IER is supporting the work of the Social Mobility Commission (SMC). Peter Dickinson was invited to participate in the SMC's roundtable discussion on key issues affecting social mobility, and how data can be better used to measure and monitor progress towards it.

In 2017, as part of its programme of work promoting better working lives, the Chartered Institute for Personnel and Development (CIPD) commissioned IER to produce two reports on job quality. The first report focused on Understanding and Measuring Job Quality; the second on Indicators of Job Quality. The IER team was led by Professor Chris Warhurst and comprised Sally Wright, Dr Clare Lyonette and, for the second report, Dr Sudipa Sarkar. Both reports were published by the CIPD. The research was used by the CIPD in its consultation submission to the 2017 UK Government’s Taylor Review of Modern Working Practices. The research also helped inform the development of a new UK Working Lives survey for the CIPD. Subsequent to the completion of the research, Dr Sarkar was seconded to the CIPD to assist with the development of the new survey, which was administered by YouGov over winter 2017-18.

Professor Chris Warhurst and Dr Daria Luchinskaya of IER were invited to Brussels to present options for including a new section on skill utilisation in the upcoming 4th European Company Survey (ECS). The meeting, jointly organised by Cedefop and Eurofound, was part of the preparation for the ECS. The survey, due to be administrated over 2018-2019, covers all EU Member States plus EU Candidate Countries and examines management-employee relations and practices.

Employability gain is often connected to international experiences, however, empirical findings are sparse. The Academic Mobilities and Immobilities Network (AMIN) and IER are organising a research seminar to explore research on academic mobility on 23 May. There will be presentations from Dr Toni Wright (Newham College), Eluned Jones (University of Birmingham) and Gaby Atfield (IER) focusing on: do students enrolled in UK Higher Education Institutions gain international experiences by studying or working in a different country, or by taking part in international events on the UK campus?; and do international students enhance their employability by studying in a UK higher education institution? To register and find out more here.

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, deirdre dot hughes at warwick dot ac dot uk.