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Prior qualifications of adults undertaking classroom-based courses in further education 2010/2011

[This report] presents the findings of research into the prior skills and qualification levels of adults aged 19 an... Show more
[This report] presents the findings of research into the prior skills and qualification levels of adults aged 19 and over on adult learner responsive (ALR) learning provision in 2010/2011. The research aimed to understand the extent to which investment in ALR learning provision is being directed toward up-skilling individuals with lower skill levels. [This report] also explores the profile of learners undertaking such courses and those undertaking their first level 2 learning, in demographics, employment status and income, and to investigate why learners take up these courses.
Abstract from publisher's website. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2012

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Qualifications; Higher education; Demographics ... [+] Show more
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Apprenticeships evaluation 2015: employer summary report

The evaluation, which sits alongside the Apprenticeships Evaluation Learner Survey, consisted of quantitative inter... Show more
The evaluation, which sits alongside the Apprenticeships Evaluation Learner Survey, consisted of quantitative interviews with 4,000 employers that had had individuals complete an apprenticeship between March and October 2014. The research is intended to monitor key progress indicators and to develop understanding of the apprenticeship programme and the value it delivers. It provides insight into the impact of recent policy reforms and will help shape future development (and growth) of the programme. Specifically the research covered employers' experience of offering apprenticeships: who they took on and to what types of apprenticeship; their motivations for offering apprenticeships; the way the apprenticeships were delivered; the outcomes for their apprentices; and the satisfaction of employers and their future intentions.
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Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2016

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Apprenticeship; Evaluation; Employment ... [+] Show more
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Motivations and experiences of UK students studying abroad

International student mobility, especially diploma mobility (students taking their entire degree outside the UK), h... Show more
International student mobility, especially diploma mobility (students taking their entire degree outside the UK), has received little attention from researchers. This report summarises the findings of research funded by the UK Department for Business, Innovation and Skills (BIS) aimed at improving understanding of the motivations behind the international diploma mobility of UK students. It also seeks to evaluate the scale and significance of UK international diploma mobility. The research on which this report is based had two general aims: (1) to improve understanding of the motivations behind diploma mobility and the career aspirations of those who choose to study abroad; and (2) to evaluate the scale and significance of international diploma mobility of English students. The report is organised in three main sections. First, a review is offered of secondary data relating to UK diploma mobility. The second section of the report analyses the survey of school pupils and the interviews with school careers guidance teachers. The third main part of the report describes the results of the international student survey. It then seeks an explanation of the motivations for studying abroad before considering what have been the experiences of UK internationally diploma-mobile students and whether they are likely to return to work in the UK after graduation.
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Authors: Findlay, Allan; King, Russell; Geddes, Alistair; Smith, Fiona ... [+] Show more

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2010

Geographic subjects: Europe; Great Britain; England

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; International education; Research ... [+] Show more
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Measuring the economic impact of further education

In February 2009, the Learning and Skills Council (LSC), in partnership with the Department for Business, Innovatio... Show more
In February 2009, the Learning and Skills Council (LSC), in partnership with the Department for Business, Innovation and Skills (BIS), commissioned a study to develop a model to examine the impact of the further education (FE) sector in delivering its primary function: providing people with the skills they need in the labour market. The focus of this research paper is the learning funded by BIS for people aged 19 and over. It presents: the approach taken; the model results; and the results of additional sensitivity testing, making use of the flexibility of the model, undertaken by BIS.
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Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2011

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Vocational education and training; Economics; Research ... [+] Show more
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The role of finance in the decision-making of higher education applicants and students: findings from the Going into Higher Education research study

This report summarises findings from the 'Going into HE' qualitative research project, conducted by the Institute f... Show more
This report summarises findings from the 'Going into HE' qualitative research project, conducted by the Institute for Employment Studies (IES) for the Department for Business, Innovation and Skills (BIS). The aim of the project was to develop a clear understanding of: (1) the role and importance of finance in the decision-making process of English-domiciled people from different groups who are considering entering full-time higher education (HE) in the UK; and (2) the impact of the support arrangements on their decisions. The research found that financial factors tend not to dent HE aspirations among those planning to apply. Indeed, they tend to be outweighed by a range of non-financial factors, especially for younger people. Insofar as finance is important in decision-making, it is in determining where to apply and study rather than what to study or whether to study at all. Applicants tend to underestimate the amount of student financial support for which they will be eligible. Some of them arrive at key HE decisions having accessed very little information and having cursorily discounted certain options. Insofar as fees are seen as an inevitability, there is broad support among students for financing these through loans for tuition. Preferences regarding loans for maintenance, however, are more divided: some students are receptive to bigger loans as a means of financing study while many mature and non-traditional students would be prepared to contemplate a lower total support package within which non-repayable support such as grants and bursaries would make up a higher proportion, leading to lower indebtedness.
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Authors: Usher, Thomas; Baldwin, Susanna; Munro, Miranda; Pollard, Emma ... [+] Show more

