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This report contains a comprehensive analysis of the returns to a range of qualifications and to basic literacy and numeracy skills in the UK. New information is provided on the returns to specific vocational qualifications which have not previously been addressed in the literature. The impact of each qualification held by an individual on their earnings is measured rather than only including the individual’s highest qualification. In addition, the analysis of the economic impact of basic literacy and numeracy skills is the first study of its kind in the UK. The first chapter provides a brief summary of the main results. Chapter two contains a literature review on the returns to academic and vocational qualifications and chapter three reviews the evidence on the returns to basic skills. Chapter four details the data sets used in the study. These are the National Child Development Study (NCDS), the International Adult Literacy Survey (IALS), and the Labour Force Survey (LFS). Chapter five discusses methodological issues and chapters six and seven provide the results on returns to academic and vocational qualifications and to basic skills. Chapter eight provides brief conclusions and reinforces the fact that wage and employment returns, both to qualifications and to literacy and numeracy skills, are substantial. Overall, the results indicate higher returns to academic qualifications than to vocational qualifications. However, once account is taken of the time needed to acquire such qualifications, the returns to vocational qualifications appear far more promising.

A discussion paper by the authors on this area of research is indexed at TD/TNC 69.166. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

The aim of this paper is to look at how government funding of post-16 education and training provision works, and to assess the impact that the funding mechanisms have on the skills produced. The two main funding bodies are the Further Education Funding Council for England (FEFC), responsible for allocating resources to the 435 providers of further education, and the 72 Training and Enterprise Councils (TECs), responsible for the government's work-based training programs. Following a brief introduction, Section 2 of the paper looks at how work-based training supplied by TECs is funded, from the allocation to government offices (GOs) for the regions and then passed on to TECs. Section 3 examines the effect that TEC funding arrangements have had on skills delivery, bearing in mind that the complexity of TEC arrangements makes it difficult to compare results across the country. Sections 4 and 5 are concerned with the funding of further education, in particular the financial support to the 435 institutions covered by FEFC and an assessment of the impact of the funding methodology on skills supply. In their conclusion, Felstead and Unwin give eight statements which combine to map how government funding of post-16 education and training provision operates. They then discuss the consequences of this complexity and diversity, highlighting the difficulties faced at all levels, and assert that there is an urgent need for the creation of a single body for post-16 funding to address skill needs and encourage providers to work together to meet the challenges ahead.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.642 and from TD/TNC 62.644 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.at has been commissioned to review and evaluate existing literature in a number of skills-related areas.

The author begins this paper by attempting to define both the size of small and medium enterprises (SMEs) and the importance of their contribution to the United Kingdom (UK) economy. Considerable changes within the sector have made precise definitions difficult. These include sectoral shifts, economic uncertainty, technological change, organisational changes, and public policy which has encouraged the growth of small businesses. Johnson analyses national evidence on SMEs and skills, and includes tables of selected results from the Skills Needs in Britain (SNIB) studies and the Cambridge SBRC surveys. The third section deals with research findings on management skills, general workforce skills, graduate and higher level skills and the use and impact of policy initiatives. The last section presents key findings and the implications for future skills needs. Johnson comments on the incidence and types of training provision, the position and influence of owner/managers, and the suggested policy directions for skills and training initiatives within the SME sector, although the heterogeneous nature of the SME sector makes it difficult to provide categorical statements about the findings.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.644 and from TD/TNC 62.646 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

The aim of this paper is to assess the main supply and demand issues for engineering skills. Following a brief introduction, Mason examines recent evidence on engineering recruitment difficulties and skill gaps, distinguishing between those clearly identified by employers and others less obvious, described as 'concealed' or 'latent' gaps. In the following section he looks at the extent to which engineering skill problems are cyclical rather than structural. The next sections deal with the adequacy of current education and training both in terms of quality and quantity, including the impact of changes in technology and work organisation. Mason concludes with a summary and assessment section, which presents the findings and suggests that there are structural problems to be addressed which will involve changes and further research.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.638 and from TD/TNC 62.640 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.as been commissioned to review and evaluate existing literature in a number of skills-related areas.

