Education and Skills Bill

Leaving out ““guided learning”” and inserting ““learning time””, as the amendments would do, would allow a far more flexible approach to what is considered ““relevant training or education””. Individuals may spend valuable time adding to their knowledge and skills in a way which is not possible in formal or guided learning, yet the Bill would not take that into account. The amendment recognises that preparation and private study time are important. All elements of study and learning play their part in a successful outcome. However, the implication of ““guided learning”” is important, suggesting that the training in question should be directed and mentored. Surely that is what we all want from the Bill. Mentoring is crucial to the success of the schemes. The young people we are talking about will not necessarily benefit from being left to their own devices; they may need someone to guide them towards achieving their potential. Training should involve systematic training under a skilled mentor and should not end up simply as a work placement with the young person hanging around with nothing to do. Placing somebody in a workplace or training environment and leaving them to it is not the same as providing them with training or education. It is not enough to tick a box saying that another hour has been accounted for if nothing worth while takes place during it. A guided, mentored system is essential if we are to get anywhere with our aims. We hope that a balance can be struck in the Bill that recognises the importance of guidance but is not unimaginatively prescriptive about it. I have had a meeting with the Association of Accounting Technicians, which worries that the Bill puts too much emphasis on input and not enough on output and takes insufficient account of different modes and speeds of learning. I hope the Minister will recognise that a one-size-fits-all approach may not be the most effective.