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York Consulting were commissioned by the Department for Education and Skills (DfES) to evaluate the impact of the Learning Partnerships established across the United Kingdom (UK) in early 1999. The partnerships were designed to promote a new culture of provider collaboration across the educational sectors (schools, further education, work-based learning, and adult and community learning) and to rationalise the range of existing local partnerships arrangements covering post-16 learning. This interim report provides an analysis of interim progress and early impact of Learning Partnerships as at May 2001. The report is based on a review of management information, Learning Plan Executive Summaries, national case studies and regional evaluations. The final evaluation report which will be published early in 2003. The first part of the report outlines the key findings and issues from national data and the national Learning Partnerships database developed by the research team and based on Learning Plan Executive Summaries. The second part analyses the key findings from the 20 national case studies and regional evaluation reports and the final section draws together the research findings to present conclusions and key recommendations. The findings demonstrate that although progress and impact in relation to partnership is being achieved, Learning Partnerships continue to face a number of potential constraints.

Other related reports are indexed from TD/TNC 69.278 to TD/TNC 69.280 and the final report is indexed at TD/TNC 75.237. Show less

Foundation degrees (FDs) were established as a pathway for people within the workplace to build on existing expertise and continue working at the same time as studying for a higher level qualification. One of the FDs developed was in the Early Years (EY) sector. The Early Years Sector-Endorsed Foundation Degree (EYSEFD) comprises practical experience in an EY workplace, supported by a mentor, which constitutes the work-based learning (WBL) element of the course, in conjunction with academic work. This report presents the findings of a qualitative study exploring employers' and mentors' views and experiences of the EYSEFD, specifically: the nature of information employers and mentors have received about the program and their levels of satisfaction with this; how employers and mentors conceptualise their roles in relation to the EYSEFD students, particularly in relation to WBL and mentoring; the types and levels of involvement of employers and mentors with EYSEFD students, and explanatory factors for this; employer and mentor motivations for supporting the student through the EYSEFD, and feelings about their role; the logistics of accommodating an EYSEFD student in the workplace in terms of WBL, mentoring, and finances; impacts of the EYSEFD on students' work, the setting, other staff members, the EY sector as a whole and the students' future career progression; and employer and mentor views about the value of the EYSEFD to their setting, and feelings about how the experience of accommodating and mentoring an EYSEFD student could be improved. Employers experienced a range of 'de-motivators' and 'motivators' to supporting EYSEFD students. The key 'de-motivators' included: a lack of information and contact with the college about the EYSEFD and the role of employers and mentors in facilitating the WBL aspect; logistical and financial difficulties in accommodating WBL, mentoring and student attendance at college; and lack of progression opportunities within the setting. Key 'motivators' included: a strong commitment on the part of the employer to staff training; the ability to accommodate the EYSEFD logistically and financially; and confidence in the degree strengthened by good information from the college.

The report of the study of students' experiences of the EYSEFD is indexed at TD/TNC 85.381. Show less

‘Education and Training 2010’ is a long-term project governed by the European Commission which aims to contribute to the Lisbon Strategy in the area of education and training. The goal of the project is to see Europe recognised by 2010 as the world leader in terms of the quality of its education and training systems. The Copenhagen declaration in November 2002 is a related policy which set out a strategy for improving the overall performance, quality and attractiveness of vocational education and training (VET) in Europe. Transfer and recognition of qualifications and competences is an increasingly important aspect of education and training systems, and refers to the ability to carry qualifications between different contexts, levels and settings of education and training. It is the aim of the Technical Working Group (TWG) to investigate options for the development of a system of credit transfer in VET at a European level, while also looking at common reference levels for qualifications and competences, and common principles for certification. This report updates on progress made in this area during the period of November 2002 - October 2003, with a final report to the European Commission, outlining a basis for concrete action in this field, planned for release at an unspecified future date. The TWG concludes with a summary of their main achievements thus far, which include: the identification of key issues and concepts at stake in the development of a European credit system for VET (referred to as ECVET); the formulation of a strategy for the development and implementation of ECVET; and the initiation of further research and consultation with stakeholders concerning the key issues.

Selected documents relating to ‘Education and Training 2010’ are indexed from TD/TNC 80.530 to TD/TNC 80.541. Show less

The [Coronavirus Disease 2019] COVID-19 pandemic has led to deep shocks and scars to the economy and societies throughout the world. To mitigate and address these shocks and scars, as well as the wider impacts of the pandemic, many countries put in place recovery plans that may now be threatened by Russia's war of aggression against Ukraine, the associated rises in energy prices and cost of living, and its consequences on the global economy. At the same time, countries are also mobilising to reduce greenhouse gas emissions and widespread environmental degradation, working to adjust to the diffusion of new digital technologies (including generative artificial intelligence systems), and putting in place strategies to reduce the economic and societal effects related to increased poverty and shares of marginalised population.

Overall, countries look increasingly vulnerable, with risks of profound economic and societal upheavals. In this context, skills development and lifelong learning play a fundamental role, now more than ever before. Skills are essential to ensure that individuals and societies are able to navigate and integrate into a rapidly changing world of work. Learning from the past three years is critical to strengthen the resilience of lifelong learning systems to future and ongoing shocks.

This brief focuses on the resilience of skill systems, which is key to promote resilient labour markets and societies. It reviews what policy responses can promote labour market integration and skills development, with a view to build resilient systems. It draws lessons from recent episodes of economic downturn, for example the COVID-19 pandemic - an economic crisis for which both shock and recovery are currently observable - as well as the cost-of-living crisis, that many countries have recently experienced as a consequence of rising prices, in particular for energy.

