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[This paper] reports research findings on the [UK] government's proposal for adults aged 24 and above, who study for qualifications at level 3 and above, to make greater contributions to the costs of their learning. The government proposes to remove grant funding for these further education learners and courses. This will allow the government to focus investment on younger and lower-qualified learners who are less likely to invest in themselves. Instead, the government will provide income-contingent loans to cover the resulting upfront costs, in line with its principles of promoting fairness and personal responsibility. These 24+ Advanced Learning Loans will be made available to new learners from the 2013 to 2014 academic year, with the first full year expected to be the 2014/15 academic year. [Department for Business, Innovation and Skills] BIS carried out an impact assessment to show the economic costs and benefits of this proposal, and an equality impact assessment to look at how the proposal will affect different types of learners. This research provides a greater understanding of four specific learner groups: those aged 40+, and particularly those out of work; those with mental or physical disabilities or learning difficulties that have particular needs regarding communication and information; those seeking to take up Advanced/Higher Apprentices; and Muslim learners. This research indicated that most learner groups are unlikely to be put off by the loans proposition, provided it is communicated effectively. It also highlighted groups which are likely to face specific issues and challenges.

Abstract from publisher's website. Show less

The Framework for Excellence (the Framework) is a comprehensive performance assessment framework for the Further Education (FE) system. The main aims of the Framework are to provide a single, unified framework for assessing and reporting achievement in all key areas of performance. The Framework is being developed by the Learning and Skills Council (LSC), in partnership with the Department for Innovation, Universities and Skills (DIUS), Ofsted and the Quality Improvement Agency (QIA). From June 2007 to April 2008, the LSC engaged with 100 learning providers to test and trial the Framework as a 'pilot programme' in readiness for the Framework's implementation (Version 1) in the summer of 2008. The aims of this evaluation are to report on whether: a) the pilot met its objectives; b) stakeholders have been engaged effectively; and c) the pilot process has been effective. An independent review of the Framework and its outputs will be undertaken during 2008. The pilot process appears to have been a fairly effective, if time-consuming process. As a result of the pilot, the LSC and its partners are much clearer about the potential issues which may be faced by the sector when the Framework is applied fully. Also, the LSC now has a better understanding of the support needed by stakeholders to ensure the Framework develops into a robust performance assessment tool.

Excerpt from published introduction reprinted by permission of the copyright owner.

An overview of the Framework is indexed at TD/TNC 87.507. Show less

The Learning and Skills Council (LSC) National Office commissioned [the National Institute of Adult Continuing Education] NIACE to identify the possible impact of the new qualification, registration and [continuing professional development] CPD requirements for teachers, trainers and tutors in the learning and skills sector (referred to here as the ‘QTLS reforms’) on Third Sector (TS) providers and practitioners. TS organisations are: non-governmental; ‘value driven’ (primarily motivated by the desire to further social, environmental or cultural objectives rather than to make a profit per se); and principally reinvest their surpluses to further social, environmental or cultural objectives. The LSC also sought an indication of the possible costs of compliance for TS organisations, and how these providers might be supported most effectively. Third Sector organisations in scope included those delivering LSC-funded programmes under direct contract to the LSC and those in partnership arrangements with lead providers, such as colleges, local authorities, and TS consortia, along with some prospective TS providers. The project addressed four key areas. These were: current teacher qualification levels amongst TS organisations; the TS teacher role, its distinguishing features (if any) and how these intersect with the QTLS reforms; the likely cost implications for TS providers of implementing the QTLS reforms, both in terms of meeting the new requirements and establishing/sustaining a supporting infrastructure; and issues or barriers that could affect TS engagement with the reforms, and any examples of practice to show how these could be addressed.

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[This report is the] UK government's response to the Wilson review of business-university engagement. [It] sets out what the government will do to build on acknowledged strengths to create the best conditions for universities and businesses to work together to create prosperity over the next decade. [It] covers government initiatives to promote employability skills, research and innovation, work placements and internships, and university-business collaboration at the local level.

