In Search of Distant Futures |
Setting Out.
The Learning and Skills Bill became law at the end of July. Chairmen and Chief Executives for both the Learning and Skills Council (LSC) and the new Adult Learning Inspectorate (ALI) have been appointed, as have most of the Chairmen of the local LSCs.
Consultations continue: on funding, on standards, on ALI or on modern apprenticeships, some completed, some still ongoing. Individual Learning Accounts are formally introduced on 31st August. And UfI is still working towards an autumn launch.
So what will this progress mean for distance learning? An end to all our troubles? Or is progress "merely the exchange of one nuisance for another nuisance"?
New recruits
The test for UfI is simple: to bring more people into learning. For learning, is like biblical riches: to him that hath shall more be given ……
And UfI is a major initiative, on which substantial sums of money (not enough, of course, but that's the Treasury for you) and, more importantly, effort have been expended.
Partners in Progress
Much of HE alas, despite earlier dalliances, seems to have lost interest. And industrial involvement in sectoral hubs is patchy, with many opting to wait and see.
Instead, the emphasis has been on the FE community. And they have tried. Colleges across the country have provided substantial inputs of people and time to help the initiative grow.
But cracks are beginning to show. Recent THES articles talk of "furious FE colleges" complaining of "poor UfI management". Not for nothing have the Association of Colleges and UfI just established a working party whose aim, according to UFI Chief Executive, Anne Wright, is to "secure an effective partnership between UfI & FE".
Paying your way
Another test of success must be the removal of the bias in favour of traditional face-to-face learning. And that bias is everywhere, from differential funding to the right of distance learners to join the NUS.
The Bill claims it will open up access to funding for more distance learners: that Individual Learning accounts will be available for a wide range of courses, including those offered by distance learning.
But the problems with funding in the past, whether it be the FEFC or vocational tax relief, both now on the way out, were not just quantity, but the difficulty of understanding the rules. Distance learning needs more money. But it also need clear, sensible and transparent funding arrangements.
And what of student loans and tuition fees?. What of funding distance learning within the state school sector, as an alternative to school attendance? Sounds unlikely, doesn't it?
ILAs promise some progress towards funding distance learning. But parity of treatment between it and traditional teaching may still be a long way off.
Keeping it local
The Bill also emphasises the local dimension of the new initiatives, providing a local focus and sense of ownership for learning.
Highly commendable. But distance learning isn't local. And restricting funding to local provision will stifle distance learning, not succour it. Already, problems are appearing, with more than one distance learning provider facing an uncertain future. It may be that LSC, once established, will set up some national funding for distance learning provision. But without a clear commitment now, and funds in the fullness of time, distance learning will suffer.
Checking on Progress
As for ALI, and indeed for OFSTED in its new role in FE, the challenge is simple: abandon the march towards an ever more rigid culture of control, forget about "naming and shaming" and, instead, try to improve the quality and morale of the community they assess. In short, less audit, and more enthusiasm.
The Promised Land
Do we even know where we're heading? What future do we want? Is it online? Some of it will be. But the core notion of supported distance learning, that allowing learner and tutor to stay apart means they can interact on a one-to-one basis, is just as valid whatever way they choose to communicate. Getting that message across, to funding bodies and policy makers, is still the central need.
David Morley
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