Learning from the Learners' Experiences

1. Learning from the Learners' Experiences Policy Perspectives Nigel Ecclesfield

2. What are the Government’s concerns? • Economic underachievement i.e. producing a world-class economy for 2020 underpinned by a world-class education system • Public sector reform – return on investment, demand-led services • Negatively defined groups • NEET status • “Hard to Reach” • Disadvantaged • Target setting • Avoiding controversy in education reforms – “Tomlinson”, the focus on ‘A’ Level achievement as the benchmark for the system System-level issues – policy focus – cost of doing something balanced against cost of doing nothing Nigel Ecclesfield

3. “There is a significant agenda for change for the education and skills system over the coming years. For our country to compete in the future we need to significantly improve our learning, upgrade our skills and develop our knowledge and understanding. Both the Department for Children, Schools and Families (DCSF) and the Department for Innovation, Universities and Skills (DIUS) see technology as a vital tool to help achieve our ambitions as set out in the Children's’ Plan, ‘World Class Skills’ and Higher Education at Work – High Skills: High Value. Learners of all ages need the chance to use technology well to support their learning. In some cases this learning is an investment for the future; in others it is more informal; but importantly it can lead to greater productivity and prosperity, personal fulfillment, and a stronger community and a fairer society.” Ministerial Foreword, Harnessing Technology: Leading Next Generation Learning 2008-2014, p3 Nigel Ecclesfield

4. Government Priorities • Compulsory Education to 18 years Academic targets – 5 GCSEs (supporting economic competitiveness (Leitch)) Diplomas – employment links Changing role and status of FE colleges Preparing learners for the changing world of work Changing role and status for Local Authorities and LSC, 14-19 • Skills Agenda – post 18 • Employer-led • Employment focused • Higher level skills – agenda for HE institutions • Adult education funding targeted towards numeracy, literacy, ICT • Education for personal development becomes, beyond basic skills, a cost to be borne by individuals – through increased income coming from employment opportunities opened up to those with Level 2 qualifications and beyond • Expanding higher education, through work-based and FE led HE qualifications • Consultation on informal adult education sets out the options being considered by the Government Nigel Ecclesfield

5. Government e-strategy for education Harnessing Technology – published 2-7-08 Learner Entitlement – closing the gap E-confident system Engaging family and informal learning Professional tools for teaching Mobilising Technology Leadership Sustainable, personal technology Nigel Ecclesfield

6. Contribution of the elements to the overall objective Nigel Ecclesfield

7. Supporting the Changing Context DCFS Children’s Plan DIUS Transformational Government Narrow the gap and raise educational attainment Improve the skills of the population throughout their working lives Service Transformation Workforce remodelling Improve health and wellbeing of children, young people Build social and community cohesion Value for Money- Return on Investment Strengthen the Further and Higher Education systems Increase the number of young people on the path to success Revised Harnessing Technology Strategy Nigel Ecclesfield

8. National Education Objectives – policy level impacts • Raising Achievement and Improving Skills • Technology confident providers • Improved parental engagement • Improved engagement in work-based skills development • Narrowing Gaps and Supporting the Vulnerable • Improved engagement of disadvantaged groups • Technology supported assessment improves retention and progression • Systems safeguard learners on-line • Improving, Capacity, Quality and Efficiency • Increased capacity in learning provision • Technology confident providers do better in quality assessments • Technology-based business systems improve provider efficiency Nigel Ecclesfield

9. System-Level Impact of Strategy • Improved personalised learning experiences • Learners able to exercise choice among flexible learning options • Tailored and responsive assessment, which addresses learners’ needs • Engaging learning experiences, which support deep and higher order learning • Engaged and empowered learners • Learner entitlement is met with all vulnerable groups supported • Technology adds value to family and informal learning • Learners use technology confidently and safely to support their learning • Confident system leadership and innovation • Technology confident, effective providers • Enabled infrastructure and processes Nigel Ecclesfield

10. Progress through the new policy For 2015 Nigel Ecclesfield

11. Outcomes and Impact System Leadership – System and Institutional Reform Technology Personalised learning Provider Capacity &Capability Learner, Parent, Employer System Leadership Joined Up Information World Class Resources Tailored Content Flexible pathways Personalised assessment Confident leaders & workforce Innovative use Self Improving Informed Demand Equitable Access Proactive Support Strategic Leadership Shared Learning and Innovation Learner, Parent, Employer – Learner, Parent, Employer re - engineered and transformed education business – a responsive and demand driven system Technology Technology – National Digital Infrastructure Nigel Ecclesfield

12. The Learner Voice • Personalised learning • geared to the needs of individuals and provide the right level of challenge • more differentiated learning experience where learners’ needs are better understood and met • A shift towards more personalised learning is fundamental to the Government’s approach to education and skills. It is likely to entail significant development of practice with technology • HT 08 p 16 Nigel Ecclesfield

13. Learner Entitlement Framework • Personalised learning • Access to online support and tuition, alongside tailored personal support • Entitlement to tools to support learning • Integrating online learning with host provision • Accessible online information, advice and guidance • Access to continuing support to acquire and update skills • Appropriate methods and avenues for learner consultation and engagement Nigel Ecclesfield

14. Policy 2015 – after HT 2 Nigel Ecclesfield

15. The LGC Perspective(s) • Collaboration • Individuals • Communities • Providers • Policy Level • Learner direction in policy • From consultation to participation • From consumers to producers and evaluators • From formal to multi-mode and active development of policy Participant-led! Nigel Ecclesfield

16. A final question! • What’s missing from this analysis and the policy framework as a whole? Nigel Ecclesfield