- European Centre for the Development of Vocational Training (Cedefop) (425)
- Great Britain. Department for Education and Skills (DfES) (290)
- European Training Foundation (ETF) (282)
- Organisation for Economic Co-operation and Development (OECD) (258)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (241)
- Institute for the Study of Labour (Germany) (IZA) (206)
- Learning and Skills Council (Great Britain) (LSC) (179)
- Great Britain. Department for Education and Employment (DfEE) (151)
- Great Britain. Learning and Skills Development Agency (LSDA) (116)
- European Commission (EC) (111)
- Institute for Employment Studies (Great Britain) (IES) (109)
- Great Britain. Department for Business, Innovation and Skills (BIS) (105)
- Great Britain. Office for Standards in Education (England) (Ofsted) (84)
- National Research and Development Centre for Adult Literacy and Numeracy (Great Britain) (NRDC) (82)
- UK Commission for Employment and Skills (UKCES) (78)
- Prior qualifications of adults undertaking community learning courses 2012/13
This report presents the findings of research into the prior qualification levels of adults aged 19 plus taking community learning courses in 2012/2013. The research was undertaken to understand the background of those deciding to take these courses, in terms of the qualifications they held before embarking on these courses and their motivations for learning. The research, commissioned by the Department for Business, Innovation and Skills (BIS) and undertaken by IFF Research, looked specifically at the highest prior qualifications of adults on community learning courses in November 2012. These courses are funded through the Government's community learning budget. This survey included learners undertaking Maths and English courses through the Family, Literacy, Language and Numeracy (FLLN) programmes, as a key interest was the extent to which these learners already had Maths and English qualifications. The survey was conducted in January-March 2014, and involved interviews with 1,600 community learning learners, most of whom were taking subjects other than FLLN Maths and English (1,347).
This report presents the findings of research into the prior qualification levels of adults aged 19 plus taking community ... Show Full Abstract
- British invention: global impact: the Government's response to Sir Andrew Witty's review of universities and growth
This is the government's response to the Witty review of universities and growth. The response sets out what the government will do to build on [the nation's] outstanding global reputation for science and research. It explains how government is rising to Sir Andrew's challenge through: making a long term commitment to supporting universities in their mission to deliver economic growth; drawing national successes through to the local level by strengthening Local Enterprise Partnerships and helping universities to support small and medium enterprises (SMEs); taking forward the 'Arrow Projects' concept to secure the potential of the technologies of the future; and aligning support for different scientific fields with the priorities that are developed for technologies and sectors in the context of the government's industrial strategy.
This is the government's response to the Witty review of universities and growth. The response sets out what the government ... Show Full Abstract
- Prior qualifications of adults undertaking classroom-based courses in further education 2012/13
The research looks at adult learners (aged 19 plus) undertaking full level two and full level three courses classified as Adult Learner Responsive (ALR) provision by the Skills Funding Agency. These courses are largely classroom-based. All of the learners in this research were undertaking courses with a vocational focus. The research looked specifically at the highest prior qualifications of adult learners (aged 19 plus) who were undertaking full level two or full level three classroom-based ALR courses in further education (FE) in November 2012. It examined how far investment in this stream of learning has been directed towards up-skilling individuals with lower skill levels, especially those without prior attainment at full level two (equivalent to five [General Certificated of Secondary Education] GCSEs at grades A to C or [National Vocational Qualification] NVQ level two). The research looked at the demographics, employment status and income of learners undertaking such courses and those undertaking their first level two learning.
The research looks at adult learners (aged 19 plus) undertaking full level two and full level three courses classified as ... Show Full Abstract
- Student income and expenditure survey 2011/12: English domiciled students
This paper presents findings from a study on the income and expenditure of higher education (HE) students studying in England. It is based on a series of earlier surveys undertaken at regular intervals since the mid 1980s, and most recently in 2007 to 2008. The surveys track the financial position of students and measure the impact of changes in funding and support. The report looks at the financial position of HE students in England in the academic year 2011 to 2012, and provides a baseline to measure changes to the student financial support package from 2012 to 2013.
