1. Realising Impact : Making a difference through adult learning European Agenda for Adult Learning UK National Coordinator Conference 10th – 11th September 2015 More RCTs and other types of research Equip front line staff to be able to undertake research type approaches Diverse range of audiences for impact Need to be more self-critical

2. Realising Impact : Making a difference through adult learning European Agenda for Adult Learning UK National Coordinator Conference 10th – 11th September 2015 Simon Field Project Manager, Vocational Education and Training OECD (Directorate for Education and Skills)

23. Realising Impact : Making a difference through adult learning European Agenda for Adult Learning UK National Coordinator Conference 10th – 11th September 2015 Dr Janine Eldred Senior Research Fellow, NIACE

24. What have we learned from a year of Impact Forums?

25. Forums and themes Four administrations; four themes; four meetings Excluded groups; Digital inclusion; PIAAC and Basic Skills and Employability Common terms of reference; reporting formats; shared theoretical framework; reporting to UK Reference Group

26. Creating forums made an impact learning from within and across UK administrations co-ordinating information, issues and ideas, from different perspectives of adult learning, within each area exchanging dialogue, ideas and information between policy-makers, officers and practitioners identifying where adult learning complemented, supported and enhanced other agendas gaining insight into joint working and partnership initiatives, within adult learning as well as across other sectors, to meet diverse interests and needs

27. …a rich learning experience developing understanding of the challenges faced by different policy areas; identifying responses and solutions accessing research, data and successful case studies from different administrations; they could help in different contexts sharing, adapting and using tools and processes on capturing, amongst other things, impact data from within and across administrations potential for developing co-operative and effective advocacy to politicians and government officials in relation to future agendas in adult learning.

28. What insights gained from the 4 themes? Common ‘groups’ – some people with disabilities, homeless, dealing with addiction, ex-offenders; long term unemployed; some neighbourhoods; some women; some older people Many initiatives making a difference – Recovery Colleges in England; women offenders and ex-offenders in Scotland; healthy eating with early years in England Voluntary sector partnerships key to engagement – but can struggle on initiative funding and fatigue Excluded groups

29. PIAAC and basic skills Both England and N Ireland had basic/essential skills strategies for over 10 years PIAAC stimulated further research by BIS and DEL Literacy and numeracy continue as important priorities – embedded approaches + reforms to GCSE (level 2) Citizens’ Curriculum could offer opportunities for different approaches – pilots yet to report

30. Digital inclusion All administrations have strategies - recognise some might get ‘left behind’ Welfare reforms; health; housing; employment drive demand for learning Complex scene with little clarity about terminology and who needs what Strong links between low basic skills and digital exclusion Must build capacity in Adult Learning Workforce

31. Employability Young people a particular concern in all administrations; qualifications don’t always lead to employability Links with exclusion, basic and digital skills What Employers Want, England Conservation and employability, Scotland Unlocking Welsh Potential Invest Northern Ireland feedback “ It’s made me a lot more pro-active and a lot more confident with regards to applying for work…it’s made me more confident making that initial contact.” Young person www.whatemployerswant.orgwww.whatemployerswant.org

32. What did we learn? Huge evidence base on impact – we should use it – detailed insight of approaches in England More in common than contrasting between the 4 UK administrations – we can learn from and with each other Adult learning is not a ‘silo’ – it’s essential to a wide range of policy agendas There’s a danger we forget the people and consider only the issues

33. Key Challenges Adult learning is everywhere – but often invisible…so? Which data count? Danger of data overload To whom do we advocate, in a diverse policy context? What’s the most effective way? Opportunities in Assembly/Government elections 2016 How can the forums not become ‘talking shops’ but ‘action platforms’?

34. Questions for workshops 1.Why should adult learning organisations gather impact data? What difference does it make, to whom, why and how? 2. What difference does adult learning make to other policy agendas? Which policy agendas in particular? How does it make a difference? Who benefits? 3. How can adult learning organisations get key impact messages to diverse policy makers? How can we help policy makers to not only see the impact, but also act upon the information?