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This document is concerned with the development of a framework for quality and success as part of the implementation of ‘Success for all’, a strategy focused on reforming education and training in the UK through partnership in the learning and skills sector. The proposed framework will be created through a new planning, funding and accountability system developed by the Learning and Skills Council (LSC). Key proposals outlined in this report relate to: three-year development plans; the setting and agreeing of improvement targets; performance assessment; three-year funding agreements; and the setting and agreeing of floor targets for success rates. The intended audience includes further education (FE) colleges, higher education institutions with FE provision, adult and community learning provision and specialist institutions. A companion document focuses solely on how these issues apply to work-based learning providers. Show less

This guide is a result of research conducted in summer 2009 among a selection of [further education] FE colleges. The colleges that participated in the research were involved in a range of programmes aimed at encouraging colleges to support those who are out of work to gain sustainable employment: (1) National Voluntary Training Pilot (NVTP); (2) The Training Offer for those unemployed for six months (Six Month Offer); (3) Adult Learner Responsive Pilot (ALR Pilot); and (4) Sector Employability Toolkits Pilot (SET Pilot). The guide covers six key areas: (1) planning and setting up provision; (2) identifying courses that will help learners move into employment; (3) increasing referrals from [Job Centre Plus] (JCP) and directly recruiting learners; (4) maximising conversions from referral to enrolment and learning; (5) helping students move in to sustainable work and continue learning; and (6) monitoring success in learning and work. The research was conducted while many of the colleges interviewed were still at relatively early stages of delivery (most had established processes and partnerships but only a few had delivered courses to significant numbers of learners). As such this guide should be seen as containing examples of good practice so far; further good practice is expected to emerge when delivery is at a more advanced stage and more colleges are involved with the offers.

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This report analyses the UK findings from the fourth round of the European Union Continuing Vocational Training Survey (CVTS4). It looks at trends in vocational training provision over time. The survey is conducted across 29 European countries every five years. 'Continuing vocational training' (CVT) is defined as pre-arranged training at least partially funded by the organisation, or training that took place during employee's paid working time. The report identifies consistencies and key themes in the data and suggests underlying explanations and connections between them: larger organisations are more likely than smaller ones to offer CVT, and to have the organisational structure to support the training; financial services and public sectors, which are dominated by large businesses and organisations, are more likely to train their staff than those in production and construction sectors that have smaller organisations; on average, men spent slightly more time on CVT courses than women, which can be explained by the significant gender imbalance in the production and construction sectors, and the fact that health and safety and environmental matters are of more relevance to manual and technical occupations mainly held by men; mandatory training was a significant component of all CVT provision, which could be explained by the UK's 'licence to practice' approach, creating an overall greater volume of training; private training companies are used by nearly twice as many employers as public training institutions such as further education colleges and universities; and barriers to training were mainly demand factors: employers did not perceive a need for training or were unwilling to pay its costs in time or cash outlay. This report analyses the UK findings only from the CVTS4.

Published abstract. Show less

This strategy sets out how the UK government and the whole education sector will work together to build on existing strengths in higher and further education, in UK schools overseas, in educational technology and products and services, and in delivering English language training. The strategy covers: (1) welcoming and supporting international students; (2) supporting transnational education (supporting British schools and colleges operating overseas, developing ‘end-to-end’ English language training, and strengthening quality assurance); (3) providing leadership in education technology (actively encouraging development of Massive Open Online Courses (MOOCs), and launching a design call, through the Technology Strategy Board, on commercialising education technology); (4) developing international relationships; and (5) building the UK brand and taking up opportunities overseas.

The strategy is accompanied by an analytical narrative that identifies a number of challenges facing the UK education sector and a one-page statistical factsheet. Show less

This research informs the Learning and Skills Council's understanding of large national employers' attitudes and practices in terms of recruitment and training. Specifically, the research explores: whether employers prefer to recruit 'ready-made' staff externally or to train 'in-house', and whom they believe has the main responsibility for providing a skilled workforce; recruitment practices, and especially the relative roles of qualifications and skills in the sifting process; the role of head or national offices in developing training plans and how far these are developed nationally or devolved to local sites; the training 'ethos' of companies, including what levels of employee typically receive training and whether the company's views on particular skills are filtered through to its suppliers; the different methods companies use to retain staff and what role training plays in this; and the perceived benefits of training.

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This prospectus provides an overview of the topics covered by our offer with short descriptions to help understanding. It also explains how to apply for training or to get help with analysing your needs. Our aim is to help schools, colleges and others achieve their objectives particularly in relation to management, staff development, collaboration, curriculum development and vocational learning. All of which are highly relevant to implementing the new 14-19 agenda. We would like to thank the DfES for enabling us to make this offer through their funding of the 14-19 Vocational Learning and Support Programme.

Published abstract reprinted by permission of the copyright owner. Show less