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As greater numbers of vocational teachers are asked to integrate academic skills into their vocational education subject areas, consideration must be given to the preparation these teachers need as they assume this new teaching role. This research addressed the above concern by focusing on the coursework vocational education teachers complete during their teacher preparation studies. Show less

The Department for Education and Employment (DfEE) commissioned the Centre for Research in Social Policy (CRSP) at the Loughborough University to examine the concept of ‘employment sustainability’ in order to facilitate the design, assessment and evaluation of labour market policies. The research comprised three main elements: a literature review; qualitative interviews with key agents and policy actors; and an examination of existing data sets. This report seeks to help the development of policies designed to achieve the Government’s goal of employment sustainability. The sections of the report are: Defining employment sustainability; Measuring employment sustainability; Factors associated with employment sustainability; Issue in the design of policy; Policies to promote employment sustainability; Policy opportunities and limitations.

A more detailed report of this study is published in ‘Staying at work: thinking about a new policy agenda’ indexed at TD/TNC 67.433. Show less

Career Development Loans (CDLs) are unsecured, deferred-repayment loans for vocational education and training courses of between two weeks and two years in length. The aim of this research was to explore the views and attitudes towards CDLs among training providers, and in particular to assess the ways in which CDLs could be used more widely within specific groups of providers. It looked at a number of areas including the characteristics of different groups of training providers, whether training providers were involved, or not involved, in CDLs and their reasons for this, finding out more about training providers' experiences with CDLs, understanding more about types of course that training providers provide, exploring training providers' views on the funding of training via CDLs, exploring whether training providers promote sources of funding other than CDLs and examining training providers' future role in relation to CDLs. Show less

Informal learning is defined as the learning that takes place in the work context, relates to an individual's performance of their job and/or their employability, and which is not formally organised into a program or curriculum by the employer. It may be recognised or unrecognised by the parties involved and may or may not be specifically encouraged. This report explores informal learning in the workplace and investigates how it can contribute to the success of companies, especially small and medium sized companies, and how it can enhance the employability of employees. The report is structured into five sections. The first provides a general introduction and background for the project. The second provides an overview of the national policy context and background to informal learning. The third sets out the working definitions of informal learning and employability for this study with a synopsis of the literature review. The fourth presents the main findings of the study, combining the literature review with employee discussions, employer interviews and company case studies. The fifth summarises the issues arising from the findings and considers the practical implications. Finally, a number of recommendations are made for the various stakeholders of informal learning. Show less

This qualitative study uses in-depth case studies within six occupational sectors to explore the outcomes of Modern Apprenticeships (MAs) and National Traineeships (NTs). The occupational sectors were construction, motor vehicle service and repair, information technology, business administration, retail and hospitality. The study aims to provide an understanding of the utilisation and enhancement of skills developed on MA and NT programs. It aims to give a clearer view of further training, career development and the progression into further or higher education undertaken by the young people participating in these programs. Show less

The improvement of education to prepare students more effectively for the workplace and the skill demands of industry leaders, has been a major focus of educational reform in the United States of America (USA) during the 1990s. Teachers play a central role in the effectiveness of education and any reform efforts must be accompanied by the preparation of teachers to meet future educational challenges. This issue of ‘Centerpoint’ describes three promising professional development approaches investigated by the National Center for Research in Vocational Education (NCRVE): work-based learning; the mini-sabbatical; and, the case study method. The author also examines new teacher roles in relation to the integration of academic and vocational curricula, and participation in school-to-work transition programs, and the professional development strategies that have been effective in preparing teachers for these roles.

The report ‘Teaching learning in the workplace and community’ is the product of NCRVE research into innovative, work-based teacher professional development programs. This report is indexed at TD/TNC 62.308. Show less

This report is based on a study undertaken to evaluate three initiatives piloted by nine National Training Organisations (NTOs) and is aimed at providing consultancy support to the NTOs in developing and implementing the initiatives. These initiatives, known as the Mudie Initiatives were: Modern Apprenticeships (MAs); National Vocational Qualification (NVQ) Assessment and Certification (A&C); and Sector Workforce Development Plans (SWDP). The main aim of the initiatives was to secure clearer leadership from employers in meeting skills needs, especially in the recruitment and vocational training of young people. The report includes: a description of each of the individual development projects, grouped by initiative; the changes to the skills development infrastructure; the findings of the evaluation activities undertaken throughout the study; and conclusions and recommendations based on the various components of the study. The conclusions are presented in relation to each of the three initiatives and implications are drawn out for NTO policy and post-16 arrangement as well as for funding, timing and arrangements for future initiatives. Show less

This study focused on the development and preliminary validation of a framework for effective vocational education programs serving students with special needs. The results suggest that overall the framework has broad utility based on the information sources used herein to verify and refine its content. Eight components, outlined in the document, emerged as the core structure for the programs and services that serve special population students effectively. Show less

The National Adult Learning Survey (NALS) involved 5 653 interviews undertaken with a representative sample of adults aged 16-69 in England and Wales in 1997. It collected information from respondents about taught learning and self-directed learning over the previous three years or since leaving continuous full-time education, whichever was the most recent. This report details the findings of the survey, including a profile of the respondents, analysis of key characteristics used in predicting participation in learning, information about the taught and non-taught learning, and a comparison of the attitudes of the learners and non-learners. A technical report on the methodology and development of the survey instruments, and the questionnaires used in the survey, are given in the appendices.

A summary of this report may be found at TD/TNC 62.661. Show less