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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

In June 2003, the UK government will publish a national Skills Strategy and Delivery Plan. The strategy will establish a broad agenda for raising skill levels amongst young people and adults in close cooperation with employers to ensure that their skill needs are satisfied. The strategy will describe the roles and responsibilities of employers, individuals and government in skills development, including the government’s role in providing institutional, qualifications and quality frameworks. The aim of the strategy is to create a more demand-led learning system and it will include: a comprehensive approach to promoting participation in learning through better advice and rendering learning more attractive and accessible to learners of all ages; the government’s approach to engaging employers across all areas of skills development; adult workforce development, especially in relation to the delivery plan for the new Level 2 target for adults, i.e. to reduce by at least 40% the number of adults in the workforce without a Level 2 or equivalent qualification by 2010; and the outcomes of the review of the funding of adult learning. This evidence paper summarises the key statistical and research evidence on the nature of the skill challenge that the strategy will address and on the rationale for government intervention to meet the challenge. The paper aims to explain the rationale and evidence underpinning the progress report published in conjunction with this paper. The key messages are that skills play an important role in increasing productivity and providing a route to stable employment for workers. Workforce skills are lower in the UK than in other countries with the cause being a mixture of supply and demand factors. There is a particular need for the government to help adults who have not achieved a level 2 qualification, therefore lacking the skills required for ongoing employability.

The companion report, ‘Developing a national skills strategy and delivery plan: progress report’ is indexed at TD/TNC 73.358. ‘Funding adult learning: technical paper’ is indexed at TD/TNC 73.360. Show less

This report presents the findings of a small scale, qualitative study carried out between June and September 2002 with the aim of evaluating the extent to which the Summer Plus program has been successful in reducing street crime in 34 Local Education Authority (LEA) areas across England. The report provides a brief overview of the Summer Plus program, including implementation issues, delivery models, recruitment and training of key workers, recruitment of young people thought to be at risk of becoming involved in crime, the activities and experiences of the key workers and the young people, continuity and exit strategies, value for money and accountability. A variety of flexible, client-centred and needs led activities were offered to young people, with developmental approaches to activity provision which usually included an explicit educational component, having the most impact on the young people. The study found that the impact of the programs on the young people who participated was extremely positive, revealing improvements in self confidence, empathy with others, respect for authority figures and a will for positive change. Few systematic assessments were carried out and no evidence was found of formal assessment packages. Exit strategies were not in place in all areas. Initial follow-up data suggests that a high proportion of those eligible are returning to education. Finally, early indications are that crime by young people has decreased more in Summer Plus areas that in the rest of England. 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

A two volume report of the evidence on the demand for, and supply of, skills in England has been produced by Warwick University’s Institute for Employment Research (IER) on behalf of the Learning and Skills Council (LSC), in association with the Department for Education and Skills (DfES), the Sector Skills Development Agency (SSDA) and the Regional Development Agencies (RDAs). Volume one provides a national overview of the key issues and challenges facing those charged with delivering skills. Volume two provides a detailed review of the evidence on changing skill requirements at sectoral and local levels. This volume contains the following chapters: Overview and summary; Sectoral evidence; Sectoral profiles; Key sectoral issues; Regional and local evidence; Regional and local profiles; Key regional and local issues. Contains glossary and references.

Volume one is indexed at TD/TNC 73.590. ‘Key messages from Skills in England 2002’ is indexed at TD/TNC 73.368. Show less

This document reports on the first comprehensive study of adult and community learning (ACL) in England which occurred as the Learning and Skills Council took responsibility for ACL. A survey of all Local Education Authorities (LEAs) was undertaken in January 2002 and was followed by in-depth case studies between March and July of 2002 in 15 LEAs selected to capture a diversity of contractual arrangements for delivery of ACL and of extents of local deprivation. The study provides a comprehensive picture of the emerging ACL sector and offers discussion of the advantages and disadvantages of the three main approaches to delivery of ACL: direct delivery, contracted delivery and a blend of the two. The research concludes that the complexity of the ACL sector and the different approaches adopted by LEAs reflect differences in socio-economic environments as well as LEA traditions. While the development of national frameworks has raised the profile of ACL it is important that the diversity of provision be maintained. ACL provides benefits other than those directed to vocational learning and employment. Health and social benefits including active ageing and citizenship should also be acknowledged and valued. Show less

