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In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups.

Published abstract reprinted by permission of the copyright owner. Show less

Skills Dialogues constitute a series of consultations with all major industrial and business sectors in the UK, generating high quality authoritative skills assessments for each of these broad sectors. Their purpose is to improve the quality of information available on skills at sector level and to provide an effective means for national training organisations (NTOs) and employers to contribute to the planning and implementation of education and training provision in their sector. This report is the result of the Land-based Industries Sector Skills Dialogue and provides an assessment of trends in employment and skill needs and associated issues in this sector. The industry coverage includes agricultural crops, livestock and machinery (including garden machinery), animal care, environmental conservation, equine activities, fencing, fish farming, floristry, forestry, game conservation, landscaping, production horticulture, and professions allied to veterinary science (animal technologists, farriery, veterinary nurses). Section one presents key findings; section two provides the executive summary; section three presents introductory and background information; section four identifies common elements across land-based industries and highlights generic issues relating to skill needs; section five examines changing skill demands; section six investigates skills supply; section seven discusses skills demand/supply balance; and section eight contains individual industry analyses. The key messages to emerge present a challenge to the sector in the future. A major development program is needed to correct the imbalance between supply and demand for workers at higher skill levels. In agriculture, a third of the workforce is aged 55 and over and better management and business skills are required, particularly for the high number of owner/managers in the sector. Finally, better information and communications technology (ICT), key skills, initiative and problem solving skills are needed by all who work in land-based industries. Show less

In January 2006, the Department for Education and Skills (DfES) launched a pilot project, entitled the Human Capital Benchmarking Consortium, as an initial step towards identifying the key people-related or 'human capital', drivers behind learner success rates. This report provides a summary of the findings that have emerged to date from the Consortium. Five further education (FE) colleges took part in the project by using McBassi and Company's Human Capital Capability Scorecard (HCCS), a rigorous, research-based benchmarking measurement methodology. Statistical analysis was carried out in order to identify the specific items that determine employee commitment/engagement within the FE colleges. This analysis, combined with information about the strengths and weaknesses of each of the participating colleges on these factors (i.e., their human capital management or HCM scores), was used to develop prioritised recommendations for improving learner outcomes. These involved taking action to improve the level of commitment among FE college staff. A summary of these recommendations is provided in the report. Show less

The Department for Education and Skills (DfES) commissioned BMRB Social Research to carry out a research project to seek information about the pay received by waged trainees while they are on an apprenticeship. The main objective of the research was to determine the average level of pay received by apprentices and to provide evidence on the differences between different sector frameworks. Secondary aims included analysis of pay by age and sex. Trainees undertaking apprenticeships in the 11 largest sectors were interviewed for the Trainee Wages survey. Trainees aged 16-18 are currently exempt from the National Minimum Wage requirements but the Learning and Skills Council (LSC) has provided guidance to encourage employers to pay trainees a minimum of 70-80 pounds per week. The LSC also plans to introduce a contractual requirement for a minimum weekly income for employed trainees later this year. This survey will provide a baseline against which the DfES can judge the impact of the LSC guidance and any future requirements for a minimum weekly pay for trainees.

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Pseudo cohorts are 'artificially created data sets constructed from repeated cross-sections'. They enable analysis of the extent to which the growth in qualifications held by the population is a result of skill upgrading as individuals age, and to what extent it is caused by new, more highly educated cohorts entering the workforce to replace older, less well-qualified workers. This report details such an analysis undertaken for the UK, France, Germany and the US. The analysis considers three cohorts: the first is aged 19-21 in 1985, and is then observed again in 1991 when its members are aged 25-27, and in 1997, when they are aged 31-33; the second cohort is constructed so that its members are aged 19-21 in 1991, 25-27 in 1997 and 31-33 in 2003; and the third cohort created is aged 19-21 in 1997, and 25-27 in 2003. The report considers the results for the UK and then compares those in the other countries. The report concludes that, although the education level of young people in the UK is rising (both within and between cohorts), gains are only being made in some respects on the other countries in terms of closing the skills gap. Show less

