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The Learning and Skills Council (LSC) has now carried out the third National Learner Satisfaction Survey (NLSS). For 2003-04, the survey is based on over 43,000 learners (a substantially larger number of learners than in earlier surveys) receiving tuition or training through further education, work based learning and adult and community learning providers. This report summarises the main findings of the 2003-04 survey for further education (FE). The survey elicited learners' views of the quality of teaching, their overall satisfaction with their learning experience, and whether they would be likely to return to learning within three years on the basis of this experience. As with previous surveys, the results indicated high levels of satisfaction across the sector. The findings also reveal that more learners now get a 'buzz' from their learning, and more are reporting that their courses have 'helped them in their jobs'. However, there is evidence that some learners remain only fairly satisfied and others, dissatisfied. The report proposes that the sector address shortcomings in learners' experiences wherever possible, and improve the numbers found in the 'very' and 'extremely' satisfied group.

Related reports are indexed at TD/TNC 82.434, TD/TNC 82.435 and TD/TNC 82.437. Show less

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for the Skillfast-UK Sector Skills Council, which covers apparel, footwear, textiles and related businesses. The 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 about the extent, causes and implications of England's recruitment problems and skill gaps. It also measures employers' training activities. Key findings include: the largest companies are proportionately more likely to have hard-to-fill vacancies, but in terms of actual numbers, the largest proportion of hard-to-fill and skill shortage vacancies lie within the smallest companies; larger companies are also more likely to have skill gaps and also have the highest proportion of staff suffering from skill gaps; the main causes of hard-to-fill vacancies are a low number of applicants generally, low numbers of applicants with the required skills and a lack of experience required by the company; the main causes of skill gaps are the lack of experience of the member of staff and it appears that skill gaps are linked to recruitment difficulties; vacancies are predominantly for machine operatives, sales and customer service staff, elementary jobs and associate professionals, with this last group experiencing the highest density of skills shortage vacancies; the main occupations affected by skill gaps are machine operatives, elementary staff, managers and sales and customer service staff; the most common skills lacking in applicants are technical and practical skills, problem solving skills, customer handling skills and team working skills; the major area of skill gaps are also in the same areas; and skills that are in shortage reflect the nature of the job, e.g. sales staff are more likely to have deficiencies in communication and customer handling skills and managers lack management skills.

The main report and the report of the key findings of the National Employers Skills Survey 2003 are indexed at TD/TNC 79.281 and TD/TNC 79.599. Individual Sector Skills Council reports are indexed from TD/TNC 79.275 to TD/TNC 79.280. Show less

This report presents the findings of an impact assessment of the Adult Learning Grant (ALG). The focus of the research is on recipients' participation, retention, attainment and progression as a result of the receipt of ALG financial support. The research was conducted by Experian and Ipsos MORI on behalf of the Learning and Skills Council (LSC) between April and July 2008. Specifically the research: examines the effect of the ALG on recipients' decisions to participate in learning; examines the impact of the ALG on learner choice in terms of qualification level/type/subject, mode of study and working patterns; assesses additionality i.e. considers whether the ALG attracts new learners and raises achievement rates; measures the impact of the ALG on participation, retention and attainment amongst the eligible population; and determines any linkages between the ALG and other forms of learner support. Key findings include: the availability of ALG enabled 16 per cent of recipients to start their course earlier; if they had not received ALG, 15 per cent of recipients would have dropped out of their course, and 11 per cent would not have gone ahead with their course at all; 38 per cent of recipients said they would have studied part time rather than full time without ALG; and ALG recipients have higher achievement rates compared to the all learner average (81 per cent compared to 69 per cent). Chapter one provides a brief review of the key findings from previous ALG studies. Chapter two contains an overview of the research methodology. Chapter three presents findings with respect to the general profile of ALG recipients. Chapter four examines learner reasons for undertaking learning, the role the ALG has had on influencing learner decisions and whether the ALG influenced learners during their learning journey. Chapter five looks at additionality and learner benefits created by the ALG. Chapter six contains the conclusions based on the research findings. Show less

The Learning and Skills Council (LSC) and what was previously the Department for Education and Skills (DfES) have been working with the FE system (and particularly with FE colleges) to implement the reforms set out in Further Education: Raising Skills, Improving Life Chances, and to respond to the challenges set out by Lord Leitch in his recent report Prosperity for All in the Global Economy: World Class Skills (published by HM Treasury in December 2006). One of the key issues is the need to improve awareness and understanding of the role of the FE system among stakeholders. To achieve this, the LSC commissioned Ipsos MORI to conduct research among key stakeholders on their understanding and perceptions of the role of the FE system. This research provides a baseline measure of perceptions and attitudes against which future progress can be measured.

