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This document reports on research into the relationship between education and wages and is largely based on the Labour Force Surveys (LFS) carried out in the United Kingdom (UK) between 1992 and 2000. The focus of the research is mainly on academic education and investigates the level of financial return on education and how it varies across individuals and across time. The report contains microeconometric estimates of the relationship between (log) wages and years of education. The estimates allow for: (a) the relationship to be non-linear so that the effects of higher levels of education can be separately identified from the effect of earlier years; (b) the relationship to shift over time so that estimates demonstrate how returns to education vary over time; and (c) the relationship to vary across individuals according to their differences. Separate results for men and women are presented. The report contains: a brief summary of the theoretical framework and the main methodological issues; a review of existing empirical research, including evidence from the United Kingdom (UK), the United States of America (USA), and a range of other countries; new estimates of a simple model from the LFS data that are designed to be broadly comparable with earlier research; an expansion on this model, incorporating information about qualifications obtained; and the results from the two methodologies that identify the extent to which the returns differ across individuals. The analysis broadly concludes that, despite the expansion of higher education over recent years, there is no significant trend in the average return to education, which remains high by international standards. There is a large variance in returns around the average, but the unexplained component of this variance has not changed over time. Show less

This report provides evidence gathered from a large-scale survey-based evaluation of the impact of publicly funded information, advice and guidance (IAG) services on adults over the age of 20 with qualifications of no more than level two or equivalent. The research aims to track individuals over time to identify changes to the baseline position of service users in relation to their work and learning situation and to highlight the extent to which the provision of IAG services have influenced these changes. The results have therefore been compared for different groups of service users, that is, those receiving just information and those receiving more in-depth advice and/or guidance. The main research aims for this current and potentially baseline phase are to: precisely define the population to which the results apply and will apply; to identify any changes to work, learning, confidence and opportunity awareness outcomes at this intermediate stage; and to decide if any observed changes can be attributed to the IAG intervention itself. The majority of the report is concerned with describing the similarities and differences between the two groups of interest: those receiving information only and those receiving advice and/or guidance. 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

The objectives of the Workforce Training in England 2006 survey were to collect information from employers about: the volume, type and pattern of employer-provided training; the motivations for training and the impact it has had; the barriers to undertaking any or more training; the use of external training providers and levels of satisfaction with them; awareness of government programmes and initiatives connected with training, and levels of involvement with them. The survey consists of 4,002 interviews undertaken with employers in England. All sizes and sectors were included. A multi-stage sampling strategy was used taking into account establishment size, industry sector and region. Findings include: overall, three fifths of employers (61 per cent) reported that they had provided some employees at the location with training over the previous 12 months; size is a key determinant of the likelihood of training being provided; three fifths (61 per cent) of all employees have received training in the last 12 months; managers, professionals and associate professionals were more likely to have been provided with training by their employer than other occupational groups; health and safety and job specific skills training were the most likely types of training to be provided by employers that train (79 per cent and 76 per cent respectively); two thirds of employers that train had also provided induction training (67 per cent); half had funded or arranged training to develop management and leadership skills (49 per cent) and a similar proportion had sought to develop interpersonal skills through training (47 per cent); basic skills training had been arranged by one in eight employers that train (12 per cent, equivalent to 7 per cent of all employers), and this was most commonly training in numeracy (5 per cent of all employers), literacy (5 per cent) or English language (3 per cent); the most common method used to deliver training is via in-house staff at the trainee’s usual workstation (71 per cent of employers that train use this method); training delivered off-site by external providers (59 per cent) and using external providers or in-house staff to deliver a taught course on-site (68 per cent) were also common methods among establishments funding or arranging training; and almost two thirds of employers that train (65 per cent) relied on staff to participate in some form of self-learning (including e-learning).

Excerpts from published introduction and summary of findings. Show less

This report summarises the findings of a literature review (ranging from academic studies to unpublished accounts of local practice) on adult and community learning (ACL) based on a study undertaken between December 2000 and March 2001. Its aim is to inform policy and provide the Learning and Skills Council (LSC) and the Department for Education and Skills (DfES) with information on what works in ACL. Some key findings are: (1) excellence in ACL involves an approach that engages creatively with groups and individuals and meets them on their own terms and their own territory, involves the voluntary and community sectors in staff development, focuses on improving the retention of learners on the early stages of the learning experience, and helps individuals progress using accreditation where it motivates rather than deters the learner; (2) local authorities are the main players, but ACL takes place in a variety of settings; (3) the learning often has a significant impact on the skills and employability of individuals; (4) there are numerous social benefits; and (5) ACL is particularly suitable for outreach to disadvantaged people. The chapters of the report are: Introduction; The rationale for adult and community learning; Aspects of quality; Improving access; Achieving coherent provision; Discussion. Also included are a bibliography and three appendices: (1) Project methodology; (2) Case studies; (3) Some useful websites. Show less

