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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 report analyses the findings of a major survey of households in the Humberside region of the UK, commissioned in March 2003 by Learning and Skills Council (LSC) Humberside. Conducted by BMG Research during April, May and June 2003, the survey aimed to collect information from local residents that would provide an understanding of the learning and skills environment in the region. The report is based on 2500 interviews and results have been weighted so that they are representative of the workforce at district level. Key objectives of the research were to: (1) measure progress towards local LSC targets relating to participation and achievement; (2) monitor past, present and future participation in learning (both job related and that undertaken for personal interest); (3) explore attitudes towards learning and personal development, particularly in relation to the barriers to and benefits from learning; (4) determine the perceived level of ability in basic and other skill areas; (5) obtain individual perceptions of employer investment in their learning and skill development (where appropriate); and (6) establish current learning levels and link these to qualifications. The findings reveal that, in terms of participants’ perceptions of the appropriateness of their skills and qualifications for their current job, a significant majority believe that the skills and qualifications they have are relevant. Show less

This research project aimed to support the Learning and Skills Council's (LSC's) priority of 'transforming the [further education] FE system to meet demand' and aimed to inform LSC's priority 3 in 2007/08, to 'raise the performance of a world class system that is responsive, provides choice and is valued and recognised for excellence'. In supporting this priority, the project determined what has worked well in a number of countries other than England at specific policy levels. For this project the two policy areas investigated were: (1) engagement of young people; and (2) creating a market for adult learning. The objectives of the research were to establish the role of the following factors in achieving change and improved performance: regulation; philosophy, political environment and ethos; terms and conditions; success measures; price competition; incentives; infrastructure; key features; timescales; procurement; and leadership. Show less

The Green Paper '14-19: extending opportunities, raising standards' (indexed at TD/IRD 88.170) outlines the consultation proposals to develop a coherent and flexible education system in the UK for the 14-19 age group. This document is the Learning and Skills Council's response to the paper. It is presented in two parts. The first part highlights the Council's views on six particular issues: 14-19 curriculum and the overarching award; 14-19 qualifications and assessment; Collaboration; Support and guidance for young people; Resources; and Implementation and next steps. The second part contains the Council's response to the specific questions raised in the Green Paper. Show less

As part of the national evaluation of Care to Learn, a telephone survey was conducted of 1,000 of the 3,666 young parents who received Care to Learn funding during the 2004/05 academic year. The survey was conducted during September/ October 2005, to allow time after the end of the previous academic year for these young parents to have obtained any examination results and to have moved on, e.g. to further study, a job, or a period of inactivity. Despite its brief scope, this report shows that the funding and related support are very important to young parents remaining in, or returning to, learning. Furthermore, Care to Learn enabled many of these young parents to progress in terms of obtaining qualifications and enhancing their ability to enter and compete effectively in the labour market.

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

This report summarises the findings of the National Employer Skills Survey (NESS) 2003 for e-skills UK, the Sector Skills Council for Information Technology (IT), Telecoms and Contact Centres. 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 IT and Telecoms companies are dominated by higher level occupations, particularly for professionals and associate professionals; 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, IT professional skills, communication skills and customer handling skills; the major area of skill gaps are in communication skills and customer handling skills; and 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, 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 document is intended as a response to recommendations made in the UK Government's white paper '21st century skills' [available in VOCEDplus at TD/IRD 88.169] regarding the provision of easily accessible information, advice and guidance (IAG) for adults on learning and work. It sets out the Learning and Skills Council's strategy to deliver a nationally recognised high quality and better integrated IAG service. This strategy includes the following points: the vision for IAG for adults; the entitlement of adult customers to a range of IAG services; the contribution of IAG services for adults to the delivery of Learning and Skills Council policy and program objectives; what the seven key objectives for the strategy are; and how they will be met. Show less

In March 2006, RCU was commissioned by the Learning and Skills Council (LSC) to research current practice in the collection and use of learner satisfaction information by providers and to test proposals for a learner satisfaction measure across the learning and skills sector. The scope of the research encompassed the whole of the learning and skills sector, including further education, work-based learning, school sixth form provision and adult and community learning. Its aims were to: consult with a wide variety of providers regarding current practice; explore the use of learner satisfaction information to improve quality; test the relevance of proposed over-arching standards for gathering learner views in different learning and skills contexts; test potential measures of learner satisfaction and core questions proposed by the Learner Satisfaction Technical Group; and provide examples of practice that could be shared with provider networks. The report concludes that providers across the sector are committed to gathering and using learner views as a core element of their quality assurance processes, but the effectiveness with which this is currently done varies between providers and provider types. The contents are: Introduction and policy context; Methodology; Executive summary; Evidence from past publications; Evidence from the inspectorates; Evidence from the national survey of providers; Evidence from a national consultation with special schools; Feedback from provider seminars; Conclusions. Included as appendices are: Example of a college policy on learner views from Chichester College; Provider survey questionnaire; Special school survey questionnaire; Additional examples of provider processes. 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