The Leitch Review
The following is a summary of a white paper written by learndirect called The Leitch Review. The full paper can be downloaded here and this is something we would really recommend as it is a great insight into the report. However below is a short summary you can read if you don’t have much time.
In 2006, Lord Leitch explained his 14 year plan to make the UK a world leader in skills by 2020. Half way through this plan, we look to see whether the objectives are still relevant and achievable.
Introduction
In 2004, the Government asked Lord Leitch to consider the UK’s long term targets for developing skills. 2 years on he published his report which contained numerous of ambitious objectives that if met, would make the UK a world leader in skills by 2020. The report was made 2 years before the credit crunch, so the economy was optimistic. The recession however changed everything, and this paper considers whether the report and the objectives it set out are still relevant.
Many of the Leitch aims are still visible in current government policy such as creating a system based on shared responsibility; better integration of employment and skills; increased employer engagement and investment; and the need to raise people’s aspirations and awareness of the value of skills. The targets regarding stretching attainment were scrapped with the new Government however maths and English levels for adults is still a priority.
There have been improvements in Basic English levels since 2003 however maths levels have declined with just under a quarter of adults lacking basic numeracy skills. In the future employers should be free to focus their money on job specific training that promises higher return on investment – however many adults will struggled until then.
A failing economy and record unemployment
The recession quickly made the targets in the report questionable with the job market squeezed, firms cutting budgets, short term survival being prioritised and people of all skill levels being heavily affected. This has resulted in high unemployment rates and an under pressure welfare system. The average job has 5 candidates which almost doubles in tougher areas. The young people and long term unemployed have been hit the hardest.
Change of government, change of focus
The Coalition replaced the Leitch report and created their own strategy on the subject, however many aspects of the report can still be seen in the new strategy. Employers continued to be the focus of the skills strategy however the targets were binned and the emphasis switched to apprenticeships – a change likely to be kept even if there was a Government change. Investment in the area is set to increase however reforms from the Richard Review seek additional investment in skills from employers.
Advances in technology
Technology and infrastructure has substantially developed over the last 10 years, transforming the way we learn and adding value to the process – a big factor for many employers. Resources such as online community forums and WebEx have proven to be popular in overcoming these difficulties. Simple streaming technologies have also helped lower the inconvenience or expense of travel.
Research by Towards Maturity found tangible benefits to these technologies including a 17% reduction in the cost of training and a 29% reduction in study time. More than half of businesses (53%) have improved compliance through technology-led learning, 43% report it helps implement new processes or products.
The government is also starting to use technologies more to save money with their report predicting savings of £1.7 to £1.8 billion each year. The Government do however have to continue to support those without these technologies with Go ON UK reporting 16 million adults lacking basic digital skills.
Still relevant and achievable?
Half way through the report and most employers agree the report is still valid, however external reasons mean the targets will be harder to hit. Despite this integration of employment and skills still rises.
Whilst Leitch wanted to create a new employment and skills service, The Government want the skills and employment systems to complement each other. Skills development needs to be:
- Linked to local labour market needs
- Involve employers in its design to meet their requirements
- Give people the opportunity to put skills into practice within work placements
- Deliver work readiness and basic skills alongside more technical skills training
- Be accessible to those in work
- Focus on the qualifications that have the most impact
Progression within the workplace is also needed to free up entry level positions for job seekers with many losing their entitlement to further skills training and other support and becoming ‘parked’ in the workplace.
Leitch recommended a universal adult careers service however the Government created the all age careers service which went live in April 2012. Although The Department for Education informed schools to give advice to people from Year 8 onwards, research shows many are not receiving this help. Academic routes are being over emphasised with half of schools with their own sixth forms giving no advice about more vocational courses. Apprenticeships, although proven needs to be given equal status with the academic route. Apprenticeship providers report that many, even their own apprentices, know little about what is available to them.
In order to achieve Leitch’s targets by 2020s the country needs a better vocational education system with more needing to be done to promote the vocational route which will require a period of stability in the vocational education sector. It can be argued that the Leitch Report didn’t fully consider the impact of technology – Cloud for example. Our research shows people like the flexibility given by learning technologies – with the research showing considerable people logging on in non-working times.
What more can be done?
The environment has changed meaning a reform of the skills system alone won’t hit the targets given with employment and skills development needing to be a partnership – working for both parties.
The role of formal education and careers needs to be looked at more than in the 2006 report. Although there has been progress, more needs to be done to take pressure off the welfare system. learndirect show that learning technologies are more flexible and cost efficient, and I pushed heavier – can help aid the targets.
3 areas to be changed
1. The role of schools
Schools must play a more formal role in preparing young people for the workforce.
- Schools should ensure all young people leave the school system with basic employability skills such as maths and ICT as well as the behaviour – this should be put in the curriculum.
- Schools should provide high quality, impartial advice on employment including vocational courses.
- Employers get more involved with schools with activities such as work experience, creating a talent pipeline.
- Remove institution incentives for academic course tracks.
2. Better integration of employment and skills (IES)
Sustainable employment is important, and skills have a key role to play in its achievement.
- Improve provider focus on IES through appropriate and aligned outcome payments for both welfare to work and skills providers.
- Ensure long term unemployed people who secure employment continue to develop their skills.
- Relook at priority areas and introduce more sophisticated mechanisms to ensure funding is based on need and affordability.
- The black box approach used within the Work Programme should be extended to skills providers.
- Incentivise employers to offer up more work experience and Apprenticeship initiatives.
3. Greater use of technology
Technology can make a real difference in improving skills over the next 7 years.
- The use of technology should be extended beyond teaching and learning.
- Maximise the use of technology to increase young people’s networking opportunities.
- The Ministerial Action Group set up to look at learning technologies in the FE and skills sector should identify best practice in the use of technology in other industries where they could have a positive impact on the integration of employment and skills.
