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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 is the fourth of six reports. It provides an update of the progress that Learning Partnerships have made nationally and is based upon an analysis of Learning Partnerships' performance as reported by the partnerships themselves, 20 national case studies, and a review of five regional evaluation reports. The contents are: Introduction; Purpose and focus; Learning Partnership activities; Relationships; Area inspections; Impact; Added value; Conclusions and Recommendations.

The other reports are indexed at TD/TNC 68.196, TD/TNC 69.279 and TD/TNC 69.280 and the final report is indexed at TD/TNC 75.237. Show less

The Increased Flexibility for 14-16 year olds Programme (IFP) was introduced in 2002 by the UK Department for Education and Skills (DfES) in order to 'create enhanced vocational and work-related learning opportunities for 14-16 year olds who can benefit most'. Partnerships between schools and colleges and training providers were formed and two cohorts of Year 10 students began two-year vocational courses including National Vocational Qualifications (NVQs), other Vocational Qualifications (VQs) and new General Certificate in Secondary Education (GCSEs) in vocational subjects. The partnerships aimed to enhance student attainment, develop their skills, knowledge and social learning, and increase retention in education and training after 16. As part of the evaluation of IFP, the DfES commissioned the National Foundation for Educational Research (NFER) to undertake a program of case study visits to nine IFP partnerships. The purpose was to investigate the extent to which IFP had become 'embedded in partnership provision and the wider 14-19 agenda' and factors that affected this process either positively or negatively. Specific objectives were to: identify the current partnership arrangements and the extent to which these had changed in relation to the nature of the cohorts and models of delivery; explore the development of IFP including the extent to which it had become embedded in institutions' provision; examine staff's perceptions of the contribution of IFP, and their partnerships' experience, to the transition into the new 14-19 arrangements; investigate the perceived outcomes for young people, staff and institutions from participating in IFP; and explore young people's experience of participating in IFP including their reasons for participating, experience of the program and the main outcomes including their intended future progression. The overall success of the partnerships was indicated by the generally positive view of staff and students about working in partnerships. In addition, the membership of the partnerships had remained stable or had consolidated over the four years of the program. Partnerships with more effective outcomes were characterised by clear selection criteria acknowledged by both college and school staff, effective support for students, and good communication at operational and partnership levels. Show less

Business and public service associate professionals (BPSAPs) are an extremely diverse group, incorporating a wide range of minor groups. It is expected that this group will experience strong growth up until 2010 when it will probably represent about six per cent of total United Kingdom (UK) employment. This group requires a range of different skill needs but there are cross-cutting trends across the group as a whole. This document reports on research that defines the technical and generic skills and personal attributes required by BPSAPs, highlights the extent to which these skills have changed over time and the extent to which they are being met, and identifies how these skills are best developed. The report examines the education and training mechanisms used to develop this required skill mix and, in the process, explores the suitability of the foundation degree as a potential means of equipping BPSAPs with the skills required to perform their jobs. A three-stage methodology was used, comprising a literature review, secondary data analysis of the Labour Force Survey and the 1999 Employers Skill Survey, and in-depth case study analysis. Appendix one contains the literature review and secondary data analysis. Appendix two contains the case study report on the skills dynamics of BPSAPs and examines the BPSAP occupations of insurance underwriter, legal associate professional, personnel development officer, recruitment consultant, market researcher, and estate agent. 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 analysis, which is based on 20 case studies, provides an overview of key issues associated with progress, early impact and added value of Partnership Activity. It concentrates on the focus, performance and impact aspects of Partnership development and draws interim conclusions and recommendations. The contents are: Introduction; Partnership focus; Aspects of success; Barriers to development; Value added; Performance indicators; Conclusions and recommendations.