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2010

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; Research; Statistics ... [+] Show more
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UK Government response: European Commission public consultation on the mutual recognition of professional qualifications directive

This document sets out the UK Government's suggestions for improving the system for recognising professional qualif... Show more
This document sets out the UK Government's suggestions for improving the system for recognising professional qualifications across the European Union (EU). Recent evidence suggests that there is significant untapped potential in EU services, both in terms of productivity and employment. Reforms that improved the single market in services could have a significant impact on growth within the EU. Reforming the process for mutual recognition of professional qualifications in the EU is a key achievable priority in improving the single market in services, and creating growth.
Edited excerpts from publication. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2011

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Qualifications; Employment; Labour market ... [+] Show more
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Apprenticeship reforms: progress so far

This report gives employers an update on the reform of the apprenticeship programme. It encourages them to employ a... Show more
This report gives employers an update on the reform of the apprenticeship programme. It encourages them to employ an apprentice and to consider becoming part of a trailblazer group to develop a new standard. This standard will set out the knowledge, skills and behaviours that apprentices will have on completing their apprenticeship.
Edited excerpt from publisher's website. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2015

Geographic subjects: Great Britain; Europe

Resource type: Government information

Subjects: Apprenticeship; Governance
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Higher education: students at the heart of the system: impact assessment

The higher education (HE) white paper, 'Higher education: students at the heart of the system' (June 2011), sets ou... Show more
The higher education (HE) white paper, 'Higher education: students at the heart of the system' (June 2011), sets out how the UK government will create a more dynamic and student-led system, which supports social mobility and economic growth and is affordable for government. The reforms will put higher education institutions on a secure financial footing and enable the HE system to compete internationally. This will be followed in 2012 by a Higher Education Bill, which will take forward any changes to primary legislation needed to implement the reforms. An impact assessment is a tool to assess the impacts of regulatory changes on the economy. This impact assessment focuses on those proposals set out in the HE white paper which involve regulatory change and/or require primary legislation to implement via a HE Bill in 2012, that is: (1) changes to funding for HE and financial support; (2) information policies; (3) fair access; (4) reforming the control of student numbers; and (5) reforming the regulatory framework. The policies are not yet fully developed. The UK government will be consulting on the various options presented in this impact assessment. It quantifies as far as possible the benefits and costs of the proposed policies and compares them with a set of other options and the counterfactual. A further, more detailed impact assessment will be undertaken prior to the introduction of a Bill. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2011

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Subjects: Higher education; Governance; Evaluation ... [+] Show more
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Widening participation: synthesis of international evidence

This report aims to provide a synthesis of international evidence on widening participation and demonstrate which i... Show more
This report aims to provide a synthesis of international evidence on widening participation and demonstrate which initiatives might be most applicable and useful in an English context. An international search of published and grey literature on widening participation was conducted, with the help of a wide range of international contacts identified with the help of the project’s Expert Advisory Group (see Appendix A). A total of 240 items were then selected as suitable for inclusion in the initial evidence framework. Following a framework agreed by the [Department for Innovation, Universities and Skills] DIUS Steering Group, these were summarised, with details of authors, years and sources. They were sorted into three different levels, those that pertain to policy level initiatives, those that represent innovations at an institutional level and those that relate to the issues faced by disadvantaged groups at an individual level. Although all of the evidence included provided valuable information, the next stage of the process was to select those initiatives that were most salient to an English context. Part of this process included drawing up country profiles of those countries that seemed to have similar frameworks for higher education (HE) or which presented important lessons for the English context. These countries were: Australia; India; the Netherlands; Norway; Sweden; South Africa; Republic of Ireland; Canada; USA; China and Germany. Show less

Authors: Quinn, Jocey

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2009

Geographic subjects: Europe; Great Britain; England

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Participation; Disadvantaged; Higher education ... [+] Show more
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Prior qualifications of learners on Train to Gain provision at level 2 and level 3 in 2010/2011

[This report] presents the findings of research into the highest prior qualifications levels of adult learners (age... Show more
[This report] presents the findings of research into the highest prior qualifications levels of adult learners (aged 19 and over) who undertook full level 2 or full level 3 Train to Gain learning in November 2010. It covers some of the last groups of learners to be funded under Train to Gain. [It] aims to better understand the extent to which investment in Train to Gain has been directed towards up-skilling individuals with lower skill levels. [It] also explores the profile of learners undertaking learning under Train to Gain and those undertaking their first level 2 learning, in demographics, employment status and income, and investigates why they take up Train to Gain learning.
Published abstract. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2012

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Qualifications; Skills and knowledge; Demographics ... [+] Show more

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