This summary report, produced by Warwick University's Institute for Employment Research (IER) on behalf of the Learning and Skills Council (LSC), sets out the main findings and broad policy implications of the LSC's 'Skills in England 2002'. Targeted at senior policymakers and those with responsibility for education and training, the summary report provides an overview and synthesis of evidence on the demand for and supply of skills in England. The full assessment is presented in two volumes: the first provides a national overview of the key issues and challenges for skill delivery and the second summarises the more detailed sectoral and local evidence. The most important message to emerge is that investment in education, training and skills is of crucial importance for economic performance and social cohesion. Overall the assessment predicts that the demand for qualifications is expected to grow, as will the demand for basic skills and other key skills such as communication, team working, problem solving and information technology (IT) skills. It also suggests that in order to recruit workers, employers will need to 'adapt' jobs to the individuals available. A number of particular issues are considered in more detail in this report: (1) persistent problems with basic skills, intermediate level skills and some generic skills; (2) inequalities in access to training; (3) dramatically changing skill demands; (4) the increasing intensity of skill demand; (5) replacement demands on declining sectors and occupations; (6) priorities for investment; (7) managerial skills needs; (8) concerns about over-qualification; (9) the local dimensions of skills; (10) sectoral skill concerns; (11) the relevance and distribution of training; and (12) increasing skills demand as part of a general policy to improve productivity and performance.

The full report, in two volumes, is indexed at TD/TNC 73. 590 and TD/TNC 73.591. Show less

This report reviews the recent UK literature on when, how and why young people make their choices about post-16 pathways and is restricted to the UK, with the focus mainly on England. It begins by pointing out the relative scarcity of longitudinal studies. The review is guided by general assumptions about the nature of choices at age 16. The first of these is that choices at age 16 are the outcome of many factors: individual abilities and preferences, school experiences, the influence of parents and friends, the family economic circumstances, the information, guidance, curriculum and learning environment provided by schools, teachers and career advisors, and the opportunities for work or work-based training available. The second point is that the concept of a decision or choice may sometimes be inappropriate in this context, with some young people acting on the basis of long-standing assumptions of what they will do, without properly considering alternatives. Thirdly, although it is an assumption that all young people are free to consider the full range of options that can be taken up post-16, in practice, meaningful choices may be restricted for many young people to particular arenas. Show less

This paper provides a summary of recent research and statistics on the position of different ethnic groups in education and training in England compared with the rest of the population. The focus of the paper is on the participation and attainment of minority ethnic groups including people of Black Caribbean, Black African, Black Other, Indian, Pakistani, Bangladeshi, Chinese and Mixed heritage. Also included are Gypsy/Roma children, children of Travellers of Irish heritage, and refugee and asylum-seeking children. The key findings associated with participation and attainment are reported under the headings of early years’ education and childcare, school, post-16 education and training, higher education, adult learning, and participation in the education workforce. The authors conclude by stressing the need to understand the diverse experiences of the minority ethnic population in England, partly explained by differences in socioeconomic status, in order to achieve race equality in education. They add that the combination of improved data collection and new statutory duties should enhance research and practice across educational provision. Show less

This document reports on research into the views of Further Education (FE) Colleges about FE-employer links. The research aimed to: identify colleges’ views on what is effective in establishing good relationships with employers; gain an understanding of what has not worked well for colleges in trying to establish such relationships; identify barriers to colleges’ responsiveness to employers; identify incentives that might help colleges be more responsive to employer needs; and identify examples of good practice. Data were collected by means of telephone interviews with 133 college principals and 23 heads of department, as well as 8 case studies of good practice. The study found that colleges engage with employers in a variety of ways, from initial planning and marketing of college provision through course design and delivery to evaluation. Two thirds of colleges have business units which, although varying from institution to institution in form and function, generally are involved in marketing, course design, delivery and evaluation processes. More colleges are planning their introduction. Joint work between colleges is reported by over half the principals surveyed, however most of the joint work is project specific. While in general colleges engage with employers through their governing bodies, there are a variety of other consultative forums. The three main reasons for engagement with employers were: the needs of learners for courses directed towards employment; the generation of income for the colleges; and to make a contribution to the wider economic development of the area. The risks of employer engagement were perceived to be in the area of loss of core focus for the institution. Three types of barriers were identified: systemic barriers external to the college; internal college weaknesses; and employer failure to perceive the value of workforce development and perceptions that college provision does not meet employer needs. Show less