This paper presents findings from a study on the income and expenditure of higher education (HE) students studying in ... Show Full Abstract
- Community Learning Trust (CLT) pilot evaluation
In August 2012, after a review and consultation, [the department] introduced new community learning policy objectives. [The department] set up Community Learning Trust (CLT) pilots to test different approaches to the planning and delivery of community learning. This evaluation covers: the set up of the trusts; partnership working; targeting disadvantaged people; involving local people; Pound Plus (income generation); and conclusions and lessons for the sector.
In August 2012, after a review and consultation, [the department] introduced new community learning policy objectives. [The ... Show Full Abstract
- Demand for mentoring among SMEs
This research analyses findings from a survey of 902 UK small and medium-sized enterprises (SMEs) exploring how the demand for business mentors among SMEs can be increased. The research explores: awareness of business mentoring opportunities; interest in and attitudes towards using business mentors; and barriers to using mentors. The report also reviews how SMEs currently use business mentors and their experience in doing so.
This research analyses findings from a survey of 902 UK small and medium-sized enterprises (SMEs) exploring how the demand ... Show Full Abstract
- Assessing the deadweight loss associated with public investment in further education and skills
This report of analysis was commissioned by [Department for Business, Innovation and Skills] BIS to improve the current assessment of deadweight loss in the further education and skills arena. Deadweight loss is defined as the extent to which government-funded training generates outcomes that are not additional to what would have occurred in the absence of such provision. It explains the concepts, models data at firm level, explains the results and makes recommendations.
This report of analysis was commissioned by [Department for Business, Innovation and Skills] BIS to improve the current ... Show Full Abstract
Corporate authors: London Economics (Great Britain) (Firm)
Geographic subjects: Great Britain; Europe
Resource type: Paper
Series name: BIS research paper
Subjects: Higher education; Finance; Governance;Skills and knowledge; Outcomes; Teaching and learning; Vocational education and training; Apprenticeship; Research show more
- Patterns, drivers and challenges pertaining to postgraduate taught study: an international comparative analysis
The global growth in postgraduate (PG) study since the mid-1990s has been attributed to the expansion in Masters by Coursework participation (Bekhradnia, B. (2005). Postgraduate education in the UK: Trends and challenges higher education policy institute. Paper presented at a conference The future of postgraduate education supporting the students of today and tomorrow, London, 17 March). However, unlike at undergraduate level, research into understanding PG growth has been under-researched. This paper aims to contribute to the knowledge gap by identifying and comparing the growth in PG study in Australia, Canada, the USA and the UK. It explores the possible drivers behind the growth and concludes by highlighting potential challenges facing the future of PG study across the sector.
The global growth in postgraduate (PG) study since the mid-1990s has been attributed to the expansion in Masters by ... Show Full Abstract
- Employability courses designed to meet local skills shortages: Blackpool and The Fylde College
Build Up is a is a dedicated construction facility that provides training programmes run by Blackpool and the Fylde College, which enables learners to develop effective employability skills within the construction industry. Learners develop an appropriate work ethic, which is valued by employers who use Build Up as their first choice to look for potential employees. Learners have real opportunities to gain sustained employment on local regeneration projects.
Build Up is a is a dedicated construction facility that provides training programmes run by Blackpool and the Fylde College, ... Show Full Abstract
- Developing 'know how': a participatory approach to assessment of placement learning
This paper is based on research undertaken on the supervised practice of an undergraduate programme of study which leads to both BA (Honours) degree and a professional qualification in youth work in a university in England. Youth work, for those unfamiliar with it, is a form of informal and experiential educational practice with young people often located in community settings. The purpose of youth work is to help young people learn about themselves, others and society through the use of educational activities which combine enjoyment, challenge and learning. Importantly, however, the findings of this paper [the authors] would argue are directly transferable to a variety of practice-based educational and vocational settings where students need to reflect on, analyse and either assess their own practice or have their practice assessed by others.
This paper is based on research undertaken on the supervised practice of an undergraduate programme of study which leads to ... Show Full Abstract