ABSTRACT
We begin from the premise that the right to learn throughout life is a human right. Our vision is of a society in
which learning plays its full role in personal growth and emancipation, prosperity, solidarity and local and global
responsibility. The Inquirys task has been to formulate a longer-term strategy to achieve this vision. We underpin
this with concrete recommendations at different levels. We have not proposed a rigid blueprint. Our aim is to set an
agenda for lifelong learning that will make sense for the next quarter-century.
By lifelong in this report we mean from cradle to grave: the Inquirys thinking has included the implications for
early childhood education and for schooling. However, our primary focus is on adult learning, and on adults
returning to learn. Learning can occur in education or training institutions, the workplace (on or off the job), the
family, or cultural and community settings. We use learning to refer to all kinds of formal education and training
(whether or not they carry certification). We also include informal modes of learning to some extent, provided these
have a degree of organisation and intention. Therefore, our broad definition is:
Lifelong learning includes people of all ages learning in a variety of contexts in educational
Institutions, at work, at home and through leisure activities. It focuses mainly on adults returning
to organized learning rather than on the initial period of education or on incidental learning.
Learning Through Life:
1. Base lifelong learning policy on a new model of the educational life course, with four key
stages (up to 25, 2550, 5075, 75+)
Our approach to lifelong learning should deal far more positively with two major trends: an ageing
society and changing patterns of paid and unpaid activity.
2. Rebalance resources fairly and sensibly across the different life stages
Public and private resources invested in lifelong learning amount to over 50 billion; their
distribution should reflect a coherent view of our changing economic and social context.
3. Build a set of learning entitlements
A clear framework of entitlements to learning will be a key factor in strengthening choice and
motivation to learn.
4. Engineer flexibility: a system of credit and encouraging part-timers
Much faster progress is needed to implement a credit-based system, making learning more flexible
and accessible with funding matched to it.
5. Improve the quality of work
The debate on skills has been too dominated by an emphasis on increasing the volume of skills.
There should be a stronger focus on how skills are actually used.
6. Construct a curriculum framework for citizens capabilities
A common framework should be created of learning opportunities which should be available in any
given area, giving people control over their own lives.
7. Broaden and strengthen the capacity of the lifelong learning workforce
Stronger support should be available for all those involved in delivering education and training, in
various capacities.
8. Revive local responsibility
The current system in England has become over-centralised, and insufficiently linked to local and
regional needs. We should restore life and power to local levels.
9. within national frameworks
There should be effective machinery for creating a coherent lifelong learning strategy across the UK,
and within the UKs four nations.
10. Make the system intelligent
The system will only flourish with information and evaluation which are consistent, broad and
rigorous, and open debate about the implications.
