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This report presents the findings from UK regional and sectoral analysis to estimate the impact of changes in the stock of educational qualifications on sector productivity. The analysis sought to determine whether the productivity effects of human capital, in particular academic and vocational qualifications, outstrip the wage effects of such qualifications. The existing data analysed covers a period between 1996 and 2001. The analysis reveals: (1) the substantial increase in the proportion of the workforce with academic qualifications has not been matched by similar growth in the stock of vocational qualifications; (2) positive productivity effects from higher level (level 4 and above) academic qualifications at both national and regional level; (3) some positive productivity effects from academic level 2 qualifications; (4) a productivity benefit for employers over and above the wage increase associated with qualifications at academic level 2 and academic level 4+; (5) no systematic and positive impact on productivity from vocational qualifications although it is acknowledged that other studies have identified individual wage returns for higher level vocational qualifications that are not replicated in this sectoral analysis; and (6) an inability for the research to measure the impact of poor basic skills on industry or regional productivity although it was able to demonstrate that those workers with the poorest basic skills are more likely to be unemployed rather than being associated with any particular industrial sector. Show less

This report is a follow-up to an earlier study undertaken in 2000 that examined the wage returns to academic and vocational qualifications in the UK in the 1990s (indexed at TD/TNC 69.166). Data was drawn from the National Child Development Study (NCDS), the International Adult Literacy Survey (IALS), and the 1998 Labour Force Survey (LFS). This report extends the earlier work in a number of directions. The data from the LFS is used to disaggregate the estimated returns to detailed qualifications with a particular focus on changes in returns over time, by public and private sector, by age cohort and by highest school qualification. The report uses information on all qualifications held by each person rather than just the highest. This allows an estimation of the returns to each qualification on the basis of the earnings of all individuals who acquire them rather than just the individuals who acquire a particular qualification and progress no further. Key findings are that: (1) the returns to key academic qualifications are very similar for men and women; (2) men and women earn positive returns on Higher National Certificate/Higher National Diploma (HNC/HND) qualifications and BTEC or SCOTVEC National Certificate/Diploma (ONC/OND) qualifications, and professional, teaching and nursing qualifications; (3) there has been virtually no change in the estimated returns to most qualifications over the time period considered; (4) degrees and A levels yield a greater return in the private sector than in the public sector for men and similar returns across sectors for women; (5) the returns to most qualifications do not vary to any significant extent over the working lives of individuals; and (6) individuals who do not obtain any qualifications at school obtain positive returns to a wide range of qualifications. Show less

The objectives of the Workforce Training in England 2006 survey were to collect information from employers about: the volume, type and pattern of employer-provided training; the motivations for training and the impact it has had; the barriers to undertaking any or more training; the use of external training providers and levels of satisfaction with them; awareness of government programmes and initiatives connected with training, and levels of involvement with them. The survey consists of 4,002 interviews undertaken with employers in England. All sizes and sectors were included. A multi-stage sampling strategy was used taking into account establishment size, industry sector and region. Findings include: overall, three fifths of employers (61 per cent) reported that they had provided some employees at the location with training over the previous 12 months; size is a key determinant of the likelihood of training being provided; three fifths (61 per cent) of all employees have received training in the last 12 months; managers, professionals and associate professionals were more likely to have been provided with training by their employer than other occupational groups; health and safety and job specific skills training were the most likely types of training to be provided by employers that train (79 per cent and 76 per cent respectively); two thirds of employers that train had also provided induction training (67 per cent); half had funded or arranged training to develop management and leadership skills (49 per cent) and a similar proportion had sought to develop interpersonal skills through training (47 per cent); basic skills training had been arranged by one in eight employers that train (12 per cent, equivalent to 7 per cent of all employers), and this was most commonly training in numeracy (5 per cent of all employers), literacy (5 per cent) or English language (3 per cent); the most common method used to deliver training is via in-house staff at the trainee’s usual workstation (71 per cent of employers that train use this method); training delivered off-site by external providers (59 per cent) and using external providers or in-house staff to deliver a taught course on-site (68 per cent) were also common methods among establishments funding or arranging training; and almost two thirds of employers that train (65 per cent) relied on staff to participate in some form of self-learning (including e-learning).

Excerpts from published introduction and summary of findings. Show less

This research study examines how e-learning was being incorporated in colleges of further education (FE) in the UK and its effects on the students’ intermediate and end-point outcomes. The main focus of the research was on detailed case studies undertaken in six general FE colleges. The aims were to: identify those aspects and measures of e-learning input at the teaching and learning interface that have an important influence on the intermediate (e.g. on understanding of, and engagement with, the subject) and end point outcomes such as retention and formal attainment; identify the main critical contextual factors within institutions which facilitate the effective use of e-learning; and determine how any positive impacts attributable to e-learning can be maximised within and across institutions. In terms of the effect on intermediate outcomes, ‘effective’ use of ILT (information and learning technology) had an important impact on students’ intermediate outcomes, that is, their acquisition of knowledge and skills and their development as autonomous learners. However, evidence of impact on end-point outcomes was inconclusive. The potential impact of e-learning is often not fully realised due to a range of factors associated with organisational vision, structure and practices, and tutors’ access to appropriate equipment, training and subject ILT expertise, which must be present to enable effective e-learning. Recommendations are made to address these issues. Show less

