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This prospectus provides an overview of the topics covered by our offer with short descriptions to help understanding. It also explains how to apply for training or to get help with analysing your needs. Our aim is to help schools, colleges and others achieve their objectives particularly in relation to management, staff development, collaboration, curriculum development and vocational learning. All of which are highly relevant to implementing the new 14-19 agenda. We would like to thank the DfES for enabling us to make this offer through their funding of the 14-19 Vocational Learning and Support Programme.

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All post-industrial labor markets become increasingly segmented between insiders who are in standard employment, and outsiders who incur a greater risk of unemployment and/or atypical employment. In this paper, [the authors] analyze to what extent this segmentation translates into actual economic, social and political dualism. [The authors] argue that this translation depends on institutional welfare regimes. While some regimes countervail segmentation, thereby preventing actual dualism in outcomes, others perpetuate or even reinforce insider-outsider divides.

Empirically, [the authors] show that structural change towards post-industrial labor markets has produced similar, but not identical sets of insiders and outsiders across regimes. [The authors] then examine the distributional consequences of segmentation with regard to three sets of outcomes: (a) labor market dualism, i.e. gross earnings power as well as access to job mobility and training; (b) social protection dualism, i.e. the effect of taxes and transfers on net income differentials between insiders and outsiders, pension policy and labor market policy coverage; and (c) political integration dualism, i.e. the insider outsider gap in terms of trade union membership and political participation.

The [authors] demonstrate that the structural trend of labor market segmentation results in different patterns of dualization: continental and southern European regimes perpetuate and even reinforce the insider outsider divide with regard to all three dimensions of dualism. In liberal welfare regimes, outsiders face strong disadvantages in the labor market. However, the liberal welfare state contributes to narrowing the gap between insiders and outsiders in terms of net income. In the Nordic welfare regimes, labor market segmentation is also a reality. However, insiders and outsiders fare more equally with regard to job perspectives, income, welfare rights and political integration.

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The National Employer Skills Survey (NESS) 2003 was commissioned by the Learning and Skills Council (LSC), in partnership with the Sector Skills Development Agency (SSDA) and the Department for Education and Skills (DfES), to provide detailed information about the extent, causes and implications of England's recruitment problems and skill gaps. The survey involved 72,100 interviews with a representative sample of employers in England. This report is the main report from the 2003 NESS survey and provides the key initial findings. It covers: workforce structure; recruitment challenges; skill gaps; the implications of skill deficiencies and the actions taken to overcome them; training; and the changing patterns of skill deficiencies. The survey found that there was little variation in the regional profile of employment, although London had a slightly higher proportion of people employed in professional roles and fewer as machine operatives, personal service staff and skilled trades. Other findings included: a third of the employers expected their workforce to grow in the next 12 months; 8 per cent of employers reported they had vacancies they were finding hard to fill, with half of these employers finding it difficult to get suitably skilled applicants to fill at least some of these vacancies; skill-shortage vacancies were harder to fill; 22 per cent of employers reported that at least some of their staff lacked proficiency, but in terms of future proficiency problems, between a quarter and three-tenths of employers didn't foresee any barriers to a fully proficient team of employees; the largest proportion of skill gaps was among sales and customer service and elementary occupations; 39 per cent of employers had a training plan with larger establishments being more likely to engage in business and training planning; and overall, the characteristics of the job role were more likely to determine whether an employee received training or not. The method of measuring skill gaps changed between the 2001 and 2003 surveys and this has made comparisons relatively difficult. However, evidence suggests that patterns of skill gaps have remained broadly the same, but there have been considerable increases in business and training planning.

