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The UK government has introduced a number of initiatives designed to improve the availability, quality and accessibility of services for young children within its National Childcare Strategy. The childcare workforce is a key ingredient in the success of this goal and must be supported by the recruitment and retention of sufficient, appropriately trained workers. This report covers three studies of the childcare workforce in training and at work in the UK: a national survey of childcare students in further education colleges; a national survey of day nursery workers; and a focus group study of childcare workers and playworkers in training. The main aim of the studies was to investigate issues of entry, retention and loss in the childcare workforce. In particular, the research sought to describe the characteristics of those individuals who train and work in the childcare field, to identify their views and experiences of training and employment in childcare, and to examine how workers combined their commitment to childcare employment and other commitments in their lives. The report provides policy background, a broad description of the childcare workforce, an overview of findings organised in relation to the three key issues of entry, retention and loss, and some conclusions about the future of the childcare workforce along with a detailed account of each study. Two key themes emerge from the research: (1) the high level of value placed on childcare as an occupation and as a service by workers and students in the field; and (2) combining childcare work with parenting and the associated possibilities and difficulties.

A further report building on this research is indexed at TD/TNC 71.132. Show less

This document is the final report of the extensive evaluation of the adult basic skills Pathfinder Extension program which was launched in September 2001 and describes a qualitative analysis of basic skills extension activities offered in the Pathfinder Extension program. It is based on in-depth interviews with learners, teachers and employers involved in a range of courses. Five types of courses were included in the evaluation: residential; fixed rate replacement; intensive; highly structured; and financial incentives. The responses of learners, most of whom had left education early and with few qualifications, were almost always positive, reporting greatly increased skills and confidence and an improvement in their overall personal effectiveness. While the degree of individual attention provided by teachers was highly valued, concern was expressed about the brevity of some of the courses and some expressed a desire for more differentiation in terms of ability range. Teachers welcomed the innovative forms of provision they were able to deliver although courses were set up and run on a tight schedule which places heavy demands on some teachers. Employers who had been involved tended to be larger or heavily unionised organisations. Factors that influenced their participation were: overall culture in terms of training and development; an existing relationship with the provider; organisational restructure and the need for a flexible workforce; and union awareness of basic skills issues. Improvements in productivity, staff morale, team work and the increased and improved adaptability of the staff were described by employers as benefits of participation in the Pathfinder Extension program, with the main problems being the timing of courses and availability of staff. This report highlights the importance of careful design and planning in delivering effective training, as well as a secure funding base and follow-on provision so that early gains are not lost.

There are three accompanying reports on the evaluation of the Pathfinder Extension program: an overview of the evaluation is indexed at TD/TNC 75.221; the report of Stage 1 of the evaluation is indexed at TD/TNC 75.222; and the report of Stage 2 of the evaluation is indexed at TD/TNC 75.223. Show less

This report provides the results of an econometric analysis of the Skills Task Force (STF) Employers Skill Survey undertaken in 1999 (ESS 1999) in the United Kingdom (UK). It forms part of a broader investigation into the extent, causes, and implications of skill deficiencies, supported by the Department for Education and Skills (DfES). The ESS 1999 is the largest investigation into England's skill needs to date and was undertaken in 1999 to provide information for the Skills Task Force (STF). This report investigates the causes and consequences of skill deficiencies and focuses on why they arise and what the implications are for economic performance. Two types of observed skill deficiencies are examined: external skill-related recruitment difficulties; and internal skill gaps amongst existing employees. The report also investigates unobserved, 'latent' skill gaps or those skill deficiencies not recognised by employers but which restrict the organisation's potential for economic success. The analysis is based on ESS 1999 and builds on the earlier 'Employer Skills Survey statistical report' which is indexed at TD/TNC 65.232. The focus of the analysis is on the smaller sub-set of around 4000 establishments within the total survey, where participants were involved in face-to-face interviews.

