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The Department for Education and Employment (DfEE) commissioned the Centre for Research in Social Policy (CRSP) at the Loughborough University to examine the concept of ‘employment sustainability’ in order to facilitate the design, assessment and evaluation of labour market policies. The research comprised three main elements: a literature review; qualitative interviews with key agents and policy actors; and an examination of existing data sets. This report seeks to help the development of policies designed to achieve the Government’s goal of employment sustainability. The sections of the report are: Defining employment sustainability; Measuring employment sustainability; Factors associated with employment sustainability; Issue in the design of policy; Policies to promote employment sustainability; Policy opportunities and limitations.

A more detailed report of this study is published in ‘Staying at work: thinking about a new policy agenda’ indexed at TD/TNC 67.433. Show less

The National Adult Learning Survey (NALS) involved 5 653 interviews undertaken with a representative sample of adults aged 16-69 in England and Wales in 1997. It collected information from respondents about taught learning and self-directed learning over the previous three years or since leaving continuous full-time education, whichever was the most recent. This report details the findings of the survey, including a profile of the respondents, analysis of key characteristics used in predicting participation in learning, information about the taught and non-taught learning, and a comparison of the attitudes of the learners and non-learners. A technical report on the methodology and development of the survey instruments, and the questionnaires used in the survey, are given in the appendices.

A summary of this report may be found at TD/TNC 62.661. Show less

This report contains a comprehensive analysis of the returns to a range of qualifications and to basic literacy and numeracy skills in the UK. New information is provided on the returns to specific vocational qualifications which have not previously been addressed in the literature. The impact of each qualification held by an individual on their earnings is measured rather than only including the individual’s highest qualification. In addition, the analysis of the economic impact of basic literacy and numeracy skills is the first study of its kind in the UK. The first chapter provides a brief summary of the main results. Chapter two contains a literature review on the returns to academic and vocational qualifications and chapter three reviews the evidence on the returns to basic skills. Chapter four details the data sets used in the study. These are the National Child Development Study (NCDS), the International Adult Literacy Survey (IALS), and the Labour Force Survey (LFS). Chapter five discusses methodological issues and chapters six and seven provide the results on returns to academic and vocational qualifications and to basic skills. Chapter eight provides brief conclusions and reinforces the fact that wage and employment returns, both to qualifications and to literacy and numeracy skills, are substantial. Overall, the results indicate higher returns to academic qualifications than to vocational qualifications. However, once account is taken of the time needed to acquire such qualifications, the returns to vocational qualifications appear far more promising.

A discussion paper by the authors on this area of research is indexed at TD/TNC 69.166. Show less

Training and Enterprise Councils (TECs) have come a long way. Since 1995 a number of TECs and Chambers of Commerce have undergone voluntary merger to form bodies called Chambers of Commerce, Training and Enterprise (CCTE). The findings of this report describe a growth in TEC/CCTE expertise in conducting labour market assessments and a greater diversity of approach in responding to different local circumstances and characteristics. In some respects, progress has not been positive. A range of issues that influence TEC/CCTE success in terms of labour market relevance and responsiveness are raised. From these issues, a number of key areas for development are identified and discussed. Show less

The National Skills Task Force was set up to ensure that Britain has the skills needed to ensure high levels of employment, be competitive in the global marketplace and provide opportunities for all. In this publication, the Secretary of State for Education and Employment acknowledges the work done by the members of the Task Force and reiterates his views on the importance of creating a learning society with a high degree of knowledge and skills. He stresses the value of knowledge capital and gives details of how the National Skills Agenda will operate. Case studies are presented, strategic plans discussed and new ways of creating excellence in vocational learning are outlined. He also reveals strategies for working with employers to boost skills and productivity, including details of a challenge fund to encourage small firms to work together and share resources. Finally, he asserts that 'learning and skills are the bedrock of social justice and economic prosperity' and that the Skills Agenda is there to ensure that it works for all.

