The government announced (in the 2004 Pre-Budget Report) a National Employer Training Programme, building on the Employer Training Pilots: the national programme would be rolled out from 2006-07, and would cover the whole country in 2007-08. Brokers acting for employers and their employees would assess training needs, and source high-quality training provision. The government also announced an independent review to examine the future skills needs of the economy. A report (published alongside the Pre-Budget Report) described the challenges that global economic change would place on workers at all skill levels, and outlined the measures the government was taking in response. Trade unions warned that the government needed to do more than just put faith in employers to deliver the training desperately needed to address skills shortages.
Source: Pre-Budget Report 2004: Opportunity for All - The strength to take the long-term decisions for Britain, Cm 6408, HM Treasury, TSO (0870 600 5522) | House of Commons Hansard, Debate 2 December 2004, columns 781-804, TSO | Skills in the Global Economy, HM Treasury (020 7270 4558) | Press release 8 December 2004, Trades Union Congress (020 7467 1294)
Links: PBR report (pdf) | PBR report (pdf links) | Hansard | HMT press release | Skills report (pdf) | TUC press release | PCS press release
Date: 2004-Dec
An audit report said that the government had made a 'good start' to its long-term strategy to improve the levels of adult literacy and numeracy in England. The Basic Skills Agency cast doubt on claims that 4 in 5 adults needed help with literacy and/or numeracy skills.
Source: Skills for Life: Improving adult literacy and numeracy, HC 20 (Session 2004-05), National Audit Office (020 7798 7000) | Press release 15 December 2004, Basic Skills Agency (0870 600 2400)
Links: Report (pdf) | NAO press release | BSA press release | DfES press release | TUC press release
Date: 2004-Dec
The Learning and Skills Council published its first annual statement setting out what needed to be done to improve skills and boost productivity in England.
Source: The Skills We Need: Our annual statement of priorities, Learning and Skills Council (0870 900 6800)
Links: Report (pdf) | LSC press release
Date: 2004-Dec
The government announced that the Learning and Skills Development Agency would be restructured to take on the role, from April 2006, of a new Quality Improvement Body for the learning and skills sector. A progress report set out the vision, roles and responsibilities of the NQIB, and described how it would work with other major organizations which had responsibility for improving the quality of education and training.
Source: Press release 16 November 2004, Department for Education and Skills (0870 000 2288) | National Quality Improvement Body for the Learning and Skills Sector: Progress Report, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | DfES press release | LSDA press release (pdf) | Guardian report
Date: 2004-Nov
The Qualifications and Curriculum Authority began consultation on a proposed new framework for achievement for young people and adults. The aim was to simplify the system so that it was more responsive to employer and learner needs. The proposed framework offered a clear structure for recognizing learning and qualifications; smaller packages of learning units that could be accumulated and transferred easily between qualifications and awarding bodies; the potential for employers to gain recognition for in-house training programmes; a distinctive suite of qualifications which denoted competence in specific occupations; levels and credits which defined the standard and the volume of learning; and standard definitions of terms such as award , certificate and diploma .
Source: A Framework for Achievement: Recognising qualifications and skills in the 21st century, Qualifications and Curriculum Authority (020 7509 5555)
Links: Consultation document (pdf) | QCA press release
Date: 2004-Nov
A survey looked at the education and labour market experiences, training and qualifications of young people in England and Wales. 43 per cent of young people aged 18 were in full-time education, and 3 in 10 had a full-time job.
Source: Youth Cohort Study: Activities and Experiences of 18 Year Olds - England and Wales 2004, Statistical First Release 43/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2004-Nov
The 2004 edition was published of a statistical volume providing an overview of education and training in the United Kingdom. Chapters related to expenditure; schools; post-compulsory education and training; qualifications and destinations; population; and international comparisons.
Source: Education and Training Statistics for the United Kingdom 2004, Department for Education and Skills, TSO (0870 600 5522)
Links: Report (pdf)
Date: 2004-Nov
A report said that the dominance of the classroom-based training course in workplace learning was no longer appropriate. Successful organizations persuaded and encouraged their workers to actively seek to acquire the skills necessary to enable constant learning, and the accompanying desire to make use of those skills.
Source: Jake Reynolds, Helping People Learn: Strategies for moving from training to learning, Chartered Institute of Personnel Development (0870 800 3366)
Links: CIPD press release
Date: 2004-Oct
A new book focused on key issues relating to the high skills agenda: skills and political economy; different investment strategies for producing skills; and qualification systems and learning. It challenged an 'oversimplified policy rhetoric' that underestimated the complexity of the processes involved in developing a skilled workforce.