The report of the key findings of the National Employers Skills Survey 2003 is indexed at TD/TNC 79.281. Individual National Employers Skills Survey 2003 Sector Skills Council reports are indexed from TD/TNC 79.275 to TD/TNC 79.280. Show less

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

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

The Learning and Skills Council (LSC) has responsibility for planning and funding work-based learning (WBL) for young people and adults in England, and this document sets out the LSC’s approach to funding WBL in 2007/08. Some sections are also relevant to learning agreements,Young Apprenticeships, and Apprenticeships for Adults. It constitutes an integral part of the LSC’s funding agreement, conditions of funding (grant), conditions of funding (employers) and the financial memorandum with providers for the delivery of WBL in 2007/08. This 2007/08 edition is based on the 2006/07 edition. It has been updated to (1) integrate the 2007/08 changes into the main text (2) notify providers of a limited number of technical changes and points of clarification made for 2007/08 (3) reflect the LSC’s current approach to setting rates for Apprenticeships (4) reflect the ongoing development of WBL programmes. All important policy changes for 2007/08 are identified in paragraphs 19-43.

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This report contains the findings from a study into the views of employers and partner organisations about their future requirements from the National Employer Service (NES). The Learning and Skills Council (LSC) provides this service to large, multi-sited employers. The report covers three broad areas: skills planning and development in large employers; the involvement of large employers in LSC-funded programmes; and the relationship between the NES and partner organisations. The report is the first stage in achieving the aim expressed in the Skills White Paper [indexed at TD/IRD 88.162] that the NES should develop strategic relationships with major national employers, help them to access publicly funded training and increase their involvement with the skills agenda.

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The National Learner Satisfaction Survey (NLSS), undertaken by the Learning and Skills Council (LSC), provides an overview of delivery and satisfaction with education and training among learners aged 16 or over in England. The NLSS 2004/05, carried out between February and June 2005, looked at a range of programs and interviewed learners about their perceptions of the delivery of education and training and their satisfaction levels in relation to the quality of teaching, management of learning, pre-entry advice and guidance, learner support, benefits and impacts of learning. The focus of this report is on further education (FE) provision. Key messages include: 67 per cent of learners were 'extremely' or 'very' satisfied with their learning experience overall; younger learners displayed lower levels of satisfaction and learners with disabilities were more satisfied overall than those without; and in terms of area of learning, lower levels of satisfaction were seen in construction, engineering, technology and manufacturing and hairdressing/beauty therapy. The contents are: Executive summary; Introduction; Overall satisfaction with the learning experience; Overall satisfaction with the quality of teaching; Information and guidance prior to entry; Support for learners; Impact of learning and attitudes to learning; learndirect data; Further information and key publications.

Reports from the 2004/05 NLSS are indexed at TD/TNC 86.393 and from TD/TNC 87.439 to TD/TNC 87.443. Show less

This document contains the Learning and Skills Council's (LSC's) priorities and key actions for 2006-07. The six priorities are: (1) ensure that all 14-19 year olds have access to high quality, relevant learning opportunities; (2) make learning truly demand-led so that it better meets the needs of employers, young people and adults; (3) transform the learning and skills sector through agenda for change; (4) strengthen the role of the LSC in economic development so that we provide the skills needed to help all individuals into jobs and lifelong employability; (5) improve the skills of the workers who are delivering public services; and (6) strengthen the capacity of the LSC to lead change nationally, regionally and locally. Show less

'Skills in England 2005', produced by the Learning and Skills Council (LSC) in partnership with the Department for Education and Skills (DfES) and the Sector Skills Development Agency (SSDA), summarises the key developments in England's skill base over the last 12 months by pulling together the latest evidence on the supply of, and demand for, skills. It is presented in three volumes. This volume contains the key findings. It highlights the main issues facing LSC and its partners and identifies the key priorities for skills. The key challenges identified include: the accelerating pace of change in technology, globalisation and the changing pattern of demand for skills; the obsolescence of many existing skills; increasing demand for higher level skills resulting from structural and occupational change, and technological and demographic drivers; and ongoing demand for low-skilled and semiskilled occupations in sectors such as manufacturing and construction.

The three volumes are indexed from TD/TNC 87.447 to TD/TNC 87.449. Show less