Other related reports are indexed at TD/TNC 68.196, TD/TNC 69.278 and TD/TNC 69.279 and the final report is indexed at TD/TNC 75.237. Show less

This research was commissioned by the Department of Education and Skills (DfES) to explore how young people make the educational choices required of them at ages 14 and 16. It explores the ways in which structural contexts and individual attributes interact both before and during the decision-making process. This report focuses specifically on such interactions in order to explore more fully the processes by which young people make decisions about subjects to study in Key Stage 4 and post-16 and about destinations at age 16, and the influences upon those decisions. Two waves of in-depth interviews were held with 165 young people across 14 schools between February 2005 and February 2006. The analysis focused on characterising each of the case-study schools in terms of the structure, ethos, curriculum offer, support mechanisms and local situation, in order to contextualise how young people were making decisions. The research identified various issues associated with student choice and decision-making, particularly issues related to the structure and nature of the curriculum on offer (both pre- and post-16) and the provision of support for transition amongst young people. These have implications across a number of policy areas, both in terms of the support needs of young people and for the operation of particular policy initiatives.

A related report is indexed at TD/TNC 86.299. Show less

This report summarises the findings of a literature review (ranging from academic studies to unpublished accounts of local practice) on adult and community learning (ACL) based on a study undertaken between December 2000 and March 2001. Its aim is to inform policy and provide the Learning and Skills Council (LSC) and the Department for Education and Skills (DfES) with information on what works in ACL. Some key findings are: (1) excellence in ACL involves an approach that engages creatively with groups and individuals and meets them on their own terms and their own territory, involves the voluntary and community sectors in staff development, focuses on improving the retention of learners on the early stages of the learning experience, and helps individuals progress using accreditation where it motivates rather than deters the learner; (2) local authorities are the main players, but ACL takes place in a variety of settings; (3) the learning often has a significant impact on the skills and employability of individuals; (4) there are numerous social benefits; and (5) ACL is particularly suitable for outreach to disadvantaged people. The chapters of the report are: Introduction; The rationale for adult and community learning; Aspects of quality; Improving access; Achieving coherent provision; Discussion. Also included are a bibliography and three appendices: (1) Project methodology; (2) Case studies; (3) Some useful websites. Show less

The main aim of this study was to carry out a new customised survey of training behaviour in UK firms as well as a quantitative analysis of the relationship between training and business performance. The survey process is described and a detailed description of the characteristics of the data arising from the survey as well as an analysis of various indicators of training activity cross classified by the size and broad industrial sector of the firms surveyed. There is a comparison of management characteristics and practices of firms classified into two broad groups in terms of their level of training intensity. Performance of the firms is measured in terms of the growth of employment, turnover, productivity and profit margins. A multivariate analysis of the determinants and the performance impacts of training and a qualitative analysis of training determinants using a series of case studies are provided. Appendices offer the questionnaires used in the survey, an analysis of the sample design and unit response bias characteristics of the sample, an analysis of non-response rates and the detailed individual case records of the firms used in the cast study analysis. 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 provides a national evaluation of the second year of the phase one 14-19 Pathfinders. It describes the progress made by the 39 pathfinders and raises key issues from the evaluation for policy and practice. The report concludes that the pathfinders have made positive progress in a number of aspects: the continued development of collaborative arrangements that provide a strong base for further development; the development of broader curricula, mainly involving the provision of vocational and work-related learning in colleges, training providers and workplaces, amounting to greater choice and flexibility for students; increased focus on 14-19 progression routes; enhanced information, advice and guidance throughout the 14-19 phase; the development of individual learning plans; and supporting continued development of strategic planning of the 14-19 phase.

The report of the evaluation of the first year is indexed at TD/TNC 77.143. 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 focus of this report, based on case studies of 14 Training and Enterprise Councils (TECs) and interviews with employers, is the support provided by TECS to organisations participating in the Investors in People (IiP) process. The aim of the study was, as part of the transition of IiP to the Learning and Skill Council (LSC) and Department of Trade and Industry (DTI) Small Business Service (SBS), to analyse the range of costs associated with obtaining IiP recognitions and related development activities that support this process. The structure of this report is as follows: the first section provides the background of the study, its aims and the methodology; section two gives an overview of the cost data, unit cost calculations and deadweight and displacement estimates; section three describes the generic model used for recording the cost information and the basis on which unit cost calculations have been made; the fourth section provides an overview of the range of IiP support models developed by case study TECs; section five reports on the employer consultations and assesses deadweight and displacement; section six reports on the key drivers that impact on unit costs; and the final section sets out the conclusions and issues for consideration from the analysis of unit costs, delivery models and performance. Show less