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

'Further Education: Raising Skills, Improving Life Chances' is indexed at TD/IRD 88.158 and 'Prosperity for All in the Global Economy: World Class Skills' is indexed at TD/IRD 88.157. Show less

In November 2005, the Learning and Skills Council (LSC) published the findings and recommendations of the strategic review of the LSC's planning and funding of provision for learners with learning difficulties and/or disabilities across the FE [further education] system, Through Inclusion to Excellence [indexed at TD/TNC 87.450]. The overarching recommendation of the report was that, in order to take forward its vision, the LSC should develop a national strategy for the delivery of this provision across the FE system. This document responds to that recommendation and is the first LSC strategy for the planning and funding of provision for learners with learning difficulties and/or disabilities. The strategy is the blueprint for LSC thinking and reiterates the organisation's intention to ensure that all of the 40 recommendations made in Through Inclusion to Excellence are fully explored and met.

Excerpt from executive summary. Show less

The Learning and Skills Council (LSC) is responsible for funding and planning post-16 education and training in England. This workforce development strategy describes how the LSC will achieve its responsibility to raise skill levels and the demand for learning, and engage employers in improving skills for employability and national competitiveness. The strategy has been developed in consultation with government and key partners at national, regional and local levels. The strategy comprises the following approach: (1) to raise informed demand for employment-related skills among individuals and employers; (2) to support improvements to the responsiveness and flexibility of the supply side of skills; and (3) to contribute to the development of an underpinning framework of better skills and labour market information, responsive vocational qualifications, and improved links to the wider educational agenda. Show less

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for the ConstructionSkills Sector Skills Council, which covers a wide range of sectors in the development and maintenance of the built environment. The 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 about the extent, causes and implications of England's recruitment problems and skill gaps. It also measures employers' training activities. Key findings include: vacancies and skill gaps in the ConstructionSkills SSC area are predominantly for skilled trades occupations and, to a lesser extent, professional occupations; the main causes of hard-to-fill vacancies are low numbers of applicants with the required skills, attitude, a lack of people interested in doing this sort of work and a low number of applicants generally; the most common skills lacking in applicants are technical and practical skills, communication skills, and problem solving skills; the major area of skill gaps are in technical and practical skills, communication skills and problem solving skills; and skills that are in shortage reflect the nature of the job, e.g. skilled trades staff are more likely to have deficiencies in technical and practical skills whilst managers and senior officials lack management skills.

The main report and the report of the key findings of the National Employers Skills Survey 2003 are indexed at TD/TNC 79.281 and TD/TNC 79.599. Individual Sector Skills Council reports are indexed from TD/TNC 79.275 to TD/TNC 79.280. Show less

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

Benchmarking - or ‘the art of stealing shamelessly’ - is a way of making the most of others’ expertise. By comparing your own processes and practices with another’s, you can identify what should be improved, find ways of making those improvements and then implement them. At LSDA, the Raising Quality and Achievement Programme facilitates and supports this work. This booklet is an introduction to benchmarking in the learning sector. It explains the principles and practices of benchmarking for learning providers, describing the three main benchmarking techniques.

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Train to Gain is one of the most important developments in skills policy in recent years. Introduced in April 2006, and fully rolled out in August of that year, Train to Gain is a national service for businesses that provides help in identifying and sourcing such training as will improve the skills of their workforce and their business performance. It aims to encourage employers to invest in the development of the skills and qualifications of their employees. It is particularly concerned with increasing the proportion of adults in the workforce who have Level 2 qualifications and good basic skills. Among the key guiding principles of the Train to Gain service is the idea that training provision and skills development should be individually tailored to the needs of the employer. To ensure that these objectives are being met and that the service meets the needs of employers, the Learning and Skills Council (LSC) has initiated an ongoing employer evaluation of the Train to Gain service. This document reports the findings from Sweep 3 of this employer evaluation, comparing these findings with those from Sweeps 1 and 2. The findings of Sweep 3 cover: analysis of how employers became involved with Train to Gain, and their expectations and motivations in doing so; the extent to which they found their Skills Broker to be responsive and accessible; employer views on the impartiality and relevance of advice given, and the Skills Broker's knowledge of potential training and funding opportunities; the impact Train to Gain has had on the ability and willingness of employers to engage with training; employer satisfaction with any training provision accessed through Train to Gain, and with the training provider delivering this; the benefits of involvement with Train to Gain, for the employer and the staff trained; and the likelihood of future involvement with Train to Gain amongst those who have been involved so far.

Excerpts from publication reprinted by permission of the copyright owner. Show less