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This document reports on research into the relationship between education and wages and is largely based on the Labour Force Surveys (LFS) carried out in the United Kingdom (UK) between 1992 and 2000. The focus of the research is mainly on academic education and investigates the level of financial return on education and how it varies across individuals and across time. The report contains microeconometric estimates of the relationship between (log) wages and years of education. The estimates allow for: (a) the relationship to be non-linear so that the effects of higher levels of education can be separately identified from the effect of earlier years; (b) the relationship to shift over time so that estimates demonstrate how returns to education vary over time; and (c) the relationship to vary across individuals according to their differences. Separate results for men and women are presented. The report contains: a brief summary of the theoretical framework and the main methodological issues; a review of existing empirical research, including evidence from the United Kingdom (UK), the United States of America (USA), and a range of other countries; new estimates of a simple model from the LFS data that are designed to be broadly comparable with earlier research; an expansion on this model, incorporating information about qualifications obtained; and the results from the two methodologies that identify the extent to which the returns differ across individuals. The analysis broadly concludes that, despite the expansion of higher education over recent years, there is no significant trend in the average return to education, which remains high by international standards. There is a large variance in returns around the average, but the unexplained component of this variance has not changed over time. Show less

The 14-19 Pathfinders are part of a broader process of reforming the 14-19 phase of learning proposed in the 2002 Department for Education and Skills (DfES) Green Paper, '14-19: extending opportunities, raising standards' (indexed at TD/IRD 88.170). The Pathfinders were intended to: test ideas; develop best practice in 14-19 education and training; identify how 14-19 policy will interact with other policies; identify barriers to a coherent 14-19 phase and propose ways to address them; and demonstrate that a coherent 14-19 phase can be achieved nationally in the UK despite the diversity of participants and locations. This report presents the key findings of a costing study focused on the 14-19 Pathfinders. The purpose of the study was to establish the costs associated with collaborative development and delivery of 14-19 Pathfinders, and in particular: the costs that arise as a result of working collaboratively rather than individually, for example, partnership management, communication, and timetabling costs; and specific development and delivery costs for new collaborative programmes and provision, including for example, course development costs, teaching costs and support costs. The research has been undertaken in two broad phases of work. Phase One involved case study work with 15 Pathfinders to gain an understanding of: the types of cost that might occur in the delivery of collaborative working; for each type of cost, estimates of the actual costs incurred by the 15 Pathfinders; and the factors that influence the level of cost incurred. Phase Two involved an analysis of the information obtained from the 15 Pathfinders in order to provide: indicative estimates of the likely costs associated with collaborative working; case study examples of the costs associated with the development and delivery of collaborative provision; and qualitative analysis of key issues and findings in relation to the costs of developing and sustaining collaborative delivery of 14-19 learning opportunities. The findings provide new and important information about the types of cost, influencing factors and likely cost levels associated with collaborative delivery. This can be used to inform future decision making, particularly in relation to the development of plans to meet the objectives and proposals set out in the 14-19 White Paper (indexed at TD/IRD 88.163) and subsequent Green Paper 'Youth matters'.

A related report is indexed at TD/TNC 85.379. Show less

Learning Partnerships were set up across the United Kingdom (UK) in early 1999 to promote a new culture across the school, further education (FE) work-based learning, and adult and community learning sectors to rationalise the range of existing local partnership arrangements covering post-16 learning. This revised report provides interim findings of the national evaluation of Learning Partnerships in November 2000. A separate report, 'Case study findings' (indexed at TD/TNC 69.280) provides an overview of key issues associated with progress, early impact and added value of Partnership Activity. The key evaluation questions addressed by these two reports are: What is the impact and added value of Learning Partnerships? How do they add value? What are the constraints; What are their costs? What is the value for money? The findings of these two reports represent an interim phase in the national evaluation with activities completed this year being repeated (using the same case studies) in 2000/2001 and 2000/2002. The contents of this report are: Introduction; Key points; Baseline and progress reporting: key issues; Key characteristics; Headline aims; Delivery objectives; Learning Partnership fund. Included as indices are: Good practice pro-formas; Added value actions.

Other related reports are indexed at TD/TNC 68.196 and TD/TNC 69.278 and the final report is indexed at TD/TNC 75.237. Show less

The Learning and Skills Council (LSC) National Office commissioned [the National Institute of Adult Continuing Education] NIACE to identify the possible impact of the new qualification, registration and [continuing professional development] CPD requirements for teachers, trainers and tutors in the learning and skills sector (referred to here as the ‘QTLS reforms’) on Third Sector (TS) providers and practitioners. TS organisations are: non-governmental; ‘value driven’ (primarily motivated by the desire to further social, environmental or cultural objectives rather than to make a profit per se); and principally reinvest their surpluses to further social, environmental or cultural objectives. The LSC also sought an indication of the possible costs of compliance for TS organisations, and how these providers might be supported most effectively. Third Sector organisations in scope included those delivering LSC-funded programmes under direct contract to the LSC and those in partnership arrangements with lead providers, such as colleges, local authorities, and TS consortia, along with some prospective TS providers. The project addressed four key areas. These were: current teacher qualification levels amongst TS organisations; the TS teacher role, its distinguishing features (if any) and how these intersect with the QTLS reforms; the likely cost implications for TS providers of implementing the QTLS reforms, both in terms of meeting the new requirements and establishing/sustaining a supporting infrastructure; and issues or barriers that could affect TS engagement with the reforms, and any examples of practice to show how these could be addressed.

