ACL annual conference:
Adult Learning – An investment, not a cost?
Monday 11 May 2015
Future Inn, Cardiff Bay
The Annual Adult and Community Learning (ACL) conference provided an opportunity to look at the
big issues relating to ACL across Wales.
The conference was well attended and heard from a range of speakers. Copies of their presentations
are available here. As well as making suggestions, the conference encouraged participants to
contribute ideas, and begins a process of consultation with the sector around the development of a
new Policy for ACL (Welsh Government) and a Framework for Adult Learning.
Cerys Furlong- Director NIACE Cymru
Cerys introduced the conference and outlined the context for the day’s discussions. Cerys highlighted
the current economic and political context as presenting a challenging environment for providers.
However, Cerys also highlighted the ageing population, ever changing labour market and diverse
social issues across our communities as further evidence of the need to ensure adults can continue to
learn to learn, to upskill and to remember that education is a tool for social mobility
Cerys reiterated that the impact of adult learning is well evidenced- even if that evidence is not always
well heard- in fact, the need is greater than ever
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For example, 46% of social housing tenants are digitally excluded
1 in 4 people have a mental health problem in Wales
There are four times as many NEETS over 50 as under 25.
There remain low levels of literacy and numeracy amongst adults in Wales.
Cerys confirmed that NIACE Cymru will be publishing more evidence and comment in coming year as
we lead into the National Assembly elections 2016.
Cerys argued that given the scale of the challenges facing communities ACL needed to continue to
work hard to dispel myths about adult learning and demonstrate the real impact it can make.
Opportunities for adults to learn in the communities, in settings other than schools and colleges and
with the aim of preventing some of the social ills we face remain all important. It is also messy, spiky,
and confusing for decision makers.
Ann Brain- Co-Chair ACL Partnership Network
Ann highlighted the challenges facing providers currently including:
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Not losing expertise of part time tutors and in particular their role in initial engagement of
disadvantaged learners.
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Progression- how can learners from ACL progress on to colleges where part time FE is
declining
Recognize the successes in changing sector- Full cost recovery and self organized clubs. Which
learners are missing?
Is there too much focus on those closest to the labour market-what about those furthest away?
How do we address the older NEETs issue
A copy of Ann’s presentation is available here
Huw Morris- Director of Skills, Higher Education and Lifelong Learning, Welsh Government
Huw argued that the challenge going forward is increasing demand for public services and declining
resources. Huw highlighted areas that need further consideration including:
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Learning from (and reflecting on) the Festival Of Dangerous Ideas and suggestions for new
ways of working that came forward.
Key points from Learning Through life- particularly rebalancing funding across the life stages.
CQFW- challenge to find systematic way of using this across the sector
There has been an improvement in qualification levels of adults in Wales, including halving of
those with no qualifications at all.
Family and household is important in terms of the impact on others- and the spin off benefits.
Why do people choose to learn- where is the evidence of this? Could/ should they learn for
other reasons? Would they learn if this difference was made?
If we believe that education is a route into education, work etc we have to be honest about
what we deliver and what is successful
Rich history and current diversity of adult learning in Wales. Workplace learning, GE, ACL, OU,
Universities, Voluntary, self directed. However the range and offer is complex and it’s not clear
how the bits join up- further work needed here.
Declining numbers of learners in LA ACL even before the funding across the board was
reduced. Proportion of decline between full and part time comes into play.. but overall volume
of learning has increased
What is the impact of new technologies on learning- ways of learning, numbers of learning etc
Sector need to engage fully in mapping out future direction
A copy of Huw’s presentation is available here
Kevern Kerswell- Coleg Cambria & co-chair of the ACL Partnership Network
Kevern’s presentation concentrated on the development of a new Framework for Adult Learning,
highlighting key points including:
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2010 strategic policy provided some direction to the sector and did help raise the profile of
ACL, now time to build on this
Moving towards a new ACL policy needs to be aligned to a new coherent Adult Learning
Framework. This could be based on Donaldson Review four principles, replacing children and
young people with ADULTS.
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Need to look at the associated research and good practice- e.g. NIACE citizens Curriculum and
the Youth engagement gateway
A copy of Kevern’s presentation is available here
Panel Discussion
The panel included:
Dr Julie Bishop- Public Health Wales.
