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[This report] explains the benefits for business investment in leadership and management skills. [It is] based on evidence about current practice and the UK's position relative to key competitor nations.

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[This report] presents the findings of research into the highest prior qualifications levels of adult learners (aged 19 and over) who undertook full level 2 or full level 3 Train to Gain learning in November 2010. It covers some of the last groups of learners to be funded under Train to Gain. [It] aims to better understand the extent to which investment in Train to Gain has been directed towards up-skilling individuals with lower skill levels. [It] also explores the profile of learners undertaking learning under Train to Gain and those undertaking their first level 2 learning, in demographics, employment status and income, and investigates why they take up Train to Gain learning.

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The National Adult Learner Survey (NALS) is a series used by [Department for Business, Innovation and Skills] BIS and its predecessor departments to look at a variety of aspects of adult participation in learning beyond compulsory continuous education. The 2010 survey is the fifth such survey with previous releases in 1997, 2001, 2002 and 2005. Fieldwork took place between January and August 2010, with a short break in the run up to the General Election. A total of 4,647 interviews with 16-24 year olds not in continuous full-time education and those aged 25 and over were conducted with a response rate of 57 per cent. The 2010 survey covered England only; this differed from previous surveys which also included Wales and Scotland. Participation in learning was subdivided into three main categories: (1) formal learning designed to lead to a nationally recognised qualification; (2) non-formal learning, being a taught class but not leading to a qualification; and (3) informal learning involving self-study to improve knowledge of a subject. The key predictors of participation in learning are unchanged; they are prior engagement in learning and educational attainment. Learners are more likely than non-learners to appreciate the wider benefits of learning, meaning that they are more willing to move beyond formal learning to include non-formal and informal learning. They are also more willing to contribute towards the cost of learning which is key given finite public resources and the need to rebalance the financial contribution borne by the individual, the employer and the state. It is also important to note that those in learning are undertaking more than recorded in 2005. Clearly then the challenge is to promote the value and wider benefits of learning to those with low prior qualifications, widening awareness of learning opportunities and addressing the finding that those with low or no qualification often lacked the confidence to learn. Accessible and effective [information, advice and guidance] IAG would appear to be one possible solution that would address several of these barriers to wider participation. Another would be to ensure that more people leave compulsory education with at least Level 2 qualifications, which, among a vast array of other benefits, is the threshold above which participation in further learning is highest.

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Information and advice about learning and work can come from a variety of sources including parents, teachers, careers advisers, the internet, colleges, universities and other public services. However, young people, adults and those who advise them commonly report that difficult to find the information they need. There is evidence to suggest that many young people drop out of post-compulsory courses because these do not meet their expectations or because their chosen course was unsuitable for them. Evidence also suggests that people from disadvantaged backgrounds are less likely to receive informal careers advice from their family and social networks. In August 2010, the UK government introduced Next Step, providing careers information and advice to adults. Building on that experience, the government is now introducing a new service, the National Careers Service, to make it easy for everyone to find accurate information about learning and work, with a helpline giving professional advice on making choices. This paper describes the new service.

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[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] presents findings from research into the decision-making process of high achieving A level students. [It] analyses the attributes of high achieving applicants to higher education (HE) in comparison to the attributes of the wider applicant population. [It] examines the factors that contribute to the decision-making process of high achievers, and uses these to frame the admissions experiences of those who applied to the most selective HE and those who did not.

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[This report] summarises responses to the Department for Education consultation on extending access to careers guidance, carried out in 2012. [It] also explains the government's response, and its commitment to extend access to independent and impartial careers guidance to Year 8 pupils and to 16-18 year olds in schools and colleges.

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[This report] presents the findings of research into the prior skills and qualification levels of adults aged 19 and over on adult learner responsive (ALR) learning provision in 2010/2011. The research aimed to understand the extent to which investment in ALR learning provision is being directed toward up-skilling individuals with lower skill levels. [This report] also explores the profile of learners undertaking such courses and those undertaking their first level 2 learning, in demographics, employment status and income, and to investigate why learners take up these courses.

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The Skills for Life 2011 Survey (SfL2011) was commissioned by the Department for Business, Innovation and Skills and designed to measure basic skills amongst people aged between 16 and 65 (inclusive) in England. In a large part, the survey replicated the Skills for Life 2003 Survey (SfL2003), using the same literacy and numeracy tools to assess people's skills. The aim of SfL2011 was to provide an evidence base upon which the government could judge what progress has been made on literacy and numeracy amongst adults of working age in England since 2003, while providing robust evidence on the standard of [information and communication technology] ICT skills in the population. This was achieved by administering 25-minute-long, computerised assessments in literacy, numeracy and ICT topics to respondents during their interviews. Additional information was collected from respondents during the face-to-face interviews to help understand the demographic, social and motivational factors related to basic skills. In all, 7,230 interviews were conducted between May 2010 and February 2011. Literacy levels were established for 5,824 individuals, and numeracy levels for 5,823 individuals. Over 2,220 people were rated on one or more of their ICT skills: specifically, 2,253 on their word processing abilities, 2,247 on their email skills, 2,228 on their skills in using spreadsheets, and 2,274 on their general ICT knowledge (based on answers given to a multiple choice questionnaire). This report presents the main findings from SfL2011.

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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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