A plan for an adult skills and lifelong learning revolution Contents

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1Introduction

Our inquiry

1.We launched our inquiry into Adult Skills and Lifelong Learning (ASALL) on 26 March 2020. It follows on from the previous Education Committee’s inquiry into adult skills and education, which was incomplete at the time of the 2019 General Election. Our predecessor Committee received 76 written evidence submissions and held one oral evidence session. We have carried forward and drawn on this evidence through our current inquiry. We have also been required to conduct this inquiry in more innovative ways. Due to the Covid-19 pandemic, we were initially unable to hold traditional oral evidence in-person hearings, and instead elected to write to witnesses with a set of questions. Later, we were able to hold two ‘teleconference’ oral evidence sessions, one with sector experts, and the other with Minister Keegan, Parliamentary Under Secretary of State for Apprenticeships and Skills. We are very grateful to all who took the time to submit their evidence to our inquiry.

2.The Department for Education’s written submission defined adult skills and lifelong learning provision as “education, advice and training for adults (19+) who want to upskill, reskill or move into employment”.1 The adult education sector is extremely broad and diverse. ASALL encompasses informal and non-accredited learning, basic skills provision, through to higher education qualifications taken by part-time and mature learners. ASALL is delivered through an extensive network of providers, including further education colleges, specialist adult education colleges, independent training providers, training led or funded by employers, Local authority adult community education services, charities and university providers.2

3.In order to do justice to the breadth and diversity of ASALL provision, our inquiry considers ASALL in its broadest sense. We examined adult education at all levels, from first-step learning for adults with no qualifications, through to mature learners taking part-time degrees. 49% of adults from the lowest socioeconomic groups have received no training since leaving school,3 and we remained mindful of this statistic throughout, questioning what can be done to draw this left behind group into lifelong learning.