The research report from the National Skills Task Force (STF) is indexed at TD/TNC 62.657. Further reports from the Employers Skill Survey are indexed at TD/TNC 65.231, TD/TNC 69.152, TD/TNC 69.153 and TD/TNC 70.141. Case studies from a range of sectors are indexed from TD/TNC 65.225 to TD/TNC 65.230. Show less

The Neighbourhood Support Fund (NSF) is designed to re-engage disaffected young people aged 13 to 19 years in education, training or employment through targeted intervention at the local level. Managing agents deliver NSF through local voluntary and community-based organisations that offer a range of activities and support for young people. The Department for Education and Skills (DfES) commissioned the National Foundation for Educational Research (NFER) to carry out research into the extent to which the NSF is supporting its goals. This report presents the key findings from the research undertaken between July 2001 and March 2002. The objectives were to investigate how NSF is being received by young people and to identify the key factors influencing their participation and outcomes. The perceptions of project workers and the benefits of the program for participants were also investigated. The research included an analysis of NSF project management information and case-study visits to 20 projects. The research indicated: (1) an ongoing demand for services provided by NSF projects from young people whose needs were not being met by mainstream education provision; (2) an increase in participation levels; (3) positive outcomes for around half of those leaving NSF projects; (4) positive feedback from NSF project staff; (5) that NSF is successfully recruiting youth from target groups; (6) that NSF projects are valued by youth participants; (7) that the NSF projects enhanced skills, self-esteem and educational and career aspirations; and (8) that critical factors contributing to engagement of youth in NSF projects included building relationships and providing participants with a sense of ownership and choice. Show less

The UK government is committed to ensuring that as many young people as possible are engaged in education or training and achieve a level 2 qualification. A review of financial support for 16-19 year olds undertaken in 2004 uncovered the need to further encourage employers to support time off for training for young people. One initiative to emerge from the review was the Learning Agreement for 16-17 year olds in jobs with no training, which aims to increase learning options for this group. The Learning Agreement pilot, introduced in April 2006, aims to: test the effectiveness of brokerage and learning agreements with 16 and 17 year olds in jobs without training (JWT) as a way to re-engage them in accredited learning to level 2 or level 3; and test the effectiveness of financial incentives (through bonus payments to young people and employers and employer wage compensation) as a means of encouraging the JWT group and their employers to participate. This research was commissioned to inform the development of the Learning Agreement pilot and to update and build on research carried out in 1998 on young people in JWT. The research investigated the characteristics, circumstances, attitudes and employment details of 197 16 and 17 years olds in JWT. The research revealed that: most of the young people were employed in un- or low-skilled full-time permanent jobs, working 35 hours a week over five days, and that their experience of job-related training was usually limited to induction training and/or demonstration of the tasks involved; most were not against training and recognised its value, and half the sample agreed that they would like a different job but that they needed more qualifications to get it. Show less

This document provides a report on a longitudinal study of young people with special educational needs (SEN). The study is part of an investigation into the post-16 routes and experiences of young people undertaken by the Centre for Formative Assessment Studies (CFAS) of the School of Education, University of Manchester on behalf of the Department for Education and Employment (now known as the Department for Education and Skills). Overall, the investigation aims to: (1) provide a comprehensive overview of the experiences, achievements and attitudes of young people with SEN during transition from secondary education to early adult life; and (2) identify strengths and weaknesses in this transition process and highlight barriers to further education, higher education, training, employment and independent living. Specifically, this study collected baseline data about the aspirations and needs of the young people and analysed the existing quality of transition arrangements, i.e. the type and level of Key Stage 4 transition support received from schools, Local Education Authorities (LEAs), community services and other support agencies, and equality of opportunity through school provision. Changes in attitudes, circumstances and provision throughout the transition period were monitored. Show less

The Further Education (FE) Learners Longitudinal Survey examines the destinations of FE learners over a period of 18-21 months. These findings are from the Wave Two survey that interviewed learners who undertook an FE course in 2003-2004, about one year after completing their course. The Wave Two survey takes places 12 months after Wave One, and will attempt to re-interview all Wave One respondents who agreed to be re-contacted. The survey examines adult learners (19 or over) only, and focuses mainly on learners who completed their course. The key objectives of the survey are to: analyse the nature of the destinations that FE learners take after learning, such as into employment, further learning or training, and the impact this learning has on their future learning participation; assess what impact learning has on socio-economic circumstances (employment status, income), particularly the cumulative impact of further learning on the individual’s welfare; and assess what impact learning has on wider outcomes such as health benefits and active citizenship. Key findings include: one in four learners (24 per cent) had increased their highest level of qualification by the Wave Two interview and around one in eight learners (13 per cent) appeared to have increased their level of qualification following their original course through subsequent learning; in the Wave One survey 50 per cent of learners had gone on to start FE or training and by Wave Two (another year later), this proportion had risen to 63 per cent; the overall level of employment among FE learners remained similar, from immediately before the original FE course through to the Wave Two interview (61 per cent and 64 per cent respectively); learners felt that they had gained a number of skills or benefits from taking the original FE course; and a third of learners who had started a new job since the course said that the course helped them to get the job.

