Agenda item

The Chair introduced the item and moved straight to questions.

Members referenced the gender imbalance, noting that 80% of learners were female, and asked why this was the case; whether it reflected local or national patterns; and whether additional actions could encourage greater male participation. The gender split was broadly consistent with national patterns, particularly for courses aimed at lower-skilled adults re-entering education. Historically, more men had attended due to evening classes, but demand fell sharply post COVID and had not recovered, resulting in reduced male participation. Many learners came from communities where there was a cultural expectation that men work during the day and women attend classes while children are at school. Male learners now tended to be older, often carers or widowers, and many attended cookery and healthy eating classes to develop life skills. There had been some improvement in the gender split over time, now approximately 76% female/ 24% male.

Members asked whether the service had explored recruitment through existing learners, such as encouraging learners’ partners to attend or considering flexible timings. Word of mouth remained the primary recruitment method in adult learning. Couples did sometimes attend, often in different subjects. Despite longstanding efforts, attracting male learners had been a persistent challenge for a number of years. Officers remained open to suggestions to improve reach and engagement and further added that the imbalance was not unique to Hillingdon, but common across regions and nationally. The adult learning offer remained open and accessible to all residents.

Members commended the service and asked what would make it even better. Additional funding would enhance provision. The service had to regularly adapt to changing national and local priorities, particularly with the new government’s emerging policies. A strong focus continued on supporting residents toward employment. Education journeys for adults may take up to five years before individuals reach employment or higher-level study, making impact less immediately visible. Stronger links with employers and workplaces would support clearer pathways into work, though learners’ financial pressures often prevented them from progressing to higher level qualifications. Economic challenges increasingly resulted in learners taking immediate employment rather than continuing their studies. Officers further added that recent performance indicators were very strong, highlighting 95% retention, 97% pass rate, and almost 93% achievement. These outcomes reflected the commitment of staff and the strength of the service. A recent Ofsted visit had commended the service.

Members asked how funding from the GLA was progressing; how much funding the Council provided; and whether any other funding avenues were being pursued. Officers advised that the service aimed to break even, and the Council contributed approximately £50,000–£60,000 annually. The GLA had been a strong and supportive funder, with clear guidance and good understanding of London’s regional needs. GLA flexibility such as free courses for those earning at or below the London Living Wage had been beneficial. The GLA had mitigated national cuts by spreading reductions over two years, enabling more manageable planning. Despite good partnership working, overall funding was decreasing nationally.

Members asked if any research existed on the gender imbalance, and whether offering manual or technical skills courses might attract more male learners. Officers were not aware of any significant research on the issue, likely due to limited national resources. Some subjects attracted more men (e.g., IT, digital skills, English, ESOL, mental health related provision). However, male participation remained low in areas such as childcare or health & social care. The service avoided duplicating provision offered by the neighbouring college, which already delivered many technical and vocational subjects, as this would not be an efficient use of resources. Planning of provision always considers the local educational landscape. Skills such as IT, English and employability were essential for supporting independence and progression.

Members asked about engagement with the Traveller community. Engagement varied considerably and can be inconsistent, with fluctuating attendance. Officers delivered learning in community settings, including past work at Bell Farm, though projects depended on current demand. A recent successful project involved flower arranging as an engagement tool, run jointly with the NHS, who used the sessions to discuss health topics such as vaccinations. The service hoped to repeat this model but has not yet been able to due to variable participation. Officers added that engagement required cultural sensitivity and persistence. Different groups needed different approaches and so adaptability is key.

Members also asked about engagement with those who lived in temporary accommodation. Services were delivered in schools and libraries. Engagement challenges were similar to those experienced with Traveller communities. Many residents in temporary accommodation faced mental health challenges, which impacted their ability to attend. Despite initial enthusiasm, sustained attendance was often low. Officers were exploring indirect engagement routes, such as mental health awareness, art therapy or other creative activities, to build confidence before progressing to English or skills-based learning. Practical constraints existed around delivering classes with very low attendance.

RESOLVED: That the Committee noted the report