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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

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

The 14-19 pathfinders are part of a broader process of reforming the 14-19 phase of learning proposed in the 2002 Department for Education and Skills (DfES) Green Paper, ‘14-19: extending opportunities, raising standards’ (indexed at TD/IRD 88.170). The pathfinders were intended to: test ideas; develop best practice in 14-19 education and training; identify how 14-19 policy will interact with other policies; identify barriers to a coherent 14-19 phase and propose ways to address them; demonstrate that a coherent 14-19 phase can be achieved nationally in the UK despite the diversity of participants and locations. This report provides a national evaluation of the first year of the phase one 14-19 pathfinders. It describes the progress of the 25 pathfinders and a number of partnerships not funded through the pathfinder program. As the pathfinders are in the early stages of development, the report focuses on objectives, plans and early developments rather than changes in student experience. The pathfinders are characterised by diversity in response to local needs and goals. Positive progress has been made in many aspects of development. These include: collaborative arrangements; the development of curricula offering more choice and flexibility and involving vocational and work-related learning in colleges, training providers and workplaces; provision for changes in the pace of learning for higher achieving students; improved advice and guidance for young people approaching and moving through the 14-19 phase; and productive links with other programs and further development of strategic planning of the 14-19 phase. 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 strategy, launched on 8 July 2004, summarises the UK Government's plans for early years, primary and secondary schools, 14-19 education and training, adult skills, and higher education. Five key principles of reform will underpin the drive for a step change in children's services, education and training: (1) greater personalisation and choice, with the wishes and needs of children, parents and learners centre-stage; (2) opening up services to new and different providers and ways of delivering services; (3) freedom and independence for frontline headteachers, governors and managers with clear simple accountabilities and more secure streamlined funding arrangements; (4) a major commitment to staff development with high quality support and training to improve assessment, care and teaching; and (5) partnerships with parents, employers, volunteers and voluntary organisations to maximise the life chances of children, young people and adults.

Excerpts from publication.

A progress report published in 2006 is indexed at indexed at TD/TNC 95.749. Show less

The Foundation Degree Taskforce released its report to UK government Ministers on 2nd September 2004. The report contains several recommendations aimed at embedding Foundation degrees within the UK higher education system. It presents the case for further expansion of Foundation degrees in England, documents the progress already made and outlines the next steps in establishing the new qualification. Research into the current and future skill shortages in the UK reveal a need for associate professional and higher technician level jobs. Foundation degrees have been developed in consultation with employers to address these skill shortages. A number of objectives for the development of Foundation degrees have been identified: (1) to contribute to the reduction in skill shortages at the associate professional and higher technician level by equipping students with a combination of technical skills, academic knowledge and transferable skills that are valued by employers and students; (2) to expand the number and range of Foundation degrees and contribute to widening participation by providing flexible and accessible progression routes for young people starting careers, those in employment, and those returning to work; and (3) to promote collaboration between employers, Regional Development Agencies, Sector Skills Councils, universities, and higher and further education colleges in developing Foundation degrees. Show less

The main aim of this project was to review the relevant literature on the impact of vocational qualifications (VQs). It investigated: What drives learner choice? What do we know about the nature and extent of the market for VQs? How do different delivery mechanisms impact on the effectiveness of VQs? What does the literature tell us about the wider impact of VQs? The findings show that there is a positive link between the attainment of qualifications and future participation, and some evidence to suggest that attainment of VQs is beneficial to an individual’s level of self confidence. It also shows that the demand for VQs that are delivered off-the-job and which combine theoretical knowledge and practical skills continues to be high. Other findings include: a lack of detailed statistical information on the numbers and characteristics of those taking up and achieving vocationally-related qualifications (VRQs) and other vocational qualifications (OVQs); more OVQs than National/Scottish Vocational Qualifications (N/SVQs) are awarded; while the cumulative number of NVQ awards continues to increase, the annual total of people gaining NVQs has started to decrease; and age is a key determinant of VQ take-up. This report is presented in 10 sections: section one is the introduction; section two outlines the methodology; section three outlines the development of VQs in the UK; section four provides an international perspective on the development of VQs in England; sections five to eight present the findings in relation to learner choice, market for VQs, delivery, and impact; section nine contains the review’s conclusions; and the final section offers some recommendations for further research. Show less

