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The National Employer Skills Survey (NESS) 2003 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. The survey involved 72,100 interviews with a representative sample of employers in England. This report is the main report from the 2003 NESS survey and provides the key initial findings. It covers: workforce structure; recruitment challenges; skill gaps; the implications of skill deficiencies and the actions taken to overcome them; training; and the changing patterns of skill deficiencies. The survey found that there was little variation in the regional profile of employment, although London had a slightly higher proportion of people employed in professional roles and fewer as machine operatives, personal service staff and skilled trades. Other findings included: a third of the employers expected their workforce to grow in the next 12 months; 8 per cent of employers reported they had vacancies they were finding hard to fill, with half of these employers finding it difficult to get suitably skilled applicants to fill at least some of these vacancies; skill-shortage vacancies were harder to fill; 22 per cent of employers reported that at least some of their staff lacked proficiency, but in terms of future proficiency problems, between a quarter and three-tenths of employers didn't foresee any barriers to a fully proficient team of employees; the largest proportion of skill gaps was among sales and customer service and elementary occupations; 39 per cent of employers had a training plan with larger establishments being more likely to engage in business and training planning; and overall, the characteristics of the job role were more likely to determine whether an employee received training or not. The method of measuring skill gaps changed between the 2001 and 2003 surveys and this has made comparisons relatively difficult. However, evidence suggests that patterns of skill gaps have remained broadly the same, but there have been considerable increases in business and training planning.

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

This research study addresses a number of research questions regarding the engagement of employers with higher education institutions (HEI). These include: how do employers use and view graduate skills; what are employer views on high-level skills development and HEIs; is there scope for greater employer-HEI collaboration in pursuit of knowledge transfer through high-level skills development; and what are the geographical patterns of employer-HEI engagement and is this engagement organised at national or local (city-region) levels? Evidence was compiled from a literature review, a compilation of statistics from the Labour Force Survey, National Employers Skills Survey 2005, and Higher Education Statistics Agency (HESA) Origins and Destinations data, and from case studies with 74 employers, all of whom had recently recruited new graduates. The case studies were distributed across 18 city-regions in England. Key findings include: the majority of employers are satisfied with the recent graduates they had recruited; there is already a considerable degree of employer engagement with HEI, especially amongst larger employers; continuing professional development (CPD) is mainly a local relationship, as employees need to be able to study close to where they work; and the introduction of Foundation Degrees, although highly regarded by those employers that have committed to them, has had little impact on employer-HEI engagement. Show less

As part of the UK government's commitment to ensuring that by the age of 19, all young people are ready for higher education or skilled employment, the government has a long-tern vision of a simplified financial support system for 16-19 year olds. The aim of this review, which builds on the Education Maintenance Allowance, is to ensure that 16-19 year olds have the support and incentives they need to participate in education and training. This document reports on the review. The report describes and launches consultation on short and long-term measures being taken by the government to ensure opportunities for all young people. The chapters are: Introduction; Supporting choices; Supporting young people; Simplifying support. Included as appendices are: Supporting participation; Supporting transitions; Australia's youth allowance. Show less

This document is the final report of the extensive evaluation of the adult basic skills Pathfinder Extension program which was launched in September 2001 and describes a qualitative analysis of basic skills extension activities offered in the Pathfinder Extension program. It is based on in-depth interviews with learners, teachers and employers involved in a range of courses. Five types of courses were included in the evaluation: residential; fixed rate replacement; intensive; highly structured; and financial incentives. The responses of learners, most of whom had left education early and with few qualifications, were almost always positive, reporting greatly increased skills and confidence and an improvement in their overall personal effectiveness. While the degree of individual attention provided by teachers was highly valued, concern was expressed about the brevity of some of the courses and some expressed a desire for more differentiation in terms of ability range. Teachers welcomed the innovative forms of provision they were able to deliver although courses were set up and run on a tight schedule which places heavy demands on some teachers. Employers who had been involved tended to be larger or heavily unionised organisations. Factors that influenced their participation were: overall culture in terms of training and development; an existing relationship with the provider; organisational restructure and the need for a flexible workforce; and union awareness of basic skills issues. Improvements in productivity, staff morale, team work and the increased and improved adaptability of the staff were described by employers as benefits of participation in the Pathfinder Extension program, with the main problems being the timing of courses and availability of staff. This report highlights the importance of careful design and planning in delivering effective training, as well as a secure funding base and follow-on provision so that early gains are not lost.