This paper examines the extent, nature and implications of spatial variations in skill levels across England. Following the introduction, Section 2 examines the reasons why skills are important to localities. In addition to the obvious potential for stimulating employment, earnings and living standards, the authors identify other important reasons such as globalisation, which is increasing competitive pressure both nationally and internationally, technological change which is transforming work organisation, and the consequent importance of ensuring that skill deficiencies and gaps are addressed. Section 3 looks at the extent and nature of spatial skill variations in the workforce as a whole and with young people at school. In Section 4 the authors look at the variations locally within 3 levels - at age 11, age 16 and in the workforce as a whole. Section 5 concentrates on the effects that spatial skill variations have on local economic performance - employment, competitiveness, earning and deprivation. Finally, Section 6 presents the implications for policy and future research and summarises the conclusions. The authors maintain that spatial skill variations are substantial at all levels of qualification both for young people and the workforce as a whole and that they are systematic, in that low skill localities are generally low skill at age 11, age 16 and in the workforce as a whole.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.645 and from TD/TNC 62.647 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

In part 1 of this paper, 'The demand and supply of intermediate level vocational skills: a review of recent trends', Lloyd discusses employer requirements for intermediate-level skills and the extent to which these skills are changing. Using existing research from survey and case studies, she addresses five issues of concern: is there any evidence for a shortage of intermediate level vocational skills?; can we identify a changing pattern of demand from employers for intermediate skills?; how are jobs at the intermediate level changing?; is there evidence of either upskilling or deskilling?; and, what factors are likely to determine the way that intermediate jobs are changing? In part 2, 'Intermediate skills and productivity - how the UK compares', Steedman examines the supply of intermediate-level skills in Britain compared to other European countries, Singapore and the United States and the importance of these skills for productivity. She analyses the skill profiles, and looks at skill stocks by sector and the links between intermediate vocational skills and productivity, providing tables from the International Adult Literacy Survey (IALS). Both authors conclude that there is a lack of evidence to support the view that there are widespread intermediate skill shortages. In fact, overall, there is a weak demand which reflects the number of firms that only demand low-skilled workers and a consequent weak supply. Analysis of the IALS survey confirms that the United Kingdom (UK) has a skills deficit and that, although more young people have intermediate qualifications, the increases are predominantly academic (A-level) and not vocational. They assert that policy-makers must recognise both these facts and make appropriate decisions if the UK is going to be able to compete with other countries in those markets requiring middle to high level vocational skills.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.635 and from TD/TNC 62.637 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

This paper examines the provision of post-compulsory education and training (PCET) particularly as it relates to vocational qualifications for young people. The author maintains that working through the many options and routes is a daunting task and that the provision is 'fragmented and incoherent, with a number of competing pathways of varying status and value' (Evans et al, 1997). She identifies five key questions which need to be addressed by policy-makers. Do vocational qualifications act as a barrier to young people's participation in vocational education and training? How credible are vocational qualifications and vocational courses in the eyes of young people and employers? How might vocational qualifications and vocational courses be improved and strengthened? How are vocational qualifications and vocational courses viewed by education and training providers? How do vocational qualifications and vocational courses relate to their academic counterparts and how might that relationship be improved? Unwin looks at all the options that 16 year-olds face at the end of compulsory schooling and highlights a plethora of apprenticeships, traineeships and other initiatives. Destination patterns are analysed and the strengths and weaknesses of National Vocational Qualifications (NVQs) and General National Vocational Qualifications (GNVQs) are examined. She presents a range of conclusions to support the young people themselves, the providers of training and the employers, and makes ten policy recommendations to simplify and coordinate the PCET process.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.636 and from TD/TNC 62.638 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

