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This report summarises the findings of a literature review (ranging from academic studies to unpublished accounts of local practice) on adult and community learning (ACL) based on a study undertaken between December 2000 and March 2001. Its aim is to inform policy and provide the Learning and Skills Council (LSC) and the Department for Education and Skills (DfES) with information on what works in ACL. Some key findings are: (1) excellence in ACL involves an approach that engages creatively with groups and individuals and meets them on their own terms and their own territory, involves the voluntary and community sectors in staff development, focuses on improving the retention of learners on the early stages of the learning experience, and helps individuals progress using accreditation where it motivates rather than deters the learner; (2) local authorities are the main players, but ACL takes place in a variety of settings; (3) the learning often has a significant impact on the skills and employability of individuals; (4) there are numerous social benefits; and (5) ACL is particularly suitable for outreach to disadvantaged people. The chapters of the report are: Introduction; The rationale for adult and community learning; Aspects of quality; Improving access; Achieving coherent provision; Discussion. Also included are a bibliography and three appendices: (1) Project methodology; (2) Case studies; (3) Some useful websites. Show less

The focus of this report, based on case studies of 14 Training and Enterprise Councils (TECs) and interviews with employers, is the support provided by TECS to organisations participating in the Investors in People (IiP) process. The aim of the study was, as part of the transition of IiP to the Learning and Skill Council (LSC) and Department of Trade and Industry (DTI) Small Business Service (SBS), to analyse the range of costs associated with obtaining IiP recognitions and related development activities that support this process. The structure of this report is as follows: the first section provides the background of the study, its aims and the methodology; section two gives an overview of the cost data, unit cost calculations and deadweight and displacement estimates; section three describes the generic model used for recording the cost information and the basis on which unit cost calculations have been made; the fourth section provides an overview of the range of IiP support models developed by case study TECs; section five reports on the employer consultations and assesses deadweight and displacement; section six reports on the key drivers that impact on unit costs; and the final section sets out the conclusions and issues for consideration from the analysis of unit costs, delivery models and performance. Show less

This report examines the impact of a series of development projects funded by the European Social Fund-sponsored ADAPT initiative on the development of the University for Industry (Ufi) concept in the UK. Ufi was established to stimulate demand for lifelong learning and to improve access to higher quality and innovative learning opportunities, particularly through the use of information and communication technologies (ICTs). The report presents the main findings of final case studies of 10 successful projects, selected to present a variety of different kinds of project funded under this initiative. It tracks the development of the projects and examines their policy contribution in terms of project outcomes, factors affecting their achievements, implications for Ufi/learndirect and the processes in place to disseminate lessons learned.

The case studies are indexed at TD/TNC 74.149. Show less

Learning Partnerships were set up across the United Kingdom (UK) in early 1999 to promote a new culture across the school, further education (FE) work-based learning, and adult and community learning sectors to rationalise the range of existing local partnership arrangements covering post-16 learning. This analysis, which is based on 20 case studies, provides an overview of key issues associated with progress, early impact and added value of Partnership Activity. It concentrates on the focus, performance and impact aspects of Partnership development and draws interim conclusions and recommendations. The contents are: Introduction; Partnership focus; Aspects of success; Barriers to development; Value added; Performance indicators; Conclusions and recommendations.

Other related reports are indexed at TD/TNC 68.196, TD/TNC 69.278 and TD/TNC 69.279 and the final report is indexed at TD/TNC 75.237. Show less

Consultation on the Green Paper '14-19: extending opportunities, raising standards' (indexed at TD/IRD 88.170) revealed strong support for reform of learning opportunities available to 14-19 year olds at school, college and in the workplace. The UK compares poorly with other countries on measures of participation and achievement. The most persistent shortcoming of the system is the weakness of vocational provision. The challenge is to create a 14-19 phase that provides a clearer and more appropriate curriculum and qualifications framework that embraces strong provision for both academic and vocational options. The 14-19 next steps document (indexed at TD/TNC 74.144) builds on the proposals outlined in the Green Paper and extensive responses to the Green Paper consultation. This companion report contains a number of annexes providing a more detailed explanation of elements of the strategy: Inquiry into A Level standards; The 14-19 curriculum and qualifications; Supporting local delivery; 14-19 Pathfinders; Supporting choice: advice and guidance; Working Group on 14-19 Reform; Implications for schools and colleges and timetable for change; 14-19 education and training in other countries (featuring Australia, Denmark, France, Netherlands, USA, Canada, Finland, Germany, and Sweden).

A summary of the main report is indexed at TD/TNC 74.146. Show less

This report examines the impact of a series of development projects funded by the European Social Fund-sponsored ADAPT initiative on the development of the University for Industry (Ufi) concept in the UK. Ufi was established to stimulate demand for lifelong learning and to improve access to higher quality and innovative learning opportunities, particularly through the use of information and communication technologies (ICTs). The report presents case studies of 10 projects, selected to present a variety of different kinds of project funded under this initiative.

