporting local community learning to help create local
ownership and momentum.
Skill welcomes the vision of a continuum of learning which including nonaccredited shorter programmes, allowing disabled adults who may have lost
out earlier in life, the opportunity to re-engage with the education and training
system, gain confidence and move on to accredited skills and training.
Positive case studies exist such as those where people with mental health
conditions become engaged and return to learning and work. These are often
done in conjunction with local health and social services. Strong partnerships
between these agencies also present savings through the use of personal
budgets.
Recommendation: Ensure there is a continuum of learning opportunities
for disabled people
Measuring success
30. We welcome views on those indicators of success would be most useful to
you or your organisation.
Do you have any other comments that might aid the consultation
process as a whole?
All comments have been made throughout.
More information on the Right to Control ‘Trailblazer’ Pilots can be found on the Office for Disabilities
website: http://www.officefordisability.gov.uk
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