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This report describes the characteristics of the unemployed from the Family and Working Lives Survey (FWLS). The intention was to analyse the characteristics of the unemployed to begin to answer some questions. How does an individual's unemployment history interact with other aspects of personal history and with general economic events? How does the labour market status of partners interact when one of them becomes unemployed? What is the effect of benefit receipt on re-employment probabilities? What are the effects of training on various types of re-employment probabilities following unemployment? What are the destinations of the long-term unemployed? What are the job search methods of the unemployed? This report identifies the most important determinants of the duration and incidence of individual unemployment and how these compare and contrast. Show less

This study aimed to estimate employers' total financial contribution to Modern Apprenticeships (MAs) and Youth Training (YT) in England for the period 1995 to 1996. This is the payment made directly to the trainee or on the trainee's behalf by the employer. Other contributions by the employer, such as on-the-job supervision and premise overheads, were not covered. 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

Purpose: This paper aims to determine whether high school students can become agents of change in their local communities by participating in a formal internship program implemented through a partnership between academia (high schools and universities), nonprofit organizations and key community stakeholders. Design/methodology/approach: Pre- and post-assessments, activity journals and on-line interviews are used to measure the impact of internships on high school students' sustainability leadership, using a train-the-trainer intervention led by university interns. A conceptual problem-solving framework is proposed and empirically tested to explore the linkages between complex problem constellations, sustainability transition strategies and sustainability visions.

Findings: The five core leadership competencies (systems thinking, strategic, anticipatory, normative and interpersonal) may not be as uniquely discrete as suggested in the literature. An effective learning experience depends on students' developing competence in their ability to implement a strategic intervention, which is better acquired through hands-on experience rather than a classroom setting. Practical implications: Students need experiential learning outside of the classroom to make sustainability come alive as a viable option for their communities.

Social implications: The principles of social responsivity, engagement, experiential learning, capacity-building and entrepreneurialism can be executed by transforming the campus into a learning lab, which includes the local community. Originality/value: This study empirically demonstrates that students need involvement in strategic interventions to imagine and conceptualize sustainability visions. It also shows how academia can help fulfill the United Nations sustainable development goals.

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

Pre-Vocational Pilots (PVP) and Pre-Vocational Training (PVT) were launched in the United Kingdom in 1996 and 1997/8 to address the needs of people with multiple disadvantages who were not ready to enter mainstream employment programs. Previous research on PVP, undertaken in 1997 (indexed at TD/TNC 63.187) found that while most participants regarded their training as beneficial, a significant proportion (approximately 20 per cent) of participants appeared not to be benefiting from this program. This report sets out the findings of follow-up research carried out in 1999 by BMRB, replicating in part, earlier work but also including a qualitative component focusing on why some participants failed to benefit from PVT programs. The research was carried out in two stages: (1) The quantitative survey of all PVT participants; and (2) The qualitative research with the 'discontented'. The main chapters of the report are: Characteristics of PVT participants; Experiences on PVT; Experiences after PVT; Perceptions of PVT helpfulness; 'Discontented' with PVT: an introduction; A profile of 'discontented' PVT participants; Experiences of pre-vocational training; Perceptions and content and delivery of PVT; Meeting the needs of the discontented. Also included are four appendices: (1) CHAID analysis of discontented participants; (2) The quantitative survey; (3) Qualitative study of discontented participants; (4) Analytical method for qualitative research. 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 how economists forecast skill needs, how the economy responds to a lack of skills and the economic consequences of not anticipating skills needs. Following an introduction and summary, the authors first of all examine skills shortages and why we need to anticipate skill needs. They identify the results of skill shortages such as lower quality, lower productivity and higher wages and note the impact of the measures taken by firms to adjust to these shortages. They then discuss the difficulties implicit in leaving it to market mechanisms to address the problems. Finally, they analyse how economists attempt to forecast skills. They discuss occupational forecasting and whether it can be a useful indicator for predicting skill change, question the links between occupations and skills and present some case study examples of skill changes, particularly multi-skilling, in large organisations.

Other research reports in this series are indexed from TD/TNC 62.634 to TD/TNC 62.651. Show less

This report presents the final evaluation of the European Social Fund (ESF) Objective 3 activities. It is both an assessment of the performance of the current Objective 3 program and a basis for planning and developing Objective 3-type activities for the next program. Sections cover a range of areas including recent trends in the British labour market, project delivery to meet individual needs, what Objective 3 has achieved, program performance, equality, assessment and evaluation. Show less

This study investigated the characteristics, circumstances, attitudes and employment details of 197 young people aged 16 and 17 who left school without qualifications at level 2, or above, and who are currently in work but not receiving any formal, structured training that would lead to a recognised qualification at that level. Little was known about the attitudes, circumstances or characteristics of this group. Given the objective of finding the range of opinions and circumstances of this group, a qualitative approach using face-to-face discussions was adopted. This study was commissioned to guide and inform policy making in this area. Show less

This report presents the findings of a review of the literature on partnerships. The aim was to synthesise material, rather than summarise it, and to present key lessons in an accessible way. The report has been set out in four sections that reflect the process or lifecycle of the partnership operation. These processes are presented sequentially although the reality of the evolution of the partnership may be quite different. The sections are: what makes a partnership, establishing a partnership, managing successful partnerships and sustaining the partnership. Each section starts with an introduction, reports on relevant research that has been undertaken, sets out the key learning points, and concludes with a page of key issues that bring together all the learning points from the section. The final part of each section is a series of action points that are designed to encourage the reader to think about how the experience of others relates to their own experience of partnerships. Show less

Encouraging the commitment of individuals to learning throughout life is a theme in the British Government's strategy for vocational education and training. This study focuses on the benefits of learning both to the individual and the organisation. It was based on a question. If the returns to learning were clearly understood by employers and others, would more learning accrue? This question is addressed in two ways. The first is to explore the literature that has been produced on adult learning, to seek out themes and to integrate information across the various disciplines that have contributed to this literature. The second is to explore some of the main issues and themes through case studies within a number of small and medium-sized enterprises. The conclusion is that for individuals, there is some evidence from the literature and case studies, of a general belief that training produces positive benefits. The main issue is the willingness of individuals to invest in their own development in terms of money, although the return on that investment is far from certain. For employers, evidence of gain is less readily available, although there is strong evidence that employers believe that training and development is beneficial. Overall there is a lack of understanding of exactly what the benefits of learning are. Show less