Search Results

Train to Gain is one of the most important developments in skills policy in recent years. Introduced in April 2006, and fully rolled out in August of that year, Train to Gain is a national service for businesses that provides help in identifying and sourcing such training as will improve the skills of their workforce and their business performance. It aims to encourage employers to invest in the development of the skills and qualifications of their employees. It is particularly concerned with increasing the proportion of adults in the workforce who have Level 2 qualifications and good basic skills. Among the key guiding principles of the Train to Gain service is the idea that training provision and skills development should be individually tailored to the needs of the employer. To ensure that these objectives are being met and that the service meets the needs of employers, the Learning and Skills Council (LSC) has initiated an ongoing employer evaluation of the Train to Gain service. This document reports the findings from Sweep 3 of this employer evaluation, comparing these findings with those from Sweeps 1 and 2. The findings of Sweep 3 cover: analysis of how employers became involved with Train to Gain, and their expectations and motivations in doing so; the extent to which they found their Skills Broker to be responsive and accessible; employer views on the impartiality and relevance of advice given, and the Skills Broker's knowledge of potential training and funding opportunities; the impact Train to Gain has had on the ability and willingness of employers to engage with training; employer satisfaction with any training provision accessed through Train to Gain, and with the training provider delivering this; the benefits of involvement with Train to Gain, for the employer and the staff trained; and the likelihood of future involvement with Train to Gain amongst those who have been involved so far.

Excerpts from publication reprinted by permission of the copyright owner. Show less

This research report presents the findings of a survey of embedded information, advice and guidance (IAG) provision by providers to adults in three sub-sectors: further education (FE), adult and community learning (ACL) and work-based learning (WBL). In addition to recommending actions to various interested parties, the report contains case studies of good practice from each of the three sectors.

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

The aim of this review is to put back on track what has generally proved to be an excellent programme of capital investment in the [UK] further education (FE) sector. [The author] was asked on the 28 January 2009, by the Secretary of State for Innovation, Universities and Skills and the Chair of the Learning and Skills Council [LSC], to review the management of the capital programme. The terms of reference were to assess: the main causes of the increased demand for capital funding; the LSC’s management processes and how they could be improved; and any further steps that could be taken to ensure that in future the demand for capital funding is kept in line with budgeted resources.

Excerpt from publication. Show less

Skills in England 2007 provides an up-to-date assessment of the skills arena. It highlights the key skills issues facing the Learning and Skills Council (LSC) and its partners, based on a comprehensive review of developments and of the evidence that has emerged over the past year. The report highlights that collectively, the LSC and its partners must continue to find ways to increase the demand for skills from employers and ensure that everyone, whether an employer or an individual, is able to access the learning opportunities that are suitable for them.

Four volumes have been produced: 1. Key Messages: outlining key findings and policy implications; 2. Research Report: providing in-depth analysis; 3. Sectoral Perspectives: providing insights across industry; 4. Regional/Local Perspectives: summarising the geographical situation.

Volume 1: Key Messages sets out the main findings and broad policy implications stemming from the research undertaken and reviewed for Skills in England 2007. It highlights the key issues facing the LSC and its partners, with a view to helping identify the key priorities for skills.

Excerpt from publication reprinted by permission of the copyright owner.

Volumes 2-4 are indexed from TD/TNC 91.283 to TD/TNC 91.285. Show less

The Learning and Skills Council (LSC) has an overall policy of performance improvement, and this document describes the Council’s plan to raise the standards of colleges and providers which cause concern. Of particular focus will be those providers in need of major interventions and rapid improvements in the quality of provision. The paper sets out several policies and principles which apply to all providers funded by the LSC, and looks specifically at further education colleges and work based learning providers. Several areas of the paper look at the Council’s powers in this area, outline successful and acceptable plans for providers, and list the key factors which indicate when the threshold for major intervention has been reached, and the appropriate communication which must take place between the LSC and deficient providers. Show less

