Institute for Employment Research » IER News & blogs (tag [training])

Disconnection in the education-training-work-continuum

Fri, 23 Jun 2023 08:38:00 GMT

Dr Jamelia Harris published an article as part of the NORRAG Special Issue NSI 08 : The Education-Training-Work Continuums: Pathways to SocioProfessional Inclusion for Youth and Adults.

The Special Issue is part of a collaboration with the ILO and focuses on the discontinuities that currently exist between education, training and decent work, arguing that existing discontinuities between these three fields create and reinforce exclusions and inequalities for already marginalised groups.

New cohort of Nigerian officials visit IER for training

Wed, 10 Oct 2018 10:09:00 GMT

In September IER hosted a second cohort of labour market officials from the Nigerian Government’s Industrial Training Fund. The visitors receive training in the labour market data and analysis techniques developed by IER, covering: higher and vocational education; labour market classification, measurement and forecasting; and careers guidance and labour market information for all. The aim is to help build greater capacity in labour market analysis in Nigeria as the country seeks to diversify its economic base.

Mapping transferable skills

Tue, 03 Oct 2017 17:25:55 GMT

IER has been commissioned by the Department for Education to undertake a mapping and analysis of transferable skills (such as, team working and communication) across each of the new Technical Routes proposed in the Sainsbury Panel Report and adopted in the Government's Post-16 Skills Plan.

The purpose of the study is the creation of a framework to help design the content of the new technical level qualifications.

Whilst there is much evidence on transferable skills in general, or graduate transferable skills in particular, relatively little research is available for 16-18 year olds who will be the main cohort undertaking the 15 Technical Routes. IER is taking an innovative approach, triangulating information and data from: an evidence review; occupational skills, knowledge and abilities from the O*Net database, and; transferable skills identified in apprenticeship frameworks and standards. To find out more contact Peter Dickinson.

IER delivers labour market analysis training for Nigerian Government agency

Tue, 18 Jul 2017 15:44:55 GMT

IER has been commissioned by the Nigerian Government’s Industrial Training Fund (ITF) to provide training to its staff to help them develop labour market analysis in Nigeria.

The Nigerian Government wants to broaden its economic base. Currently there are gaps in labour market information and capacity to develop that information. The ITF approached IER to provide training to enable them to establish better and more policy-orientated employment research. IER hosted 5 visitors from the ITF over June and July 2017 including the Director General of the ITF, Sir Joseph Ari.

IER staff delivered training modules on: labour market assessment and forecasting; vocational education and training, including apprenticeships; higher education and the graduate labour market; labour market classification and measurement; careers guidance and labour market information (LMI) for all. Returning to Nigeria, the participants will now cascade this knowledge base across the ITF.

Regarded as a success by Sir Joseph Ari, IER will now work with the ITF to expand the training programme over the rest of this year and into 2018.

Investing in adult education: health and well-being benefits

Wed, 03 May 2017 10:28:13 GMT

The APPG for Adult Education commissioned the Warwick Institute for Employment Research in 2016 to conduct research into the needs of adult learners. This work was supported by the Institutes for Adult Learning (IALs). The nine Specialist Designated Institutions (SDIs), including City Lit, Morley College, Hillcroft College, Northern College, Ruskin College, Working Men’s College, Mary Ward Centre, Fircroft College and the Workers’ Educational Association (WEA),– each has its own identity, mission and distinctive approach, which adds to the rich diversity of adult education.

Our primary focus was on adult education, and on adults returning to learn. Learning can occur in education or training institutions (offline or online), the workplace (on or off the job), the family, or cultural and especially, community settings. Findings from this in-depth study highlighted local and newly Combined Authorities will be accountable for the allocation of funds with Local Enterprise Partnerships (LEPs) in setting the agenda and identifying priorities within local communities. It is, therefore, critical that the contribution of adult education, including its contribution to improving health and well-being (which are pre-requisites for progression into and within employment), must not be lost or forgotten within current and any new devolution arrangements.

It is clear that most providers of adult education have invested in reaching out to people who are disadvantaged one way or the other. Many of whom would not otherwise know about adult education and what it could do for people in their circumstances. Adult education providers have developed the expertise, teaching skills and resources to deliver non-qualification provision and/or bite-sized units that successfully engage these adults in learning again, offering a stepping stone to success. Therefore, any policy or practical interventions need to reflect this and provide flexibility. Post-devolution, local Skills Commissioners will be required to make investment decisions - which is why their role is so central to the sustainability of adult education now and in the future.

