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The Small Firm Development Account (SFDA) pilot program operated in the UK between April 2002 and April 2003. Its broad aims were to: (1) increase the number of small businesses taking part in developing their workforce, particularly at basic and intermediate levels, to improve business performance; and (2) develop within the small business, an internal resource or 'training champion' able to identify workforce development opportunities and engage with diverse training provision to identify the most effective solution. Following the successful delivery of the SFDA pilots in 2002/03, it was extended for a further year to reinforce the principles of structured training and test different methods of learning. Second year aims were: (1) to embed and develop the training plan approach in companies; (2) to offer clients a mentoring facility as a further option in relationship building between companies and business support services; and (3) to offer clients additional support, including management and leadership training for key workers, specifically targeted at areas of weakness in first year plans. The evaluation concludes that SFDA year 2 has achieved its primary objective to fully embed a structured approach to training within the vast majority of participating companies.

The first year evaluation report is indexed at TD/TNC 77.142. Show less

This paper provides a summary of recent research and statistics on the position of different ethnic groups in education and training in England compared with the rest of the population. The focus of the paper is on the participation and attainment of minority ethnic groups including people of Black Caribbean, Black African, Black Other, Indian, Pakistani, Bangladeshi, Chinese and Mixed heritage. Also included are Gypsy/Roma children, children of Travellers of Irish heritage, and refugee and asylum-seeking children. The key findings associated with participation and attainment are reported under the headings of early years’ education and childcare, school, post-16 education and training, higher education, adult learning, and participation in the education workforce. The authors conclude by stressing the need to understand the diverse experiences of the minority ethnic population in England, partly explained by differences in socioeconomic status, in order to achieve race equality in education. They add that the combination of improved data collection and new statutory duties should enhance research and practice across educational provision. Show less

The Skills for Life programme is designed to improve literacy, numeracy and language skills of adults and of young people (aged 16 to 17) who have left full-time education. As part of the programme, literacy, numeracy and ESOL [English for Speakers of Other Languages] training was provided free of charge to those without literacy or numeracy qualifications at Level 2. This report is the third in a series of reports of the evaluation of the impact of participation in a literacy or a numeracy course at a college for a qualification. As such, the evaluation does not assess the full Skills for Life programme (notably excluding ESOL courses and courses delivered outside college). The analysis is restricted to those aged 19 and over. The evaluation examines the impact of participation on a range of economic, personal and social outcomes, including employment, health and involvement in one’s children’s education (at Wave 2 and Wave 3). It also describes course benefits, as perceived by the participants (at Wave 2), factors affecting qualification gain and dropout (at Wave 2) and progression in education and training (at Wave 3). The first report [indexed at TD/TNC 83.460] described the characteristics of participants and their courses and identified factors affecting participation in Skills for Life literacy and numeracy courses (Metcalf and Meadows, 2005). The evaluation is being conducted through a longitudinal survey of participants on literacy and numeracy courses (Skills for Life learners) and a matched group of non-participants with low or no literacy or numeracy qualifications. A short test- based assessment administered prior to interview confirmed respondents to be lacking literacy or numeracy skills at Level 2. Respondents were first interviewed in 2002/03 (when course participants were on their course), with second and third wave interviews taking place one and two years later, respectively. This report provides findings based on analysis of the first three waves of the survey.

Published excerpt.

The second report is indexed at TD/TNC 83.461. Show less

This report has been prepared to describe how the UK can best promote progress in taking forward the Lisbon Agenda to develop 'a dynamic, competitive, knowledge-based economy in Britain', the British contribution to the same, broader EU goal. The report sets down the UK's position in relation to education, skills and lifelong learning and examines how these can best support economic reform under the Lisbon Agenda. The report examines four key areas: where the UK is doing well; where it is falling behind other member states; where there are significant differences between member states; and what can be learned from other member states. The author suggests that the UK has emerging strengths in developing a knowledge economy and implementing the Lisbon Agenda, and, in most areas, policy is encouraging movement in the right direction. However, there are still significant weaknesses, for example, lower levels of skills among the adult workforce than other member states, the lack of a well-established formal system of vocational training, a lack of parity of esteem and integration between vocational and academic pathways to learning, and a poorly coordinated, under-resourced and undervalued further education system. Political and institutional cooperation and determination will be required to continue taking forward the Lisbon Agenda. Show less

This publication focuses on the recognition of progress made by adults with learning difficulties in non-accredited areas of learning. It contributes to the development projects on Recognising and Recording Progress and Achievement (RARPA) in Non-accredited Learning, led by the National Institute of Adult Continuing Education (NIACE) and the Learning and Skills Development Agency (LSDA) and funded by the Learning and Skills Council (LSC). This publication is the result of an investigation by NIACE into the issues for both providers and learners with learning difficulties in recognising and recording achievements. It identifies issues through a literature review as well as a survey of post-age-16 learning providers. It investigates the curriculum design of learning programs available to learners with learning difficulties; the learners' needs and expectations; identification of learning objectives which meet the outcomes of the program, the group and the individual learner; formative assessment processes; and the recognition of student progress and achievement. The study indicates the dedication of many learning providers in attempting to recognise and record the progress and achievements of students with learning difficulties, but highlights that increased understanding of the situation is necessary, as a collaborative institutional and sectoral response to the issues outlined in this publication is still required. Show less

This White Paper builds on the existing 14-19 Education and Skills White Paper and Skills Strategy [available in VOCEDplus at TD/IRD 88.163] to set out a series of reforms for the further education (FE) system, focusing on the role of the FE sector in raising the skills level of young people and adults in order to achieve productive sustainable employment in a modern competitive economy. The proposed changes will result in more choice for clients, services designed to meet individuals' needs, new, innovative providers being encouraged to enter the training market, and action to address poor quality provision. The reforms are designed to enable learners to acquire high-quality skills and to ensure that employers have the right skills for their business to be competitive in a global economy.

