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ERIC Number: ED573113
Record Type: Non-Journal
Publication Date: 2016-Jul
Pages: 23
Abstractor: ERIC
Reference Count: N/A
Power to the People: The Case for Personal Learning Accounts
Learning and Work Institute
Learning is central to a fair and prosperous society. The links between learning throughout life and national prosperity, business success, societal cohesion, and individual opportunity and life chances are clear and well established. Learning helps you earn more, live healthier and play a fuller role in society. It is equally well established that the UK's skills base lags behind many comparator countries and that participation in learning is unequal. For example, people in higher socio-economic groups are twice as likely to participate in learning as those in lower groups. Similarly, those who left full-time education at age 21 or over are significantly more likely to participate in learning compared to those who left at age 16 or less. This creates a cap on aspiration, prevents many from fulfilling their potential and holds back our economy. Learning and Work Institute recommends that the Government commit to increasing participation in learning and cutting disparities in participation between groups. To help deliver this step change in learning, everyone should be entitled to a Personal Learning Account. This would be an online skills passport of previous learning, information on the local labour market and success of learning providers in helping people get jobs and increase their earnings, and set out entitlements to public funding so people are clear what they are entitled to. It would build on the existing architecture of Lifelong Learning Accounts which people can activate through the National Careers Service. It would necessitate an open data revolution in information on which courses and institutions had the best record in helping people achieve their goals.
Learning and Work Institute. 21 De Montfort St, Leicester LE1 7GL UK. Tel: +44-0116-204-4200; Fax: +44-0116-204-6988; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Learning and Work Institute (United Kingdom)
Identifiers - Location: United Kingdom