Search Results | VOCEDplus, the international tertiary education and research database

Adult further education: outcome based success measures: experimental data 2010/11

This publication presents experimental outcome based measures covering the destinations (into employment and learni ... Show more
This publication presents experimental outcome based measures covering the destinations (into employment and learning) and progression of post-19 learners completing funded further education training in 2010 to 2011. The measures make use of administrative datasets already held by government to observe learning and employment activity in 2011 to 2012, and prior attainment of learners to measure progression.
Excerpts from publisher's website. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2014

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Subjects: Adult and community education; Higher education; Outcomes ... [+] Show more
National strategy for access and student success in higher education

The national strategy for access and student success in higher education has been developed at the request of the U ... Show more
The national strategy for access and student success in higher education has been developed at the request of the UK Secretary of State for Business, Innovation and Skills and the Minister for Universities and Science. The vision of this national strategy is: that all those with the potential to benefit from higher education have equal opportunity to participate and succeed, on a course and in an institution that best fit their potential, needs and ambitions for employment or further study. This final report to the Department for Business, Innovation and Skills sets out what the Office for Fair Access (OFFA) and the Higher Education Funding Council for England (HEFCE) will do to carry out the strategy.
Part one summarises the vision, overall approach and key actions that are proposed across the three broad stages of the student lifecycle: (1) access - preparing for and entering higher education; (2) retention and student success - staying on and achieving a qualification; and (3) progression to further study or to/within employment. Part two describes the strategy in detail and the evidence that it is based on. It brings together new and existing research on access and student success, including evidence gathered through commissioned research, a call for evidence and discussions with a wide range of stakeholders. The first three chapters discuss issues, evidence, and recommendations relating to the three broad stages of the student lifecycle. The concluding chapter describes in detail the proposed implementation of the strategy and outlines the types of indicators that will be developed to measure progress against the priorities it identifies.
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Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2014

Geographic subjects: Great Britain; Europe

Resource type: Government information

Subjects: Higher education; Equity; Participation ... [+] Show more
Higher education: students at the heart of the system

Higher education in the United Kingdom (UK) is a successful public-private partnership of government funding and in ... Show more
Higher education in the United Kingdom (UK) is a successful public-private partnership of government funding and institutional autonomy. This White Paper sets out the government's reforms for higher education with a view to tackling three challenges. The first is to shift public spending away from teaching grants and towards repayable tuition loans, to ensure that higher education receives the funding it needs even as substantial savings are made to public expenditure. The second is to ensure that higher education institutions (HEIs) deliver a better student experience; improving teaching, assessment, feedback and preparation for the world of work. The third challenge is to ensure that HEIs take more responsibility for increasing social mobility. The reforms are designed to deliver a more responsive higher education sector in which funding follows the decisions of learners and successful institutions are freed to thrive; in which there is a new focus on the student experience and the quality of teaching and in which further education colleges and other alternative providers are encouraged to offer a diverse range of higher education provision. The overall goal is higher education that is more responsive to student choice, that provides a better student experience and that helps improve social mobility.
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Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2011

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Subjects: Higher education; Governance; Students ... [+] Show more
New challenges, new chances: skills investment statement 2011-2014: investing in a world class skills system

The UK Government's 2010 strategy document 'Investing in skills for sustainable growth' [available in VOCEDplus at ... Show more
The UK Government's 2010 strategy document 'Investing in skills for sustainable growth' [available in VOCEDplus at TD/TNC 107.412] set out the principles of fairness and shared responsibility underpinning the investment strategy designed to create a further education (FE) system delivering a lifelong approach to learning, nurturing, sustainable economic growth and social renewal. This current investment statement confirms the Government's commitment to invest in high quality provision that delivers good value for money with a focus on young adults, the low skilled and those who are unemployed.
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Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2011

Geographic subjects: England; Europe; Great Britain

Resource type: Government information

Series name: New challenges, new chances

Subjects: Governance; Higher education; Finance
Education partnership in Africa

Education Partnership in Africa (EPA) aims to support English further education and higher education institutions e ... Show more
Education Partnership in Africa (EPA) aims to support English further education and higher education institutions engage in partnership with Sub Saharan African universities and education and training institutions to build institutional capacity to deliver employability skills in collaboration with local employers and social enterprises. This report presents various projects, workshops, and collaborative links with industry that have occurred through the partnerships established through the programme. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2011

Geographic subjects: Africa; Great Britain; Europe ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Providers of education and training; Employment ... [+] Show more
Employer perspectives on part-time students in UK higher education

[This paper] draws on recent surveys of part-time students and their employers in the UK in order to investigate th ... Show more
[This paper] draws on recent surveys of part-time students and their employers in the UK in order to investigate the extent and nature of employer support for part-time higher education study. [It] looks at the perceived advantages and disadvantages of this kind of study for the organisation concerned.
Published summary from BIS website with additions. Show less

Authors: Mason, Geoff; Hopkin, Rebecca

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2011

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; Students; Employment ... [+] Show more
Further education and skills: learner participation, outcomes and level of highest qualification held