Sioned Hughes- Community Housing Cymru
Liam Kealy- Estyn
Eleanor Marks- Communities First, Welsh Government.
Huw Morris- Welsh Government
The panel highlighted areas of key focus and took a number of questions from the floor. Key points
included:
 Impact of Welfare Reform on members of housing associations/ and broader public. This has
made the housing sector realize it needs to collaborate with other organisations and sectors (to
the benefit of its tenants). Issues include-What life skills do tenants need to maintain their
tenancies; creating opportunities for tenants to be able to work.
 Also consider role of housing sector as a huge procurer, as well as a landlord- so wants to
upskill tenants to take those jobs
 More direction needed from senior WG staff to oil the wheels of partnerships to enable
collaboration at a local level.
 Link between health and education with common goal of keeping people as healthy as possible.
o Prudent patient- participation in their own healthcare, basic skills issues.
o People as active partners in looking after their families health.
o Routes into employment in the health sector
o Having a meaningful purpose in life- is so important, participation in community
learning and activity and positive impact on health and wellbeing
o Workforce in health-using entire workforce to greater effect. Those on frontline, are
well placed to have those conversations with patients. Making every contact count.
 Community Assets and shared services- creating the environment for us to share ideas, best
practice and crucially understanding of what is needed to design services
 Future of public services- need to keep apace with private sector in terms of use of technology,
including smartphones
 Government needs to see return on its investment- we need to calculate the impact of
investment in learning for adults.
Round table discussion: Session one
Tables were asked to consider the questions below. All feedback was collated and shared with Welsh
Government officials drafting new policy for ACL:
Morning Discussion
1. Are adult numeracy, literacy, ESOL and digital literacy the right focus for DfES funded
provision?
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These should be the funded core of the curriculum but should also include ‘skills’ related
courses to address poverty/ employment needs
Need to capture/ co-ordinate engagement either within ACL or community first but it must be
there
Concerns were expressed that restrictions would make class groups unviable
Some suggested that DfES should fund any programme being deliver in the community (i.e
make ACL location specific)
Yes however, not every learner will have basic skills needs, but ACL should be able to help
them progress into learning- so there needs to be a balance to enable providers to support/
steer those learners into appropriate provision (perhaps 80/20, or equivalent?)
Funding should be used more appropriately to link up other WG programmes- for example if
(non ACL)funding is used to support childcare, providers must ensure that if a learner signs up
for ACL provision
Underpinning the thematic focus there should be a reform of the funding allocations across Las
to reflect need better
Guidelines need to include embedded literacy, numeracy and digital skills
Literacy, numeracy, ESOL & digital skills need to be included but we also need to see the bigger
picture in the more global impact of why these areas- for example the impact of being literate/
digitally literate on health
There is no provision in ACL for engagement- this either needs to be included or a proper link
up with Communities First enabled- this would require clearer direction across Communities
First on what they can/ should deliver under the learning pillar, and how to commission/
progress onto ACL
2. What else should the Government fund and why?
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a. Which courses?
Engagement activity
Employability questions
No specific course, need flexibility to respond to local need
Family learning
Food Hygiene
Public health courses
Courses that improve mental health and well-being
Skills related courses to address poverty or enable progressions towards employment
b. At what level?
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E1-L2, but may be an exception through partnership to L3
Need to be responsive to community and learner need, so not prescriptive
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Up to level 2
L2
c. Specific learners?
Family learning
Fund more non- communities first as an infill at marginal cost
Driven by needs to learners to engage, re-engage, progress both in terms of society and
employment
Aged 19+
Re-skilling for older people- particularly those at risk of exclusion (social or digital)
Active engagement for older people
d. Other?