Reports of the National Skills Task Force are indexed from TD/TNC 62.653 to TD/TNC 62.657. Show less

This report presents the findings from a study commissioned by the European Social Fund (ESF) to develop a model for measuring 'distance travelled' under ESF supported projects and to identify tools for measuring individual employability gains with a view to developing proposals for monitoring 'soft' indicators at the national level. A review of existing literature which incorporated a survey of ESF-funded projects provided the basis of the information which was then used to design and develop a model to measure 'distance travelled'. Definitions of the terms 'soft outcomes', 'soft indicators' and 'distance travelled' are given and a guide to assist projects and organisations understand and implement systems for recording soft outcomes and distance travelled is provided as an appendix. Show less

This is a study of the interaction between national employment policy and local employment policies. Eight case studies were selected and examined. Issues associated with national and local work are explored. The case studies suggested that attempts to integrate local and national policies did face some difficulties. The benefits, impacts and problems are discussed. The final section looks at the implications this raises for national policy development. Show less

This report presents a follow-up to the 1997 National Adult Learning Survey (NALS). This was a baseline survey that explored participation in a variety of adult learning experiences. With the increased participation in learning at postcompulsory stage and the variety of learning opportunities available, attention is now turning to learning paths. An analysis of learning paths can give a better understanding of how and why people learn and aid in understanding learning experience in parallel with employment change and other key life events. This report addresses these issues using a sub-sample of just under 1,000 NALS 97 respondents. See TD/TNC 63.07 for the 1997 National Adult Learning Survey and TD/TNC 62.661 for the summary of the 1997 National Adult Learning Survey (NALS). Show less

The National Skills Task Force has been established by the Secretary of State for Education and Employment to assist him in developing a National Skills Agenda. The Task Force was asked to provide advice on the nature, extent and pattern of skill needs and shortages, including associated recruitment difficulties, how these are likely to change and what can be done to ease such problems. This paper is one of a series that has been commissioned to review and evaluate existing literature in a number of skills-related areas.as been commissioned to review and evaluate existing literature in a number of skills-related areas.

This paper examines the extent, nature and implications of spatial variations in skill levels across England. Following the introduction, Section 2 examines the reasons why skills are important to localities. In addition to the obvious potential for stimulating employment, earnings and living standards, the authors identify other important reasons such as globalisation, which is increasing competitive pressure both nationally and internationally, technological change which is transforming work organisation, and the consequent importance of ensuring that skill deficiencies and gaps are addressed. Section 3 looks at the extent and nature of spatial skill variations in the workforce as a whole and with young people at school. In Section 4 the authors look at the variations locally within 3 levels - at age 11, age 16 and in the workforce as a whole. Section 5 concentrates on the effects that spatial skill variations have on local economic performance - employment, competitiveness, earning and deprivation. Finally, Section 6 presents the implications for policy and future research and summarises the conclusions. The authors maintain that spatial skill variations are substantial at all levels of qualification both for young people and the workforce as a whole and that they are systematic, in that low skill localities are generally low skill at age 11, age 16 and in the workforce as a whole.

Other research reports in this series are indexed from TD/TNC 62.633 to TD/TNC 62.645 and from TD/TNC 62.647 to TD/TNC 62.651. Show less

The aim of this project was to demonstrate that through the use of carefully defined, carefully planned and well managed teaching and learning styles it would be possible to: (1) improve students' examination results; (2) positively aid the development of specified student skills and competencies; (3) clarify and improve progression to further education, training and work; and, (4) better prepare students for adult life, including the world of work. Following the background and methodology is a chapter that focuses on the interviews that were carried out at the six project schools. It describes how individual schools managed the project, which initiatives were the particular focus of which schools and the schools' views on the benefits of being involved in the project. This is followed by an examination of the part played by the schools in providing students with opportunities for learning, and how these opportunities are linked to specific student outcomes. Comparisons are made between project and control schools and, when appropriate, between matched pairs of schools. The report concludes by assessing the impact of the project on learning opportunities and student outcomes. The conclusions include the schools' ability to establish a baseline of practice, general trends in creating learning opportunities, the effectiveness of individual schools, successes in meeting the objectives of the project and additional benefits to schools and students. Show less