Spotlight on the Lifelong Learning Entitlement

The rapidly evolving global economy urgently requires a new approach to learning. Steps must be taken to ensure all the generations participating in the workforce can readily access formal education. In order to make the most of opportunities afforded by technological change, policy must ensure both that people can both retrain or reskill in new areas and professions, as well as upskill and develop within their existing jobs and occupations. The Lifelong Learning Entitlement is one policy aimed at tackling this.

In this paper, we investigate the Lifelong Learning Entitlement, and how government can stimulate demand and boost supply, to ensure success.

As with all our Spotlight Policy Papers, our findings and recommendations are drawn from expert roundtable discussions, desk research, and public polling.

To see the findings and recommendations from this research read the full report.

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Key findings & recommendations

In order to drive demand for the LLE, policymakers will need to:

  • Boost awareness of the LLE. Significant efforts will be requiredto ensure the wider public is familiar with the LLE and supportedto navigate the options available.
  • Demonstrate the Return on Investment. People are sceptical about taking out a loan, and need convincing that they will see a return on the time, effort and money invested in upskilling.
  • Fit learning around busy lives. Finding the time to learn new skills is a major barrier for many adults, so the LLE must be as flexible as possible.
  • Reach those most in need of new skills: The individuals that would most benefit from upskilling may struggle to access level 4 or 5 education without improved progression pathways from levels 1 to 3.

In order to create appropriate supply for the LLE, policymakers will need to:

  • Minimise the regulatory burden: Awarding organisations may have a role in supporting providers and reducing any red tape associated with delivering the LLE.
  • Maximise the potential for modular learning: There is scope to move further away from conventional degree structures and “parent course” requirements.
  • Clarify the practicalities of credit stacking: The LLE depends on the portability of learning credentials, necessitating urgent collaboration between providers.
  • Reimagine the proposed skills transcript: There is an opportunity to build a more dynamic picture of a student’s knowledge and skills.

For more on these and other recommendations see the full report.