I recently posed these questions to a number of colleagues in Further and Higher Education, and was quite surprised by the answer.

We were talking about the difficulties of supporting opportunities for life-long learning; the availability of the courses and the restrictions on Colleges and Universities to run the courses that learners - no matter their age - are looking for, particularly in a post-Covid world where almost everyone is re-evaluating their lives in some way.

I asked what I thought would have been a 'well-trodden' question... How can we, as leaders of schools at the heart of their communities, support parent and community members to access qualifications, career-change and career progression; providing modelling and aspiration for our own students, and opportunity for their families? 

Their collective response, whilst possibly reflective of the perpetuated lack of a learning continuum from Nursery to Further and Higher Education, was that they hadn't ever been asked that question by someone from an educational organisation. They had been asked the question by industry, looking for opportunities to increase and upskill their workforce - and some had projects in place that were providing this kind of support in some communities... But it wasn't consistent, or a universal offer either.

In our growing national vision and need to provide more houses to meet the demand, many towns and localities are growing; and growing significantly beyond the aspirational infrastructure of the area.

Take Swindon, and the areas surrounding Swindon for example.

Swindon is, I am led to believe, one of - if not the fastest growing town in Europe. Whilst it is close enough to Gloucester, Bath, Swindon... and I would also say Oxford and Reading - what young people and the community reflect is that the lack of, particularly, Higher Education opportunities in the borough impacts community aspiration and opportunity for all.

Planning for the Future

So, what do we do with this piece of information in its widest sense?

This isn't a 'Swindon issue', this is country and UK-wide that is being played out in a significant number of localities.

How do we support our pupils through enabling greater opportunities for life-long learning for their families, relatives, communities? How do we become life-long learning hubs that support families, generate and champion aspiration? What is our role in facilitating discussion between local and regional partners - industry, education, policy-makers, politicians, work-places, Diocese, and all interested parties to develop a local solution that supports and models life-long learning from 'cradle to grave'?

Well, on the face of it this seems absolutely massive - and it is certainly not something that could happen quickly... but it is something that needs to be opened up and so we have stepped into the space, and wanted to share the start of the model - which is relatively simple.

1. Identify a University provider that meets the demographic and community needs - and who shares your ethos, values and vision, and is committed to a solution-focused approach to bringing education and aspiration to an area. The amazing team at the Open University have been absolutely brilliant in engaging to find a solution to this problem.
2. Identify and seek support from key partners by pooling resources and contacts with you University partner, include: support and interest from the the Council; the local Diocese; local Academy Trusts,; Schools and Colleges; MPs, and local industries; families committed to this learning journey. 
3. Identify the key learning needs, for example:
   1. Post-16 learning - technical, vocational, engineering, financial, agricultural, expressive and creative arts, sports, legal
   2. Supported learning - a fully inclusive and locally supported approach.
   3. Sponsored learning for adults and those returning to learning - employer support for upskilling the workforce.
   4. Early engagement - offering free pre-study opportunities for parents to take a step back into a learning environment both virtually and physically
4. Identify the intended outcomes and impact.
5. Set up a 'Board' to facilitate shared planning and development... this must not be 'owned' by one organisation - it is essential that it is well-facilitated to enable all parties to own and benefit.
6. Begin, with stakeholders and the Board, to set out the key needs and the strategy to meeting those training needs within the local context... bringing the University into the 'local area' as part of the 'local offer' in all sectors and in a connected way.

There is no doubt that this is not going to be an easy 'win' - but there is huge excitement and a passion behind this project. It is likely to take the best part of 2 years to fully get into place; but we can have the first 5 points in place by the start of 2024... and then we build point 6.

Exciting or just madness?

That is a good question!

This is taking our remit well outside of our key purpose, but it also provides the framework for some more effective 'joined-up thinking' about how we develop learning for all from Nursery and beyond. It take advantage of what we all know in education - everyone learns in a different way, at a different speed, with different emphases and with different a different focus. We are all totally unique and learning has to follow the individual - otherwise we will just perpetuate the 'sausage-factory' of knowledge-acquisition and teaching to and for exams which fails so many people.

... and so that answer is probably yes - this is a little on the potty side. But what could happen if, or when this project works? What opportunities could be realised if we try?

Me? I'd rather have a go and fail trying, than leave this as a pipe-dream. This is a really exciting opportunity.

I wonder... how many of you have asked these questions of your partner providers for FE and HE, and how many organisations have committed to taking this step out to support, not just the pupils who are with them now, but their families, and their communities in a very different way? Is this something you could or would take on?

...If anyone is interested in getting involved, or is interested in starting their own project; let me know.

With huge thanks to the Open University for listening to my ramblings and general brain-dump, taking me seriously, and for being solution-focused. Without institutions such as this - housing and area growth may continue to stagnate opportunities for learning and life-long development for young people, and for adults alike.