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The Learning and Skills Council (LSC) has now carried out the third National Learner Satisfaction Survey (NLSS). For 2003-04, the survey is based on over 43,000 learners (a substantially larger number of learners than in earlier surveys) receiving tuition or training through further education, work based learning and adult and community learning providers. The survey elicited learners’ views of the quality of teaching, their overall satisfaction with their learning experience, and whether they would be likely to return to learning within three years on the basis of this experience. As with previous surveys, the results indicated high levels of satisfaction across the sector. The findings also reveal that more learners now get a ‘buzz’ from their learning, and more are reporting that their courses have ‘helped them in their jobs’. However, there is evidence that some learners remain only fairly satisfied and others, dissatisfied. The report proposes that the sector address shortcomings in learners’ experiences wherever possible, and improve the numbers found in the ‘very’ and ‘extremely’ satisfied group.

Related reports are indexed at TD/TNC 82.434 to TD/TNC 82.436. Show less

This document contains the Learning and Skills Council's (LSC's) priorities and key actions for 2006-07. The six priorities are: (1) ensure that all 14-19 year olds have access to high quality, relevant learning opportunities; (2) make learning truly demand-led so that it better meets the needs of employers, young people and adults; (3) transform the learning and skills sector through agenda for change; (4) strengthen the role of the LSC in economic development so that we provide the skills needed to help all individuals into jobs and lifelong employability; (5) improve the skills of the workers who are delivering public services; and (6) strengthen the capacity of the LSC to lead change nationally, regionally and locally. Show less

This document, which follows the publication of the 14-19 and Skills White Papers [available in VOCEDplus at TD/IRD 88.163], details the priorities for the Learning and Skills Council (LSC) funding in 2006/07 and 2007/08. Key priorities for the next two years are to: embed 14-19 reforms and raise attainment of Level 2 at 19; support low-skilled adults in acquiring basic skills and to progress from basic skills to Level 2 and above; increase employer engagement and increasingly meet the needs of employers; and continue to raise standards in all areas of education and training. The document is in three sections. The first section provides a summary of funding priorities, the second sets out the elements of the funding strategy for 2006/07 and 2007/08 in detail, and the final section outlines how the LSC will work with institutions and all partners in the learning and skills sector to ensure that maximum support is available. Show less

The National Learner Satisfaction Survey (NLSS), undertaken by the Learning and Skills Council (LSC), provides an overview of delivery and satisfaction with education and training among learners aged 16 or over in England. The NLSS 2004/05, carried out between February and June 2005, looked at a range of programs and interviewed learners about their perceptions of the delivery of education and training and their satisfaction levels in relation to the quality of teaching, management of learning, pre-entry advice and guidance, learner support, benefits and impacts of learning. The focus of this report is on work-based learning (WBL) provision. Key messages include: nine in 10 learners reported some level of satisfaction with their experience overall; in terms of quality of delivery, eight per cent thought that the provider/college was badly run/disorganised and eight per cent mentioned specific problems with tutors/trainers or assessors; female learners appeared to be more satisfied with their overall learning experience; learners with disabilities were slightly less likely to state that they were either 'extremely' or 'very' satisfied with their experience overall; learners in minority ethnic groups were less likely to state that they were either 'extremely' or 'very' satisfied with their learning experience; and the most common reason cited overall for leaving the course early was that the course or program was wrong for the learner. The contents are: Executive summary; Introduction; Overall satisfaction with the learning experience; Overall satisfaction with the quality of teaching/training; Information and guidance prior to entry; Support for learners; Impact of learning and attitudes to learning.

Reports from the 2004/05 NLSS are indexed at TD/TNC 86.393 and from TD/TNC 87.439 to TD/TNC 87.443. Show less

UK government policy already explicitly recognises the potential role of migration to address labour market deficiencies, especially in key professions and some unskilled jobs. Migration is also increasingly being viewed as a solution for replacing workers who are retiring and not being replaced at the younger end of the workforce because of falling birth rates.

This report contains the findings of the research by the task group set up by the adult learning committee of the Learning and Skills Council (LSC) which aimed to gain a better knowledge of the current position of learning and skills issues in relation to migrants. The ultimate objective was to determine the key issues relating to skills and migration, and to consider how this can inform LSC policy.