The Learning and Skills Council (LSC) has responsibility for the planning and funding of work based learning for young people in England up to the age of 24. The responsibility for work based learning for unemployed adults age 25 and over lies with Job Centre Plus. This document sets out the Council’s approach to funding work based learning (WBL) for young people up to the age of 24 years in 2002/03 and details future developments. This document details: the work undertaken in reviewing the 2001/02 arrangements in response to feedback from providers and sector representatives, and the key role of the National Rates Advisory Group (NRAG) in reviewing funding rates; how the Council is implementing enhancements to WBL that reflect the recommendations of the Modern Apprenticeship Advisory Committee; and the Council’s funding approach for WBL in 2002/03. Current and future research and policy development likely to impact on WBL are described, including the funding of additional learning support and research into area costs and programme/sector weightings. The Council’s intention to undertake further research on the costs of provision relating to the various elements of WBL are discussed.

Extract from published summary reprinted by permission of the copyright owner. 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 report contains the findings of the research by the task group set up by the Adult Learning Committee of the Learning and Skills Council (LSC) which aimed to gain a better knowledge of the current position of learning and skills issues in relation to migrants. The ultimate objective was to determine the key issues relating to skills and migration, and to consider how this can inform LSC policy. The overall aim of the research was to address the knowledge gap in the area of migrant employment and training, and more specifically to gain views from employers in terms of: perceptions of and attitudes towards employing migrant workers; perceived positives and negatives of recruiting migrants; positive and negative experiences of employing migrants; the types of migrants being employed; how successfully migrants who are employed integrate; the types of migrant particular employers are likely to recruit, and how migrants are recruited and assessed; the kinds of roles migrants occupy and how this compares with their skill set; attitudes to training migrants; and the training migrants receive through work. The research aimed to understand whether these attitudes and experiences vary across different sectors and according to the size of a business, and how other variables such as the country of origin of migrant workers, and their skill level or route to employment affect employers’ views. The research found a range of employer attitudes towards employing migrant workers, ranging from generally negative (termed ‘reluctants’), to extremely positive (termed ‘advocates’). The majority of employers in the research would fit into a third, moderate category termed ‘pragmatists’. These employers had positively balanced views towards hiring migrant workers, viewing them dispassionately and as a cost-effective commodity. The main advantage of hiring migrant workers for these employers was that migrants were perceived to have a stronger and more positive work attitude and ethic than UK-born workers.

Excerpts from published executive summary. Show less

Skills in England 2007 provides an up-to-date assessment of the skills arena. It highlights the key skills issues facing the Learning and Skills Council (LSC) and its partners, based on a comprehensive review of developments and of the evidence that has emerged over the past year. The report highlights that collectively, the LSC and its partners must continue to find ways to increase the demand for skills from employers and ensure that everyone, whether an employer or an individual, is able to access the learning opportunities that are suitable for them.

Four volumes have been produced: 1. Key Messages: outlining key findings and policy implications; 2. Research Report: providing in-depth analysis; 3. Sectoral Perspectives: providing insights across industry; 4. Regional/Local Perspectives: summarising the geographical situation.

This volume presents a set of industry sector profiles that covers the whole of the English economy. These profiles summarise the economic and labour market context for each sector. The commentary examines, for each industry: key economic developments; trends in occupational structure; and key findings from the National Employer Skills Survey 2005 (NESS2005).

Excerpt from publication reprinted by permission of the copyright owner.

Volume 1 is indexed at TD/TNC 91.282, volume 2 at TD/TNC 91.283 and volume 4 at TD/TNC 91.285. Show less

Train to Gain is one of the most important developments in skills policy in recent years. Introduced in April 2006, and fully rolled out in August of that year, Train to Gain is a national service for businesses that provides help in identifying and sourcing such training as will improve the skills of their workforce and their business performance. It aims to encourage employers to invest in the development of the skills and qualifications of their employees. It is particularly concerned with increasing the proportion of adults in the workforce who have Level 2 qualifications and good basic skills. Among the key guiding principles of the Train to Gain service is the idea that training provision and skills development should be individually tailored to the needs of the employer. To ensure that these objectives are being met and that the service meets the needs of employers, the Learning and Skills Council (LSC) has initiated an ongoing employer evaluation of the Train to Gain service. This document reports the findings from Sweep 2 of this employer evaluation.

Excerpts from publication reprinted by permission of the copyright owner. Show less