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This report presents information on jobseekers' perceptions of the value of education and training and their motivation to participate in education and training whilst receiving the Jobseeker's Allowance (JSA). Under the JSA regulations jobseekers can undertake education and training courses provided they do not interfere with their availability and search for work. Jobseekers' awareness and understanding of the education and training regulations under the JSA are explored. This is followed by an evaluation of the Workskill pilot. The Workskill pilot was introduced to test more flexible rules that would allow jobseekers to attend either part-time or full-time courses. The impact of the relaxed training requirements was considered and differences between part-time and full-time pilot areas were explored. Reasons for the lower than expected take-up of places are set out as are the issues that should be considered when designing and implementing future education and training-related activities. Show less

The Modern Apprenticeship (MA) program was introduced to improve the supply of intermediate level of skills in the United Kingdom (UK). The Department for Education and Employment (DfEE) commissioned a study in 1998 to evaluate employers' views and experiences of MAs. This study set out to: (1) evaluate the impact MAs are having on the quantity and quality of work-based training for young people; (2) determine the extent to which the MA program has been effective in overcoming skill shortages and in improving skill levels; (3) assess whether the program provided value for money; and (4) provide some guidance in delivering and maintaining high quality training. The study, based on interviews with employers, found that while there was room for some improvements, overall, the MAs were meeting the needs and expectations of both employers and apprentices. Show less

Modern Apprenticeships (MAs) provide people aged between 16 and 24 with work-based training which leads to qualifications at National Vocational Qualification level three (NVQ3) or above. This report provides a profile of non-completers and examines how trainees came to start the MA program, their understanding of the process at the start of the training, their training experience and the range of reasons for not completing the MA program. More specifically, it investigates why some leavers from MAs do not attain a NVQ3 and some attain a level three but do not complete the whole training, and why some leavers do not complete their MA in spite of remaining with the employer, in some cases still receiving training. The report also examines what non-completers do after the MA and ways of improving attainment. Information was obtained from recent non-completers, training providers and employers. The five sectors covered in this study are: Care, Hospitality, Retail, Motor and Electrotechnical. Some key issues to emerge from this research include: (1) despite non-completion, most participants felt they had benefited from the program; (2) most employers were generally positive about MAs and very few planned to discontinue their involvement with MA training; (3) most trainees started their training without being fully aware of what the training involved or how long it would take; (4) a large number of employers lack information and knowledge about MAs; (5) there appears to be no one stage of the training program where non-completion is more likely to take place; and (6) Key Skills was one of the key factors identified as leading to non-completion. Show less

Previous research has shown that basic numeracy and literacy skills have important positive effects on individuals' labour market outcomes. However, the impact of 'soft skills' were not taken into account. There is concern that if individuals with better basic skills also have better 'soft skills', then some of the benefits of literacy and numeracy that were identified in earlier research may be attributable to individuals having better soft skills. A second area of concern is that previous research did not directly investigate whether improving adults' basic skills would also improve their labour market outcomes. The study aims to investigate whether the literacy and numeracy test scores in the National Child Development Study (NCDS) are correlated with 'soft skills' that were excluded from previous research but which also have a positive impact on individuals' labour market outcomes, and whether individuals who have measurably improved their basic skills since the age of 16 earn more because of their higher skills. 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 purpose of this paper is to provide a critical appraisal of the skills issues relating to the creative industries, including how different parts of the sector have attempted to identify and meet their skills needs, the roles of different parts of the education and training sector in supplying the skills needed, and any evidence relating to the perceived failure in the United Kingdom (UK) to translate good design into good business. In his introduction, Parker identifies important issues to be addressed in the creative industries sector, including the difficulties in defining both the sector and the skills, the problems in estimating the size of the sector using standard data sources, the skills needs of specific creative industries with different work practices, and problems associated with the evaluation and measurement of particular jobs within the sector. It is pointed out that definition of the creative industries by the the Department of Culture, Media and Sport (DCMS) is 'those activities which have their origin in individual creativity, skill and talent and have a potential for wealth and job creation through the generation and exploitation of intellectual property'. Some difficulties lie in the fact that many creative activities are subsumed within other industries and many non-creative occupations are employed within cultural or creative industries. Key characteristics are identified and an analysis is made on changing skills needs of the following sectors: multimedia; publishing; broadcasting, film and video; music; performing arts; and design. Cross-regional perspectives are addressed, the difficulties in predicting and identifying skill shortages and needs noted and consequent implications for policy identified. In his conclusion, Parker makes it clear that treating creative industries as an entity is important in matching skill needs and addressing difficulties across the sector and notes that the Labour Market and Skills Information (LMSI) focus of the Skills Task Force supports that contention.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.643 and from TD/TNC 62.645 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.

The authors of this paper begin with an overview which examines business services and the knowledge economy. They define the three major sectors as management consultancy, advertising, and market research, which they collectively label 'creative business services'. The following three sections address business trends, and employment and skills for each of these three major sectors. The fifth section looks at overall patterns and explanations, focusing on employment structures, skill development and recruitment. The authors conclude with fifteen comprehensive statements on identified skills issues within the sectors, derived from their analysis.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.647 and from TD/TNC 62.649 to TD/TNC 62.651. Show less

This Department for Education and Employment (DfEE) policy document is a revision of 'Learning and working together for the future' published in September in 1997 which detailed a strategic framework for the development of the Department's education and employment services. This revised strategic framework to 2002 builds on the earlier draft and reflects the outcome of the Comprehensive Spending Review. The DfEE's revised aim is to provide individuals with the opportunity to reach their full potential through education, training and work. The policy program designed to achieve this aim is outlined. It consists of three main objectives supported by a number of specific targets. In addition DfEE offers it plan to modernise its approach to underpin the success of its program. Show less

The National Skills Task Force was set up to ensure that Britain has the skills needed to ensure high levels of employment, be competitive in the global marketplace and provide opportunities for all. This research paper contains the evidence base for the Task Force's final report 'Skills for all: proposals for a National Skills Agenda'. It comprises 8 chapters and extensive supporting tables and graphs. In his Foreword, the Chairman, Chris Humphries, maintains that the body of evidence will form a base for planners and policy-makers of education and training, as well as for those advising individuals and employers on training and development. Chapter 1 - Introduction, sets out the purpose of the report; Chapter 2 - What we mean by skill and why skills are important, defines and identifies the main skill types and summarises their benefits to all; Chapter 3 - Changes in the nature of jobs and skill requirements, outlines changes and trends in demands; Chapter 4 - Qualifications of the workforce and job-related skills, looks at the relationship between skills and qualifications and the growth and pattern of training; Chapter 5 - The balance between skills supply and demand: skill-related recruitment difficulties, examines the extent and nature of recruitment difficulties and skill shortages experienced by employers; Chapter 6 - Internal skills gaps and future skill requirements, examines employer perceptions of current and future skill deficiencies; Chapter 7 - Market signals - what earnings and the nature of unemployment tell us about where skills are needed, analyses the rate of return to skills and considers the wage differentials between various skills; and Chapter 8 - Skill priorities, describes the six main skill priority areas which, evidence suggests, are the highest priority for further investment.

Other reports of the National Skills Task Force are indexed from TD/TNC 62.653 to TD/TNC 62.656 and an initial response to the final report is indexed at TD/TNC 62.658. 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

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