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Learning and training at work 2001

This report is the third in an annual series of employer surveys that investigate workforce development ('Learning ... Show more
This report is the third in an annual series of employer surveys that investigate workforce development ('Learning and training at work 2000' is indexed at TD/TNC 67.435 and 'Learning and training at work 1999' is indexed at TD/TNC 62.664). The objectives of the 2001 survey were to collect information about: the volume, type and pattern of off-the-job training; key indicators of employers' commitment to training such as Investors in People (IiP); learning opportunities offered; and awareness of, and involvement with, a number of initiatives relevant to training. Show less

Authors: Spilsbury, David

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: Research report

Subjects: Teaching and learning; Research; Workforce development ... [+] Show more
The Science, Technology, Engineering, and Mathematics Programme report

The 'Science and innovation investment framework 2004-2014' sets out a long-term strategy to develop and maintain a ... Show more
The 'Science and innovation investment framework 2004-2014' sets out a long-term strategy to develop and maintain a supply of scientists, engineers, technologists and mathematicians (STEM) to support the science base in the UK. As part of this framework, the STEM cross-cutting program, jointly managed by the Department for Education and Skills (DfES) and the Department of Trade and Industry (DTI) was established to examine the range of initiatives that currently support this agenda and to identify ways to enhance the effectiveness of government funding in two areas: the flow of qualified people into the STEM workforce; and STEM literacy in the population. The program identified the need to improve the delivery of STEM initiatives so that the STEM system could be made more coherent. The work of the program has concentrated on where the most significant impact can be made through enhanced delivery for learners and learning providers, and the coordination of STEM through a simple core delivery network. This report documents actions to achieve these aims. The actions are underpinned by three principles: (1) STEM support should be available to all learners and learning providers so it will be necessary to build on and coordinate existing delivery networks to enable them to support the variety of needs; (2) there is a need for greater coordination of the many providers of professional development and enhancement activities to achieve more coherent delivery, but without losing diversity of choice; and (3) there are clear economies of scale in providing many of these resources at a level above that of local authority and local Learning and Skills Council (LSC) so some provision will be needed at national, regional and local levels. Show less

Authors: Rammell, Bill; Adonis, Andrew; Sainsbury, David

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2006

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Workforce development; Technology; Skills and knowledge ... [+] Show more
Skills in the global economy

This paper sets out the challenges that Britain's workforce will face in the increasingly competitive global econom ... Show more
This paper sets out the challenges that Britain's workforce will face in the increasingly competitive global economy and the steps that the government will take to ensure that all adults are equipped with the skills they need for sustainable employment and have the opportunity to improve these skills throughout their working life. It is presented in five chapters. The introductory chapter discusses the global challenges ahead and the government's planned response. The second chapter highlights the importance of skills to the economy in improving productivity, reducing economic and social disparities across society, and in meeting global competitiveness. The UK's historic skills are outlined and its current skills distribution is compared to those of other countries. Chapter three outlines the government's current approach to improving skills and recent progress in this area. Chapter four describes how the government will build on this progress to ensure that all low-skilled adults have the opportunity to achieve basic skills, including literacy and numeracy, required for employability and progression. The final chapter summarises the government's approach outlined in this paper. Show less

Corporate authors: Great Britain. HM Treasury ... [+] Show more

Date: 2004

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Workforce development; Globalisation; Skills and knowledge ... [+] Show more
An assessment of skill needs in post-16 education and training

Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, gen ... Show more
Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report summarises the current information about skills issues in the post-16 education and training sector. Its particular purpose is to draw together common themes that affect employers and employees working in further and higher education, community and adult education, and training and workforce development. The report examines drivers of change in the sector, current employment in the post-16 education and training sector, employment trends and projections, workforce demographics, workforce development and qualifications, skills issues and recruitment, and sector responses to the skills challenge. Show less

Authors: Williams, Mathew

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Industry information

Series name: Skills dialogue: listening to employers

Subjects: Workforce development; Demographics; Outcomes ... [+] Show more
Work-based training for young people: data from the England and Wales Youth Cohort Study

