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The Train to Gain service is intended to build upon the experience of Employer Training Pilots, and is available to employers as an independent and impartial brokerage service to diagnose business needs and source appropriate training provision. Brokers are contracted by the Learning and Skills Council (LSC) to deliver the service, which is presently moving from its pilot phase towards full national roll out. Train to Gain is available to all employers, but brokers will primarily target new, small and 'hard to reach' businesses. This report documents the first of three waves of evaluation of the pilot phase of the service, and covers employers contacted in April and May 2006. Evaluation is intended to ascertain employer ratings of importance and satisfaction about 11 key measures related to the service.

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This publication presents a number of case studies where technology has been used as a means of improving learner outcomes. It shares what was done, why and, most importantly, the improvements that were secured as a result. The illustrative case studies share how technology can be used to good effect to bring about improvement to, for example, value-added, and tracking and target setting. The case studies signal the way forward to other providers across the sector seeking similar developments, and provide food for thought as well as some practical solutions. The projects described focus on raising retention and achievement and learner outcomes more widely, where technology per se was not the main aim but more the vehicle for securing that improvement. As such, the spotlight is on the direction and journey undertaken by the providers as they focused on improving their learners’ outcomes using technology as the means of securing that improvement.

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The fourth National Employers Skills Survey (NESS) has revealed a steady upward trend in most areas of skills development, according to the views of over 79,000 employers. NESS gathers and analyses data on the issues employers face in terms of recruitment, skills gaps and training. The findings are positive with fewer employers reporting skills gaps and the percentage of all vacancies caused by skills shortage, showing a marked fall. There has been an increase in the proportion of employers providing training, holding a training plan and budget, which has led to an increase in the cost of training for employers of 15.9 per cent compared to 2005. Key findings from the survey include: 67 per cent of establishments have funed or arranged training in the last year; Employer training spend for 2007 was 38.6 billion [British pounds] an increase of 16 per cent (10 per cent when inflation is taken into account); Almost half of employers have a training plan and over a third have a training budget; There has been a reduction in the number of vacancies caused by lack of skills (25 per cent in 2005 compared to 21 per cent in 2007). The study was undertaken in collaboration with the Department for Innovation, Universities and Skills (DIUS) and the Sector Skills Development Agency (SSDA).

A related report containing the key findings is available in VOCEDplus at TD/TNC 95.555. Show less

In September 2001, the Learning and Skills Council (LSC) established the Distributed and Electronic Learning Group (DELG) to advise on strategies through which distributed and electronic learning (DEL) could be employed to contribute to its mission to equip young people and adults in the UK with world class knowledge and skills by the year 2010. Electronic learning (e-learning) is defined as learning with the assistance of information and communications technology (ICT) tools. DELG’s major task was to provide advice to the Learning and Skills Council (LSC) on the delivery of a coordinated strategy for securing delivery of new forms of learning, specifically the innovative use of information technology, locally, regionally and nationally. The inquiry addressed the role of DEL in promoting social inclusion and widening participation in education and in workforce development. It also examined how DEL could be accommodated within funding, accountability and monitoring systems, the appropriate types of learning systems, delivery and content, and how to meet quality and evaluation needs. This report provides an analysis of the implications, challenges and opportunities generated by the increasing use of ICTs in British society and the associated growth of e-learning. The report also contains a number of recommendations as to how the LSC can best provide leadership and influence these developments. The recommendations are intended to facilitate effective LSC support and high quality provision for e-learners in the post-16 educational sector. Show less

This report is one of a series of resources from the project, The Disability Discrimination Act: taking the work forward 2003-05, managed by the Learning and Skills Development Agency (LSDA) in partnership with NIACE and Skill, supported by the Disability Rights Commission and funded by the Learning and Skills Council.

National guidance ‘Disclosure, passing on of information and confidentiality; guidance for post-16 education providers on implementing the DDA Part 4’ was published in October 2003 and subsequently released to all post-16 education providers via local LSCs. The purpose of this report is to discuss how the sector has responded to this national guidance, the challenges that providers face in implementing the requirements of legislation and to provide some examples of practice in the sector. This report builds on, rather than repeats, the information contained in the national guidance, so you may find it useful to read this report in conjunction with the guidance document.

