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Modern Apprenticeships: the way to work: the report of the Modern Apprenticeship Advisory Committee, September 2001

The Modern Apprenticeship Advisory Committee was appointed by the Secretary of State for Education and Employment i ... Show more
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

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Apprenticeship; Outcomes; Vocational education and training ... [+] Show more
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Response to the Green paper: 14-19: extending opportunities, raising standards.

The Green Paper '14-19: extending opportunities, raising standards' (indexed at TD/IRD 88.170) outlines the consult ... Show more
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

Corporate authors: Learning and Skills Council (Great Britain) (LSC)

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Report, paper or authored book

Subjects: Youth; Assessment; Qualifications ... [+] Show more
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TAFE teachers, assessment and the post Year 12 learning debate

The argument of this article is that TAFE teachers have to some extent been excluded from negotiations on links bet ... Show more
The argument of this article is that TAFE teachers have to some extent been excluded from negotiations on links between the Australian Council of Trade Unions (ACTU) and the private business sector to control post-compulsory education and training in TAFE and universities. The author maintains that the lack of involvement in the CBT learning debate is frustrating classroom practitioners in TAFE. Show less

Authors: Nankervis, Ralph

Date: 1994

Geographic subjects: Oceania; Australia

Resource type: Article

Journal title: Australian TAFE teacher

Subjects: Assessment; Vocational education and training; Providers of education and training ... [+] Show more
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Qualifications and framework reform

The UK Vocational Qualifications Reform Programme (UK VQRP) is focused on reforming vocational qualifications for a ... Show more
The UK Vocational Qualifications Reform Programme (UK VQRP) is focused on reforming vocational qualifications for adults (learners aged 19 and above), and is a UK wide reform involving a wide range of partners. This paper provides an overview of two key reforms in qualifications: the UK Vocational Qualifications Reform Programme and the Foundation Learning Tier Programme. Show less

Corporate authors: Learning and Skills Council (Great Britain) (LSC)

Date: 2008

Geographic subjects: Europe; Great Britain

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Qualifications; Students ... [+] Show more
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Learning and skills: the agenda for change: the prospectus

The Learning and Skills Council (LSC) 'agenda for change' is a program of reform for further education (FE). It was ... Show more
The Learning and Skills Council (LSC) 'agenda for change' is a program of reform for further education (FE). It was developed in response to feedback on barriers to the reform of education for 14-19 year olds and the national skills strategy received during consultations with FE college principals during 2004. In 2005, the LSC updated college principals on emerging ideas for reform and feedback suggested broad support for these proposals. The agenda for change proposals are detailed in this prospectus. The program of change is organised around six themes: (1) creating colleges valued by employers as the partner of choice for developing the skills they need; (2) improving the quality of provision; (3) simplifying the funding methodology and allocation process, making it more transparent and responsive to changing needs; (4) identifying the data required for effective management and simplifying its collection; (5) improving the business excellence of the sector; and (6) working with colleges to secure their reputation as central to delivering the education and training needs of the UK. A detailed technical annex provides more information on how to implement the data strand objectives set out in the main body of the report. Show less

Corporate authors: Learning and Skills Council (Great Britain) (LSC)

Date: 2005

Geographic subjects: Europe; Great Britain

Resource type: Guide

Subjects: Quality; Finance; Statistics ... [+] Show more
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Realising the potential: a review of the future role of further education colleges [Foster review]

The aim of this review was to advise on the key challenges and opportunities facing further education (FE) colleges ... Show more
The aim of this review was to advise on the key challenges and opportunities facing further education (FE) colleges in the UK over the next five to 10 years and to suggest ways of maximising their future contribution. This report of the review sets out a vision for FE colleges, a set of values, and key recommendations for the realisation of this vision. Recommendations include: General Further Education Colleges (GFECs) and tertiary colleges should adopt improving employability and supplying economically valuable skills as their primary purpose; there must be a continued drive by colleges to improve quality and achieve excellence; self regulation should be the medium term goal; FE colleges should strive for long term, continuous improvements in teaching and learning based on best practice from across the sector; FE colleges must address more urgently provision which is failing, supported by the Learning and Skills Council (LSC), Quality Improvement Agency (QIA) and others; FE colleges should look at what more they need to do to improve their offer to employers both through their primary role in improving the pool of employability and skills and in response to specific employer needs; the Government should articulate a core role for FE colleges, in particular GFECs, in supplying economically valuable skills; and the Government, with the Association of Colleges (AoC) and FE colleges and other key stakeholders, should develop a clear and targeted workforce development plan within the next 12 months which is published and consulted on prior to implementation. The contents are: The vision; The platform for change; The achievement imperatives; Improving management and funding; Improving inspection and information, reducing the qualifications bureaucracy; Improving infrastructure; Implementation; Summary of recommendations. Included as appendices are: The FE landscape; A view from abroad; Overview of how we worked; Foster review: terms of reference; Glossary and qualification level indicator. Show less

