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This document, which follows the publication of the 14-19 and Skills White Papers [available in VOCEDplus at TD/IRD 88.163], details the priorities for the Learning and Skills Council (LSC) funding in 2006/07 and 2007/08. Key priorities for the next two years are to: embed 14-19 reforms and raise attainment of Level 2 at 19; support low-skilled adults in acquiring basic skills and to progress from basic skills to Level 2 and above; increase employer engagement and increasingly meet the needs of employers; and continue to raise standards in all areas of education and training. The document is in three sections. The first section provides a summary of funding priorities, the second sets out the elements of the funding strategy for 2006/07 and 2007/08 in detail, and the final section outlines how the LSC will work with institutions and all partners in the learning and skills sector to ensure that maximum support is available. Show less

The National Learner Satisfaction Survey (NLSS), undertaken by the Learning and Skills Council (LSC), provides an overview of delivery and satisfaction with education and training among learners aged 16 or over in England. The NLSS 2004/05, carried out between February and June 2005, looked at a range of programs and interviewed learners about their perceptions of the delivery of education and training and their satisfaction levels in relation to the quality of teaching, management of learning, pre-entry advice and guidance, learner support, benefits and impacts of learning. The focus of this report is on work-based learning (WBL) provision. Key messages include: nine in 10 learners reported some level of satisfaction with their experience overall; in terms of quality of delivery, eight per cent thought that the provider/college was badly run/disorganised and eight per cent mentioned specific problems with tutors/trainers or assessors; female learners appeared to be more satisfied with their overall learning experience; learners with disabilities were slightly less likely to state that they were either 'extremely' or 'very' satisfied with their experience overall; learners in minority ethnic groups were less likely to state that they were either 'extremely' or 'very' satisfied with their learning experience; and the most common reason cited overall for leaving the course early was that the course or program was wrong for the learner. The contents are: Executive summary; Introduction; Overall satisfaction with the learning experience; Overall satisfaction with the quality of teaching/training; Information and guidance prior to entry; Support for learners; Impact of learning and attitudes to learning.

Reports from the 2004/05 NLSS are indexed at TD/TNC 86.393 and from TD/TNC 87.439 to TD/TNC 87.443. Show less

In May 2004, the Learning and Skills Council (LSC) launched ‘Working together: strategy for the voluntary and community sector’ (indexed at TD/TNC 76.540) with the intention of building upon existing good practice and maximising the contribution of the voluntary and community sector (VCS) to post-16 education and training for individuals, employers and the wider community. This document is a summary progress report on the implementation of this strategy. Key achievements are: publication of a toolkit to promote best practice; staff contact for the VCS in the 47 local LSC offices; establishment of regional and local compacts setting out shared principles; local LSCs collaborating with regional VCS workforce development advisers; support for regional and local VCS consortia; and a capacity-building fund of two million pounds. Show less

The National Learner Satisfaction Survey (NLSS), undertaken by the Learning and Skills Council (LSC), provides an overview of delivery and satisfaction with education and training among learners aged 16 or over in England. The NLSS 2004/05, carried out between February and June 2005, looked at a range of programs and interviewed learners about their perceptions of the delivery of education and training and their satisfaction levels in relation to the quality of teaching, management of learning, pre-entry advice and guidance, learner support, benefits and impacts of learning. The focus of this report is on adult and community learning (ACL) provision. Key messages include: 33 per cent of learners were 'extremely' satisfied with their overall learning experience; male learners were more satisfied than female learners and younger learners and learners from minority ethnic groups all displayed lower levels of satisfaction; learners with disabilities were more satisfied overall than those without; and the most common reasons given for leaving the course early were health reasons, excess workload, wrong course and problems with the quality of teaching. The contents are: Executive summary; Introduction; Overall satisfaction with the learning experience; Overall satisfaction with the quality of teaching/training; Information and guidance prior to entry; Support for learners; Impact of learning and attitudes to learning.

Reports from the 2004/05 NLSS are indexed at TD/TNC 86.393 and from TD/TNC 87.439 to TD/TNC 87.443. Show less

The Learning and Skills Council (LSC) National Office commissioned [the National Institute of Adult Continuing Education] NIACE to identify the possible impact of the new qualification, registration and [continuing professional development] CPD requirements for teachers, trainers and tutors in the learning and skills sector (referred to here as the ‘QTLS reforms’) on Third Sector (TS) providers and practitioners. TS organisations are: non-governmental; ‘value driven’ (primarily motivated by the desire to further social, environmental or cultural objectives rather than to make a profit per se); and principally reinvest their surpluses to further social, environmental or cultural objectives. The LSC also sought an indication of the possible costs of compliance for TS organisations, and how these providers might be supported most effectively. Third Sector organisations in scope included those delivering LSC-funded programmes under direct contract to the LSC and those in partnership arrangements with lead providers, such as colleges, local authorities, and TS consortia, along with some prospective TS providers. The project addressed four key areas. These were: current teacher qualification levels amongst TS organisations; the TS teacher role, its distinguishing features (if any) and how these intersect with the QTLS reforms; the likely cost implications for TS providers of implementing the QTLS reforms, both in terms of meeting the new requirements and establishing/sustaining a supporting infrastructure; and issues or barriers that could affect TS engagement with the reforms, and any examples of practice to show how these could be addressed.