There are three accompanying reports on the evaluation of the Pathfinder Extension program: an overview of the evaluation is indexed at TD/TNC 75.221; the report of Stage 1 of the evaluation is indexed at TD/TNC 75.222; and the report of Stage 2 of the evaluation is indexed at TD/TNC 75.223. Show less

This report provides the results of an econometric analysis of the Skills Task Force (STF) Employers Skill Survey undertaken in 1999 (ESS 1999) in the United Kingdom (UK). It forms part of a broader investigation into the extent, causes, and implications of skill deficiencies, supported by the Department for Education and Skills (DfES). The ESS 1999 is the largest investigation into England's skill needs to date and was undertaken in 1999 to provide information for the Skills Task Force (STF). This report investigates the causes and consequences of skill deficiencies and focuses on why they arise and what the implications are for economic performance. Two types of observed skill deficiencies are examined: external skill-related recruitment difficulties; and internal skill gaps amongst existing employees. The report also investigates unobserved, 'latent' skill gaps or those skill deficiencies not recognised by employers but which restrict the organisation's potential for economic success. The analysis is based on ESS 1999 and builds on the earlier 'Employer Skills Survey statistical report' which is indexed at TD/TNC 65.232. The focus of the analysis is on the smaller sub-set of around 4000 establishments within the total survey, where participants were involved in face-to-face interviews.

The research report from the National Skills Task Force (STF) is indexed at TD/TNC 62.657. Further reports from the Employers Skill Survey are indexed at TD/TNC 65.231, TD/TNC 69.152, TD/TNC 69.153 and TD/TNC 70.141. Case studies from a range of sectors are indexed from TD/TNC 65.225 to TD/TNC 65.230. Show less

This summary report, produced by Warwick University's Institute for Employment Research (IER) on behalf of the Learning and Skills Council (LSC), sets out the main findings and broad policy implications of the LSC's 'Skills in England 2002'. Targeted at senior policymakers and those with responsibility for education and training, the summary report provides an overview and synthesis of evidence on the demand for and supply of skills in England. The full assessment is presented in two volumes: the first provides a national overview of the key issues and challenges for skill delivery and the second summarises the more detailed sectoral and local evidence. The most important message to emerge is that investment in education, training and skills is of crucial importance for economic performance and social cohesion. Overall the assessment predicts that the demand for qualifications is expected to grow, as will the demand for basic skills and other key skills such as communication, team working, problem solving and information technology (IT) skills. It also suggests that in order to recruit workers, employers will need to 'adapt' jobs to the individuals available. A number of particular issues are considered in more detail in this report: (1) persistent problems with basic skills, intermediate level skills and some generic skills; (2) inequalities in access to training; (3) dramatically changing skill demands; (4) the increasing intensity of skill demand; (5) replacement demands on declining sectors and occupations; (6) priorities for investment; (7) managerial skills needs; (8) concerns about over-qualification; (9) the local dimensions of skills; (10) sectoral skill concerns; (11) the relevance and distribution of training; and (12) increasing skills demand as part of a general policy to improve productivity and performance.

The full report, in two volumes, is indexed at TD/TNC 73. 590 and TD/TNC 73.591. Show less

At the time of this report, around one in five adults in the United Kingdom (UK) were not functionally literate with even more having difficulty with numeracy. The Working Group on Post-school Basic Skills was appointed in June 1998 to advise on strategies to support and develop the government’s plan for basic skills provision for adults which aims to help half a million adults annually by the year 2002. The Group conducted a review of the field of adult basic education (ABE). This document is the report of the Working Group which proposes a National Adult Basic Skills Strategy to complement the National Strategies for Literacy and Numeracy for schools and to attract potential learners into study schemes. The report briefly outlines the scale and causes of the problem and then describes the strategy which comprises ten main elements: national targets; an entitlement to learn; guidance, assessment and publicity; better opportunities for learning; quality; a new curriculum; a new system of qualifications; teacher training and improved inspection; the benefits of new technology; and planning of delivery. The report makes recommendations for each of these elements and proposes an implementation plan.