Authors: Foster, Andrew

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2005

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Management; Quality; Finance ... [+] Show more
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Delivering world-class skills in a demand-led system

The FE [further education] White Paper, Further Education: Raising Skills, Improving Life Chances (March 06) [index ... Show more
The FE [further education] White Paper, Further Education: Raising Skills, Improving Life Chances (March 06) [indexed at TD/IRD 88.158] set out the commitment to develop a new approach to funding for 14-19 year-olds and to move to a position where more funding is driven directly by employer and learner choice. The Leitch Review (December 06) [final report indexed at TD/IRD 88.157] endorsed this direction of travel. The DfES [Department for Education and Skills] and the Learning and Skills Council are working together on the details of how we can put the purchasing power into the hands of the customer - whether employer or individual learner - to make sure the system is as responsive as possible to their needs. This consultation paper seeks your views on the proposed reforms required to deliver the adult skills, employer skills and 14-19 challenges. We are seeking your views on how a demand-led FE system would work in practice, including developing the new relationship with light touch planning, qualification and curriculum reform, ensuring quality and diversifying the market. We are also seeking your views on funding models for young people, adults and employers which would be implemented for 2008/09, designed to support the wider reform programme.
Published abstract reprinted by permission of the copyright owner. Show less

Corporate authors: Learning and Skills Council (Great Britain) (LSC)

Date: 2007

Geographic subjects: Europe; Great Britain

Resource type: Report, paper or authored book

Subjects: Youth; Students; Finance ... [+] Show more
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Short-term intervention, long-term gain: using action research projects for quality improvement in adult and community learning

An action research project or development project is a short-term, focused piece of development work linked to qual ... Show more
An action research project or development project is a short-term, focused piece of development work linked to quality improvement. Projects can be used to design and refine new, often experimental, approaches within an organisation, test out new ways of working, address identified weaknesses, enhance performance and introduce more systematic practice. Such projects also provide the opportunity to develop understanding, among staff, learners and all involved, how quality processes can lead to real improvement. This publication draws on the experience of those involved in managing and working on development projects in the Adult and Community Learning Quality Support Programme (ACLQSP) and on the views of consultants who have supported them. Using case studies of projects undertaken during the three years of the programme, this guide illustrates the benefits which can derive from such small-scale interventions; in particular it shows how an action research approach adds value to quality improvement projects.
Published summary reprinted by permission of the copyright owner. Show less

Authors: Perrin, Lindsay; Powell, Bob

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA) ... [+] Show more

Date: 2004

Geographic subjects: Europe; Great Britain

Resource type: Guide

Subjects: Quality; Adult and community education; Research ... [+] Show more
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Agenda for change: funding reform: outcome of consultation and next steps

This document reports the outcomes of the consultation on the agenda for change technical funding proposals, and id ... Show more
This document reports the outcomes of the consultation on the agenda for change technical funding proposals, and identifies the issues to be resolved. It outlines options for addressing the issues, arrangements for trialling, and a timetable with milestones required to implement the agenda for change funding reforms in 2007/08, expressed in terms of the LSC [Learning and Skill Council] Business Cycle.
Published abstract reprinted by permission of the copyright owner. Show less

Corporate authors: Learning and Skills Council (Great Britain) (LSC)

Date: 2006

Geographic subjects: Europe; Great Britain

Resource type: Report, paper or authored book

Subjects: Finance; Research; Teaching and learning ... [+] Show more
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A rolling stone gathers no moss: maintaining the momentum of action research

One response from education providers in the UK to the imperative of improving learner outcomes is to adopt an acti ... Show more
One response from education providers in the UK to the imperative of improving learner outcomes is to adopt an action research approach. This approach is affiliated with quality improvement and allows educational practitioners to work through their problems and test out changes to realise desired improvements. This report describes successful action research projects that have secured improvements to learner outcomes and been sustained over time. The cases illustrate the benefits of action research for continuous improvement. The cyclical nature of the framework can act as a catalyst for sustaining the improvement over time as long as organisations are committed to the cycle and to ongoing interventions. Key principles for maximising the likelihood of sustaining the improvement are strategic, team and/or outcomes in nature. Action research and its desired improvement is liable to fail if it does not have strategic intent. It must be a team initiative and the outcomes must be communicated to all involved. The outcomes should be learner focused, tangible, disseminated across the organisation and sustainable over time. Show less

Authors: Maynard, John; Smith, Vikki

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA) ... [+] Show more

Date: 2004

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: Support for success quality improvement programme

Subjects: Quality; Outcomes; Research ... [+] Show more

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