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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. 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 to TD/TNC 82.436. Show less

This report analyses the findings of a major survey of households in the Humberside region of the UK, commissioned in March 2003 by Learning and Skills Council (LSC) Humberside. Conducted by BMG Research during April, May and June 2003, the survey aimed to collect information from local residents that would provide an understanding of the learning and skills environment in the region. The report is based on 2500 interviews and results have been weighted so that they are representative of the workforce at district level. Key objectives of the research were to: (1) measure progress towards local LSC targets relating to participation and achievement; (2) monitor past, present and future participation in learning (both job related and that undertaken for personal interest); (3) explore attitudes towards learning and personal development, particularly in relation to the barriers to and benefits from learning; (4) determine the perceived level of ability in basic and other skill areas; (5) obtain individual perceptions of employer investment in their learning and skill development (where appropriate); and (6) establish current learning levels and link these to qualifications. The findings reveal that, in terms of participants’ perceptions of the appropriateness of their skills and qualifications for their current job, a significant majority believe that the skills and qualifications they have are relevant. Show less

This research project aimed to support the Learning and Skills Council's (LSC's) priority of 'transforming the [further education] FE system to meet demand' and aimed to inform LSC's priority 3 in 2007/08, to 'raise the performance of a world class system that is responsive, provides choice and is valued and recognised for excellence'. In supporting this priority, the project determined what has worked well in a number of countries other than England at specific policy levels. For this project the two policy areas investigated were: (1) engagement of young people; and (2) creating a market for adult learning. The objectives of the research were to establish the role of the following factors in achieving change and improved performance: regulation; philosophy, political environment and ethos; terms and conditions; success measures; price competition; incentives; infrastructure; key features; timescales; procurement; and leadership. Show less

The Green Paper '14-19: extending opportunities, raising standards' (indexed at TD/IRD 88.170) outlines the consultation proposals to develop a coherent and flexible education system in the UK for the 14-19 age group. This document is the Learning and Skills Council's response to the paper. It is presented in two parts. The first part highlights the Council's views on six particular issues: 14-19 curriculum and the overarching award; 14-19 qualifications and assessment; Collaboration; Support and guidance for young people; Resources; and Implementation and next steps. The second part contains the Council's response to the specific questions raised in the Green Paper. Show less

This report documents the conclusions and recommendations of the 'end to end' review of the delivery of Modern Apprenticeships (MAs) in the UK that was undertaken between October and December 2003. The report outlines how the review was conducted and the assessment of the strengths of the current delivery system, barriers to effective delivery, and the likely impact of changes in the pipeline. The review, commissioned by the Department for Education and Skills (DfES), examined the delivery chain for MAs and three 'cross cutting' themes: electronic government; equal opportunities; and the burden of bureaucracy. The formal objectives were to: review the effectiveness, flexibility, agility and robustness of processes used to promote and deliver MAs against the policy objectives set by government; make recommendations, as appropriate, for a change program to ensure that delivery processes are well attuned to achieving policy objectives; and report to DfES and the Learning and Skills Council (LSC). The review process involved extensive analysis of existing documentation, interviews with people engaged in delivering MAs, four local case studies, and discussions about emerging conclusions and recommendations with a wide range of stakeholders. The review identified significant strengths in the delivery system, which provides real benefits to employers and learners, and a strong base on which to build further improvements. It is suggested that action is required on branding, relevance to individual employers and trainees, product development, quality improvement and impact on the economy. The recommendations of the review will inform the 2004 Spending Review. Show less

As part of the national evaluation of Care to Learn, a telephone survey was conducted of 1,000 of the 3,666 young parents who received Care to Learn funding during the 2004/05 academic year. The survey was conducted during September/ October 2005, to allow time after the end of the previous academic year for these young parents to have obtained any examination results and to have moved on, e.g. to further study, a job, or a period of inactivity. Despite its brief scope, this report shows that the funding and related support are very important to young parents remaining in, or returning to, learning. Furthermore, Care to Learn enabled many of these young parents to progress in terms of obtaining qualifications and enhancing their ability to enter and compete effectively in the labour market.

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

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

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for e-skills UK, the Sector Skills Council for Information Technology (IT), Telecoms and Contact Centres. 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: vacancies and skill gaps in IT and Telecoms companies are dominated by higher level occupations, particularly for professionals and associate professionals; the main causes of hard-to-fill vacancies are low numbers of applicants with the required skills, attitude, motivation or personality, work experience or qualifications; 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; the most common skills lacking in applicants are technical and practical skills, communication skills, IT professional skills, communication skills and customer handling skills; the major area of skill gaps are in communication skills and customer handling skills; 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, managers and senior officials 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

Learning and Skills Beacon status recognises and celebrates high quality teaching and training and effective and well managed institutions in the UK. The standard is deliberately high and Beacons are expected to promote innovation and share their good practice with the sector. This publication contains a number of case studies that provide a description of the work being undertaken and the achievements made by the first two rounds of Learning and Skills Beacons. These include sixth-form colleges, further education colleges, public and private sector businesses and training organisations. Show less

This document is intended as a response to recommendations made in the UK Government's white paper '21st century skills' [available in VOCEDplus at TD/IRD 88.169] regarding the provision of easily accessible information, advice and guidance (IAG) for adults on learning and work. It sets out the Learning and Skills Council's strategy to deliver a nationally recognised high quality and better integrated IAG service. This strategy includes the following points: the vision for IAG for adults; the entitlement of adult customers to a range of IAG services; the contribution of IAG services for adults to the delivery of Learning and Skills Council policy and program objectives; what the seven key objectives for the strategy are; and how they will be met. Show less