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Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report is the result of the Transport Sector Skills Dialogue and provides an assessment of trends in employment and skill needs and associated issues in the transport sector. The transport sector is defined as covering aviation, passenger land transport, Merchant Navy, motor vehicle sales and repair, rail, road haulage, and distribution and ports. The introductory chapter explains how the transport sector is defined for the purposes of the Skills Dialogue, its importance to the UK economy, and key influences on the sector. Chapter two explores issues associated with labour market demand in terms of the numbers of employees required and skill requirements. Chapter three investigates issues linked to the supply of labour to the transport sector, including trends in the working population in general from where the sector will be recruiting. Chapter four draws together issues from previous chapters to identify areas of difficulty in the supply of skills to the sector. The report also includes an industry summary for each part of the transport sector highlighting industry facts, trends and issues. The four key messages to emerge from the report are: (1) the transport industry is huge and will require a large labour pool; (2) much of the industry skill needs will stay at the same level despite changes so vocational training needs equal treatment with higher education to continue to provide the labour required; (3) the entry criteria for Modern Apprenticeships needs changing to eliminate discrimination in those parts of the sector where initial recruitment is at age 25 or older; and (4) the needs of the transport industry are reasonably uniform across the UK so the government needs to take a national approach when addressing industry issues. 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

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 nature and causes of recruitment difficulties in the leisure sector and to investigate changes affecting the sector, determine the consequent skill needs and define the skill requirements to create and maintain a world class sector. Keep and Mayhew begin by defining the sector and the nature of the workforce within it, but they note the difficulties in having too prescriptive a definition, as they see leisure as a measure of consumption rather than a discrete area of employment. They also point out the important factor of domestic demand in a country with a wide range of incomes and levels of discretionary spending, which is quite different from many other European countries. The main thrust of the paper deals with the specific problems of the sector such as unsocial hours, over-representation of women and ethnic minorities, significant proportion of unpaid volunteers, non-existent career structures, informal recruitment practices, poor human resource management (HRD), lack of any significant trade union presence, and the consequent high levels of labour turnover. With this in mind, skills are seen as a lower-order priority. It is asserted that they are important only within a wider strategy for change, and upgrade of the industry. In fact, the authors challenge the very idea of trying to sustain a 'world class' sector, when international tourism in the United Kingdom (UK) is focused on very few locations. They conclude by posing four searching questions about the structures and policies needed to effect fundamental changes in this important section of the economy.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.637 and from TD/TNC 62.639 to TD/TNC 62.651. Show less

This analysis is aimed at planners and providers of future education and training, who need to assess anticipated demands for skills in their own area or sector. It draws together information from a variety of different sources about labour market trends and the demand for, and supply of, skills in the United Kingdom (UK), based on material provided by the Policy Studies Institute. Data sources include household surveys, official projections and registers and surveys of educational participation and attainment. The information provides a starting point for the detailed planning and assessment of likely demand and trends in the supply of skills, as projected and regional trends likely to have an impact on the labour market are included. Show less

Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report is the result of the Construction, Professional Services, and Extractive Mineral Processing Sector Skills Dialogue and provides an assessment of trends in employment and skill needs and associated issues in this sector. The sector is broad and includes all industries that contribute to the development of buildings and infrastructure. These include extraction and processing of raw materials, construction including installation of gas, electrical and plumbing appliances, and services such as architecture, civil engineering and project management. Chapter one looks at the key features of the industries, chapter two investigates changing skill demands, chapter three explores skill supply, and chapter four examines skill mismatches. It was difficult to generalise trends due to the broad range of activities undertaken in these industries. However, in chapter five, some conclusions are drawn. The construction industry is experiencing high levels of skill shortages, professional services are experiencing skills shortages and the creation of a skilled 'technician' role, that can be performed by non-graduates, is being considered. There is a general consensus that change needs to take place in five areas: (1) recruitment; (2) reducing reliance on unqualified site workers; (3) reviewing the skills of workers at craft level; (4) adressing quality in frontline supervisory and perhaps technician posts; and (5) recruitment of managers and professionals into the industry. 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.

Sociologists and economists have reported for some time that certain identifiable generic skills are now specially important, are in demand and therefore have pay implications. This paper tests the assertions in the labour market, using some newly-designed generic skills indices derived from a nationally representative survey. The generic skills identified are: verbal, manual, problem-solving and checking, numerical, planning, client communication, horizontal communication, professional communication, computing, autonomy, variety and organised teamworking. The skills were investigated using job analysis methods adapted by an interdisciplinary team and incorporating ideas from economics, sociology and psychology. Green describes the process in some detail, including the definition of skills. The results show that some skills continue to have a high value, such as computing, whereas other skills have virtually no labour market value or, in some cases, negative reward. The author concludes with comments on the results and suggestions for both employers and the government.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.639 and from TD/TNC 62.641 to TD/TNC 62.651. Show less

Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report is the result of the Engineering Sector Skills Dialogue and provides an assessment of trends in employment and skill needs and associated issues in the engineering sector. The introductory chapter provides details of the scope and coverage of the dialogue and describes the context, main economic trends and other factors influencing engineering skill requirements. Chapter two contains a discussion of the evidence on trends in demand for engineering skills and chapter three examines the supply and availability of such skills. Chapter four investigates the main demand-supply imbalances. The key messages are: (1) there is still a strong demand for engineering skills in the UK economy despite the long-term decline in much of engineering manufacturing; (2) there is particular demand in the fast-growing electronics and telecommunications industries; (3) a number of engineering employers are experiencing difficulty in recruiting staff mainly because of a shortage of people with relevant skills and experience; (4) skill shortages are apparent at all levels but particularly at the higher end of the occupational spectrum; and (5) the main skill gaps are in specific technical and practical skill areas but personal and generic skills are also in short supply. 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.

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 begins with a description of the complex relationship between different individuals and groups involved in skill development and formation. The authors point out that people may be affected by the decisions of all or any of a large group of decision-makers, from central government agencies such as Training Enterprise Councils and Industry Training Boards, to educational institutions and employers. The problem is further complicated by different levels of interaction at the international, national, regional and local level, depending on skill level. Knowledge of the system and the ability to work through it are seen as essential tools in skill development and upgrading and the authors present the idea of 'cognitive filters' which operate within the skills formation area and influence decision-making. Clearly the least privileged in terms of social background have the least knowledge about how the system operates. The paper then concentrates on the influence of two areas - employers and schools. Employers can reproduce the skills they already have in their workforce and they can expand and change skills as required. Schools are seen to have divergent goals: they aim to develop each student's competence to the best and highest level, yet, at the same time, they aim to prepare students for the world of work. Within this contradictory environment, crucial decisions are made about future employment, training and the relative skills needed. When other factors relating to poverty, ethnicity, gender and social class are considered, it becomes clear that changes must be made to improve the current situation. The authors conclude that there is not one set of solutions to cope with skill shortages and the changing nature of work, but there is a need for new policies and programs to be developed to integrate these divergent elements.

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