IER'’s formal ‘Call for Evidence’ in 2017 has a distinctive focus on adult education, health and well-being. The main purpose is to gather the views of key stakeholders, partners and providers on the contribution of adult education to health and wellbeing outcomes. We have deliberately not attempted to define the parameters of the Call For Evidence too tightly as we want respondents to explore many different aspects of health and wellbeing. We hope to hear from those interested in any aspect of physical or mental health, including health and wellbeing in the context of age, disability, ethnicity, gender and location. For further information contact: Dr Deirdre Hughes OBE, [email]deirdre.hughes@warwick.ac.uk[/email].

Oxford Handbook of Skills and Training published

Fri, 17 Feb 2017 10:59:49 GMT

The Oxford Handbook of Skills and Training has just been published by the Oxford University Press. Co-edited by IER Director Chris Warhurst, it features sections on: Concepts, Definitions and Measurements of Skill; Education, Training and the Development of Workforce Skills; Skills Demand and Deployment; Skill Outcomes; Differing Skill Systems; and Current Challenges to Policy. Read more.

IER researchers contribute to the Government Office for Science Future of skills and lifelong learning Foresight project

Tue, 03 Jan 2017 17:04:15 GMT

The Government Office for Science is looking at how changes in technology and an ageing population affect what skills the UK will need in the future. The project also considers how investment in skills and encouraging lifelong learning can have a positive impact on productivity. This project aims to provide policy-makers with evidence on the current and future state of skills and lifelong learning in the UK. IER researchers have contributed to the evidence base on:

Skills and Lifelong Learning: Gaps in Training Provision - This report looks at current trends and challenges for policymakers in the UK skills system, including how geography affects provision of skills, individual access to skills and training, the role of migration and the role of careers advice.

Green, A., Hogarth, T., Barnes, S-A, Gambin, L. and Sofroniou N. (2016) The UK's Skill System: Training, Employability and Gaps in Provision. London: Foresight, Government Office for Science.

The UK skills system: how aligned are public policy and employer views of training provision? - This report explores trends and developments in UK skills policy, employer views on training and issues in realising an employer owned skills system.

Green, A. and Hogarth, T. (2016) The UK skills system: how aligned are public policy and employer views of training provision? London: Foresight, Government Office for Science.

Researching the needs of adult learners

Tue, 03 May 2016 12:37:52 GMT

The All Party Parliamentary Group for Adult Education has commissioned the University of Warwick’s Institute for Employment Research (IER) to undertake research which will provide insight into the needs of adult learners. It will also consider how policy and practice should adapt in the next five to ten years to increase participation and attainment. There is a particular focus on disadvantaged adults and those who may find education challenging. The research is being supported by the Group of Specialist Designated Institutions (of which WEA is one). The research findings will be shared with the All Party Parliamentary Group for Adult Education in July.

Interested in contributing?

Call For Evidence – IER are looking for contributions from interested individuals and institutions to build a view on the current state of policy and practice in adult education as well as looking ahead to what may need to change in the near future.

Adult Students’ Survey – IER are also looking for responses from current and recent adult students through an online survey aimed at gaining an understanding of what works and what needs improvement in current practice.

If you have any questions about either please contact sally-anne.barnes@warwick.ac.uk.

Reports from Talent Match National Evaluation

Thu, 08 Jan 2015 10:48:15 GMT

Researchers at IER are involved with colleagues at the Centre for Regional Economic and Social Research (CRESR) in the medium-term National Evaluation of the Talent Match Initiative. Talent Match is funded by the Big Lottery and is concerned with investing resources in a number of local areas in England where youth unemployment is a significant issue. The aims of the evaluation are to track the success of the initiative and projects within it - to identify what works well, for whom and in what circumstances; and to share learning and improve practice.

Duncan Adam, Gaby Atfield and Anne Green contributed to the first year Annual Report (click here for a Summary). Gaby Atfield contributed to a special report on the Involvement of Young People in the design and implementation of Talent Match, while Anne Green co-authored a theme report on Partnership Working.

Latest IER report on Apprenticeship considers employer response to funding reforms

Tue, 04 Mar 2014 13:43:50 GMT

A new report by researchers from IER and IFF Research has been published by the Department for Business, Innovation and Skills. The report, 'Employer Routed Funding: Employer responses to funding reform' (BIS Research Paper Number 161), explores how employers’ engagement with the apprenticeship programme would vary depending on how funding is reformed.

The full report can be downloaded from: https://www.gov.uk/government/publications/employer-routed-funding-employer-responses-to-funding-reform

For more IER research on Apprenticeships see: http://www2.warwick.ac.uk/fac/soc/ier/research/apprenticeships-training