Search Results

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

[This document] provides the supporting analysis for the Higher Education White Paper. [It] summarises a wide range of evidence and highlights the importance of a well-functioning higher education (HE) system. [It] covers the role of higher education in UK economic and social development, the reasons why government intervenes in the market for higher education and, the factors underlying behaviour and competition in the higher education market.

Excerpt from BIS website with additions. Show less

This report provides an economic analysis of the further education (FE) market in England. FE in England refers to any study taken after the age of 16 that is not part of higher education (that is, not taken as part of an undergraduate or post-graduate degree). It is delivered by a range of public, private and voluntary sector providers and, in general, equips a learner for further learning, including higher education, or for employment. It also plays an important role in reaching out to disadvantaged groups to encourage their participation in learning when they otherwise might not. To inform decisions about how best to fund and regulate the FE market so that it can deliver effectively for learners and employers and contribute to a skilled and productive workforce, this report has four key objectives. They are to: (1) describe the FE market and its sub 'markets': the economic structure, policy landscape and key players in the market; (2) investigate the extent to which features are observed in the FE market and its sub 'markets' that are common to well-functioning markets and to identify where such features would not be appropriate given the wider objectives of FE; (3) identify the barriers that prevent the FE 'markets' from functioning effectively; and therefore (4) stimulate discussion of priorities for policy intervention to improve effectiveness.

The focus in this report is on the publicly funded components of the FE market and not the wide range of education and training that is privately funded by employers for their staff. Also excluded is other study that FE providers may offer within the school and higher education systems, e.g. vocational provision for 14-16 year olds. The analysis draws on three substantive forms of evidence: a review of published literature, a quantitative analysis of data, and around 60 semi-structured interviews with stakeholders across the market.

Edited excerpts from publication. Show less

This is the government's response to the Witty review of universities and growth. The response sets out what the government will do to build on [the nation's] outstanding global reputation for science and research. It explains how government is rising to Sir Andrew's challenge through: making a long term commitment to supporting universities in their mission to deliver economic growth; drawing national successes through to the local level by strengthening Local Enterprise Partnerships and helping universities to support small and medium enterprises (SMEs); taking forward the 'Arrow Projects' concept to secure the potential of the technologies of the future; and aligning support for different scientific fields with the priorities that are developed for technologies and sectors in the context of the government's industrial strategy.

Excerpt from the publisher's website. Show less

The UK further education (FE) and skills system has seen record investment. The challenge now is to complement this commitment to basic skills with investment that supports the UK's strategic future skill needs. In light of the inevitable constraints on the public finances over the coming years, skills policy must focus resources even more closely on skills that support economic growth and high value-added employment. This strategy document describes how the UK government will invest in skills training critical to the recovery and long-term success of the UK economy. The strategy underpins the priorities announced in the recently published national skills strategy, 'Skills for growth' [available in VOCEDplus at TD/IRD 88.441]. Total government investment in further education and skills for 2010-11 will be GBP4.4 billion. Show less

This report examines the relationship between investment in innovation and performance before, during and after the economic downturn. The main findings, and the analytical and policy issues arising from them, are presented in four sections: (1) resources for innovation: covering skills usage and innovation related investment; (2) innovation performance: covering product, process and wider innovation activities and innovative sales; (3) drivers of innovation performance: covering skills usage and other knowledge sources; and (4) drivers of business performance: covering skills usage and innovation performance.

Edited excerpts from publisher's website. Show less

The majority of studies into the effects of migrants on the UK economy focus on aggregate impacts on the labour market, public finances or economic output. The ways in which migrants contribute to the performance of the individual businesses they work for has been less examined. This qualitative research aims to address that gap, by interviewing 80 businesses from across the UK who employ migrants. It finds that in many instances migrants bring knowledge and skills over and above that outlined in the job specification. Of the businesses interviewed, the overall view of migrants' impacts was broadly positive. The research explored impacts in relation to: (1) skills, innovation, knowledge sharing, training, connections and cohesion (areas identified in previous research); (2) how these impacts come about and are realised; (3) experiences and perspectives from different positions within the business: managers, migrants and UK co-workers; and (4) similarities and differences by sector, size, type of business, skill level of migrant workers and [European Economic Area] EEA/non-EEA migrants.

Edited excerpts from publication. Show less

The Government believes that the UK economy should be supported by a framework of laws that ensures that the labour market is both strong and efficient. By strong and efficient, we mean that we want a labour market that is: (1) flexible - encouraging the creation of jobs by making it easy to get people into work and to stay in work; (2) effective - enabling employers to manage their staff productively; and (3) fair - with employers competing on a level playing field and workers provided with a strong foundation of employment protections. This paper is being published at the launch of the Red Tape Challenge spotlight on employment related regulations. It sets out the principles that are guiding our approach to the labour market framework and a number of thematic questions. The paper also sets out what we are already doing in the on-going Employment Law Review to improve the labour market framework and areas where we believe there is more to be done.

Excerpt from introduction. Show less

Raising aspirations and creating the right opportunities for people of all ages to improve their skills and enter sustainable employment are critical to ensuring economic recovery and a return to sustainable growth. This Strategy sets out the Government's aim to continue to drive up participation in education and training and maximise employment opportunities for young people aged 16 to 24. The Strategy is based around clear ambitions for young people at each stage of their development and brings together the key commitments from recent Government publications.

Published summary on the Department for Education website. Show less

This strategy document sets out the UK government's vision for reform of the further education and skills system in order to improve the skills of the workforce, the performance of the economy and engagement in learning. The reform of the skills systems includes: (1) expanding the numbers of adult apprenticeships available, so by 2014-15 there will be 75,000 more adults starting than under the previous government's plans; 200,000 adults will be able to start an apprenticeship; 605 million pounds will be invested in adult apprenticeships in the 2011-12 financial year; (2) fully funding training for young adults aged from 19 up to 24 undertaking their first full level 2 ([General Certificate of Secondary Education] GCSE equivalent) or first level 3 qualification when they do not already have one; (3) fully funding basic skills courses for individuals who left school without basic reading, writing and mathematics; (4) introducing government-backed loans from 2013-14 for learners aged 24 and over undertaking level 3 or higher qualifications; (5) initiating a demand-led growth and innovation fund of up to 50 million pounds of government investment a year, to support employer-led initiatives within sectors; (6) replacing Train to Gain with an [small and medium enterprise] SME focused offer to help small employers train low-skilled staff; and (7) helping people who are on active job-seeking benefits to secure work through labour-market relevant training.

Published summary on the Department for Business, Innovation and Skills website. Show less