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This document outlines the Learning and Skills Council's processes and policies for the identification and management of underperformance and the operation of Notices to Improve in the further education system in the 2009/10 academic year (using 2008/09 performance information) and their application to the 2010/11 year. The purpose of this guidance is to outline key changes to the approach since the previous year and to set out the transition arrangements that will apply as a result of the Machinery of Government changes. This document sets out the four areas of performance that inform commissioning and intervention. These are: financial health and financial management and control; inspection outcomes; learner health, safety and welfare arrangements; and analysis of success rates compared with minimum levels of performance (MLP).

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The aim of the review was to evaluate the operational impact of demand-led funding in its first year of operation and to identify any unintended consequences. In particular the review evaluated: (1) aspects of the demand-led funding formula; (2) the flexibilities and boundaries between the three models and the potential applicability of demand-led funding to new programmes; (3) the impact of the new funding arrangements on different types of providers; and (4) the impact of new funding arrangements on different types of learners. This report provides details of the outcomes of the research project for the 16-18 funding model. The report looks specifically at the impact of the demand-led funding formula on school sixth forms, sixth form colleges and general [further education] (FE) colleges. The report concludes with a list of recommendations for the future.

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The aim of the review was to evaluate the operational impact of demand-led funding in its first year of operation and to identify any unintended consequences. In particular the review evaluated: (1) aspects of the demand-led funding formula; (2) the flexibilities and boundaries between the three models and the potential applicability of demand-led funding to new programmes; (3) the impact of the new funding arrangements on different types of providers; and (4) the impact of new funding arrangements on different types of learners. This report provides details of the outcomes of the research project for the Adult and Employer Responsive funding models. The report looks specifically at the impact of the demand-led funding formula on general [further education] FE colleges and independent learning providers. The report concludes with a list of recommendations for the future.

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This guide is a result of research conducted in summer 2009 among a selection of [further education] FE colleges. The colleges that participated in the research were involved in a range of programmes aimed at encouraging colleges to support those who are out of work to gain sustainable employment: (1) National Voluntary Training Pilot (NVTP); (2) The Training Offer for those unemployed for six months (Six Month Offer); (3) Adult Learner Responsive Pilot (ALR Pilot); and (4) Sector Employability Toolkits Pilot (SET Pilot). The guide covers six key areas: (1) planning and setting up provision; (2) identifying courses that will help learners move into employment; (3) increasing referrals from [Job Centre Plus] (JCP) and directly recruiting learners; (4) maximising conversions from referral to enrolment and learning; (5) helping students move in to sustainable work and continue learning; and (6) monitoring success in learning and work. The research was conducted while many of the colleges interviewed were still at relatively early stages of delivery (most had established processes and partnerships but only a few had delivered courses to significant numbers of learners). As such this guide should be seen as containing examples of good practice so far; further good practice is expected to emerge when delivery is at a more advanced stage and more colleges are involved with the offers.

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Formed in 2001, the Learning and Skills Council (LSC) was responsible for planning and funding further education (post-16 education and training other than higher education) in England. It was abolished in 2010 and replaced by the Skills Funding Agency and the Young People's Learning Agency. The annual report includes a review of the activities that were carried out during the year and the accounts for the same period. Show less

Train to Gain has become a cornerstone of the UK government's skills policy in recent years. First launched in April 2006, and then fully rolled out in August of that year, Train to Gain is a national service for businesses that provides support for employers to identify their training needs and to source appropriate training solutions that enhance the skills of their workforce and their overall business performance. The service also aims to encourage employers to invest more in training and skills development for the benefit of their employees. To ensure that these objectives are being met, the Learning and Skills Council (LSC) commissioned an ongoing Employer Evaluation of the Train to Gain service, which has been conducted by IFF Research on a twice yearly basis since 2007.

The Employer Evaluation was originally established to assess employer views on the Train to Gain skills brokerage service. This report focuses on the last group of employers to use the skills brokerage service, which ended in March 2009. From April, the Regional Development Agency (RDA) integrated brokerage service delivered by Business Link assumed responsibility for providing skills advice to employers interested in Train to Gain. This report provides key messages from the evaluation of the skills brokerage service which highlight how Train to Gain can continue to support employers moving forward, in the context of the current recession.

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