The report on the findings from Wave One are indexed at TD/TNC 86.302. Show less

This report provides a synthesis of the Skills Task Force (STF) Employers Skill Survey undertaken in 1999 (ESS 1999) in the United Kingdom (UK). It forms part of a broader investigation into the extent, causes, and implications of skill deficiencies, supported by the Department for Education and Skills (DfES). The Survey is the largest investigation into England's skill needs to date and was undertaken in 1999 to provide information for the Skills Task Force (STF). The study comprised: an analysis of the existing survey evidence on skill deficiencies; a questionnaire survey to determine the extent of skill deficiencies; case studies of establishments across a range of sectors to examine the relationship between skill deficiencies and economic performance; spatial analysis based on the questionnaire survey data of the location of skill deficiencies; and econometric analysis of the questionnaire survey data to investigate why skills deficiencies arise and their consequences for economic performance. This report provides a synthesis of these five elements and on the basis of the outcomes, concludes that a skills problem exists and describes its nature and extent. Three different types of skill deficiency are identified: external recruitment difficulties; internal skill gaps where employers perceived their employees' current skills as insufficient to meet organisational needs; and latent skill gaps which are based upon a concept of ideal behaviour or performance.

The research report from the National Skills Task Force (STF) is indexed at TD/TNC 62.657. Further reports from the Employers Skill Survey are indexed at TD/TNC 65.231, TD/TNC 65.232, TD/TNC 69.153 and TD/TNC 69.154. Case studies from a range of sectors are indexed from TD/TNC 65.225 to TD/TNC 65.230. Show less

Individual Learning Accounts (ILAs) were introduced as a key element of the United Kingdom (UK) government's lifelong learning agenda with the objective of providing a vehicle for funding continuous learning. The national ILA framework was introduced in September 2000. The strategy was designed to empower individuals to invest in their own learning through individual accounts combined with complementary government incentives. As part of the first year of the national ILA scheme, the Department for Education and Skills (DfES) commissioned an early evaluation of the characteristics of ILA redeemers/non-redeemers and customer satisfaction with the process of opening and using an ILA. Findings are published in the reports indexed at TD/TNC 69.213 and TD/TNC 69.215. This small scale follow-up study was commissioned by the DfES to supplement and extend the initial evaluation. The main aims of the study is to provide evidence on how early and more recent ILA holders view and use their ILAs and to make comparisons between each group. Associated key questions were: (1) to identify if ILAs are a fund for continuous/repeated learning; (2) to assess if opening/using an ILA has changed individuals' attitudes towards further learning; (3) to identify the levels of investment by individuals and employers in learning activities funded by ILAs; (4) to assess if taking part in an ILA-funded course has affected an individual's employability; and (5) to assess ILA holders' awareness of the ILA 'brand'. This report makes several recommendations, including the suggestion that policy options be considered to reduce 'deadweight' or those redeemers who would have been able to fund training without support from their ILA, which could inform the development of future plans which build on the successful elements of the ILA program.

An evaluation of the effectiveness of promoting ILAs through community-based organisations is indexed at TD/TNC 70.243. Show less

This document is the fourth in an annual series of employer surveys that investigate workforce development. The objectives of the 2002 survey were to gather information on: the volume, type and pattern of off-the-job training; key indicators of employers’ commitment to training; learning opportunities offered; and awareness of, and involvement with, a number of initiatives relevant to training. The survey consisted of over 4000 telephone interviews with employers in England’s public and private business sectors who have one or more employee. The report presents a summary of the research findings, followed by chapters which provide detailed overviews of each theme. The themes which arose through the survey relate to: learning opportunities and facilities available to employees; proficiency of existing staff; provision of job-related training and reasons for non-provision; provision of off-the-job training; management and delivery of off-the-job training; provision of on-the-job training; awareness of, and involvement with, training initiatives; and young employees aged 16-24. Show less