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In September 2001, the Learning and Skills Council (LSC) established the Distributed and Electronic Learning Group (DELG) to advise on strategies through which distributed and electronic learning (DEL) could be employed to contribute to its mission to equip young people and adults in the UK with world class knowledge and skills by the year 2010. Electronic learning (e-learning) is defined as learning with the assistance of information and communications technology (ICT) tools. DELG’s major task was to provide advice to the Learning and Skills Council (LSC) on the delivery of a coordinated strategy for securing delivery of new forms of learning, specifically the innovative use of information technology, locally, regionally and nationally. The inquiry addressed the role of DEL in promoting social inclusion and widening participation in education and in workforce development. It also examined how DEL could be accommodated within funding, accountability and monitoring systems, the appropriate types of learning systems, delivery and content, and how to meet quality and evaluation needs. This report provides an analysis of the implications, challenges and opportunities generated by the increasing use of ICTs in British society and the associated growth of e-learning. The report also contains a number of recommendations as to how the LSC can best provide leadership and influence these developments. The recommendations are intended to facilitate effective LSC support and high quality provision for e-learners in the post-16 educational sector. Show less

The Policy Research Institute at Leeds Metropolitan University was asked by the Learning and Skills Council (LSC) to provide a ‘rapid review’ of research evidence pertaining to apprenticeships. This was commissioned in the wake of the [UK] government handing responsibility for the new National Apprenticeship Service to the LSC in January 2008. The review draws together the findings from a range of research reports, both commissioned research and academic; whilst considering evaluations and policy papers from national government and relevant quasi-public sector agencies. The review also considers evidence on apprenticeships from other UK home nations and a selection of comparative papers from overseas. Given the broad subject heading and the evolving policy frameworks at the heart of government, this research focuses on more contemporary research, with the vast majority of evidence emanating from studies undertaken in the last two or three years.

Excerpt from published introduction. Show less

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for SEMTA, the national Sector Skills Council for science, engineering and manufacturing technologies. 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: skill shortage vacancies are concentrated amongst associate professional and skilled trade occupations, especially when compared to their share of employment; the main causes of hard-to-fill vacancies are low numbers of applicants with the required skills, attitude, motivation or personality, work experience or qualifications; the main causes of skill gaps are the lack of experience of the member of staff and it appears that skill gaps are linked to recruitment difficulties; 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 also in technical and practical skills, communication skills and problem solving skills; 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, sales staff are more likely to have deficiencies in communication and customer handling skills, and managers 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

The aims of this study were to: examine the feasibility of using accreditation of prior learning (APL) as a means of supporting progress towards achievement at Levels 1, 2 and 3; examine whether APL could be used to further the objective of finding a reliable measure of adult distance travelled for the New Measures of Success programme; and identify and inform further research. The report makes a number of recommendations for further research and the trials of the credit and qualifications framework and the Foundation Learning Tier.

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The Learning and Skills Council (LSC) and what was previously the Department for Education and Skills (DfES) have been working with the FE system (and particularly with FE colleges) to implement the reforms set out in Further Education: Raising Skills, Improving Life Chances, and to respond to the challenges set out by Lord Leitch in his recent report Prosperity for All in the Global Economy: World Class Skills (published by HM Treasury in December 2006). One of the key issues is the need to improve awareness and understanding of the role of the FE system among stakeholders. To achieve this, the LSC commissioned Ipsos MORI to conduct research among key stakeholders on their understanding and perceptions of the role of the FE system. This research provides a baseline measure of perceptions and attitudes against which future progress can be measured.

Excerpt from published introduction reprinted by permission of the copyright owner.

'Further Education: Raising Skills, Improving Life Chances' is indexed at TD/IRD 88.158 and 'Prosperity for All in the Global Economy: World Class Skills' is indexed at TD/IRD 88.157. Show less

This report presents the findings from interviews conducted with 2,109 disabled learners in the further education (FE) system. These learners were surveyed as part of the 2007 National Learner Satisfaction Survey (NLSS), which was conducted by Ipsos MORI Social Research Institute on behalf of the Learning and Skills Council (LSC). Throughout the report, comparisons are made with findings for learners without disabilities, as well as with findings from previous NLSS. The NLSS provides the LSC and partners with a wealth of data on learners' satisfaction with their learning experience, the quality of teaching and learners' attitudes towards future learning. The survey comprises three waves, each dealing with a distinct set of modular questions: (1) pre-entry advice and guidance (wave 12); (2) support for learners (wave 13); and (3) impact of learning (wave 14). The NLSS covers learners in FE (including general FE, sixth form college, adult learning, and other/specialist FE), work-based learning (WBL) and personal and community development learning (PCDL).

Other 2007 NLSS reports are indexed from TD/TNC 95.168 to TD/TNC 95.174. Show less

The steering group, chaired by Peter Little, carried out the strategic review between July 2004 and September 2005. The review included meetings, subgroups, detailed literature reviews and a qualitative structured consultation involving 300 learners across the whole sector. This report presents the first comprehensive review of provision for learners with learning difficulties and/or disabilities since Inclusive Learning (FEFC, 1996). It covers legislation, planning, quality, funding, and working with partners. Some of the different entitlements for learners in the five funding streams are highlighted. Recommendations are made for the Learning and Skills Council, the Department for Education and Skills, providers and other partners.

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This examines the issue of the joint inspection of provision which forms a part of college-school partnerships, e.g. the Increased Flexibility for 14-16 Year Olds Programme. It also provides a model for internal inspections focusing on key features and good practice; describes the critical success factors that need to be in place when observations of teaching and learning are made as part of the internal inspection process; and defines a three-stage model for undertaking teaching observations, feeding back to teachers and lecturers, and preparing an action plan for improvement.

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This consultation document describes the aims and objectives of the Framework; its rationale and benefits; and the purposes for which it will be used by learners, employers, colleges and other providers, and by national bodies including the Learning and Skills Council, the Quality Improvement Agency and Ofsted. The document gives an overview of the Framework, assessment methods and the development of seven key performance indicators. It also proposes a schedule for the introduction and implementation of the Framework.

Published abstract reprinted by permission of the copyright owner.

The Framework for Excellence Pilot Programme evaluation is indexed at TD/TNC 93.127. Show less

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for the Skillset Sector Skills Council (SSC), which covers broadcast, film, video, interactive media and photo-imaging. 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: the largest firms are proportionately more likely to have hard-to-fill vacancies, but in terms of actual numbers the largest proportion of hard-to-fill and skill shortage vacancies lie within the smallest firms; larger firms are also more likely to have skill gaps and also have the highest proportion of staff suffering from skill gaps; vacancies and skill gaps are predominantly for higher level occupations, administration and sales and customer service staff; the majority of staff working in the sector are managerial or professional; the main causes of hard-to-fill vacancies are low numbers of applicants with the required skills, attitude, motivation or personality, and work experience; the main causes of skill gaps are the lack of experience of the member of staff and it appears that skill gaps are linked to recruitment activity and, possibly, difficulties; the most common skills lacking in applicants are technical and practical skills, communication skills, customer handling skills and communication skills; the major areas of skill gaps are also in these areas; skills that are in shortage reflect the nature of the job, e.g. sales staff are more likely to have deficiencies in communication and customer handling skills whilst managers and senior officials lack management skills; employers are much more likely to report difficulties in obtaining professional information technology (IT) skills and some specific areas of need identified include web design, interactive media and production and editing 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