The Government response to this report thus far comprises 'Better basic skills', a leaflet outlining the Government’s plans to address adult illiteracy and progress thus far, and ‘Skills for life: the national strategy for improving adult literacy and numeracy skills’ (indexed at TD/IRD 88.171). Show less

The Skills for Life programme is designed to improve literacy, numeracy and language skills of adults and of young people (aged 16 to 17) who have left full-time education. As part of the programme, literacy, numeracy and ESOL [English for Speakers of Other Languages] training was provided free of charge to those without literacy or numeracy qualifications at Level 2. This report is the third in a series of reports of the evaluation of the impact of participation in a literacy or a numeracy course at a college for a qualification. As such, the evaluation does not assess the full Skills for Life programme (notably excluding ESOL courses and courses delivered outside college). The analysis is restricted to those aged 19 and over. The evaluation examines the impact of participation on a range of economic, personal and social outcomes, including employment, health and involvement in one’s children’s education (at Wave 2 and Wave 3). It also describes course benefits, as perceived by the participants (at Wave 2), factors affecting qualification gain and dropout (at Wave 2) and progression in education and training (at Wave 3). The first report [indexed at TD/TNC 83.460] described the characteristics of participants and their courses and identified factors affecting participation in Skills for Life literacy and numeracy courses (Metcalf and Meadows, 2005). The evaluation is being conducted through a longitudinal survey of participants on literacy and numeracy courses (Skills for Life learners) and a matched group of non-participants with low or no literacy or numeracy qualifications. A short test- based assessment administered prior to interview confirmed respondents to be lacking literacy or numeracy skills at Level 2. Respondents were first interviewed in 2002/03 (when course participants were on their course), with second and third wave interviews taking place one and two years later, respectively. This report provides findings based on analysis of the first three waves of the survey.

Published excerpt.

The second report is indexed at TD/TNC 83.461. Show less

This report has been prepared to describe how the UK can best promote progress in taking forward the Lisbon Agenda to develop 'a dynamic, competitive, knowledge-based economy in Britain', the British contribution to the same, broader EU goal. The report sets down the UK's position in relation to education, skills and lifelong learning and examines how these can best support economic reform under the Lisbon Agenda. The report examines four key areas: where the UK is doing well; where it is falling behind other member states; where there are significant differences between member states; and what can be learned from other member states. The author suggests that the UK has emerging strengths in developing a knowledge economy and implementing the Lisbon Agenda, and, in most areas, policy is encouraging movement in the right direction. However, there are still significant weaknesses, for example, lower levels of skills among the adult workforce than other member states, the lack of a well-established formal system of vocational training, a lack of parity of esteem and integration between vocational and academic pathways to learning, and a poorly coordinated, under-resourced and undervalued further education system. Political and institutional cooperation and determination will be required to continue taking forward the Lisbon Agenda. Show less

This White Paper builds on the existing 14-19 Education and Skills White Paper and Skills Strategy [available in VOCEDplus at TD/IRD 88.163] to set out a series of reforms for the further education (FE) system, focusing on the role of the FE sector in raising the skills level of young people and adults in order to achieve productive sustainable employment in a modern competitive economy. The proposed changes will result in more choice for clients, services designed to meet individuals' needs, new, innovative providers being encouraged to enter the training market, and action to address poor quality provision. The reforms are designed to enable learners to acquire high-quality skills and to ensure that employers have the right skills for their business to be competitive in a global economy.

The policy measures include: new incentives for colleges to develop one or more areas of special excellence, with a new higher standard of accreditation (under the program of Centres of Vocational Excellence or CoVEs); a more direct role for employers and an extension of the National Skills Academies (NSAs) program; a trial program of learner accounts and a new entitlement to free training and education for the under-25s to gain level three qualifications, with the continued roll-out of the Adult Learning Grant to help with maintenance costs for those on low incomes; the creation of a single Quality Improvement Agency to oversee a new national strategy to raise the quality of FE provision and promote continuing professional development of teaching staff; improvement notices to be issued to colleges judged to be failing and requiring the problems to be addressed within a year; and a simplified system for planning and funding provision designed to reduce regulatory bureaucracy at all levels, with an enhanced strategic role for the Learning and Skills Council at the regional level, new opportunities for innovative providers to enter the sector with new competitive arrangements and open advertising, and funding geared towards demand, particularly through the Train to Gain program. Show less