ABSTRACT
The increased investment in the learning and skills sector since 2001 and the plethora of strategies designed to increase participation, improve standards and raise achievement have undoubtedly brought benefits to learners. In particular, we have seen major initiatives extend learning opportunities for some of the key groups targeted by government: the Education Maintenance Allowance has helped to encourage record numbers of 16-18-year-olds to stay in education and training (LSC 2006a); the Skills for Life initiative and the high-profile campaign prompting people to tackle their literacy and numeracy gremlins have seen 1.5 million learners improve their basic skills since 2001 (DfES 2007a); initiatives such as the Employer Training Pilot, involving around 9,000 employers (DfES 2005a); and the activities of ULRs have introduced new opportunities for learning in the workplace. We saw first hand how such interventions made a real difference to individuals who might not otherwise have participated in learning. In the words of one grateful learner, who was returning to learning at the age of fifty-eight to improve her numeracy skills, ‘I think it is amazing how someone my age can have the opportunity to learn and survive ourselves. This is the best thing the government gave us’ (LL9).