Excerpts from published introduction. Show less

York Consulting were commissioned by the Department for Education and Skills (DfES) to evaluate the impact of the Learning Partnerships established across the United Kingdom (UK) in early 1999. The partnerships were designed to promote a new culture of provider collaboration across the educational sectors (schools, further education, work-based learning, and adult and community learning) and to rationalise the range of existing local partnerships arrangements covering post-16 learning. This interim report provides an analysis of interim progress and early impact of Learning Partnerships as at May 2001. The report is based on a review of management information, Learning Plan Executive Summaries, national case studies and regional evaluations. The final evaluation report which will be published early in 2003. The first part of the report outlines the key findings and issues from national data and the national Learning Partnerships database developed by the research team and based on Learning Plan Executive Summaries. The second part analyses the key findings from the 20 national case studies and regional evaluation reports and the final section draws together the research findings to present conclusions and key recommendations. The findings demonstrate that although progress and impact in relation to partnership is being achieved, Learning Partnerships continue to face a number of potential constraints.

Other related reports are indexed from TD/TNC 69.278 to TD/TNC 69.280 and the final report is indexed at TD/TNC 75.237. Show less

In March 2000 funding was allocated to develop a series of pilot projects for the Wired Up Communities (WuC) program, testing approaches to social inclusion and connecting communities by providing them with appropriate technology. This evaluation of WuC was commissioned in October 2000 and this final report summarises the evaluation process, reviews the nature and context of the program and reports the findings from the primary research undertaken in the communities. The evaluation found that, in common with other policy interventions aimed at reducing the problem that has become known as the ‘digital divide’ and emphasising the use of information and communications technology (ICT), the program has been subject to implementation slippage, with problems of equipment delivery and installation in some areas, illustrating the difficulty of wiring up a whole community. However, where the equipment had been delivered and installed the majority of respondents to the surveys had used the technology to access the Internet. Almost half the participants received some training to develop skills and knowledge to use the Internet. 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 document is concerned with the development of a framework for quality and success as part of the implementation of ‘Success for all’, a strategy focused on reforming education and training in the UK through partnership in the learning and skills sector. The proposed framework will be created through a new planning, funding and accountability system developed by the Learning and Skills Council (LSC). Key proposals outlined in this report relate to: three-year development plans; the setting and agreeing of improvement targets; performance assessment; three-year funding agreements; and the setting and agreeing of floor targets for success rates. The intended audience includes further education (FE) colleges, higher education institutions with FE provision, adult and community learning provision and specialist institutions. A companion document focuses solely on how these issues apply to work-based learning providers. Show less

This guide is a result of research conducted in summer 2009 among a selection of [further education] FE colleges. The colleges that participated in the research were involved in a range of programmes aimed at encouraging colleges to support those who are out of work to gain sustainable employment: (1) National Voluntary Training Pilot (NVTP); (2) The Training Offer for those unemployed for six months (Six Month Offer); (3) Adult Learner Responsive Pilot (ALR Pilot); and (4) Sector Employability Toolkits Pilot (SET Pilot). The guide covers six key areas: (1) planning and setting up provision; (2) identifying courses that will help learners move into employment; (3) increasing referrals from [Job Centre Plus] (JCP) and directly recruiting learners; (4) maximising conversions from referral to enrolment and learning; (5) helping students move in to sustainable work and continue learning; and (6) monitoring success in learning and work. The research was conducted while many of the colleges interviewed were still at relatively early stages of delivery (most had established processes and partnerships but only a few had delivered courses to significant numbers of learners). As such this guide should be seen as containing examples of good practice so far; further good practice is expected to emerge when delivery is at a more advanced stage and more colleges are involved with the offers.

Excerpt from introduction. Show less

This review aimed to systematically collect and synthesise empirical evidence related to interventions that focus on promoting employment for offenders in the UK. The review identifies gaps in knowledge and points to the priority areas for further review and future research. The key question addressed by the review is what evidence is there about the types and levels of intervention that work best to promote employment for offenders? This is separated into three sub-questions. What interventions promote employment in offender populations? What are the implementation issues for interventions aiming to promote offenders’ employment? To what degree are programs targeted according to assessment of needs? The process yielded 53 studies for in-depth review. A systematic map of the studies was produced with the majority coming from the US. Just over half of the studies specified names of programs and the majority of these were vocational programs. The review found that: good quality studies of seven intervention programs revealed that in six of these programs, offenders in the treatment group were significantly more likely to be employed at least six months after completion than those in comparison groups; generally, the programs examined by the studies provided a good range of skills relevant to the realities of the workplace; and prison work and vocational training were identified as being effective in promoting employment. Show less