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This eighth edition of ‘Education and training statistics for the United Kingdom’ uses over 50 tables to provide an integrated overview of statistics on education and training in the UK. It covers: expenditure; schools; post-compulsory education and training; qualifications and destinations; population; and international comparisons. Key facts reported under ‘Post-compulsory education and training’ include: in 2001/02, 72% of 16 year olds and 58% of 17 year olds were in post-compulsory education either at school or in full-time further education; there were 47,300 new starts on Advanced Modern Apprenticeship schemes (AMAs) in England in 2002/3; the average number of learners on AMAs in 2002/3 was 108,300, representing almost two-fifths of the average year for the total number of learners on work-based learning for young people; people with high levels of qualifications were much more likely than those with low or no qualifications to have received job-related training; the economically inactive tend to receive job-related training of a longer duration than that received by employees; and a further education college or university is the most common location for off-the-job training. 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

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

In December 2004, the Department for Education and Skills (DfES) commissioned a mapping of qualifications and training developments across the children and young people's (CYP) workforce. The aims of the research were: to support the creation of a qualifications framework and structure for career progression opportunities for members of the CYP workforce; to map the qualifications and existing training and development provision that is available; to provide information on the current take up of key qualifications and training provision that is available both nationally and locally; and to identify specific variations and gaps in qualifications and training provision and the funding streams available to support individual members of the workforce. The project covered all major occupational groups within the children's workforce, nationally available and approved qualifications from levels one to eight together with a mapping of the detailed content of significant qualifications against the Common Core of Skills and Knowledge. The research was organised in two related strands: the collection data about qualifications and training; and the exploratory development of the workforce through contextualising studies. This report discusses the issues that have arisen in the identification of qualifications and training and in their inclusion in the database, and that could influence any design of an integrated qualifications framework.

This report is one of six, each with a different theme. The reports are indexed from TD/TNC 85.226 to TD/TNC 85.231. Show less

Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report is the result of the Clothing, Textiles, Footwear and Leather, and Furniture, Furnishings and Interiors Skills Dialogue and provides an assessment of trends in employment and skill needs and associated issues in these industries. These industries have faced a difficult transformation over the past three decades as a result of overseas competition and technological change. The report provides overviews of these industries, examines issues related to the demand for, and supply of, skills, including employment change, occupational change, skill requirements, skills gaps and shortages, and summarises common skills issues. The report suggests that to maintain competitiveness, the industries will need to further enhance skills, particularly in management, marketing and technical expertise. Major skills issues common to these industries are: (1) changes to the skills mix resulting from the transition to a combination of UK and overseas production; (2) overall skills deficiencies exacerbated by lack of experience and of basic skills; (3) skills gaps particularly at management levels and for clerical, craft and plant and machine operatives; (4) the equal demand for soft skills and technical and information technology (IT) related skills; and (5) that recruitment and skills problems are responsible for business problems and delays in developing new products. Show less

Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report is the result of the Tourism and Cultural Industries Skills Dialogue and provides an assessment of trends in employment and skill needs and associated issues in these industries. The ability of these industries to compete successfully on a global stage relies on raising service standards to meet rising customer expectations and choice. In the UK, competitive weakness is mainly a result of growing skills gaps and shortages. The report covers a number of sectors: hotels and catering; arts and entertainment; cultural, natural and built heritage; travel, tourism services and events; and sports and recreation, leisure parks and attractions. It examines in detail changing social patterns, employment patterns and economic drivers, employment trends, skills needs, and skills supply and skills gaps. Common skills needs for the sectors are identified. Skills gaps apply across the sectors in management skills, the need for multi-skilling whilst being a specialist, work readiness of graduates, adequate information and communications technology (ICT) skills, and customer care skills and positive service attitudes in front-of-house staff. The low level of training provision across the sectors is one of the most important reasons for the skills gaps. The report demonstrates the need for more investment in skills and training across the sectors to ensure the quality of products and services provided. Recommendations for future action are provided in the areas of: education and training, particularly in management skills, information technology (IT) skills and customer care skills; the development of the whole workforce including part-time, seasonal, transient, and freelance/casual workers; and support for small and medium-sized businesses in developing staff management skills, providing appropriate training to meet changing market needs, and improving the retention of their existing staff. Show less

The Modern Apprenticeship Advisory Committee was appointed by the Secretary of State for Education and Employment in March 2001 to provide advice to the Secretary and the Learning and Skills Council on a three year action plan for the development, promotion and delivery of Modern Apprenticeships in the United Kingdom (UK). The initial sections of the report provide a rationale for the development of an apprenticeship system, and an outline of the current situation after recent reforms. Recommendations are made in relation to the essential aspects of a national framework for apprenticeships, development in the content and certification of apprenticeships, the delivery of apprenticeships, and pre-employment and 'other training'. The report also provides projections of targets for the eventual place of apprenticeships within the education and training system, suggests basic entitlements to apprenticeship places, and looks at aspects of the task of promoting apprenticeships. The report concludes with a suggested timetable for the implementation of the action plan and a summary of recommendations. Annexes contain the terms of reference and committee membership, representations from various organisations, market research outcomes, participation statistics for apprenticeships by sector and gender, and the timetable for implementation. Show less

The independent 'Post-14 mathematics inquiry' was launched by the UK government on 23 July 2002 to examine the requirements for mathematical skills and understanding in the workplace by undertaking a number of case studies in seven sectors of the economy. Its terms of reference were 'to make recommendations on changes to the curriculum, qualifications and pedagogy for those aged 14 and over in schools, colleges and higher education institutions to enable those students to acquire the mathematical knowledge and skills necessary to meet the requirements of employers and of further and higher education'. The inquiry identified three key issues of major concern: (1) the shortage of specialist mathematics teachers, particularly in England and Wales; (2) the failure of the current curriculum, assessment and qualifications framework in England, Wales and Northern Ireland to meet the needs of many learners and to satisfy the requirements and expectations of employers and higher education institutions; and (3) the lack of resources, infrastructure and a sustained continuing professional development culture to support and nurture all teachers of mathematics. This document outlines the UK government's aims to generate more interest in mathematics among young people and to improve the quality of teaching and learning. It presents the government's proposals for achieving these aims and draws heavily on the analysis and recommendations of the inquiry. The proposals relate to the future of mathematics teaching and learning in England. The devolved administrations of Wales and Northern Ireland are considering the report's recommendations and developing appropriate solutions. Although, the report did not make specific recommendations for Scotland, the Scottish Executive plans to consider the inquiry's analysis.

The inquiry report is indexed at TD/TNC 81.387. Show less

Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report is the result of the Process Industries Skills Dialogue and provides an assessment of trends in employment and skill needs and associated issues in this sector. This group of industries covers ceramics, chemicals, downstream petroleum, extractives and minerals processing, glass, metals, offshore petroleum, paper, pharmaceuticals, polymers, refractories and building products, and surface coatings. These industries are essential elements of the supply chain for British industry and over recent years have undergone significant changes. Managing change is the main driver for investment in skills and the industry now has fewer, more highly skilled, employees. The key issues identified by the skills dialogue are: (1) recruitment; (2) management and leadership skills; (3) supporting process improvement and supply chain development; (4) safety, health and the environment; (5) using workplace qualifications; (6) basic and key skills; (7) new technology skills; and (8) choosing high quality learning provision. 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