The brief first summarises evidence on the effect of COVID-19 and the cost-of-living crisis on labour markets and skills over 2020-2023, flagging their most important lessons. It then proceeds to describe a set of policies that have recently been implemented around the world to foster skill resilient systems in the face of external shocks - such as the pandemic crisis or the energy crisis, by classifying them in policies to enhance absorption, adaptation, and anticipation.

Edited excerpts from publication. Show less

The European Qualifications Framework for Lifelong Learning (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting the mobility of workers and learners between countries and facilitating their lifelong learning. The EQF will relate national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems. The EQF was adopted by the European Parliament and Council on 23 April 2008. The EQF encourages countries to relate their qualifications systems or frameworks to the EQF by 2010 and to ensure that all new qualifications issued from 2012 carry a reference to the appropriate EQF level. The core of the EQF are eight reference levels describing what a learner knows, understands and is able to do, i.e. learning outcomes. Levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). It will therefore enable much easier comparison between national qualifications and should also mean that people do not have to repeat learning if they move to another country. The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational education. The system shifts the focus from the traditional approach which emphasises 'learning inputs' such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning.

Excerpt from European Commission website. Show less

The piloting of Education Maintenance Allowance (EMA) initiative in 15 Local Education Authority (LEA) areas began in September 1999. The pilots, which will run for three years, are expected to test the extent to which a financial incentive improves post-16 participation, retention and achievement rates in education. This report focuses on the implementation and administration of the EMA pilot in its second year. Issues examined in this report include: the role of implementation groups; perceptions of EMA, particularly among training providers; general community awareness of the EMA initiative; the taking up of EMAs by income level, choices of curricula and education provider and the impact of EMAs on other post-Year 11 routes; mechanisms for administering EMAs; and the impact of EMAs on the attendance, retention and achievement of post-16 year old students. Show less

The UK government has introduced a number of initiatives designed to improve the availability, quality and accessibility of services for young children within its National Childcare Strategy. The childcare workforce is a key ingredient in the success of this goal and must be supported by the recruitment and retention of sufficient, appropriately trained workers. This report covers three studies of the childcare workforce in training and at work in the UK: a national survey of childcare students in further education colleges; a national survey of day nursery workers; and a focus group study of childcare workers and playworkers in training. The main aim of the studies was to investigate issues of entry, retention and loss in the childcare workforce. In particular, the research sought to describe the characteristics of those individuals who train and work in the childcare field, to identify their views and experiences of training and employment in childcare, and to examine how workers combined their commitment to childcare employment and other commitments in their lives. The report provides policy background, a broad description of the childcare workforce, an overview of findings organised in relation to the three key issues of entry, retention and loss, and some conclusions about the future of the childcare workforce along with a detailed account of each study. Two key themes emerge from the research: (1) the high level of value placed on childcare as an occupation and as a service by workers and students in the field; and (2) combining childcare work with parenting and the associated possibilities and difficulties.

A further report building on this research is indexed at TD/TNC 71.132. Show less

In 2000, the Department for Education and Skills (DfES) launched an initiative aimed at providing basic information and communications technology (ICT) skills to unemployed and economically inactive people. The initiative, 'UK online computer training', delivered courses through existing training providers from both the private and public sectors in a range of locations throughout the UK. This document reports on research used to evaluate the initiative, particularly its effectiveness in providing basic ICT training to the 'information poor' and the extent to which the training helped recipients to come off social security benefits and onto positive outcomes such as employment. The specific objectives were to: (a) identify all individuals participating in the training and their resulting outcomes; (b) identify the extent to which individual and other factors were related to participation and course completion; (c) identify and assess the factors which contributed toward coming off benefits and entering employment; (d) identify the extent to which courses have facilitated employment in comparison to the results of not participating in such courses. The report presents explanatory notes and summarised findings in relation to online participants, courses from the perspective of participants, training providers, and the impact of courses. Qualitative and quantitative research was undertaken and the appendices contain further information on the research method and the participants. Show less

This report provides a statistical representation of the 80 million young people (50 million aged between 15 and 24; 80 million including 25 to 29 year olds) living in the Member States of the European Union (EU) at the time of the study. It describes the major trends, similarities and contrasts between Member States in the areas of education, training, transition to the labour market, family life and living conditions. Two major themes emerge from the study: (1) the percentage of young people in the population is gradually declining in every Member State of the EU; and (2) the characteristic stages in the transition from full-time education to employment are slowing down, i.e. young people are staying in education longer, taking more time to move from education to work, and starting families later in their lives. Although these trends are common, national characteristics and policies influence the stages of transition to adult life. The report contains the following chapters: Introduction; Education is taking longer; A longer transition between education and work; Putting off starting a family; Living conditions, health, ideals … are young adults very different from their elders? Show less

This Staff Working Document accompanies the Commission Communication proposing the draft 2012 Joint Report of the Council and the Commission on the implementation of the Strategic Framework for European cooperation in education and training (ET 2020). ET 2020 The Strategic Framework for European cooperation in education and training adopted by the Council in May 2009 sets out four long-term strategic objectives that should guide European cooperation in the period up to 2020: (1) making lifelong learning and mobility a reality; (2) improving the quality and efficiency of education and training; (3) promoting equity, social cohesion and active citizenship; (4) enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. In order to focus the work under ET 2020 on the most relevant key issues, the Council also identified, for each of the four strategic objectives, a number of mid-term priority areas, the first ones covering the years 2009 - 2011. The 2012 Joint Report will report on the progress made during this first ET 2020 cycle.

Excerpt from introduction. Show less