The policy measures include: new incentives for colleges to develop one or more areas of special excellence, with a new higher standard of accreditation (under the program of Centres of Vocational Excellence or CoVEs); a more direct role for employers and an extension of the National Skills Academies (NSAs) program; a trial program of learner accounts and a new entitlement to free training and education for the under-25s to gain level three qualifications, with the continued roll-out of the Adult Learning Grant to help with maintenance costs for those on low incomes; the creation of a single Quality Improvement Agency to oversee a new national strategy to raise the quality of FE provision and promote continuing professional development of teaching staff; improvement notices to be issued to colleges judged to be failing and requiring the problems to be addressed within a year; and a simplified system for planning and funding provision designed to reduce regulatory bureaucracy at all levels, with an enhanced strategic role for the Learning and Skills Council at the regional level, new opportunities for innovative providers to enter the sector with new competitive arrangements and open advertising, and funding geared towards demand, particularly through the Train to Gain program. Show less

This strategy, launched on 8 July 2004, summarises the UK Government's plans for early years, primary and secondary schools, 14-19 education and training, adult skills, and higher education. Five key principles of reform will underpin the drive for a step change in children's services, education and training: (1) greater personalisation and choice, with the wishes and needs of children, parents and learners centre-stage; (2) opening up services to new and different providers and ways of delivering services; (3) freedom and independence for frontline headteachers, governors and managers with clear simple accountabilities and more secure streamlined funding arrangements; (4) a major commitment to staff development with high quality support and training to improve assessment, care and teaching; and (5) partnerships with parents, employers, volunteers and voluntary organisations to maximise the life chances of children, young people and adults.

Excerpts from publication.

A progress report published in 2006 is indexed at indexed at TD/TNC 95.749. Show less

The Foundation Degree Taskforce released its report to UK government Ministers on 2nd September 2004. The report contains several recommendations aimed at embedding Foundation degrees within the UK higher education system. It presents the case for further expansion of Foundation degrees in England, documents the progress already made and outlines the next steps in establishing the new qualification. Research into the current and future skill shortages in the UK reveal a need for associate professional and higher technician level jobs. Foundation degrees have been developed in consultation with employers to address these skill shortages. A number of objectives for the development of Foundation degrees have been identified: (1) to contribute to the reduction in skill shortages at the associate professional and higher technician level by equipping students with a combination of technical skills, academic knowledge and transferable skills that are valued by employers and students; (2) to expand the number and range of Foundation degrees and contribute to widening participation by providing flexible and accessible progression routes for young people starting careers, those in employment, and those returning to work; and (3) to promote collaboration between employers, Regional Development Agencies, Sector Skills Councils, universities, and higher and further education colleges in developing Foundation degrees. Show less

The main aim of this project was to review the relevant literature on the impact of vocational qualifications (VQs). It investigated: What drives learner choice? What do we know about the nature and extent of the market for VQs? How do different delivery mechanisms impact on the effectiveness of VQs? What does the literature tell us about the wider impact of VQs? The findings show that there is a positive link between the attainment of qualifications and future participation, and some evidence to suggest that attainment of VQs is beneficial to an individual’s level of self confidence. It also shows that the demand for VQs that are delivered off-the-job and which combine theoretical knowledge and practical skills continues to be high. Other findings include: a lack of detailed statistical information on the numbers and characteristics of those taking up and achieving vocationally-related qualifications (VRQs) and other vocational qualifications (OVQs); more OVQs than National/Scottish Vocational Qualifications (N/SVQs) are awarded; while the cumulative number of NVQ awards continues to increase, the annual total of people gaining NVQs has started to decrease; and age is a key determinant of VQ take-up. This report is presented in 10 sections: section one is the introduction; section two outlines the methodology; section three outlines the development of VQs in the UK; section four provides an international perspective on the development of VQs in England; sections five to eight present the findings in relation to learner choice, market for VQs, delivery, and impact; section nine contains the review’s conclusions; and the final section offers some recommendations for further research. Show less

The Community Champions fund provides small grants to support individuals in the UK in developing their skills and access to information and wider networks and/or to help them realise community projects and pass on their expertise to others. These individuals are able to inspire their communities to become involved in regeneration and learning activity. The Skills for Regeneration project aimed to assess the skills and knowledge developed by recipients of Community Champions grants in leading and participating in community-based regeneration projects. The project looked at what recipients went on to do with the skills gained from the program, and how Community Champions could be improved. The project found that Community Champions made a real difference for a large proportion of those interviewed and the communities in which they work. Relatively few recipients undertook formal learning through the program. The greatest skills and knowledge gains were achieved by ‘learning by doing’. The analysis revealed a need to target less experienced and less qualified potential Champions and to offer more and better pathways for sustainable projects and greater learning gains. Show less