The Education Maintenance Allowance (EMA) is an allowance paid to young people between the ages of 16 and 19 from lower-income families to support their participation, retention and achievement in post-16 education. This report investigates young people’s labour market experiences in order to assess the effect of two years of post-16 education on their initial position, and subsequent progression within the labour market. It has drawn on data from the large scale surveys of young people that have formed part of the evaluation of the Education Maintenance Allowance (EMA) pilots. The data compare the employment and training trajectories of two groups of EMA eligible young people when they were 19 years old: (1) those who had entered the labour market at the end of Year 11 and who remained in employment or training until the age of 19; and (2) those who had completed two years in post-16 education and then entered the labour market at 18. The final section of the report looks at young people who were not in education, employment or training (NEET), investigating both the length of time for which those who were NEET at the age of 19 had been so, and the circumstances at 19 of young people who had been NEET at 18 following two years in compulsory education. Key findings indicate that: young people who had spent two years in post-16 education before entering the labour market at 18 were generally in a better position than those who had entered the labour market immediately after compulsory education and were much more likely to be in managerial, professional and associated professional and technical jobs; nearly a third of young people who had left school at 16 were in skilled trade occupations at 19 and had accessed training in sectors such as engineering and construction, where skill shortages are known to exist; as far as participation in government supported training was concerned, there was a clear difference between 16-year old and 18-year old labour market entrants, with a significantly larger proportion of 16-year old school leavers accessing the labour market through this route; a number of young people who had left education at 18 had spent one year in employment before resuming their studies at the age of 19; young people who had entered work with no training had the highest turnover rates; among young people who had accessed the labour market at 18, the largest proportion of young people who became NEET at 19, came from the jobs without training category; and the majority of young people who were NEET at age 18, following two years in full-time education, had left the NEET group at the age of 19. Show less

This paper provides a summary of recent research and statistics on the position of different ethnic groups in education and training in England compared with the rest of the population. The focus of the paper is on the participation and attainment of minority ethnic groups including people of Black Caribbean, Black African, Black Other, Indian, Pakistani, Bangladeshi, Chinese and Mixed heritage. Also included are Gypsy/Roma children, children of Travellers of Irish heritage, and refugee and asylum-seeking children. The key findings associated with participation and attainment are reported under the headings of early years’ education and childcare, school, post-16 education and training, higher education, adult learning, and participation in the education workforce. The authors conclude by stressing the need to understand the diverse experiences of the minority ethnic population in England, partly explained by differences in socioeconomic status, in order to achieve race equality in education. They add that the combination of improved data collection and new statutory duties should enhance research and practice across educational provision. 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 paper examines the relationship between adult literacy and numeracy skills, participation in basic skills courses and subsequent labour market outcomes, namely private earnings and probabilities of being employed and participating in the labour market. This is achieved through secondary analysis of the 2003 Skills for Life survey. The survey interviewed over 8,000 respondents aged 16-65 in England during 2002-03, and measured their literacy and numeracy skills using two computer aided tests. We find significant positive correlations between both literacy and numeracy and earnings and that basic skills are good predictors of labour market participation, particularly for women. Using matching methods we find positive and significant effects on earnings from attending an adult literacy or numeracy course when looking at earnings three or more years after participation on the course. We estimate the returns to be larger for adults with no or few qualifications, who typify adults who do not attend such courses.

Published abstract reprinted by permission of the copyright owner. Show less

The Jobseeker’s Allowance (JSA) literacy and numeracy pilots were established in September 2001 to examine the use of sanctions and incentives to encourage jobseekers in the UK to take part in basic skills assessments and training. The pilots also investigated the ‘optimum timing’ of screening and the type of screening tool being used. The evaluation of the pilots involved two waves of interviews with clients who had been assessed by a jobcentre as having a basic skills need. The second wave followed up clients four to five months after the first interview. Key measures used to evaluate the effectiveness of the pilots were attendance at independent assessment, training starts and completions, qualifications and employment outcomes. The evaluation found that the presence of sanctions and incentives had a positive impact on independent assessment attendance rates. In relation to training, incentives areas performed better than sanction areas in terms of getting people to start training. Five per cent of respondents had achieved a qualification and respondents who had completed basic skills training were more likely to be employed at wave two than they were at wave one. Over 50% of respondents thought that it was likely that they would participate in training or education within the next two years. Show less