The Jobseeker’s Allowance (JSA) literacy and numeracy pilots were established in September 2001 to examine the use of sanctions and incentives to encourage jobseekers in the UK to take part in basic skills assessments and training. The pilots also investigated the ‘optimum timing’ of screening and the type of screening tool being used. The evaluation of the pilots involved two waves of interviews with clients who had been assessed by a jobcentre as having a basic skills need. The second wave followed up clients four to five months after the first interview. Key measures used to evaluate the effectiveness of the pilots were attendance at independent assessment, training starts and completions, qualifications and employment outcomes. The evaluation found that the presence of sanctions and incentives had a positive impact on independent assessment attendance rates. In relation to training, incentives areas performed better than sanction areas in terms of getting people to start training. Five per cent of respondents had achieved a qualification and respondents who had completed basic skills training were more likely to be employed at wave two than they were at wave one. Over 50% of respondents thought that it was likely that they would participate in training or education within the next two years. 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. The National Foundation for Educational Research (NFER) was commissioned by the DfES to conduct an evaluation of the first and second cohorts of IFP students. The evaluation aims to: assess the effectiveness and cost effectiveness of the implementation of the IFP, and identify those delivery models and implementation practices and strategies that appear to be most successful; evaluate the extent to which the IFP has fulfilled its national aims, objectives and targets; and assess the impact of vocational qualifications and new work-related learning opportunities on young peoples' skills, knowledge, attitudes, attendance, attainment and post-16 progression. This report describes the main findings from interviews conducted during follow-up visits to nine partnerships. Findings revealed that, on the whole, students who had participated in the first two years of IFP were on course to achieve their qualifications and had benefited from personal and social development and preparedness for the future. Partnerships were most effective when good communication and relationships between the partners were present, along with commitment from all parties to shared aims and objectives.

Other reports from the evaluation are indexed at TD/TNC 77.125, TD/TNC 80.651 and TD/TNC 80.679. Show less

This longitudinal research study reports on the experiences of young people with special education needs (SEN) two years after they have completed statutory schooling. The study aimed to provide an overview of the experiences, achievements and attitudes of young people with SEN during their post-16 transitions and beyond and to identify strengths, weaknesses and barriers to further and higher education, training, employment and independent living. Key findings indicate that: most young people were likely to report that their parents were most helpful to them in their post-16 transitions; most young people had gained a level one equivalent qualification from school; young people in work were mainly engaged in elementary occupations and were not involved in any work-related or government-supported training; examples of relatively smooth transitions appeared to be the exception rather than the rule; and most parents believed that education had given their child greater confidence and taught them subjects that were work-related. Show less

In 2000, the Department for Education and Skills (DfES) launched an initiative aimed at providing basic information and communications technology (ICT) skills to unemployed and economically inactive people. The initiative, 'UK online computer training', delivered courses through existing training providers from both the private and public sectors in a range of locations throughout the UK. This document reports on research used to evaluate the initiative, particularly its effectiveness in providing basic ICT training to the 'information poor' and the extent to which the training helped recipients to come off social security benefits and onto positive outcomes such as employment. The specific objectives were to: (a) identify all individuals participating in the training and their resulting outcomes; (b) identify the extent to which individual and other factors were related to participation and course completion; (c) identify and assess the factors which contributed toward coming off benefits and entering employment; (d) identify the extent to which courses have facilitated employment in comparison to the results of not participating in such courses. The report presents explanatory notes and summarised findings in relation to online participants, courses from the perspective of participants, training providers, and the impact of courses. Qualitative and quantitative research was undertaken and the appendices contain further information on the research method and the participants. Show less

This paper examines the relationship between adult literacy and numeracy skills, participation in basic skills courses and subsequent labour market outcomes, namely private earnings and probabilities of being employed and participating in the labour market. This is achieved through secondary analysis of the 2003 Skills for Life survey. The survey interviewed over 8,000 respondents aged 16-65 in England during 2002-03, and measured their literacy and numeracy skills using two computer aided tests. We find significant positive correlations between both literacy and numeracy and earnings and that basic skills are good predictors of labour market participation, particularly for women. Using matching methods we find positive and significant effects on earnings from attending an adult literacy or numeracy course when looking at earnings three or more years after participation on the course. We estimate the returns to be larger for adults with no or few qualifications, who typify adults who do not attend such courses.

Published abstract reprinted by permission of the copyright owner. Show less

The Department for Education and Skills (DfES) commissioned the National Centre for Social Research (NatCen) to carry out the Pathways in Adult Learning Survey (PALS) 2003 to track individual learning paths over time. PALS is a longitudinal survey that follows up a sample of respondents to the National Adult Learning Survey (NALS) 2001. This report on the findings from PALS 2003 updates information from the first PALS survey on individual learning paths and provides data on new issues that are pertinent to the current context of adult learning. The survey was conducted between February and May 2003 and achieved a 59 per cent response rate. The survey asked respondents about a variety of learning experiences in the previous two years since they were last interviewed. Four key learning groups were used for analysis throughout the report based on whether the respondent’s learning status changed between NALS and PALS: long-term learners; lapsed learners; new learners; and non-learners. The survey noted socio-demographic factors most strongly related to learning status, types of learning being undertaken and whether learners were studying for a qualification. It also examined motivations to learn, whether previous learning experiences were associated with subsequent learning status, barriers to learning, and the impact of learning on jobs and qualifications. Also investigated were the wider outcomes of learning, the role of information, advice and guidance (IAG), the use of information and communications technology (ICT), respondents’ involvement in family learning and the community, and future learning intentions. Show less