Search Results

The National Employer Skills Survey (NESS) 2003 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. The survey involved 72,100 interviews with a representative sample of employers in England. This report is the main report from the 2003 NESS survey and provides the key initial findings. It covers: workforce structure; recruitment challenges; skill gaps; the implications of skill deficiencies and the actions taken to overcome them; training; and the changing patterns of skill deficiencies. The survey found that there was little variation in the regional profile of employment, although London had a slightly higher proportion of people employed in professional roles and fewer as machine operatives, personal service staff and skilled trades. Other findings included: a third of the employers expected their workforce to grow in the next 12 months; 8 per cent of employers reported they had vacancies they were finding hard to fill, with half of these employers finding it difficult to get suitably skilled applicants to fill at least some of these vacancies; skill-shortage vacancies were harder to fill; 22 per cent of employers reported that at least some of their staff lacked proficiency, but in terms of future proficiency problems, between a quarter and three-tenths of employers didn't foresee any barriers to a fully proficient team of employees; the largest proportion of skill gaps was among sales and customer service and elementary occupations; 39 per cent of employers had a training plan with larger establishments being more likely to engage in business and training planning; and overall, the characteristics of the job role were more likely to determine whether an employee received training or not. The method of measuring skill gaps changed between the 2001 and 2003 surveys and this has made comparisons relatively difficult. However, evidence suggests that patterns of skill gaps have remained broadly the same, but there have been considerable increases in business and training planning.

The report of the key findings of the National Employers Skills Survey 2003 is indexed at TD/TNC 79.281. Individual National Employers Skills Survey 2003 Sector Skills Council reports are indexed from TD/TNC 79.275 to TD/TNC 79.280. 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 further education (FE) provision. Key messages include: 67 per cent of learners were 'extremely' or 'very' satisfied with their learning experience overall; younger learners displayed lower levels of satisfaction and learners with disabilities were more satisfied overall than those without; and in terms of area of learning, lower levels of satisfaction were seen in construction, engineering, technology and manufacturing and hairdressing/beauty therapy. The contents are: Executive summary; Introduction; Overall satisfaction with the learning experience; Overall satisfaction with the quality of teaching; Information and guidance prior to entry; Support for learners; Impact of learning and attitudes to learning; learndirect data; Further information and key publications.

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

This research report presents the findings of a survey of embedded information, advice and guidance (IAG) provision by providers to adults in three sub-sectors: further education (FE), adult and community learning (ACL) and work-based learning (WBL). In addition to recommending actions to various interested parties, the report contains case studies of good practice from each of the three sectors.

Published abstract reprinted by permission of the copyright owner. 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

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

The Learning and Skills Council (LSC) has completed 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. This report summarises the main findings of the 2003-04 survey for work based learning. 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 from TD/TNC 82.435 to TD/TNC 82.437. Show less

This report summarises the key research findings from a study conducted by IFF Research on behalf of the Learning and Skills Council (LSC) London Region that tracked learners to evaluate the effectiveness of further education (FE) learning across the London region. The Learner Tracker Survey focused on the following three areas: 'hard' benefits, which relate directly to skills the learner has gained, including improved numeracy, literacy, teamwork, communication and social skills, and skills for current or future employment; 'soft' benefits such as increased confidence in their abilities, enthusiasm about learning, job prospects and quality of life, as well as having a better idea of what they want to do in the future; and 'actual benefits that the learner has gained, such as a promotion, increased job satisfaction, job security, a new job with a different employer at a higher level, moving out of unemployment, and progression onto a higher-level course. The results of the survey confirmed that 'FE study really does open doors to better job prospects, higher productivity in the workplace and progression to even higher skills'. The contents of the report are: Introduction; What is the impact of getting a Level 2 qualification?; What is the impact of getting a Level 3 qualification?; What has been the impact on learners of achieving their first qualification at full Level 2 or above?; How does further education help those who are unemployed?; What has been the impact of further education on self-employment?; What has been the impact of further education on Black, Asian and Minority Ethnic groups?; Why do learners want to do Level 2 and Level 3 courses?; How has the course improved employability?; How do employers benefit?; Are learners willing to pay for further learning and training?; Summary findings among all learners. 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

The National Employer Skills Survey (NESS) is the largest of its kind ever commissioned, and aims to investigate the extent, causes and implications of England's recruitment problems and skills gaps, and at the same time measure employers' training activities. The Sector Skills Development Agency (SSDA) commissioned reports from a number of Sector Skills Councils, and this report summarises the NESS 2003 for Lifelong Learning UK, the Lifelong Learning Sector Skills Council. This sector is concerned with the delivery and support of training and education to those undertaking qualifications post-16 years of age. This includes etablishments which provide technical and vocational secondary education, higher education, library and archive activities, and adult and other education. NESS data shows that over 28,000 of these establishments exist across England, and in total 1,013 interviews were conducted with establishments in this sector. Employers were asked about specific skills they require now and skills they expected to be required in three years time. Across all occupations in this sector the top three skills required at higher levels were identified as communication skills, customer handling skills and teamworking skills. The report also considers the extent of recruitment difficulties and skill gaps, and finds that: nine per cent of establishments in the lifelong learning sector face hard-to-fill vacancies; 29 per cent of establishments suffer from internal skill gaps, with staff being regarded as less than fully proficient; vacancies and skill gaps are most common amongst professional, associate professional and administrative staff; the main causes of skill gaps are primarily perceived to be due to staff having a lack of experience; the main causes of hard-to-fill vacancies are a lack of interest in this type of work, and a low number of applicants with the required skills; and the most common skills lacking in applicants are technical and professional skills, customer handling, and communication skills. Barriers to developing and maintaining a proficient team of staff in the lifelong learning sector are identified as including: lack of time for training for those with skill gaps; a lack of cover for training; and a lack of funds for training. The report also considers issues associated with employer engagement in developing their workforce. Show less

This report contains highlights of the results from the fourth National Learner Satisfaction Survey (NLSS). For the 2004/05 Survey, a national sample of over 43,000 learners were interviewed about their current learning experiences in a range of programs in further education, work-based learning and adult and community learning. Learners were asked about satisfaction levels relating to different aspects of their learning experience, the quality of teaching, management of learning, pre-entry advice and guidance, learner support and the benefits and impacts of learning. The results of the survey show that the overall satisfaction levels have increased and are the highest since the survey began, and that over the four years of the NLSS, the quality of teaching and learning has been shown as the key driver for learners' satisfaction levels with their learning experience.

Other reports from the 2004/05 NLSS are indexed at from TD/TNC 87.439 to TD/TNC 87.443. Show less