This release provides information on adult (aged 19 and over) government-funded further education (excluding school ... Show more
This release provides information on adult (aged 19 and over) government-funded further education (excluding schools and higher education) and all age (16 and over) apprenticeships in England, between 2010 to 2011 and 2015 to 2016. It also includes the highest level of qualification held by adults (aged 19 to 64) in England calculated from Labour Force Survey (LFS) data. Highest levels of qualification data are presented from 2008 to 2014, although 2014 figures are provisional and subject to revisions.
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Corporate authors: Great Britain. Skills Funding Agency ... [+] Show more

Date: 2016

Geographic subjects: England; Great Britain; Europe

Resource type: Statistical series

Series name: Statistical first release

Subjects: Higher education; Participation; Outcomes ... [+] Show more
The role of finance in the decision-making of higher education applicants and students: findings from the Going into Higher Education research study

This report summarises findings from the 'Going into HE' qualitative research project, conducted by the Institute f ... Show more
This report summarises findings from the 'Going into HE' qualitative research project, conducted by the Institute for Employment Studies (IES) for the Department for Business, Innovation and Skills (BIS). The aim of the project was to develop a clear understanding of: (1) the role and importance of finance in the decision-making process of English-domiciled people from different groups who are considering entering full-time higher education (HE) in the UK; and (2) the impact of the support arrangements on their decisions. The research found that financial factors tend not to dent HE aspirations among those planning to apply. Indeed, they tend to be outweighed by a range of non-financial factors, especially for younger people. Insofar as finance is important in decision-making, it is in determining where to apply and study rather than what to study or whether to study at all. Applicants tend to underestimate the amount of student financial support for which they will be eligible. Some of them arrive at key HE decisions having accessed very little information and having cursorily discounted certain options. Insofar as fees are seen as an inevitability, there is broad support among students for financing these through loans for tuition. Preferences regarding loans for maintenance, however, are more divided: some students are receptive to bigger loans as a means of financing study while many mature and non-traditional students would be prepared to contemplate a lower total support package within which non-repayable support such as grants and bursaries would make up a higher proportion, leading to lower indebtedness.
Excerpts from published executive summary. Show less

Authors: Usher, Thomas; Baldwin, Susanna; Munro, Miranda; Pollard, Emma ... [+] Show more

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2010

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; Research; Statistics ... [+] Show more
Success as a knowledge economy: teaching excellence, social mobility and student choice

This white paper sets out the UK government's plans to reform the higher education and research system. In some cas ... Show more
This white paper sets out the UK government's plans to reform the higher education and research system. In some cases these plans are subject to Parliament. The paper builds on the proposals consulted on in the earlier green paper, noting that the higher education landscape has changed fundamentally since the last major legislative reforms of 1992. The university system now needs important reform to fulfil its potential and to sustain its global standing.
The paper argues that higher education continues to be a sound financial and personal investment with a wide range of societal benefits. But there is more to be done for the university system to fulfil its potential as an engine of social mobility and a driver of economic growth. Access remains uneven, with young people from the most disadvantaged backgrounds 2.4 times less likely to go into higher education than the most advantaged. Courses are inflexible, based on the traditional three-year undergraduate model, with insufficient innovation and provision of two-year degrees and degree apprenticeships. Many students are dissatisfied with the provision they receive, with over 60 per cent of students feeling that all or some elements of their course are worse than expected and a third of these attributing this to concerns with teaching quality. Employers are suffering skills shortages, especially in high skilled [science, technology, engineering and mathematics] STEM areas; at the same time around 20 per cent of employed graduates are in non-professional roles three and a half years after graduating. While the graduate premium has remained substantial, even as student numbers have expanded rapidly in recent decades, recent research suggests there is large variation in graduate outcomes across both providers and subjects, and even for those that studied the same subject within the same provider.
The paper suggests that at the heart of this lies insufficient competition and a lack of informed choice. The measures outlined here will help ensure that everyone with the potential to benefit from higher study can access relevant information to help them make the right choices from a wide range of high quality universities and benefit from excellent teaching that supports their future productivity. By introducing more competition and informed choice into higher education, the government aims to deliver better outcomes and value for students, employers and taxpayers.
Edited excerpts from publication. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2016

Geographic subjects: England; Great Britain; Europe

Resource type: Government report or paper

Subjects: Higher education; Research; Governance ... [+] Show more
Motivations and experiences of UK students studying abroad

International student mobility, especially diploma mobility (students taking their entire degree outside the UK), h ... Show more
International student mobility, especially diploma mobility (students taking their entire degree outside the UK), has received little attention from researchers. This report summarises the findings of research funded by the UK Department for Business, Innovation and Skills (BIS) aimed at improving understanding of the motivations behind the international diploma mobility of UK students. It also seeks to evaluate the scale and significance of UK international diploma mobility. The research on which this report is based had two general aims: (1) to improve understanding of the motivations behind diploma mobility and the career aspirations of those who choose to study abroad; and (2) to evaluate the scale and significance of international diploma mobility of English students. The report is organised in three main sections. First, a review is offered of secondary data relating to UK diploma mobility. The second section of the report analyses the survey of school pupils and the interviews with school careers guidance teachers. The third main part of the report describes the results of the international student survey. It then seeks an explanation of the motivations for studying abroad before considering what have been the experiences of UK internationally diploma-mobile students and whether they are likely to return to work in the UK after graduation.
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Authors: Findlay, Allan; King, Russell; Geddes, Alistair; Smith, Fiona ... [+] Show more

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2010

Geographic subjects: Europe; Great Britain; England

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; International education; Research ... [+] Show more