Barriers to learning such as childcare, transport, carers needs to attend learning
Training for staff- all staff in ACL need to be appropriately qualified (whoever employs them)
and especially if delivery the key curriculum of literacy, numeracy etc
Issues around family learning seem to be fragmenting things rather than joining them up
3. What progressions routes have been used by learners
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Teacher training programmes
Into WEA
Into FE
Access to HE
HE Widening access programmes
Tailor made programmes for WBL
ACL needs to be recognised as an important stepping stone for many learners prior to going to
college/ into work
Enables learners to join and leave an escalator or learning to meet their needs
Perhaps the focus should be to support progression in community to L2
4. What impact will wider reductions in part time provision have for progression?
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There will be fewer opportunities for training, retraining and shifting between jobs
There is the risk of gaps in the escalator of progression and risk of engaging learners,
supporting progression and raising expectations that cannot be met
We want to raise aspirations and skills- and meet individual learning needs in the community
We are endeavouring to up-skill the adult workforce, but there is a reduction in opportunities
for them to progress
5. Other comments
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The new policy needs to say something about the balance between what WG funds, and what
else is being delivered. For example, could the 80/20 split be included to encourage selfdirected learning.
The above steer from WG would need to apply to ALL providers (including FEIs)
Round table discussions: Session two
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What positive steps have partnerships taken to manage change and work effectively?
Using Communities First as an effective engagement tool, and progressing onto ACL
Communities First providing initial step into learning/ confidence building
No problems getting providers to come together in partnership, but without funding to support
activities it’s difficult to see how Government policy will be implemented.
Partnership take a strategic direction, joining up public funding including Communities First,
Europe, ACL Grant, DWP programme and project funding.
Looking at alternative funding routes, particularly ESF. The Partnership Co-ordinator role
(where it exists) is vital.
Sharing costs across partners (economies therefore derived)- E.g RCT LA
Shared posts across partnerships- common employment terms and conditions, CPD (e.g. CAV)
Learning to “run a business” has been challenging for some- but now offer a varied programme
of full cost recovery and basic skills
Jointly managing services (e.g. Merthyr) across Communities First, ACL, Families First- valuing
progression and rewarding it.
Recognising the different roles each provider contribute to the final outcome of work, or higher
learning
2. What are the broader priorities for your partnership in addition to basic skills, ESOL, and
digital literacy?
 Up-skilling of tutors
 Welsh medium
 Older people
 HUBS in Communities First areas (accessible, engagement, softer skills)
 Family learning (as engagement activity)
 Vocational skills
 Pre-employment pathways
 Income generation to sustain venues
 Employability (both skills and vocational)
 ILS has decreased and more full cost recovery to meet needs
 Skills at work (ESF)
 Health and wellbeing
 Vocational- e.g. teaching assistants, social care and social return on investment
3. Without ACL, which learners would no longer access learning?
 Aged 25+
 Basic skills learners with additional/ complex needs- unlikely to go to a college
 ESOL Learners- already struggling to meet demand in areas such as Cardiff
 Anyone who is unable to pay- making access to learning the preserve of the wealthy
 Older people
 Concerned about loss of funding for initial first steps into learning
 ACL creates a safe learning environment, a door into participation in learning with qualified
and quality assured staff & delivery
 Low income/ unemployed/ less able but not willing/ able to access campus based, or work
based, provision
 Adult NEETs
 No one left to encourage learners to participate (where practitioners can identify their
needs)
 Progression learning ladder would not be accessible to all
4. Are there other points you would like to capture in light of the panel discussion?
 Barriers are being created by the diversity of other funding streams and conditions
attached to them which result in learners being unable to access, progress etc
 Need to recognise the role of other organisations; libraries, venues, volunteers etc
 ACL is the service that starts with learners needs, using skilled and qualified staff to
support and teach each learner- and give them the confidence to progress successfully
 To face challenges ahead, need attitudinal change amongst staff- difficult when fire-fighting.
 Evidencing outcomes is increasingly important- but difficult and time consuming (and often
resisted by learners)
 Concern about loss of skilled ACL workforce
 Concern about access to learning for women in work poverty
 Concern about reliance on funding from Communities First for outreach and ‘hook’
provision but strict postcodes make it impractical to work across some communities.
 Seem to be getting nowhere with shared outcomes- when the contribution of ACL is across
Health, Education, Communities First etc
 Where/ what is the role for informal learning?
 Concerned about opportunities for 19+ learners as massive gap in provision
 Need to quantify health benefits
 Need a central collation of progression data