Excerpt from published summary reprinted by permission of the copyright owner. Show less

In May 2004, the Learning and Skills Council (LSC) launched ‘Working together: strategy for the voluntary and community sector’ (indexed at TD/TNC 76.540) with the intention of building upon existing good practice and maximising the contribution of the voluntary and community sector (VCS) to post-16 education and training for individuals, employers and the wider community. This document is a summary progress report on the implementation of this strategy. Key achievements are: publication of a toolkit to promote best practice; staff contact for the VCS in the 47 local LSC offices; establishment of regional and local compacts setting out shared principles; local LSCs collaborating with regional VCS workforce development advisers; support for regional and local VCS consortia; and a capacity-building fund of two million pounds. Show less

The 2005 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). It provides up-to-date information on the incidence, extent and nature of skills problems faced by employers and explores employers' activities and expenditure in relation to training. Over 74,500 employers were interviewed and comparisons are made with results from employer surveys dating back to 2001. This document is the main report from the survey. It is presented in seven sections: following the executive summary and introduction, section three explores the recruitment problems facing employers and their causes, focusing on the incidence, number, distribution and density of vacancies caused at least partly by a lack of skills, experience or qualifications among those applying; section four examines skills gaps within the workforce and their main causes; section five investigates the recruitment of 16-to-24-year-olds over the past 12 months and explores employers' perceptions of the work-readiness of these recruits and which skills, if any, are found to be lacking; section six focuses on training and workforce development, and explores the extent, nature and volume of training and workforce development activity; and the final section examines employer expenditure on training. Findings include: there has been little change since 2004 in the proportion of employers experiencing difficulty filling vacancies; the proportion of employers affected by skills gaps has once again decreased over the past 12 months, as it has every year since 2001; 21% of employers have recruited a young person into their first job direct from education in the past 12 months; 65% of employers have provided training in the previous 12 months, with the vast majority providing some off-the-job training; and total employer training expenditure over the previous 12 months was UKP 33.3 billion.

A related report containing the key findings is indexed at TD/TNC 86.444. Show less

The National Learner Satisfaction Survey (NLSS), undertaken by the Learning and Skills Council (LSC), provides an overview of delivery and satisfaction with education and training among learners aged 16 or over in England. The NLSS 2004/05, carried out between February and June 2005, looked at a range of programs and interviewed learners about their perceptions of the delivery of education and training and their satisfaction levels in relation to the quality of teaching, management of learning, pre-entry advice and guidance, learner support, benefits and impacts of learning. The focus of this report is on adult and community learning (ACL) provision. Key messages include: 33 per cent of learners were 'extremely' satisfied with their overall learning experience; male learners were more satisfied than female learners and younger learners and learners from minority ethnic groups all displayed lower levels of satisfaction; learners with disabilities were more satisfied overall than those without; and the most common reasons given for leaving the course early were health reasons, excess workload, wrong course and problems with the quality of teaching. The contents are: Executive summary; Introduction; Overall satisfaction with the learning experience; Overall satisfaction with the quality of teaching/training; Information and guidance prior to entry; Support for learners; Impact of learning and attitudes to learning.

Reports from the 2004/05 NLSS are indexed at TD/TNC 86.393 and from TD/TNC 87.439 to TD/TNC 87.443. Show less

The Learning and Skills Council (LSC) Dance and Drama Awards (DADA) are offered to exceptionally talented performers and stage managers as a capped scholarship scheme (the DADA scheme), which provides access to the highest quality post-16 vocational training. The scheme was introduced by the UK government in 1999 to replace the Interim Funding Scheme (IFS) established by Arts Council England in 1999 in response to recommendations made in the Dearing Report into Higher Education in the Learning Society, which specifically recommended that government provide for the advanced training needs of highly skilled performers. The purpose of the first three year evaluation was to assess whether the DADA scheme was achieving its main aims of increasing quality and improving access to the best possible performing arts vocational training. The evaluation provided information on: inputs, auditions, training and curriculum processes; access to training for students from all sectors of society, especially students from ethnic minorities, students with disabilities, and students from lower income families; qualifications achieved and destinations of students on courses supported by the Awards; the extent to which the training meets the needs of employers in the sector; and skill shortages in the sector and the responsiveness of training providers in using the Awards to help address these. This is the final report of the second phase of the evaluation. The findings reveal that the Awards continue to be an effective scheme that ensures that there is a commitment to both excellence and equity in the independent performing arts market. There have also been real achievements in terms of widening participation and access to training for individuals and groups who are under-represented in the private training market for the performing arts. Show less

New Deal is a test of providers’ ability to respond flexibly and effectively to the needs of individuals who are disengaged from the learning process. These guidelines show what can be done to develop and improve the quality of the full-time education and training (FTET) option within the New Deal for 18-24 year olds. They identify features of high quality provision and principles of effective delivery together with case studies and suggestions for further improving practice. These guidelines aim to assist providers of FTET New Deal programs and the partners with which they work to share and develop good practice.

Published summary reproduced by permission of the copyright owner. Show less