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This report presents a synthesis, review and assessment of the available evidence on the demand for, and supply of, skills in England. It also aims to identify the main aspects of skill deficiencies and imbalances between skills demand and supply and to bring together the key findings from research as a basis for the development of the skills agenda in the future. The first chapter outlines the purpose of the report, the research approach and definitions, the economic contribution of skills to the wellbeing of the nation and its people, and the structure of the report. Chapters two and three examine the demand for skills, i.e. skills needed both currently and in the future. Chapter four looks at the supply of skills that is currently available and chapter five identifies the main skill imbalances and deficiencies. These chapters conclude with a synthesis of key points. Chapter six draws on the findings presented in the previous chapters to identify the key challenges that could inform an agenda for action on skills issues.

A summary of this report is indexed at TD/TNC 72.138. Show less

Foundation degrees (FDs) were established as a pathway for people within the workplace to build on existing expertise and continue working at the same time as studying for a higher level qualification. One of the FDs developed was in the Early Years sector. The Early Years Sector-Endorsed Foundation Degree (EYSEFD) comprises practical experience in an Early Years workplace, supported by a mentor, which constitutes the work-based learning (WBL) element of the course, in conjunction with academic work. This report presents the findings of qualitative follow-up interviews with students about their views and experiences of the EYSEFD. Interviews were carried out with both those who had completed the course and those who left it early. Specific aims of the study were to: gain an in-depth understanding of students’ experiences of the course over time; understand changes over time in students’ aspirations and expectations; understand factors helping or hindering their progress through the EYSEFD, in particular the reasons for students leaving the course early; and understand the impacts on graduates of the EYSEFD, both personally and professionally. Key findings include: there was widespread praise for the teaching on the EYSEFD, particularly when delivered by someone with practical experience of working in the EY sector who also recognised the particular needs of students on the course; WBL was viewed as a valuable component of the EYSEFD; having a mentor was perceived as vital in being able to undertake WBL and participate in the EYSEFD; colleagues and employers were, in most cases, supportive of students' participation in the EYSEFD and facilitated their WBL; several factors usually influenced early leavers' decisions to leave the course; students reported that their workplace skills improved as a result of undertaking the EYSEFD. Recommendations are made for improvements to the program.

The report of the study of employers' and mentors' experiences of the EYSEFD is indexed at TD/TNC 85.380. 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 provides the first systematic review and analysis of the participation of women in information technology, electronics and communications (ITEC)-related courses and careers internationally. The research focuses on six countries: the United Kingdom (UK), the United States of America (USA), Canada, Ireland, Taiwan and Spain. It is based on empirical data, available literature and interviews with key players (ITEC experts, employer representatives, and members of industry specific professional bodies) in the six countries. The research provides a comprehensive analysis of the position of women in ITEC-related courses, compares and contrasts patterns in the participation of women in the UK with those in the other countries, and identifies lessons for education and employment policy and practices that could improve the situation for women in the UK. The findings indicate a disparity between the participation and position of men and women in ITEC-related courses and careers in all six countries. In addition, given the relative proportions of men and women in the graduate population and in the workforce, the gender gap is much wider than it should be. Show less

Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report is the result of the Financial Services Sector Skills Dialogue and provides an assessment of trends in employment and skill needs and associated issues in this sector. The main industries covered by this dialogue are banking and finance, insurance, professional services (financial intermediation) and professional services (accountancy). The first two chapters provide an executive summary and information about the dialogue process and the approach used for this sectoral dialogue. Chapter three discusses the context for the financial services sector and the key drivers of skill requirements and their potential labour market implications. Chapter four examines the demand for financial services skills and chapter five explores the supply of such skills. Chapter six considers the extent and nature of skill shortages within the sector based on the available evidence on recruitment difficulties and hard-to-fill vacancies and employer views about the proficiency of their workforce. The final chapter draws together the findings of the dialogue and proposes recommended actions to address areas of skill needs highlighted in the report. The key messages to emerge are: (a) the need for partnership to bring organisations together to address skills shortages in the sectors; (b) the need for comprehensive and accurate information on which to base future employment and skills projections; and (c) the need for clear and open dialogue and communication if a role is to be found for the public sector in supporting employers. 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 publication is designed to provide practical advice and support for teachers in centres who are developing their learners’ employability skills through work-related learning and enterprise. Its purpose is to show how key skills can be used to structure the development of employability skills at Key Stage 4 and post-16. This publication explains how key skills qualifications can be used to accredit the outcomes of work-related learning and enterprise.

