Equality of opportunity and access to lifelong learning for all.

Lifelong learning is about learning opportunities for people of all ages - from tiny tots to older citizens - which allows everyone, regardless of class, culture or ability, to maximise their potential.

When asked to consider 'learning' most people immediately think about the opportunities provided by schools, colleges and universities. This is not surprising given that it is widely recognised that a good education is one of the most important things we can offer to children - it has a major impact on both individuals and their wider communities. However, lifelong learning is, as it says 'life long', so it is also about expanding learning opportunities beyond formalised education for young people. It starts before children get to school, continues through their school days (and possibly through college or university too) and carries on into adulthood; in fact it never stops.

People want to learn different things for different reasons and these reasons change over time. Some aim to improve their employability or gain promotion - qualifications may be important for this group of people. Others may take part for social reasons - to get out of the house and meet other people with similar interests. The importance of learning for its own sake should never be forgotten. Responding to the diverse needs of different individuals and groups will call for differing approaches - opportunities may be formal or informal, both in structure and setting, and may be offered by a wide range of groups and organisations.

In this section we will explore three subjects in more detail:

Learning

The Borough has some excellent schools and colleges and a number of other training providers, and examination results are consistently higher than in other parts of the country. However, there is no room for complacency. Although examination results are relatively high in the Borough overall, they are not universal. For example, in North Shrewsbury (a recognised area of deprivation) educational achievement is lower than for the rest of the Borough and low numbers of 17-year olds from the area continue into full-time education.

More widely, under achievement by boys is still continuing and many local employers, particularly in North Shrewsbury, report high levels of recruitment problems due to low basic skills levels.

Although a relatively high proportion of young people continue into full-time education, access to higher education is severely restricted because there is only a very limited university presence in the area. Perhaps because of this, there are few jobs for new graduates in the area.

Skills Development

Many local employers experience difficulties in recruiting staff because of skills shortages within the Borough. They need a workforce whose skills are flexible enough to be responsive to their ever-changing commercial needs. However, we must not view this as a problem which can only be addressed by our schools and colleges. Employers must also be encouraged to address the training needs of their employees and, where appropriate, provide vocational training.

In particular, we need to develop innovative ways to increase and improve the training of craftspeople for the construction industry. There seems to be reluctance amongst many existing practitioners to provide their time and experience training people who are likely to end up in competition with them. However, with an ageing population and a trend towards early retirement, skills which are currently being lost to the workforce earlier, could be harnessed to help develop the skills of younger generations.

As explained previously, although a relatively high proportion of young people continue into full-time education overall, this is not universal. Participation in adult education in North Shrewsbury, for example, is low compared with the rest of the Borough. Another problem is that once people have completed their training, many leave the area to seek employment elsewhere. This is, in part, due to the lack of appropriate employment opportunities in the area, the availability of suitable and affordable housing and low wage levels; all problems that we will need to address.

Widening Participation

Low expectations are a major barrier to participation. However, raising aspirations alone will have only a limited effect because there are also many real barriers which prevent people from taking part. Access is a big problem, particularly for those living in rural or deprived areas and people with disabilities. Carers can find it difficult to balance learning with their commitments. People on low incomes often cannot afford to take part - even when the training is free, other costs are often involved, transport or childcare, for example. For some, of course, several or all these factors combine.

Initially, we will need to focus our efforts on extending access to learning for disadvantaged communities, groups and socially excluded individuals e.g. young people, disabled people, the unemployed, those lacking basic skills, lone parents, those with carer responsibilities and the over 55s not involved in learning activities.

Mentoring (particularly peer-mentoring) projects have proved to be particularly successful in engaging disaffected and disengaged young people, providing help with transition issues, personal problems and skills issues. These will be extended, with the aim of reducing college drop-out rates and non-attending behaviour, whilst increasing commitment to ongoing training and learning.

However, some people choose not participate, either because they can see no benefit from doing so, or because the training they want or need is not available. Providers will need to continue working with local communities to find out exactly what is required, when and how, so as to find new ways to meet their needs. They will also need to find new ways to reach and enthuse those who are currently disinterested.

However, none of these issues should be examined in isolation as, for example, by widening participation more people will take advantage of further education and skills development opportunities. There are a number of issues, however, that cut across all of them and warrant particular mention:

• We need to continue our efforts to engage those that currently make little use of lifelong learning opportunities - particularly vulnerable groups and those with special needs.
• Availability of impartial information, advice and guidance for all is vital.
• Shropshire is disadvantaged because of its current information and communications technology (ICT) infrastructure compared to, for example, Herefordshire (currently commercial broadband technology stops at the Wrekin) - the installation and maintenance of appropriate, cost-effective ICT systems will be critical to the continued development and improvement of educational attainment.
• Providers need to work closely with their users to more quickly identify cyclical. demands and needs.

Looking ahead, we will also need to consider demographic change. In Shropshire as a whole, it is predicted that by 2011 there will be a 7% fall in the number of children of school age. However, overall the population is likely to increase, with a 25% growth in people of retirement age. Inevitably, this while have an effect on the shape of services in the future.

How we identified the Important Issues

Initially the key issues were identified from meetings of the Community Strategy steering group and its lifelong learning sub-group and from existing plans and strategies (a full list is available at appendix 2). The draft report was then presented to Councillors, with feedback incorporated before circulation to a wide range of stakeholders who were invited to comment. Copies of the Community Strategy were also circulated to members of the public for comment at the Shrewsbury Conference and other events and meetings. Further sub-group and steering group meetings were then held to finalise the Strategy.