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The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

This paper considers issues relating to the measurement of skill for national statistical purposes, drawing on research leading to the revision of the national occupational classification for the United Kingdom (UK), SOC90. (Note: the revised classification will be referred to as SOC2000.) It aims to provide advice on the measurement of skill and the monitoring of change and to explain how the revised classification will affect the analysis of skill change and lead to a re-examination of forecasting of occupational structure. During the two-year revision process, perceived inadequacies were identified and the paper notes the major problems of definition that arose. Following the introduction, Section 2 presents a brief history of occupational classification in the UK. Section 3 describes the conceptual basis of the Standard Occupational Classification (SOC). Section 4 looks at problems with SOC90 and the constraints placed on the process. Section 5 briefly discusses the major processes of labour market change which shaped the revision. Section 6 identifies the sources and methods that were used in investigating occupational change. Section 7 presents an outline of the major changes to be introduced within SOC2000. Section 8 presents the authors' conclusions, in which they point out the difficulties caused by the speed of change in both skill areas and work organisation, but also maintain that this will be a better tool for the measurement of skill and for job-matching purposes.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.650. Show less

The National Skills Task Force was set up to ensure that Britain has the skills needed to ensure high levels of employment, be competitive in the global marketplace and provide opportunities for all. This final report brings together the themes and recommendations of the three interim reports. Proposals for a national skills agenda are presented in three areas: policy actions to improve the supply side of education and training; an approach to managing the system so that employment needs and learning strategies match; and a set of targets and measures to monitor and improve progress. Chapter 1 outlines the vision for a National Skills Agenda; Chapter 2 summarises the findings and is an assessment of the main skills gaps and shortages; Chapter 3 presents the features of a new post-16 education and training system; Chapter 4 examines a strategy for stimulating demand and managing the system; and Chapter 5 looks at the way forward in terms of priorities, targets, roles and responsibilities. The publication also contains five annexes detailing terms of reference, membership of the Task Force, publications list and definitions.

Other reports of the National Skills Task Force are indexed from TD/TNC 62.653 to TD/TNC 62.655 and at TD/TNC 62.657 and an initial response to the final report is indexed at TD/TNC 62.658. Show less

The National Skills Task Force was set up to ensure that Britain has the skills needed to ensure high levels of employment, be competitive in the global marketplace and provide opportunities for all. It presents a vision for modernising Britain's education and training system. This publication reports on the first three months' work of the Task Force, which which will provide advice on skills needs and shortages, practical measures to raise the level of sustainable employment, what changes are needed in the long term and how they can be met, and how to ensure that the education and training system responds appropriately to the identified needs.

Other reports of the National Skills Task Force are indexed from TD/TNC 62.654 to TD/TNC 62.657 and an initial response to the final report is indexed at TD/TNC 62.658. Show less

The National Skills Task Force was set up to ensure that Britain has the skills needed to ensure high levels of employment, be competitive in the global marketplace and provide opportunities for all. This second report deals with three fundamental issues: how to build a system which provides a high level of skill for young people, how to equip all people with the key skills needed for employability and how to ensure that all students and educational institutions have the information they need to make informed choices and appropriate plans. The report is presented in three parts: Part 1 - Skills for young people, which emphasises participation and progression and identifies areas in which changes are needed; Part 2 - Employability and key skills, which presents a national strategy for key skills, including specific targets for mathematics and IT skills; and Part 3 - Information, which looks at gaps in the market and suggests a new strategy for informing the market. Annexes which summarise responses and give the terms of reference complete this publication.

Other reports of the National Skills Task Force are indexed at TD/TNC 62.653 and from TD/TNC 62.655 to TD/TNC 62.657 and an initial response to the final report is indexed at TD/TNC 62.658. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

The main aim of this study of the banking, finance and insurance sector is to identify the implications of recent and projected changes in employment on the types and levels of skills required. It also examines the impact of organisational and technological change. The author begins by defining the main activities undertaken in the sector, the composition of employment and the gender and occupational structures. Hasluck then looks more closely at the background to previous employment growth and current developments, presenting supporting tables on employment trends, employment change and employment projections. Finally, Hasluck identifies skill shortages and gaps and presents the conclusions as a series of key messages which acknowledge the volatile nature of the financial sector.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.640 and from TD/TNC 62.642 to TD/TNC 62.651. Show less

This response to the Green Paper 'The learning age: a renaissance for a new Britain' is primarily a summary of individual responses in note form, following some introductory and overview comments.