This report, based on the England and Wales Youth Cohort Study (YCS), describes the work-based training received by ... Show more
This report, based on the England and Wales Youth Cohort Study (YCS), describes the work-based training received by young people who left school at the age of 16. Findings include: government-supported training (GST) is still an important option for many people; in jobs outside the GST framework, half of full-time workers and three-fifths of part-time workers had been given no training at all; standards of training in other GST did not match standards in Advanced Modern Apprenticeships (AMAs); there was evidence of inequalities in access to high quality training by sex and ethnicity; young people's satisfaction with their training depended on the nature of the training rather than on the trainee's personal characteristics; there are high dropout rates from GST; and early leavers were more likely to have poor General Certificate of Secondary Education (GCSE) results and to have played truant at school than those who stayed in GST. The contents of the report are: Introduction; Young people on work-based routes; Off-the-job and on-the-job training; Changes over one year; Study for qualifications; Conclusions. Also included is a list of recent reports based on the England and Wales Youth Cohort Study. Show less

Authors: Payne, Joan

Corporate authors: Policy Studies Institute (Great Britain) ... [+] Show more

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: Research report

Subjects: Qualifications; Gender; Income ... [+] Show more
Education and training statistics for the United Kingdom

This eighth edition of ‘Education and training statistics for the United Kingdom’ uses over 50 tables to provide an ... Show more
This eighth edition of ‘Education and training statistics for the United Kingdom’ uses over 50 tables to provide an integrated overview of statistics on education and training in the UK. It covers: expenditure; schools; post-compulsory education and training; qualifications and destinations; population; and international comparisons. Key facts reported under ‘Post-compulsory education and training’ include: in 2001/02, 72% of 16 year olds and 58% of 17 year olds were in post-compulsory education either at school or in full-time further education; there were 47,300 new starts on Advanced Modern Apprenticeship schemes (AMAs) in England in 2002/3; the average number of learners on AMAs in 2002/3 was 108,300, representing almost two-fifths of the average year for the total number of learners on work-based learning for young people; people with high levels of qualifications were much more likely than those with low or no qualifications to have received job-related training; the economically inactive tend to receive job-related training of a longer duration than that received by employees; and a further education college or university is the most common location for off-the-job training. Show less

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2004

Geographic subjects: Europe; Great Britain

Resource type: Statistical series

Subjects: Apprenticeship; Participation; Qualifications ... [+] Show more
National evaluation of Learning Partnerships: interim impact report 1: January 2002

Learning Partnerships were set up across the United Kingdom (UK) in early 1999 to promote a new culture across the ... Show more
Learning Partnerships were set up across the United Kingdom (UK) in early 1999 to promote a new culture across the school, further education (FE) work-based learning, and adult and community learning sectors to rationalise the range of existing local partnership arrangements covering post-16 learning. This is the fourth of six reports. It provides an update of the progress that Learning Partnerships have made nationally and is based upon an analysis of Learning Partnerships' performance as reported by the partnerships themselves, 20 national case studies, and a review of five regional evaluation reports. The contents are: Introduction; Purpose and focus; Learning Partnership activities; Relationships; Area inspections; Impact; Added value; Conclusions and Recommendations.
The other reports are indexed at TD/TNC 68.196, TD/TNC 69.279 and TD/TNC 69.280 and the final report is indexed at TD/TNC 75.237. Show less

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Adult and community education; Research; Providers of education and training ... [+] Show more
National Employers Skills Survey 2004: key findings

