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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

The Modern Apprenticeship Advisory Committee was appointed by the Secretary of State for Education and Employment in March 2001 to provide advice to the Secretary and the Learning and Skills Council on a three year action plan for the development, promotion and delivery of Modern Apprenticeships in the United Kingdom (UK). The initial sections of the report provide a rationale for the development of an apprenticeship system, and an outline of the current situation after recent reforms. Recommendations are made in relation to the essential aspects of a national framework for apprenticeships, development in the content and certification of apprenticeships, the delivery of apprenticeships, and pre-employment and 'other training'. The report also provides projections of targets for the eventual place of apprenticeships within the education and training system, suggests basic entitlements to apprenticeship places, and looks at aspects of the task of promoting apprenticeships. The report concludes with a suggested timetable for the implementation of the action plan and a summary of recommendations. Annexes contain the terms of reference and committee membership, representations from various organisations, market research outcomes, participation statistics for apprenticeships by sector and gender, and the timetable for implementation. 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

A two volume report of the evidence on the demand for, and supply of, skills in England has been produced by Warwick University’s Institute for Employment Research (IER) on behalf of the Learning and Skills Council (LSC), in association with the Department for Education and Skills (DfES), the Sector Skills Development Agency (SSDA) and the Regional Development Agencies (RDAs). Volume one provides a national overview of the key issues and challenges facing those charged with delivering skills. Volume two provides a detailed review of the evidence on changing skill requirements at sectoral and local levels. This volume contains the following chapters: Overview and summary; Sectoral evidence; Sectoral profiles; Key sectoral issues; Regional and local evidence; Regional and local profiles; Key regional and local issues. Contains glossary and references.

Volume one is indexed at TD/TNC 73.590. ‘Key messages from Skills in England 2002’ is indexed at TD/TNC 73.368. 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

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 publication focuses on the recognition of progress made by adults with learning difficulties in non-accredited areas of learning. It contributes to the development projects on Recognising and Recording Progress and Achievement (RARPA) in Non-accredited Learning, led by the National Institute of Adult Continuing Education (NIACE) and the Learning and Skills Development Agency (LSDA) and funded by the Learning and Skills Council (LSC). This publication is the result of an investigation by NIACE into the issues for both providers and learners with learning difficulties in recognising and recording achievements. It identifies issues through a literature review as well as a survey of post-age-16 learning providers. It investigates the curriculum design of learning programs available to learners with learning difficulties; the learners' needs and expectations; identification of learning objectives which meet the outcomes of the program, the group and the individual learner; formative assessment processes; and the recognition of student progress and achievement. The study indicates the dedication of many learning providers in attempting to recognise and record the progress and achievements of students with learning difficulties, but highlights that increased understanding of the situation is necessary, as a collaborative institutional and sectoral response to the issues outlined in this publication is still required. 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