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for the ConstructionSkills Sector Skills Council, which covers a wide range of sectors in the development and maintenance of the built environment. The NESS was commissioned by the Learning and Skills Council (LSC), in partnership with the Sector Skills Development Agency (SSDA) and the Department for Education and Skills (DfES), to provide detailed information about the extent, causes and implications of England's recruitment problems and skill gaps. It also measures employers' training activities. Key findings include: vacancies and skill gaps in the ConstructionSkills SSC area are predominantly for skilled trades occupations and, to a lesser extent, professional occupations; the main causes of hard-to-fill vacancies are low numbers of applicants with the required skills, attitude, a lack of people interested in doing this sort of work and a low number of applicants generally; the most common skills lacking in applicants are technical and practical skills, communication skills, and problem solving skills; the major area of skill gaps are in technical and practical skills, communication skills and problem solving skills; and skills that are in shortage reflect the nature of the job, e.g. skilled trades staff are more likely to have deficiencies in technical and practical skills whilst managers and senior officials lack management skills.

The main report and the report of the key findings of the National Employers Skills Survey 2003 are indexed at TD/TNC 79.281 and TD/TNC 79.599. Individual Sector Skills Council reports are indexed from TD/TNC 79.275 to TD/TNC 79.280. Show less

This guide will inspire and enthuse people who are committed to consulting adults and communities about learning provision in their area. The text states the importance of consultation with all adults and highlights issues and challenges of working with particular groups such as young adults, members of minority ethnic communities and people with learning difficulties. Policy blends with theory to give the reader a broad context for consultation and provide examples of good practice. The guide is easily accessible with a list of ‘talking points’ at the end of each section highlighting issues and challenges for consideration. Activities and exercises can be lifted for your use and there are a number of contact details of useful organisations and projects.

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The 2004 National Employers Skills Survey (NESS) was commissioned by the Learning and Skills Council (LSC), in partnership with the Sector Skills Development Agency (SSDA) and the Department for Education and Skills (DfES), to provide detailed information on skills and workforce development issues facing employers in England to serve as a common basis to develop policy and assess the impact of skills initiatives. The survey included 27,000 employers across all sectors of business activity in England. This report, which highlights key findings from the Survey, follows the same format as the main report. Following the introduction, the second section lists the key findings in a table with comparisons provided for 2001 and 2003. Section three details key findings in respect of skills shortages and other recruitment difficulties while the focus of section four is on skills gaps within the existing workforce. Section five covers training and workforce development. The findings indicate: that skills deficiencies continue to affect about a quarter of the employers; evidence of a slight easing of skills problems for employers in terms of the number of staff lacking skills and the number of vacancies where skills shortages are experienced; skills deficiencies affect different size and sector of employer, and occupational group, very differently; and there have been significant increases in the proportion of employers with training plans.

The main report is available in VOCEDplus at TD/TNC 83.265. Show less

This report presents the findings from UK regional and sectoral analysis to estimate the impact of changes in the stock of educational qualifications on sector productivity. The analysis sought to determine whether the productivity effects of human capital, in particular academic and vocational qualifications, outstrip the wage effects of such qualifications. The existing data analysed covers a period between 1996 and 2001. The analysis reveals: (1) the substantial increase in the proportion of the workforce with academic qualifications has not been matched by similar growth in the stock of vocational qualifications; (2) positive productivity effects from higher level (level 4 and above) academic qualifications at both national and regional level; (3) some positive productivity effects from academic level 2 qualifications; (4) a productivity benefit for employers over and above the wage increase associated with qualifications at academic level 2 and academic level 4+; (5) no systematic and positive impact on productivity from vocational qualifications although it is acknowledged that other studies have identified individual wage returns for higher level vocational qualifications that are not replicated in this sectoral analysis; and (6) an inability for the research to measure the impact of poor basic skills on industry or regional productivity although it was able to demonstrate that those workers with the poorest basic skills are more likely to be unemployed rather than being associated with any particular industrial sector. Show less

This report provides results from the spatial analyses 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). The sub-regional analyses of information from the ESS 1999 contained in the report, provide new information about the incidence of skill deficiencies at local level and their relationship with unemployment. The analyses indicate the existence of substantial variations in skill deficiencies between local areas. The findings indicate a broad North-South divide in both skill shortage vacancies in the external labour market and in skill gaps experienced internally by companies. Skill deficiencies are generally greatest in Southern England although analysis of variation within regions reveals a more complex pattern than that suggested by inter-regional comparisons.

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 69.152 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