The 2004 National Employers Skills Survey (NESS) was commissioned by the Learning and Skills Council (LSC), in part ... Show more
The 2004 National Employers Skills Survey (NESS) was commissioned by the Learning and Skills Council (LSC), in partnership with the Sector Skills Development Agency (SSDA) and the Department for Education and Skills (DfES), to provide detailed information on skills and workforce development issues facing employers in England to serve as a common basis to develop policy and assess the impact of skills initiatives. The survey included 27,000 employers across all sectors of business activity in England. This report, which highlights key findings from the Survey, follows the same format as the main report. Following the introduction, the second section lists the key findings in a table with comparisons provided for 2001 and 2003. Section three details key findings in respect of skills shortages and other recruitment difficulties while the focus of section four is on skills gaps within the existing workforce. Section five covers training and workforce development. The findings indicate: that skills deficiencies continue to affect about a quarter of the employers; evidence of a slight easing of skills problems for employers in terms of the number of staff lacking skills and the number of vacancies where skills shortages are experienced; skills deficiencies affect different size and sector of employer, and occupational group, very differently; and there have been significant increases in the proportion of employers with training plans.
The main report is available in VOCEDplus at TD/TNC 83.265. Show less

Corporate authors: Learning and Skills Council (Great Britain) (LSC) ... [+] Show more

Date: 2005

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Workforce development; Research; Skills and knowledge ... [+] Show more
Evaluation of Increased Flexibility for 14-16 Year Olds Programme: delivery for cohorts 3 and 4 and the future

The Increased Flexibility for 14-16 year olds Programme (IFP) was introduced in 2002 by the UK Department for Educa ... Show more
The Increased Flexibility for 14-16 year olds Programme (IFP) was introduced in 2002 by the UK Department for Education and Skills (DfES) in order to 'create enhanced vocational and work-related learning opportunities for 14-16 year olds who can benefit most'. Partnerships between schools and colleges and training providers were formed and two cohorts of Year 10 students began two-year vocational courses including National Vocational Qualifications (NVQs), other Vocational Qualifications (VQs) and new General Certificate in Secondary Education (GCSEs) in vocational subjects. The partnerships aimed to enhance student attainment, develop their skills, knowledge and social learning, and increase retention in education and training after 16. As part of the evaluation of IFP, the DfES commissioned the National Foundation for Educational Research (NFER) to undertake a program of case study visits to nine IFP partnerships. The purpose was to investigate the extent to which IFP had become 'embedded in partnership provision and the wider 14-19 agenda' and factors that affected this process either positively or negatively. Specific objectives were to: identify the current partnership arrangements and the extent to which these had changed in relation to the nature of the cohorts and models of delivery; explore the development of IFP including the extent to which it had become embedded in institutions' provision; examine staff's perceptions of the contribution of IFP, and their partnerships' experience, to the transition into the new 14-19 arrangements; investigate the perceived outcomes for young people, staff and institutions from participating in IFP; and explore young people's experience of participating in IFP including their reasons for participating, experience of the program and the main outcomes including their intended future progression. The overall success of the partnerships was indicated by the generally positive view of staff and students about working in partnerships. In addition, the membership of the partnerships had remained stable or had consolidated over the four years of the program. Partnerships with more effective outcomes were characterised by clear selection criteria acknowledged by both college and school staff, effective support for students, and good communication at operational and partnership levels. Show less

Authors: O'Donnell, Lisa; Golden, Sarah; McCrone, Tami; Rudd, Peter ... [+] Show more

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2006

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: DfES research report

Subjects: Vocational education and training; Secondary education; Research ... [+] Show more
National evaluation of Learning Partnerships: case study findings: November 2000

Learning Partnerships were set up across the United Kingdom (UK) in early 1999 to promote a new culture across the ... Show more
Learning Partnerships were set up across the United Kingdom (UK) in early 1999 to promote a new culture across the school, further education (FE) work-based learning, and adult and community learning sectors to rationalise the range of existing local partnership arrangements covering post-16 learning. This analysis, which is based on 20 case studies, provides an overview of key issues associated with progress, early impact and added value of Partnership Activity. It concentrates on the focus, performance and impact aspects of Partnership development and draws interim conclusions and recommendations. The contents are: Introduction; Partnership focus; Aspects of success; Barriers to development; Value added; Performance indicators; Conclusions and recommendations.
Other related reports are indexed at TD/TNC 68.196, TD/TNC 69.278 and TD/TNC 69.279 and the final report is indexed at TD/TNC 75.237. Show less

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2000

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Adult and community education; Research; Providers of education and training ... [+] Show more