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The UK government has published this consultation in response to the ‘Richard review of apprenticeships’, published in November 2012. It sets out the government’s long term vision for apprenticeships, together with proposals for achieving this. The review looked at how apprenticeships in England can meet the needs of the changing economy. This government response accepts the review’s assessment of the challenges and opportunities to come and endorses its recommendations for reform, in particular to: place control of apprenticeships more firmly in the hands of employers; and ensure that all apprenticeships are rigorous and responsive to employers’ needs. The government’s response also launches a consultation on the practical steps needed to turn this vision into reality. The government invites contributions from those interested in the future of apprenticeships by 22 May 2013. These will be considered and used to inform the government’s future approach and implementation plan in 2013.

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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.

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The Specification of Apprenticeship Standards for England (SASE) sets out the minimum requirements to be included in a recognised English framework. Compliance with the SASE is a statutory requirement of the Apprenticeships, Skills, Children and Learning (ASCL) Act. This is the second statutory SASE which incorporates modifications to the specification of Higher Apprenticeship standards. It will be brought into effect by order issued by the Secretary of State.

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The current policy context in the UK provides further education (FE) colleges with greater autonomy and freedom from central government control. This in turn has reinforced the increasingly important role of college governors in setting the strategic direction of their institutions and the increased accountability to students, employers and their wider communities. The further education governance project was commissioned by the UK government to consider what more can be done to recognise, incentivise and reward good governance, to support improved standards in sixth form and further education colleges. The project focused on three key themes: (1) recruitment and succession planning, including the make-up of governing bodies; (2) recognising the status and importance of governors, including through non-financial incentives; and (3) remuneration for governors, taking account of current practice in other sectors and the Charity Commission's views. The report sets out a series of recommendations that seek to support stronger governance and improved standards.

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[This report contains a] Government strategy, produced in partnership with industry and academia, that sets direction and leadership for UK data capability. This includes several aspects: (1) human capital: a skilled workforce, and data-confident citizens; (2) the tools and infrastructure which are available to store and analyse data; and (3) data as an enabler: the ability of consumers, businesses and academia to access and share data appropriately. This strategy includes measures to: (1) build capability in the commercial, academic and public sector; (2) strengthen skills focused at schools, higher and further education; (3) continue professional development; and (4) ensure that the UK's infrastructure and [research and development] R&D environment supports improved data capability.

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This report was submitted to the [House of] Lords [European Union] EU Sub-committee on the Internal Market, Infrastructure and Employment in October 2013. It was in response to a call for evidence on EU action to tackle youth unemployment. It presents: (1) a summary of the key evidence on the effectiveness of policy interventions aimed at reducing youth unemployment; (2) background on the youth labour market situation in the EU and UK; and (3) a brief summary of the government's position at the time on the EU's policies to tackle youth unemployment.

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[This report presents the] results of the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills for England. The OECD survey is based on tests of adult skills in literacy, numeracy and problem solving, conducted across 25 countries in 2012. This report highlights skill levels in England in comparison to other countries. It also examines: (1) relationships between skill levels and personal characteristics; (2) use of skills in work and in everyday life; and (3) characteristics related to having low skills and comparison with previous international surveys.

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This report brings together information on postgraduate applications to English higher education institutions (HEIs) from the academic years 2005 to 2006 through to 2011 to 2012. HEIs provided data on postgraduate applications broken down by demographic factors, type and level of course studied, subject, domicile, previous HEI attended and offers. The report examines how student demand has changed and how it may have been affected by levels of student debt.

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[This report] presents the findings from assessing of the early impact of 'New challenges, new chances further education and skills system reform plan: building a world class system', published in December 2011. The report set out what the UK government would financially support and the program of work to reform the further education (FE) and skills system for adults aged 19 and over in England. This evaluation assesses how far the reform program: (1) influenced the behaviour of FE and skills providers; and (2) changed the way that they work with government and its agencies. It also examines how the reforms affected: (1) increasing employer and learner investment in skills; and (2) creating a responsive and high-quality FE sector. Show less

This research aims to inform the forthcoming negotiations for the European Structural and Cohesion programs to run from 2014 to 2020. It looks at how the European Social Fund (ESF) might be used to promote economic growth and the creation of employment opportunities through supporting activity around self-employment, entrepreneurship and the providing of re-skilling opportunities. The research was based around Manchester and Newcastle to gain insights into how ESF delivery arrangements are working at the local level, and how they might best serve city-level priorities in the future. Although current ESF delivery is seen as contributing to addressing employability and skills concerns, a number of clear issues for consideration emerged from the study. For some, current provision is viewed as too generic, partly because it is delivered through large contracts rather than being more locally focused and oriented around meeting specific local needs.

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