35. Questions for workshops 4. How can we sustain and develop the quality of provision and of learners’ experiences? How can we do this whilst also responding to multiple policy agendas, contexts and purposes? How does gathering impact information help us?

36. Workshop questions - reminder 4. How can we sustain and develop the quality of provision and of learners’ experiences? How can we do this whilst also responding to multiple policy agendas, contexts and purposes? How does gathering impact information help us? 1.Why should adult learning organisations gather impact data? What difference does it make, to whom, why and how? 2. What difference does adult learning make to other policy agendas? Which policy agendas in particular? How does it make a difference? Who benefits? 3. How can adult learning organisations get key impact messages to diverse policy makers? How can we help policy makers to, not only see the impact, but also act upon the information?

37. Realising Impact : Making a difference through adult learning European Agenda for Adult Learning UK National Coordinator Conference 10th – 11th September 2015 Wales (NIACE Cymru) Measuring and evidencing impact Room 219, 2nd floor Northern Ireland (FALNI) Collaboration on impact – learning from a shared measurement approach with post-16 employability programmes in Northern Ireland Room 220, 2 nd floor England (NIACE) Capturing the wider impact of adult learning provision Room 216, 2 nd floor Scotland (Scotland’s Learning Partnership) Impact rewards Room 218, 2nd floor Impact Forum workshops

38. Realising Impact : Making a difference through adult learning European Agenda for Adult Learning UK National Coordinator Conference 10th – 11th September 2015 Michael Davis Chief Executive Officer, UKCES (UK Commission for Employment and Skills)

39. People and skills Trends, change and measurement Michael Davis Chief Executive – UKCES

40. What we do

41. Our Commissioners

42. The Future of Work

43. Trends shaping future UK jobs and skills43

44. Disruptive scenario for 2030

45. Jobs and skills in 2030

46. This time was different Productivity behaved differently Data from ONS Labour Productivity and ONS International Comparisons of Productivity.

47. Estimating GDP is complex

48. Intangible assets

49. Have we been measuring the right things? Data from INTAN-invest. Cited analysis is from Goodridge, Haskel and Wallis, 2013.

50. How to deliver growth through people: 5 priorities Employers should lead on skills and government should enable them Workplace productivity should be recognised as the key route to increasing pay and prosperity Education and employers should be better connected to prepare people for work Success should be measured by a wider set of outcomes, not just educational attainment ‘ Earning and learning’ should be the gold standard in vocational education

51. Find out more info@ukces.org.uk www.gov.uk/ukces @ukces

52. Realising Impact : Making a difference through adult learning European Agenda for Adult Learning UK National Coordinator Conference 10th – 11th September 2015 Michael Davis Chief Executive Officer, UKCES Phil Denning Assistant Director, Education Scotland Helen Scaife Senior ACL Policy Manager, Welsh Government Shakira Martin Vice President Further Education, NUS Perspectives on impact – what matters to me and why

53. Realising Impact : Making a difference through adult learning European Agenda for Adult Learning UK National Coordinator Conference 10th – 11th September 2015 The UK Work Programme 2015/17 Joyce Black Assistant Director, NIACE

54. What we aim to achieve Greater awareness of the European Agenda for Adult Learning A State of the Nation report Citizens’ Curriculum fully piloted More work on young adult employability Support for adult educators in use of IT Conferences and events

55. Programme of Work 2015 - 17

56. Key dates Winter 2015: establish research group, write policy briefings, impact forum meetings Spring 2016: further research, EPALE blogs Summer 2016: interim State of Nation report and year one conference Autumn-Winter 2016: further EU & UK research Spring-Summer 2017: final reports Autumn 2017: final conference

57. Key Contacts Joyce Black Fiona Boucher Cerys Furlong Colin Neilands

58. Realising Impact : Making a difference through adult learning European Agenda for Adult Learning UK National Coordinator Conference 10th – 11th September 2015 Thank you