Source: Geoff Hayward and Susan James (eds.), Balancing the Skills Equation: Key issues and challenges for policy and practice, Policy Press, available from Marston Book Services (01235 465500)
Links: Summary
Date: 2004-Oct
Researchers assessed the impact of the 'university for industry' (or learndirect). It was found that learndirect encouraged participation in learning, particularly among those without a recent learning history or higher level qualifications; complemented other forms of learning, and was an important bridge to more formal methods of study; and helped individuals to gain confidence and skills.
Source: Claire Tyers and Alice Sinclair, Tracking Learning Outcomes: Evaluation of the impact of Ufi, Research Report 569, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Sep
A literature review warned against too simplistic an interpretation of the contribution of skills to business performance. Skills and training were nested within a wider system where organizations used skills differently. Skills were only one aspect of performance: increasingly the literature reflected the role of good management and the motivation and morale of individuals.
Source: Penny Tamkin, Lesley Giles, Mike Campbell and Jim Hillage, Skills Pay: The contribution of skills to business success, Sector Skills Development Agency (01709 765 444)
Links: Report (pdf)
Date: 2004-Sep
A review examined whether and how management and leadership development contributed to performance, and what further research would promote policies and practices to maximize this benefit. It concluded that management and leadership development could enhance performance for economic and social benefit: but that it was not doing so to its full potential, and there were therefore further performance gains to be had from improving it.
Source: John Burgoyne, Wendy Hirsh and Sadie Williams, The Development of Management and Leadership Capability and its Contribution to Performance: The evidence, the prospects and the research need, Research Report 560, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Aug
The Labour Party published a consultative policy document on childcare, education and skills.
Source: The Best Education for All, Labour Party (08705 900200)
Links: Consultation document (pdf)
Date: 2004-Jul
An official report outlined progress on the national 'skills strategy'. It said that there was 'a real momentum for change, and a strong sense of shared purpose and enthusiasm'. (The strategy, launched in 2003, was designed to tackle weaknesses in both supply and demand for training and so achieve a step change in the skills of young people and adults in England.)
Source: Skills Alliance: Skills Strategy Progress Report, Department for Education and Skills (0845 602 2260) | House of Commons Hansard, Written Ministerial Statement 7 July 2004, columns 37-39WS, TSO (0870 600 5522)
Links: Report (pdf) | Summary (pdf) | Hansard
Date: 2004-Jul
International data showed that the United Kingdom was closing the gap with its major competitors at the intermediate and technician skill levels. Analysis of changes in skills levels in the UK, United States, France, Germany and Singapore between 1994 and 2003, showed that the UK had the highest growth rate for qualifications at level 2 (equivalent to 5 GCSEs grades A-C) and above.
Source: Hilary Steedman, Steve McIntosh and Andy Green, International Comparisons of Qualifications: Skills audit update, Research Report 548, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf) | DfES press release
Date: 2004-Jul
The government outlined reforms to the learning and skills sector, designed to reduce bureaucracy and increase self-regulation; diversify the funding base for colleges and other providers; and streamline the quality improvement system.
Source: Speech by Charles Clarke MP (Secretary of State for Education) 15 June 2004
Links: Text of speech (pdf) | DfES press release | LSDA press release (pdf)
Date: 2004-Jun
A think-tank report said that public libraries could help the next generation develop the creative reading skills needed to get the most out of cultural and social life, and to meet the challenges of the job market.
Source: John Holden, Creative Reading: Young people, reading and public libraries, Demos, available from Central Books (020 8986 5488)
Links: Report (pdf) | Summary | Demos press release
Date: 2004-Jun
A report said that the bureaucratic burden in further education and training sectors remained too great, and there was a need for greater clarity and coherence in the roles of the Department for Education and Skills and the Learning and Skills Council.
Source: Annual Report 2004, Bureaucracy Review Group/Department for Education and Skills (0114 259 3313)
Links: Report (pdf) | Summary (pdf) | DfES press release
Date: 2004-Jun
A collection of articles examined the role of enterprise learning in extending opportunity and promoting economic growth. It included a series of case studies of existing enterprise education schemes.