Published summary. Show less

Investors in People (IiP) is the national standard developed in the UK in 1990 which sets a level of good practice for training and development of people to achieve business goals. The standard provides a national framework for improving business performance and competitiveness through a planned approach to setting and communicating business objectives and developing people to meet these objectives. This report documents a study to track the progress of 20 schools (primary, secondary and special) through their adoption and use of the IiP standard, toward recognition and beyond, and to examine the processes and changes involved. The study also investigated the impact of the standard on schools, and good practice associated with the use of the standard both within the schools and in the support provided to them externally. In addition, it sought to identify any difficulties experienced by the schools and to make practical recommendations for improvement. The research found that schools perceived the standards as a means of fostering change and developing staff and bcame involved in order to support their school improvement plans and activities. In the process of introducing the standard, school were prompted to review their systems, policies and procedures, often leading to updating and revision. Staff reported that the greatest benefit of IiP implementation was in the area of continuing professional development (CPD). Support staff benefited from specifically focused training and involvement in whole-school activities, with a resulting rise in status and morale. There was no direct impact on pupil performance but staff believed that long term gains for students would result from staff professional development. Show less

In 1999, an advisory group on ‘Citizenship for 16-19 year olds in education and training’ recommended that citizenship be recognised as a key life skill and that young people be provided with effective opportunities to develop their citizenship skills. A three year developmental phase of post-16 citizenship began in September 2001. A number of projects were initiated to implement various approaches to the delivery of post-16 citizenship in organisations providing education and training to 16-19 year olds. This report contains an evaluation that is part of an ongoing three year National Foundation for Educational Research (NFER) evaluation of the Department for Education and Skills (DfES) funded post-16 citizenship development projects in England. The evaluation examined progress in 11 round one consortia developing post-16 citizenship. The first year of the evaluation was designed to: assess the extent to which the development projects are progressing in line with their agreed action plans, and are working towards meeting their own objectives; begin to identify the conditions necessary for the success of post-16 citizenship and the forms of citizenship provision which appear the most effective; examine the initial impact of involvement in post-16 citizenship on young people’s skills, attitudes and knowledge. The evaluation of the first year of development found that there was no clear working definition of what citizenship education and active citizenship means for all concerned with post-16 education and training. As projects develop, a number of issues need to be kept under review in relation to: project management; staff background and experience; partner organisations and networking opportunities; external partners; consultants; staff development; resources; assessment and accreditation; progress and monitoring; and young people’s responses. It will also be important for the projects to inform and respond to developments in citizenship education within the National Curriculum pre-16 and in post-16 education and training, and broader policy developments. Show less

The Increased Flexibilities for 14-16 year olds Programme (IFP) was introduced in the UK in 2002 to ‘create enhanced vocational and work-related learning opportunities for 14-16 year olds of all abilities who can benefit most’. Partnerships between schools and external providers were formed during the first year of IFP to achieve this goal. Each partnership involved a ‘lead partner’, generally a further education (FE) college, with funding provided through Local Learning and Skills Councils (LLSCs). In the same year, the Department for Education and Skills (DfES) commissioned the National Foundation for Education Research (NFER) to undertake a national evaluation of IFP to: (1) assess the effectiveness and cost-effectiveness of its implementation; (2) identify delivery models and aspects of implementation that are most successful; (3) evaluate the extent to which IFP has realised its objectives; and (4) assess the impact of vocational qualifications and new work-related learning opportunities on the skills, knowledge, attitudes, attendance, attainment and post-16 progression of participants. As the first cohort of participants are continuing their qualifications at the end of the first year of implementation, the findings focus particularly on the strategic and operational implementation of IFP, including managing the program within the school, working in partnership, equality of access to IFP courses, and delivery of IFP. Some issues to arise include transporting students to their location of study, additional time for IFP coordinators to maintain contact with partner organisations, funding, and the identification of students to participate in IFP. Although students were only part way through their first year of IFP, the evaluation revealed positive outcomes from gaining access to a wider and more appropriate curriculum. Show less