The main findings from the case studies are indexed at TD/TNC 74.148. Show less

The main aim of this study was to carry out a new customised survey of training behaviour in UK firms as well as a quantitative analysis of the relationship between training and business performance. The survey process is described and a detailed description of the characteristics of the data arising from the survey as well as an analysis of various indicators of training activity cross classified by the size and broad industrial sector of the firms surveyed. There is a comparison of management characteristics and practices of firms classified into two broad groups in terms of their level of training intensity. Performance of the firms is measured in terms of the growth of employment, turnover, productivity and profit margins. A multivariate analysis of the determinants and the performance impacts of training and a qualitative analysis of training determinants using a series of case studies are provided. Appendices offer the questionnaires used in the survey, an analysis of the sample design and unit response bias characteristics of the sample, an analysis of non-response rates and the detailed individual case records of the firms used in the cast study analysis. Show less

The Increased Flexibility for 14-16 year olds Programme (IFP) was introduced in 2002 by the UK Department for Education and Skills (DfES) in order to 'create enhanced vocational and work-related learning opportunities for 14-16 year olds who can benefit most'. Partnerships between schools and colleges and training providers were formed and two cohorts of Year 10 students began two-year vocational courses including National Vocational Qualifications (NVQs), other Vocational Qualifications (VQs) and new General Certificate in Secondary Education (GCSEs) in vocational subjects. The partnerships aimed to enhance student attainment, develop their skills, knowledge and social learning, and increase retention in education and training after 16. As part of the evaluation of IFP, the DfES commissioned the National Foundation for Educational Research (NFER) to undertake a program of case study visits to nine IFP partnerships. The purpose was to investigate the extent to which IFP had become 'embedded in partnership provision and the wider 14-19 agenda' and factors that affected this process either positively or negatively. Specific objectives were to: identify the current partnership arrangements and the extent to which these had changed in relation to the nature of the cohorts and models of delivery; explore the development of IFP including the extent to which it had become embedded in institutions' provision; examine staff's perceptions of the contribution of IFP, and their partnerships' experience, to the transition into the new 14-19 arrangements; investigate the perceived outcomes for young people, staff and institutions from participating in IFP; and explore young people's experience of participating in IFP including their reasons for participating, experience of the program and the main outcomes including their intended future progression. The overall success of the partnerships was indicated by the generally positive view of staff and students about working in partnerships. In addition, the membership of the partnerships had remained stable or had consolidated over the four years of the program. Partnerships with more effective outcomes were characterised by clear selection criteria acknowledged by both college and school staff, effective support for students, and good communication at operational and partnership levels. Show less

This report presents the findings from an evaluation of the first phase of the London European Social Fund (ESF) Youth Programme 2014-2020 (the Programme), with delivery occurring between April 2016 and March 2019. This report was written in late 2018, while some projects were still underway. It presents a snapshot of the results achieved and lessons learnt to that point. The Programme was designed to support young Londoners, aged 15-24 who were either not in education, employment or training (NEET), or at risk of becoming NEET, into sustainable employment, education or training (EET). The Programme involves seven strands of activity, aimed at different cohorts of young people and working with employers and schools. Five of the programme strands are intended to work together, with providers referring young people between strands in order to access targeted support. Key findings include: (1) the programme has been successful so far in supporting most participants (53 per cent) into EET; (2) despite the collaborative design of the programme, providers made fewer referrals than anticipated; (3) despite some reservations, the payment by results approach was generally viewed as the best payment model for this type of programme, incentivising the intended outcomes for providers; (4) providers had different ways of working but in terms of good delivery practice, the most effective approach they have found is to use skilled advisors, have strong local partnerships and to work flexibly with the young person; and (5) participants typically enjoyed the programme and found it helpful in improving their confidence, skills, prospects of getting a job, knowledge of options available to them, and motivation to take next steps.

Edited excerpts from publication. Show less

In 1999, an advisory group on ‘Citizenship for 16-19 year olds in education and training’ recommended that citizenship be recognised as a key life skill and that young people be provided with effective opportunities to develop their citizenship skills. A three year developmental phase of post-16 citizenship began in September 2001. A number of projects were initiated to implement various approaches to the delivery of post-16 citizenship in organisations providing education and training to 16-19 year olds. This report contains an evaluation that is part of an ongoing three year National Foundation for Educational Research (NFER) evaluation of the Department for Education and Skills (DfES) funded post-16 citizenship development projects in England. The evaluation examined progress in 11 round one consortia developing post-16 citizenship. The first year of the evaluation was designed to: assess the extent to which the development projects are progressing in line with their agreed action plans, and are working towards meeting their own objectives; begin to identify the conditions necessary for the success of post-16 citizenship and the forms of citizenship provision which appear the most effective; examine the initial impact of involvement in post-16 citizenship on young people’s skills, attitudes and knowledge. The evaluation of the first year of development found that there was no clear working definition of what citizenship education and active citizenship means for all concerned with post-16 education and training. As projects develop, a number of issues need to be kept under review in relation to: project management; staff background and experience; partner organisations and networking opportunities; external partners; consultants; staff development; resources; assessment and accreditation; progress and monitoring; and young people’s responses. It will also be important for the projects to inform and respond to developments in citizenship education within the National Curriculum pre-16 and in post-16 education and training, and broader policy developments. Show less