New HEPI Policy Note Calls for Unified Lifelong Learning Strategy to Enhance Workforce Skills in the UK

Author:
Rose Stephenson
Published:

Today, the Higher Education Policy Institute (HEPI) and Instructure have published a new Policy Note: Aligning the Lifelong Learning Entitlement and the Growth and Skills Levy: how these policies could work together under a new Government.

The Policy Note, co-authored by Rose Stephenson, HEPI’s Director of Policy and Advocacy, and Nathalie Hulbert, Instructure’s Content Marketing Manager, highlights the need to unify the Lifelong Learning Entitlement (LLE) and the proposed Growth and Skills Levy (GSL) policies to support England’s evolving educational landscape.

As demand for skilled workers rises and England’s employers look for more flexible and targeted training solutions, a Commission of leading experts from across the higher education sector have examined the policies and recommended a unified approach to benefit learners, providers, and employers. The report emphasises the need for flexibility in education and training to equip learners at every stage of their careers.

Key Findings

  • The Lifelong Learning Entitlement and the Growth and Skills Levy risk being implemented as two stand-alone policies. Urgent consideration is needed on how these two policies will overlap and interact.
  • These policies span the higher and further education sectors. Understanding the intertwining nature of these sectors is essential to the successful implementation of these policies.
  • Existing regulatory metrics, particularly continuation and progression will be impede provision at the modular level and therefore new measures for evaluating modular outcomes are needed.

In its current format, the Commission believes the LLE policy will fail to achieve its goals, and the LLE and GSL risk being implemented as stand-alone policies rather than complementary ones. However, if executed well, these reforms have the potential to tackle the country’s worsening skills gaps and levels of social mobility. The Commission therefore recommends the following considerations and actions.

Recommendations:

  • The Student Loans Company should implement a user-friendly, lower-burden approach to loan applications for modular study.
  • The Office for Students should continue to consider how modular learning can be regulated appropriately without undue regulatory burden. This new regulatory framework should be developed in close collaboration with the sector. The OfS should also work closely with other further and higher education regulators to prevent regulatory overlap or contradiction.
  • The Department for Education should provide clarity about how these two funding systems dovetail and, thus, support a seamless road to lifelong learning.
  • The Department for Education should consider developing a mechanism for employers to fund modular learning in the academic pathway, allowing the learner to both self-fund and be employer-funded through their modular learning journey.
  • The OfS should encourage the awarding of ‘exit’ qualifications at Levels 4 and 5 during undergraduate degree study and use these as stepping stones to further study.

Stephan Fortier, Regional VP – UK and Europe, Instructure, comments:

The future of the UK’s economic growth depends on our ability to bridge the skills gap between education and industry. For universities to effectively develop and deliver flexible, modular learning that aligns with industry needs, it’s essential that the new Government establishes clear policies and outlines how all stakeholder groups will be supported as changes come into effect. Industry must also support universities and higher education institutions in leading the national upskilling efforts needed to meet the demands of a rapidly evolving workforce and drive economic growth.

Rose Stephenson, co-author of the report, adds:

Our report highlights a critical need for coherence between the Lifelong Learning Entitlement and the Growth and Skills Levy. By aligning these policies, we can create a more flexible and unified pathway for lifelong learning that responds to both individual career aspirations and the evolving needs of the UK workforce. This is an opportunity to ensure that funding and training truly support growth, resilience, and inclusivity in the labour market.

The Commission calls on the Government, education providers, and industry to act swiftly to integrate these policies, which have the potential to unlock new opportunities for lifelong learning and skills development in the UK.

Notes for editors:

  1. HEPI was founded in 2002 to influence the higher education debate with evidence. We are UK-wide, independent and non-partisan. We are funded by organisations and higher education institutions that wish to support vibrant policy discussions, as well as through our own events. HEPI is a company limited by guarantee and a registered charity.
  2. Instructure is the creator of Canvas, the leading virtual learning environment and the foundation of the Instructure Learning Ecosystem. Instructure powers learning for a lifetime, supporting tens of millions of users globally and helps turn that learning into opportunities.

Comments

  • akhils says:

    The post was very good, I appreciate how you explain it, Keep the posts coming! Very good talent.

    Reply

    Your comment may be revised by the site if needed.

  • Arti Kumar says:

    ‘SOARing to Success’ enables all educators to deliver the intersecting principles, values and aims of consecutive agendas for UK higher education: Personal, Social, Academic and Career Development, employability and sustainability.

    SOAR provides a design and methodology for an interconnected ecosystem of learning that can start in school, connect all levels of FE & HE, moving through transitions and moving on beyond graduation. This is a pedagogy and andragogy that engages individuals in a structured and supported process of proactive, personalised learning, leading to the development of transferable skills and attributes (‘behavioural competencies’) that are building blocks for the journey through sustainable life-careers in our complex and challenging times. The approach was initially developed through collaboration with staff, students and employers, and has since been fully updated to a second edition, with downloadable resources.
    Please promote its use if it meets this latest need (as far as I can see it does) – anything that helps educators so they don’t feel the need to reinvent wheels.
    For more information visit: http://www.routledge.com/9780367648053

    Reply

    Your comment may be revised by the site if needed.

  • Andy says:

    I’m not convinced the authors of the report understand how ‘exit’ qualifications (typically) work, as most (e.g. Oxford, Cambridge and LSE may not, but pretty much everyone else awards credit) providers will award exit qualifications if students … exit. Students can then use those exit qualifications (and the modules which make them up) to contribute to further study (if they apply to a programme which logically follows on from what their previous studies).

    To facilitate this, providers will have APL/RPL policies on (if and) how this incoming credit can be used, and how long currency can last – i.e. the OfS is being encouraged to encourage providers to do things which they almost all already do, without necessarily addressing the bigger points (which is that not everyone has clear approaches to APL/RPL, and APL/RPL often falls down when you try and import it into a specialist programme where what a student has done doesn’t align with that they would have done, meaning that they haven’t got the skills and knowledge they need to succeed in their new programme).

    If there is a gap, it is around consistency/dept of APL/RPL, not exit qualifications – i.e. the focus should be on how universities might take incoming students who have completed some prior study (not what universities might give students who leave).

    Reply

    Your comment may be revised by the site if needed.

  • Rose Stephenson says:

    Hi Andy, thank you for engaging with this policy note. The aim of the recommendation on ‘exit’ awards was that students should be awarded these at the end of each full year of study as normal practice, not just when they exit partway through their full degree. The current practice can lead to these awards feeling like a consolation prize for those who leave early, rather than a normal part of progression through a degree. By ensuring that all students receive awards at the end of each year of study, this encourages awareness of the ‘stackability’ of courses (where appropriate) and the opportunity for flexibility and mobility – something that is essential if we are ever to successfully build demand for LLE-type learning. There is a little detail about this on page 8 of the report. However, on reflection, I can see that the recommendation itself isn’t hugely clear. I also agree with you that there is a huge obstacle to overcome with institutional capacity (possibly willingness?) to analyse and recognise prior learning.

    Reply

    Your comment may be revised by the site if needed.

Add comment

Your comment may be revised by the site if needed.