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.

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.

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.

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.

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.