New directions in learning and skills The story so far Martyn Waring

New directions in learning and skills - the 5 seminars Seminar 1Main assumptions underlying learning and skills policy development in England, Wales and Scotland. Seminar 2Different approaches to governance and organisation of learning and skills in the three countries Seminar 3How the three systems operate in practice and how policy is played out. Seminar 4Provider response - the role of practitioners in the learning and skills systems in England, Wales and Scotland Seminar 5Future trajectories and scenarios for learning and skills in the UK – convergence, divergence and the scope for `policy learning’.

The Limits of the Possible: Shaping the Learning and Skills Landscape First seminar objective To explore the main assumptions underlying learning and skills policy development in the three countries, including the impact of economic circumstances and objectives.

The Limits of the Possible: Shaping the Learning and Skills Landscape First seminar - Key questions  In what ways does the wider economic and political context impact on policy-making in learning and skills in the different countries of the UK?  What are the main ‘policy myths’ in the four countries and how do they affect policy-making?

Policy development in England Main features A distinctive `policy narrative’ Economic competitiveness/ social inclusion Top-down approach – limited social partnership Market failure in supply of skills Meeting employer needs - voluntarism Qualifications – proxy for skill acquisition

Policy development in Scotland Main features `Parallel track’ policy 1999 – 2007 (economic growth and social inclusion) Distinctive Scottish approach under SNP Clear economic focus Emphasis on skills utilisation Broader span of interventions

Policy development in Wales Main features Political continuity Broad socio-democratic consensus Agencies internalised in WAG (closer links between policy devt and delivery) Strong sector focus in assessing skill needs Achievement levels remain relatively low

Main conclusions Prominence of `skills deficit’ model Scotland/ Wales diverging from England Impact of differing economic conditions? Role of social partners varies Dominant and subordinate agendas? Importance of drivers at local level Impact of global recession unclear

Governance, Devolution and Democracy: Learning and Skills Reform Second seminar - objective To explore the different approaches to governance and organisation of learning and skills England, Scotland and Wales - in particular, the processes of devolution and democracy and the ways in which these are shaping the governance landscape.

Second seminar – key questions  What effects does political landscape have on the respective governance arrangements in learning and skills?  How far do ecological perspectives assist in thinking about more inclusive and effective systems of lifelong learning?  What are the similarities and differences in the wider political and governance arrangements in England, Scotland and Wales?

Second seminar – main inputs  Local governance, local autonomy and local democracy: towards a comparative framework [Prof Lawrence Pratchett]  Ecological perspectives on the learning and skills sector in England [Profs Ann Hodgson and Ken Spours]  Devolution in Great Britain and the governance of learning and skills [Alan Trench]  Devolution and governance: a Scottish perspective [Prof David Raffe]

Local governance, local autonomy and local democracy: towards a comparative framework Local governance:markets hierarchical arrangements networks Local autonomy `freedom from’, `freedom to’, `freedom as’ Local democracy `input legitimacy’ and `output legitimacy’

Ecological perspectives on the learning and skills sector in England English system - essentially centrally dictated policy implementation Four different `systems levels’ within a broad ecological structure Suggests more collaborative, participative and organic approach than top-down accountability and market-driven regime

Devolution in Great Britain and the governance of learning and skills Macro-economic policy still determined by UK Government for UK as a whole Learning and skills one of few policy areas affecting economic performance where powers have been devolved But typically have long lead-in times Not a federal system (bilateral cf multilateral)

Devolution and governance: a Scottish perspective Informal system based on consensus, partnership and consultation OR Power of a professional and administrative elite in decision-making Since 2007 substantial devolution of powers to local authorities Institutional uniformity starting to be challenged

Main conclusions from second seminar Difficult for UK to operate as a truly federal system - asymmetry Important differences in terms of governance in the three countries Local government also viewed differently in the three countries Ecological model could provide basis for critique of existing arrangements