The aim of this research was to assist in the development of impact measures for adult and community learning (ACL). It provides a detailed profile of the characteristics of learners representing ACL in Local Education Authority (LEA) provided adult education, community and voluntary provision, and information and communications technology (ICT) related provision in England. It also measures the impact (direct and indirect benefits) of learning. The findings are presented under the following headings: Learner profile; Patterns of learner activity; Details of the 2001/2 course; Impact of the 2001/2 course; Future plans. The main findings indicate that: most learners are older and female; 71 per cent have undertaken some other form of learning apart from adult and community learning since leaving continuous full-time education; 35 per cent had a disability or long term illness compared to 21 per cent of the general population; 56 per cent either had no qualifications or qualifications at level one on leaving compulsory full-time education; 66 per cent of learners went on to do further learning in 2002/03.; ICT learners are the most likely group to be aiming to achieve qualifications; and the main non-economic benefits LEA learners get relate to mental and emotional well being. Show less

The Increased Flexibility for 14-16 year olds Programme (IFP) was introduced in 2002 by the UK Department for Education and Skills (DfES) in order to ‘create enhanced vocational and work-related learning opportunities for 14-16 year olds who can benefit most’. Partnerships between schools and colleges and training providers were formed and two cohorts of Year 10 students began two-year vocational courses including National Vocational Qualifications (NVQs), other Vocational Qualifications (VQs) and new General Certificate in Secondary Education (GCSEs) in vocational subjects. The partnerships aimed to enhance student attainment, develop their skills, knowledge and social learning, and increase retention in education and training after 16. The National Foundation for Educational Research (NFER) was commissioned by the DfES to conduct an evaluation of the first and second cohorts of IFP students. The evaluation aims to: assess the effectiveness and cost effectiveness of the implementation of the IFP, and identify those delivery models and implementation practices and strategies that appear to be most successful; evaluate the extent to which the IFP has fulfilled its national aims, objectives and targets; and assess the impact of vocational qualifications and new work-related learning opportunities on young peoples’ skills, knowledge, attitudes, attendance, attainment and post-16 progression. This report presents a profile of the partnerships between schools and colleges that were established to deliver the IFP to Year 10 students in 2003. It outlines the characteristics of the students who were participating and the qualifications they studied. This is the second cohort of students participating in IFP and comparisons with the first cohort are provided throughout the report.

Other reports from the evaluation are indexed at TD/TNC 77.125, TD/TNC 80.651 and TD/TNC 80.678. Show less

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for the Skillset Sector Skills Council (SSC), which covers broadcast, film, video, interactive media and photo-imaging. The NESS 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. It also measures employers' training activities. Key findings include: the largest firms are proportionately more likely to have hard-to-fill vacancies, but in terms of actual numbers the largest proportion of hard-to-fill and skill shortage vacancies lie within the smallest firms; larger firms are also more likely to have skill gaps and also have the highest proportion of staff suffering from skill gaps; vacancies and skill gaps are predominantly for higher level occupations, administration and sales and customer service staff; the majority of staff working in the sector are managerial or professional; the main causes of hard-to-fill vacancies are low numbers of applicants with the required skills, attitude, motivation or personality, and work experience; the main causes of skill gaps are the lack of experience of the member of staff and it appears that skill gaps are linked to recruitment activity and, possibly, difficulties; the most common skills lacking in applicants are technical and practical skills, communication skills, customer handling skills and communication skills; the major areas of skill gaps are also in these areas; skills that are in shortage reflect the nature of the job, e.g. sales staff are more likely to have deficiencies in communication and customer handling skills whilst managers and senior officials lack management skills; employers are much more likely to report difficulties in obtaining professional information technology (IT) skills and some specific areas of need identified include web design, interactive media and production and editing skills.

The main report and the report of the key findings of the National Employers Skills Survey 2003 are indexed at TD/TNC 79.281 and TD/TNC 79.599. Individual Sector Skills Council reports are indexed from TD/TNC 79.275 to TD/TNC 79.280. Show less