Excerpts from published introduction. Show less

This report presents the technical details and core methodology of the National Learner Satisfaction Survey (NLSS) 2007, which was conducted by the Ipsos MORI Social Research Institute on behalf of the Learning and Skills Council (LSC). The survey comprises three waves, each dealing with a distinct set of modular questions: (1) pre-entry advice and guidance (wave 12); (2) support for learners (wave 13); and (3) impact of learning (wave 14). The NLSS covers learners in FE [further education] (including general FE, sixth form college, adult learning, and other/specialist FE), work-based learning (WBL) and personal and community development learning (PCDL).

Separate reports have been produced for key findings (TD/TNC 95.170), further education (TD/TNC 95.171), work-based learning (WBL) (TD/TNC 95.172), and personal and community development learning (PCDL) (TD/TNC 95.173). Separate reports have also been produced for FE learners with learning difficulties (TD/TNC 95.168), and/or disabilities (TD/TNC 95.167) and early leavers (TD/TNC 95.169). Show less

The Learning and Skills Council (LSC) has now carried out the third National Learner Satisfaction Survey (NLSS). For 2003-04, the survey is based on over 43,000 learners (a substantially larger number of learners than in earlier surveys) receiving tuition or training through further education, work based learning and adult and community learning providers. This report summarises the main findings of the 2003-04 survey for further education (FE). The survey elicited learners' views of the quality of teaching, their overall satisfaction with their learning experience, and whether they would be likely to return to learning within three years on the basis of this experience. As with previous surveys, the results indicated high levels of satisfaction across the sector. The findings also reveal that more learners now get a 'buzz' from their learning, and more are reporting that their courses have 'helped them in their jobs'. However, there is evidence that some learners remain only fairly satisfied and others, dissatisfied. The report proposes that the sector address shortcomings in learners' experiences wherever possible, and improve the numbers found in the 'very' and 'extremely' satisfied group.

Related reports are indexed at TD/TNC 82.434, TD/TNC 82.435 and TD/TNC 82.437. Show less

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for the Skillfast-UK Sector Skills Council, which covers apparel, footwear, textiles and related businesses. 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 companies 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 companies; larger companies are also more likely to have skill gaps and also have the highest proportion of staff suffering from skill gaps; the main causes of hard-to-fill vacancies are a low number of applicants generally, low numbers of applicants with the required skills and a lack of experience required by the company; 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 difficulties; vacancies are predominantly for machine operatives, sales and customer service staff, elementary jobs and associate professionals, with this last group experiencing the highest density of skills shortage vacancies; the main occupations affected by skill gaps are machine operatives, elementary staff, managers and sales and customer service staff; the most common skills lacking in applicants are technical and practical skills, problem solving skills, customer handling skills and team working skills; the major area of skill gaps are also in the same areas; and 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 and managers lack management 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

This report presents the findings of an impact assessment of the Adult Learning Grant (ALG). The focus of the research is on recipients' participation, retention, attainment and progression as a result of the receipt of ALG financial support. The research was conducted by Experian and Ipsos MORI on behalf of the Learning and Skills Council (LSC) between April and July 2008. Specifically the research: examines the effect of the ALG on recipients' decisions to participate in learning; examines the impact of the ALG on learner choice in terms of qualification level/type/subject, mode of study and working patterns; assesses additionality i.e. considers whether the ALG attracts new learners and raises achievement rates; measures the impact of the ALG on participation, retention and attainment amongst the eligible population; and determines any linkages between the ALG and other forms of learner support. Key findings include: the availability of ALG enabled 16 per cent of recipients to start their course earlier; if they had not received ALG, 15 per cent of recipients would have dropped out of their course, and 11 per cent would not have gone ahead with their course at all; 38 per cent of recipients said they would have studied part time rather than full time without ALG; and ALG recipients have higher achievement rates compared to the all learner average (81 per cent compared to 69 per cent). Chapter one provides a brief review of the key findings from previous ALG studies. Chapter two contains an overview of the research methodology. Chapter three presents findings with respect to the general profile of ALG recipients. Chapter four examines learner reasons for undertaking learning, the role the ALG has had on influencing learner decisions and whether the ALG influenced learners during their learning journey. Chapter five looks at additionality and learner benefits created by the ALG. Chapter six contains the conclusions based on the research findings. Show less

The Learning and Skills Council (LSC) and what was previously the Department for Education and Skills (DfES) have been working with the FE system (and particularly with FE colleges) to implement the reforms set out in Further Education: Raising Skills, Improving Life Chances, and to respond to the challenges set out by Lord Leitch in his recent report Prosperity for All in the Global Economy: World Class Skills (published by HM Treasury in December 2006). One of the key issues is the need to improve awareness and understanding of the role of the FE system among stakeholders. To achieve this, the LSC commissioned Ipsos MORI to conduct research among key stakeholders on their understanding and perceptions of the role of the FE system. This research provides a baseline measure of perceptions and attitudes against which future progress can be measured.

Excerpt from published introduction reprinted by permission of the copyright owner.

'Further Education: Raising Skills, Improving Life Chances' is indexed at TD/IRD 88.158 and 'Prosperity for All in the Global Economy: World Class Skills' is indexed at TD/IRD 88.157. Show less