Source: Ed Balls, John Healey MP and Cathy Koester (eds.), Starting Them Young: Creating a culture of enterprise for all, Smith Institute (020 7592 3618)
Links: Report (pdf) | Summary
Date: 2004-May
A report reviewed research, and analysed labour market and training statistics, on gender segregation in five occupational areas where there were skill shortages.
Source: Linda Miller, Fiona Neathey, Emma Pollard and Darcy Hill, Occupational Segregation, Gender Gaps and Skill Gaps, Working Paper Series 15, Equal Opportunities Commission (0161 833 9244)
Links: Report (pdf)
Date: 2004-May
A report provided a brief history of the development of Training and Enterprise Councils, and examined the issues raised and lessons to be learned from the transition from TECs to the Learning and Skills Council in 2001.
Source: Andrew Tabor, The TEC Experience, Department for Education and Skills (0845 602 2260)
Links: Report (pdf)
Date: 2004-May
The Welsh Assembly government began consultation on new proposals to boost skills levels and help more people into employment. It said that nearly one third of people in the workforce had basic literacy or numeracy skill needs.
Source: Consultation Document on the Skills and Employment Action Plan 2004, Welsh Assembly Government (029 2082 5111)
Links: Report (pdf) | Background paper (pdf) | WAG press release
Date: 2004-May
A report looked at the role of career development in modern labour markets, and at the potential savings that could be made by investing in enhancing career development skills.
Source: Deirdre Hughes, Investing in Career: Prosperity for citizens, windfalls for government, Guidance Council (0870 7743744)
Links: Report (pdf)
Date: 2004-May
A report said that recruiting more women was a clear solution to severe shortages of skilled workers in some parts of the labour market, such as plumbing, construction and engineering.
Source: Plugging Britain's Skills Gap: Challenging gender segregation in training and work, Equal Opportunities Commission (0161 833 9244)
Links: Report (pdf) | EOC press release | Guardian report
Date: 2004-May
New statistics gave details of the highest qualification level held by people of working age; the relationship between qualification level and rate of employment of those of working age; participation in job-related training by employees; and the proportion of adults who participated in any form of learning. In England, the employment rate for those of working age with a degree level qualification was 86.3 per cent, compared with 76.3 per cent for those whose highest qualification was at level 2, and 50.6 per cent for those with no qualifications.
Source: Qualifications and Participation in Learning at a Local Level: England 2002/03, Statistical First Release 14/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2004-May
A paper examined the future development of a skills-based society in Scotland. It said that families were at least as important as, if not more important than, schools in producing human capital.
Source: James Heckman and Dimitriy Masterov, Skill Policies for Scotland, Fraser of Allander Institute/University of Strathclyde (0141 548 3958)
Links: Report (pdf)
Date: 2004-May
The government announced a fundamental reform of the apprenticeships system. There would be new young apprenticeships for those aged 14-16 - a 'high quality opportunity for motivated pupils' who could spend up to two days a week in the workplace learning a trade; a pre-apprenticeship offer, based around the entry to employment programme for young people who were not yet ready or able to enter an apprenticeship, or who were disengaged and disenfranchised from learning; apprenticeships at level 2 (replacing the foundation modern apprenticeship); advanced apprenticeships (equal to 2 good A-levels or level 3 qualification and replacing the advanced modern apprenticeship); and the opening up of apprenticeships to adults by scrapping the age limit of 25.
Source: Press release 10 May 2004, Department for Education and Skills (0870 000 2288)
Links: DfES press release | TUC press release | Guardian report
Date: 2004-May
An official review called for a cultural change in the skills, behaviours, knowledge and training of more than 100 occupations involved in delivering sustainable communities. It put forward a set of proposals for central and local government, built environment professionals, developers, public service providers, communities, and the business and voluntary sector, to drive forward the skills agenda.
Source: The Egan Review: Skills for sustainable communities, Office of the Deputy Prime Minister, available from RIBA Enterprises (020 7256 7222)
Links: Report | Focus group summary report (pdf) | Evidence base review (pdf) | Consultation responses summary (pdf) | ODPM press release | RTPI press release (pdf) | LGA press release | Guardian report
Date: 2004-Apr
A paper used data from the Labour Force Survey to estimate the wage gains that individuals made on average if they completed an apprenticeship programme. The results suggested gains of around 5-7 per cent for men, but no benefit for women. Further analysis extended the results by considering the returns by age group, by qualification obtained, by highest prior qualification and by industrial sector. A key finding was the importance of acquiring qualifications with the apprenticeship, at level 3 or above.