The purpose of this paper is to provide a critical appraisal of the skills issues relating to the creative industries, including how different parts of the sector have attempted to identify and meet their skills needs, the roles of different parts of the education and training sector in supplying the skills needed, and any evidence relating to the perceived failure in the United Kingdom (UK) to translate good design into good business. In his introduction, Parker identifies important issues to be addressed in the creative industries sector, including the difficulties in defining both the sector and the skills, the problems in estimating the size of the sector using standard data sources, the skills needs of specific creative industries with different work practices, and problems associated with the evaluation and measurement of particular jobs within the sector. It is pointed out that definition of the creative industries by the the Department of Culture, Media and Sport (DCMS) is 'those activities which have their origin in individual creativity, skill and talent and have a potential for wealth and job creation through the generation and exploitation of intellectual property'. Some difficulties lie in the fact that many creative activities are subsumed within other industries and many non-creative occupations are employed within cultural or creative industries. Key characteristics are identified and an analysis is made on changing skills needs of the following sectors: multimedia; publishing; broadcasting, film and video; music; performing arts; and design. Cross-regional perspectives are addressed, the difficulties in predicting and identifying skill shortages and needs noted and consequent implications for policy identified. In his conclusion, Parker makes it clear that treating creative industries as an entity is important in matching skill needs and addressing difficulties across the sector and notes that the Labour Market and Skills Information (LMSI) focus of the Skills Task Force supports that contention.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.643 and from TD/TNC 62.645 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

This paper was commissioned to examine the evidence about employers' attitudes to training, how training is encouraged and supported, and the effectiveness of levies and other legal obligations. The author points out that, because the area to be covered is so large, the emphasis has been on problem areas and covers a range of smaller topics focusing on certain sub-sections of the adult workforce, provision by smaller employers, and provisions of adult training for the longer-term skills. Following the introduction, Section 2 offers a brief overview of the evidence on employer-provided adult training, highlighting the complexities and providing information on volumes, flows and recipient populations. Section 3 examines the United Kingdom (UK) employer attitudes to training and the factors that affect them, including globalisation, the impact of new technologies, and the changing and increasingly competitive nature of the workplace. Keep analyses the complex nature of the infrastructure that supports adult training, including sectoral support, local/regional foci, existing legislative requirements, trade unions, and national institutions and schemes. Section 4 looks at what international evidence and past experience reveal about alternative approaches on the use of levies. Research indicates that caution is needed in using the experience of other countries to solve UK problems. The author points to the UK experience with Industrial Training Boards (ITBs) and briefly looks at French and Australian experiences with levies. Finally, Section 5 considers implications and reviews a range of possible policy responses, including levies. In conclusion, Keep raises two key questions. First, why has the problem resisted previous efforts at change? He notes that this paper shows that there has been too narrow a focus concentrating on skill supply rather than changing organisational strategy. Second, how might the National Skills Task Force (NSTF) mobilise support for change? He suggests that policy-makers need to address the development of a genuine consensus, ensuring that all employers, including small and middle sized enterprises (SMEs), support the initiatives.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.646 and from TD/TNC 62.648 to TD/TNC 62.651. Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.

This report was prepared for the Department for Education and Employment Workshop of Management Skills in the UK (London, 5 July 1999). It provides a compendium of data about managers and administrators drawn from a wide variety of mainly statistical sources, including the Labour Force Survey and the New Earnings Survey. In addition, it includes a complete new series on the starting salaries of graduates in management and related disciplines, and those graduates moving into management functions. Several important conclusions are drawn from the analysis of the data, of which the following are selected. First, managers and administrators are a large and diverse occupational group - the education and training for which will depend upon other factors, such as the number of individuals they are responsible for, and whether they are specialist or general managers. Second, most individuals, whatever their occupation, are required to exercise management skills and therefore there is a need for more widespread management education and training. Third, on balance, managers and administrators in the United Kingdom (UK) do not appear to be as highly educated or trained as one might expect, either by comparison with other comparable occupational groups or in comparison with other countries. Fourth, the tendency to focus on key groups, such as MBAs, which are only the tip of the iceberg in terms of numbers, distracts attention from the much wider problem of management education and training. Fifth, there is some evidence of skill shortages in a numerical sense, but more clear evidence of skill deficiencies, and an unknown (but likely to be large) latent skills deficiency. The evidence is consistent with the suggestion from the Workshop that the best UK managers are likely to be comparable with the best in other countries, but that there is a long tail where the standard is significantly poorer.

Published abstract.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.649 and from TD/TNC 62.651 to TD/TNC 62.651. Show less