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This report presents the main findings of a research project on migrant workers and their impact on the regional economy and labour market. The objectives for the research were: to provide the South East England Development Agency (SEEDA) and its partners with a detailed and robust profile of the migrant worker population in the south east; to provide a snapshot of migrant worker flows to the south east; to assess the impact of migrant worker activities on labour markets in the south east and on the regional economy; to assess the range of skills that migrant workers bring to the south east region; and to highlight key issues and help develop an understanding of the social impacts of economic migration and associated service provision issues in the south east. The study involved a review of existing studies on international labour migration to the UK, an analysis of available secondary data sources on migration; and primary data collection focusing on migrants.

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The Learning and Skills Council (LSC) is responsible for funding and planning education and training for people over the age of 16 in England, except those in higher education. A key goal for the LSC is to widen participation in learning. This consultation document outlines the LSC approach to a strategy for widening adult participation in education and training. The strategy applies to all LSC-funded providers engaged in the education and training of adults. It has been developed by the LSC with key partners at national, regional and local level. The strategy identifies ways in which more adults could be attracted into learning and how they may be positively engaged and retained in the learning process. The key purpose of this document is to seek advice and comment from stakeholders on the effective development of the strategy in terms of the actions proposed. The document summarises the recommended actions within five areas: a partnership approach; appropriate provision; targets and research; equality and access; and funding. The contents are: Summary recommendations; Rationale; Background; Strategy implementation: Summary of consultation issues. A number of annexes are included: DfES Public Service Agreement Targets; Key recommendations for the LSC; Steering Group; English Local Labour Force Survey 2001 - Adult Participation in Learning; Adult learning and social division: a persistent pattern. The NIACE (National Institute for Adult Continuing Education) Survey on Adult Participation in Learning 2002 (report indexed at TD/TNC 69.655); 'Learning works: widening participation in further education' (Kennedy Report, 1997) (indexed at TD/IRD 88.23); LSC strategic objectives for workforce development; Widening adult participation: ways to extend good practice. Research summary and recommendations; Response to consultation; Bibliography. Show less

The National Employer Skills Survey (NESS) is the largest of its kind ever commissioned, and aims to investigate the extent, causes and implications of England's recruitment problems and skills gaps, and at the same time measure employers' training activities. The Sector Skills Development Agency (SSDA) commissioned reports from a number of Sector Skills Councils, and this report summarises the NESS 2003 for Lantra, the Sector Skills Council for the environmental and land-based sector. This sector has a broad coverage, but for the purposes of this report only three broad clusters are focused upon: environmental industries, animal health and welfare, and land management and production. The overwhelming majority of establishments in this field are micro-businesses, with 94% employing fewer than five people. Due to survey restrictions, self-employed sole-proprietors were not included in the data, though many exist in the Lantra field, and 445 interviews were conducted in total. Employers were asked about specific skills they require now and skills they expected to be required in three years time. The two main occupations in this sector are identified as managers or proprieters in agriculture, and skilled agricultural tradespeople. For the former, communication, customer handling, numeracy, literacy and teamworking skills were all identified as important, while in the case of skilled trades, technical and practical skills are needed at an advanced level. The report also considers the extent of recruitment difficulties and skill gaps, and finds that: 56 per cent of establishments in the lifelong learning sector face hard-to-fill vacancies; 27 per cent of establishments suffer from internal skill gaps, with staff being regarded as less than fully proficient; vacancies and skill gaps are most common amongst skilled trades and elementary occupations, reflecting the importance of technical skills to this sector; the main causes of skill gaps are primarily perceived to be due to staff having a lack of experience; the main causes of hard-to-fill vacancies are a lack of interest in this type of work, and a low number of applicants with the required skills; and the most common skills lacking in applicants are technical and practical skills, communication skills, management skills and problem solving skills. Barriers to developing and maintaining a proficient team of staff in the Lantra sector are identified as including: lack of time for training for those with skill gaps; a lack of cover for training; and a lack of funds for training. The report also considers issues associated with employer engagement in developing their workforce. 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.

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

The Learning and Skills Council (LSC) has completed 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 adult and community learning (ACL). This includes learners attending accredited ACL courses (FE delivered by Adult Learning Providers) and non-accredited Adult and Community Learning (non-accredited ACL) courses. 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 82.436 and TD/TNC 82.437. Show less