Source: Steven McIntosh, The Returns to Apprenticeship Training, DP622, Centre for Economic Performance/London School of Economics (020 7955 7673)
Links: Paper (pdf) | Abstract
Date: 2004-Mar
A literature review examined the impact of vocational qualifications. The research-based literature was found to be 'thin', reflecting the invisibility of vocational education and the work-based pathways more generally. There was also an absence in the literature of either a clear view of policy, or any coherent theoretical view, with regard to the role of vocational qualifications.
Source: Lorna Unwin, Alison Fuller, Jill Turbin and Michael Young, What Determines the Impact of Vocational Qualifications?: Literature review, Research Report 522, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Mar
A report reviewed ways in which collaboration between the Jobcentre Plus agency (part of the Department for Work and Pensions) and the Learning and Skills Council could be strengthened, and made recommendations on ways to increase the skill levels of people on benefits.
Source: National Employment Panel, Welfare to Workforce Development, Department for Work and Pensions (020 7962 8176) and Department for Education and Skills
Links: DWP press release (pdf) | LSDA Brief (pdf)
Date: 2004-Mar
A report presented the results of an evaluation of the Work-Based Learning for Adults programme, based on a survey of those participating during the period January to April 2002. It gave a descriptive analysis of participants and their experience during and after WBLA; and an assessment of the impact of WBLA on labour market outcomes and employability. (WBLA is a voluntary training programme which aims to help adults without work, and with poor employability skills, into sustained employment.)
Source: Tracy Anderson et al., Work-based Learning for Adults: Evaluation of labour market effects, W187, Department for Work and Pensions (0114 209 8274)
Links: Report (pdf) | Summary (pdf) | Technical report (pdf)
Date: 2004-Mar
A report on modern apprenticeships in Scotland recommended changes to the contracting arrangements with training providers, improved recruitment and induction procedures, and better engagement with employers.
Source: Jim Gallacher, Susan Whittaker, Beth Crossan and Vince Mills, Modern Apprenticeships: Improving completion rates, Scottish Executive, TSO (0870 606 5566)
Links: Report | Findings | SE press release
Date: 2004-Mar
A study examined the largest group of participants on the Work-Based Learning for Adults programme - lone parents in receipt of income support. The report discussed their characteristics, experiences of and views on WBLA, any subsequent changes in their skills and qualifications, and the extent to which they had been in paid work since starting on the programme. (WBLA is a voluntary training programme which aims to help adults without work, and with poor employability skills, into sustained employment.)
Source: Tracy Anderson and Candice Pires, Lone Parents and Work Based Learning for Adults, W188, Department for Work and Pensions (0114 209 8274)
Links: Report (pdf) | Summary (pdf)
Date: 2004-Mar
A survey of 72,000 employers, the largest of its kind, found that around 20 per cent of job vacancies in England remained unfilled because of a lack of skilled applicants.
Source: National Employers Skills Survey 2003, Learning and Skills Council (0870 900 6800)
Links: Summary (pdf) | LSC press release
Date: 2004-Feb
A paper examined evidence of regional differences in skill formation and learning opportunities for adults, and considered whether adults behaviour and experiences tended to reinforce regional patterns apparent among young people.
Source: Andrew Jenkins and Alison Wolf, Regional Variations in Adult Learning and Vocational Training: Evidence from NCDS and WERS 98, Discussion paper 37, Centre for the Economics of Education/London School of Economics (020 7955 7285)
Links: Report (pdf)
Date: 2004-Jan
A report said that skills shortages and skills gaps could ultimately only be closed by improving standards in education. It warned that too many school-leavers were lacking in basic skills and qualifications.
Source: Richard Wilson, The Government s Skills Strategy for the Nation: Strengths, weaknesses and future priorities, Institute of Directors (020 7766 8866)
Links: Report (pdf) | IOD press release
Date: 2004-Jan
A paper said that work-related training had a large positive impact on earnings, but that this was true for only certain types of workers. Employers tended to train those workers who were more able in the first place, thereby leaving poorly skilled workers even further behind. As a result, low-productivity workers with few skills were unlikely to gain from a policy to encourage employers to provide training.
Source: Leon Feinstein, Fernando Galindo-Rueda and Anna Vignoles, Discussion paper 36, The Labour Market Impact of Adult Education and Training: A cohort analysis, Centre for the Economics of Education/London School of Economics (020 7955 7285)
Links: Paper (pdf)
Date: 2004-Jan