The Green Paper 'The learning Age: a renaissance for a new Britain' is indexed at TD/IRD 88.177. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

This review paper focuses on the issues surrounding the provision and use of science skills in the United Kingdom (UK) economy, throughout many disciplines, many business sectors, research and education. It also briefly compares the provision of science skills in the United States (USA) and the European Union (EU) from a review of existing evidence and contact with sectoral, professional and other bodies. The focus is on employees in graduate-level scientific occupations, particularly in the core disciplines of biology, chemistry, physics and maths. Following an introduction, the authors present information on: key trends in secondary education, applications for first degrees, number of students graduating and the early employment experiences of science graduates; employment and recruitment difficulties; and international mobility and the 'brain drain'. The paper concludes with a set of conclusions and implications for future policy.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.648 and from TD/TNC 62.650 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

Sociologists and economists have reported for some time that certain identifiable generic skills are now specially important, are in demand and therefore have pay implications. This paper tests the assertions in the labour market, using some newly-designed generic skills indices derived from a nationally representative survey. The generic skills identified are: verbal, manual, problem-solving and checking, numerical, planning, client communication, horizontal communication, professional communication, computing, autonomy, variety and organised teamworking. The skills were investigated using job analysis methods adapted by an interdisciplinary team and incorporating ideas from economics, sociology and psychology. Green describes the process in some detail, including the definition of skills. The results show that some skills continue to have a high value, such as computing, whereas other skills have virtually no labour market value or, in some cases, negative reward. The author concludes with comments on the results and suggestions for both employers and the government.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.639 and from TD/TNC 62.641 to TD/TNC 62.651. Show less

Part one of this report describes the background and context to the research project. The aim was to investigate how skills policy is formed, conducted and developed in six of Britain's competitor countries - Canada, New Zealand, The Netherlands, Denmark, Italy and Taiwan. The objectives and particular issues covered by the study are listed and the methodology is described in some detail. Details are also presented on the process used for selecting the number and choice of countries. Part two comprises six chapters, looking at how each of the countries provides the vocational education and training skills required for the present economic situation and in preparation for the future. There are comprehensive notes at the end of each chapter. The final part compares the policies of the countries covered with those of Britain. The three main questions examined were: (1) do the countries studied actually have a skills policy or strategy?; (2) what are the main influences or forces bearing on and shaping these countries' policies, and is it possible to isolate factors which predispose to more or less effective policies?; and (3) what can be said about the success of the six countries' policies? The paper concludes with some specific points to consider as lessons for Britain. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

This paper begins with a description of the complex relationship between different individuals and groups involved in skill development and formation. The authors point out that people may be affected by the decisions of all or any of a large group of decision-makers, from central government agencies such as Training Enterprise Councils and Industry Training Boards, to educational institutions and employers. The problem is further complicated by different levels of interaction at the international, national, regional and local level, depending on skill level. Knowledge of the system and the ability to work through it are seen as essential tools in skill development and upgrading and the authors present the idea of 'cognitive filters' which operate within the skills formation area and influence decision-making. Clearly the least privileged in terms of social background have the least knowledge about how the system operates. The paper then concentrates on the influence of two areas - employers and schools. Employers can reproduce the skills they already have in their workforce and they can expand and change skills as required. Schools are seen to have divergent goals: they aim to develop each student's competence to the best and highest level, yet, at the same time, they aim to prepare students for the world of work. Within this contradictory environment, crucial decisions are made about future employment, training and the relative skills needed. When other factors relating to poverty, ethnicity, gender and social class are considered, it becomes clear that changes must be made to improve the current situation. The authors conclude that there is not one set of solutions to cope with skill shortages and the changing nature of work, but there is a need for new policies and programs to be developed to integrate these divergent elements.

Other research reports in this series are indexed at TD/TNC 62.633 and from TD/TNC 62.635 to TD/TNC 62.651. Show less