The response to the report from politicians, and key figures in the education and business worlds has been extremely positive. It is likely that this idea will be a reality within the next few years. As a result, IPPR has managed to secure funding for a second phase of the research project, which effectively began with the New Year.
A website is being set up, with the title of the ‘National Learning Network’. This will have three main uses. First, part of the website will act as a research network. This will be used for dissemination of the idea of a UfI, to provide opportunities for people to access the report and associated papers and materials, and the means for input and involvement. IPPR aims to consult as wide a range of interested parties as possible and to encourage discussion and constructive contribution to the debate. There will be a particular focus on the more difficult issues raised in the report, including funding, qualifications, reaching those in small firms, and organisation at the national, regional and local level.
A second part of the site will constitute a map, or database of innovative practice relevant to the UfI, both in the United Kingdom and abroad. This will act as a focal point for the exchange of knowledge and information, and for the dissemination of good practice. A third part of the site will be used for practical projects, using the network for learning activities, and for sharing materials, ideas, experience and advice.
IPPR’s work will not only be on-line. We are co-ordinating a one-year pilot which will test the basic model of the UfI as set out in the report, in a particular area. The pilot will be a partnership involving a range of large and small companies, Training and Enterprise Councils, local authorities, universities, colleges, schools and voluntary organisations. The initial focus will be on key skills, including basic literacy and numeracy, information technology, study skills, communication skills and career development. Learning methods will be mainly resource-based study, with tutoring and learning support supplied on-line, by telephone, video-conferencing and face-to-face. Where possible, learning will lead to credits.
The pilot will operate through a network of different types of local learning centre, particularly concentrated in socially and economically disadvantaged areas.
Finally, as part of its broader emphasis on lifelong learning, IPPR is developing the associated notions of the ‘Learning Bank’ and ‘Individual Learning Accounts’ that emerged from the report of the Commission on Social Justice. Accounts would be sustained by deposits from individuals, employers and where necessary the state. They would be accessible by individuals for the purchase of courses and other learning opportunities from a wide range of providers. We will be developing these ideas in the coming months and will publish a report in the autumn.
Anyone interested in any of this work should contact:
Josh Hillman, Institute for Public Policy Research, 30-32 Southampton
Street, London WC2E 7RA.
Email: ippr@easynet.co.uk