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[This report is the] UK government's response to the Wilson review of business-university engagement. [It] sets out what the government will do to build on acknowledged strengths to create the best conditions for universities and businesses to work together to create prosperity over the next decade. [It] covers government initiatives to promote employability skills, research and innovation, work placements and internships, and university-business collaboration at the local level.

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This strategy sets out how the UK government and the whole education sector will work together to build on existing strengths in higher and further education, in UK schools overseas, in educational technology and products and services, and in delivering English language training. The strategy covers: (1) welcoming and supporting international students; (2) supporting transnational education (supporting British schools and colleges operating overseas, developing ‘end-to-end’ English language training, and strengthening quality assurance); (3) providing leadership in education technology (actively encouraging development of Massive Open Online Courses (MOOCs), and launching a design call, through the Technology Strategy Board, on commercialising education technology); (4) developing international relationships; and (5) building the UK brand and taking up opportunities overseas.

The strategy is accompanied by an analytical narrative that identifies a number of challenges facing the UK education sector and a one-page statistical factsheet. Show less

This research aims to inform the forthcoming negotiations for the European Structural and Cohesion programs to run from 2014 to 2020. It looks at how the European Social Fund (ESF) might be used to promote economic growth and the creation of employment opportunities through supporting activity around self-employment, entrepreneurship and the providing of re-skilling opportunities. The research was based around Manchester and Newcastle to gain insights into how ESF delivery arrangements are working at the local level, and how they might best serve city-level priorities in the future. Although current ESF delivery is seen as contributing to addressing employability and skills concerns, a number of clear issues for consideration emerged from the study. For some, current provision is viewed as too generic, partly because it is delivered through large contracts rather than being more locally focused and oriented around meeting specific local needs.

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[This document] provides the supporting analysis for the Higher Education White Paper. [It] summarises a wide range of evidence and highlights the importance of a well-functioning higher education (HE) system. [It] covers the role of higher education in UK economic and social development, the reasons why government intervenes in the market for higher education and, the factors underlying behaviour and competition in the higher education market.

Excerpt from BIS website with additions. Show less

The research covers adult learners (aged 19 plus) undertaking Skills for Life courses in literacy, numeracy and English for speakers of other languages (ESOL). It also includes adult learners undertaking: Skills for Life courses funded as mainstream classroom-based Adult Learner Responsive (ALR) provision; and courses in a work setting, funded under the Train to Gain service. The survey was conducted between October and December 2011, and included over 4,400 learners.

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This report reviews established and successful collaborations in the further education (FE) sector. It aims to increase sector-wide knowledge about existing models which can be repeated elsewhere. The report is structured in two sections - the first of which looks at the current models used in the sector, and a second which details the practical findings arising from a series of visits undertaken by FE Advisers. The five key conclusions from the visits undertaken are: (1) there is no one 'right' structural model for colleges to adopt; (2) the sector has a history of larger, potentially stronger, colleges merging with smaller weaker colleges; (3) governors have a critical role to play in key decisions about structure and in the interests of their college and its learners; they need to be as objective as possible; (4) the success of a model is in the detail of its implementation; and (5) new collaborations and new structures, where the decision to change has been subject to rigorous assessment and careful implementation, can create valuable economies of scale, protect and improve student access and progression, and address issues of poor quality.

Edited excerpts from publication. Show less

[This report] provides information on the estimated number of 15 year olds in receipt of free school meals who progress to higher education (HE) by age 19 by 2008/09. [It] gives data on the number of young people taking A levels or equivalent qualifications who progress to the most selective institutions by school type. [It] also estimates proportions of young 2010/11 graduates in different occupation classifications by social background on entry to HE. These measures aim to contribute to the understanding of widening participation and social mobility issues.

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This report provides an economic analysis of the further education (FE) market in England. FE in England refers to any study taken after the age of 16 that is not part of higher education (that is, not taken as part of an undergraduate or post-graduate degree). It is delivered by a range of public, private and voluntary sector providers and, in general, equips a learner for further learning, including higher education, or for employment. It also plays an important role in reaching out to disadvantaged groups to encourage their participation in learning when they otherwise might not. To inform decisions about how best to fund and regulate the FE market so that it can deliver effectively for learners and employers and contribute to a skilled and productive workforce, this report has four key objectives. They are to: (1) describe the FE market and its sub 'markets': the economic structure, policy landscape and key players in the market; (2) investigate the extent to which features are observed in the FE market and its sub 'markets' that are common to well-functioning markets and to identify where such features would not be appropriate given the wider objectives of FE; (3) identify the barriers that prevent the FE 'markets' from functioning effectively; and therefore (4) stimulate discussion of priorities for policy intervention to improve effectiveness.

The focus in this report is on the publicly funded components of the FE market and not the wide range of education and training that is privately funded by employers for their staff. Also excluded is other study that FE providers may offer within the school and higher education systems, e.g. vocational provision for 14-16 year olds. The analysis draws on three substantive forms of evidence: a review of published literature, a quantitative analysis of data, and around 60 semi-structured interviews with stakeholders across the market.

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This report presents the findings of research into the prior qualification levels of adults undertaking apprenticeships in 2010/2011. The research was undertaken to understand the background of those deciding to undertake apprenticeships as adults, and the extent to which investment in apprenticeships has been directed towards up-skilling individuals with lower skill levels, especially those without prior attainment at Full Level 2 (equivalent to five [General Certificate of Secondary Education] GCSEs at grades A-C or [National Vocational Qualification] NVQ Level 2). The research sought to provide insight into the profile of apprentices, in terms of demographics, employment status and income, and to uncover motivations for engaging with apprenticeships. The research, commissioned by the Department for Business, Innovation and Skills (BIS) and undertaken by IFF Research, looked specifically at the highest prior qualifications of adults (aged 19 plus) who were undertaking apprenticeships and advanced apprenticeships in November 2010.

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[This paper] draws on recent surveys of part-time students and their employers in the UK in order to investigate the extent and nature of employer support for part-time higher education study. [It] looks at the perceived advantages and disadvantages of this kind of study for the organisation concerned.

Published summary from BIS website with additions. Show less