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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.

Abstract from publisher's website. Show less

Foundation degrees (FDs) were established as a pathway for people within the workplace to build on existing expertise and continue working at the same time as studying for a higher level qualification. One of the FDs developed was in the Early Years (EY) sector. The Early Years Sector-Endorsed Foundation Degree (EYSEFD) comprises practical experience in an EY workplace, supported by a mentor, which constitutes the work-based learning (WBL) element of the course, in conjunction with academic work. This report presents the findings of a qualitative study exploring employers' and mentors' views and experiences of the EYSEFD, specifically: the nature of information employers and mentors have received about the program and their levels of satisfaction with this; how employers and mentors conceptualise their roles in relation to the EYSEFD students, particularly in relation to WBL and mentoring; the types and levels of involvement of employers and mentors with EYSEFD students, and explanatory factors for this; employer and mentor motivations for supporting the student through the EYSEFD, and feelings about their role; the logistics of accommodating an EYSEFD student in the workplace in terms of WBL, mentoring, and finances; impacts of the EYSEFD on students' work, the setting, other staff members, the EY sector as a whole and the students' future career progression; and employer and mentor views about the value of the EYSEFD to their setting, and feelings about how the experience of accommodating and mentoring an EYSEFD student could be improved. Employers experienced a range of 'de-motivators' and 'motivators' to supporting EYSEFD students. The key 'de-motivators' included: a lack of information and contact with the college about the EYSEFD and the role of employers and mentors in facilitating the WBL aspect; logistical and financial difficulties in accommodating WBL, mentoring and student attendance at college; and lack of progression opportunities within the setting. Key 'motivators' included: a strong commitment on the part of the employer to staff training; the ability to accommodate the EYSEFD logistically and financially; and confidence in the degree strengthened by good information from the college.

The report of the study of students' experiences of the EYSEFD is indexed at TD/TNC 85.381. Show less

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

The piloting of Education Maintenance Allowance (EMA) initiative in 15 Local Education Authority (LEA) areas began in September 1999. The pilots, which will run for three years, are expected to test the extent to which a financial incentive improves post-16 participation, retention and achievement rates in education. This report focuses on the implementation and administration of the EMA pilot in its second year. Issues examined in this report include: the role of implementation groups; perceptions of EMA, particularly among training providers; general community awareness of the EMA initiative; the taking up of EMAs by income level, choices of curricula and education provider and the impact of EMAs on other post-Year 11 routes; mechanisms for administering EMAs; and the impact of EMAs on the attendance, retention and achievement of post-16 year old students. Show less

The UK government has introduced a number of initiatives designed to improve the availability, quality and accessibility of services for young children within its National Childcare Strategy. The childcare workforce is a key ingredient in the success of this goal and must be supported by the recruitment and retention of sufficient, appropriately trained workers. This report covers three studies of the childcare workforce in training and at work in the UK: a national survey of childcare students in further education colleges; a national survey of day nursery workers; and a focus group study of childcare workers and playworkers in training. The main aim of the studies was to investigate issues of entry, retention and loss in the childcare workforce. In particular, the research sought to describe the characteristics of those individuals who train and work in the childcare field, to identify their views and experiences of training and employment in childcare, and to examine how workers combined their commitment to childcare employment and other commitments in their lives. The report provides policy background, a broad description of the childcare workforce, an overview of findings organised in relation to the three key issues of entry, retention and loss, and some conclusions about the future of the childcare workforce along with a detailed account of each study. Two key themes emerge from the research: (1) the high level of value placed on childcare as an occupation and as a service by workers and students in the field; and (2) combining childcare work with parenting and the associated possibilities and difficulties.

A further report building on this research is indexed at TD/TNC 71.132. 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 study focuses on the relationship between training and development and performance. It expands existing research on the subject by combining national and organizational factors through a hierarchical linear model to explore the training and development and performance relationship in 14 European countries. The main findings point out the importance of cultural, institutional and organizational factors in analysing the relationship between training and development and performance.

Published abstract reprinted by permission of the copyright owner. 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.

Published abstract. Show less

The National Employer Skills Survey (NESS) 2003 was commissioned by the Learning and Skills Council (LSC), in partnership with the Sector Skills Development Agency (SSDA) and the Department for Education and Skills (DfES), to provide detailed information about the extent, causes and implications of England's recruitment problems and skill gaps. The survey involved 72,100 interviews with a representative sample of employers in England. This report is the main report from the 2003 NESS survey and provides the key initial findings. It covers: workforce structure; recruitment challenges; skill gaps; the implications of skill deficiencies and the actions taken to overcome them; training; and the changing patterns of skill deficiencies. The survey found that there was little variation in the regional profile of employment, although London had a slightly higher proportion of people employed in professional roles and fewer as machine operatives, personal service staff and skilled trades. Other findings included: a third of the employers expected their workforce to grow in the next 12 months; 8 per cent of employers reported they had vacancies they were finding hard to fill, with half of these employers finding it difficult to get suitably skilled applicants to fill at least some of these vacancies; skill-shortage vacancies were harder to fill; 22 per cent of employers reported that at least some of their staff lacked proficiency, but in terms of future proficiency problems, between a quarter and three-tenths of employers didn't foresee any barriers to a fully proficient team of employees; the largest proportion of skill gaps was among sales and customer service and elementary occupations; 39 per cent of employers had a training plan with larger establishments being more likely to engage in business and training planning; and overall, the characteristics of the job role were more likely to determine whether an employee received training or not. The method of measuring skill gaps changed between the 2001 and 2003 surveys and this has made comparisons relatively difficult. However, evidence suggests that patterns of skill gaps have remained broadly the same, but there have been considerable increases in business and training planning.

The report of the key findings of the National Employers Skills Survey 2003 is indexed at TD/TNC 79.281. Individual National Employers Skills Survey 2003 Sector Skills Council reports are indexed from TD/TNC 79.275 to TD/TNC 79.280. Show less

This research study addresses a number of research questions regarding the engagement of employers with higher education institutions (HEI). These include: how do employers use and view graduate skills; what are employer views on high-level skills development and HEIs; is there scope for greater employer-HEI collaboration in pursuit of knowledge transfer through high-level skills development; and what are the geographical patterns of employer-HEI engagement and is this engagement organised at national or local (city-region) levels? Evidence was compiled from a literature review, a compilation of statistics from the Labour Force Survey, National Employers Skills Survey 2005, and Higher Education Statistics Agency (HESA) Origins and Destinations data, and from case studies with 74 employers, all of whom had recently recruited new graduates. The case studies were distributed across 18 city-regions in England. Key findings include: the majority of employers are satisfied with the recent graduates they had recruited; there is already a considerable degree of employer engagement with HEI, especially amongst larger employers; continuing professional development (CPD) is mainly a local relationship, as employees need to be able to study close to where they work; and the introduction of Foundation Degrees, although highly regarded by those employers that have committed to them, has had little impact on employer-HEI engagement. Show less