Report charting the progress of a project developed by Learning Connections to help literacies practitioners in Scotland incorporate online learning into their work with adult literacies learners. The report details some of the online resources developed as a result of the project.
Paper highlighting the 'skills paradox' in the UK whereby those lacking basic skills are least likely to participate in formal learning. It identifies policies which can help rectify this trend and argues for a coherent skills strategy which takes equally into account the labour market, the training system and people's everyday lives.
Report describing and discussing a research project whose purpose was to develop and trial an instrument which could determine whether it is possible to identify and quantify retrospectively the outcomes of community learning and development for individuals and communities in Scotland.
Paper examining the so-called 'skills paradox' in the UK whereby funding and investment in skills formation operates on a 'trickle down' principle, in which those already enjoying privileged status within the education and training system benefit most from the highest levels of investment from both the state and employers. It suggests ways to address this paradox and create an education and training system which works for everyone and maximises the benefits to individuals, organisations and the economy.
Paper assessing and discussing the position of adult skills training in England in the context of the creation of the Department for Children, Schools and Families (DCSF), the Department for Innovation, Universities and Skills (DIUS) and the continuation of the Department for Work and Pensions (DWP). It argues that giving responsibility for funding adult skills training to the DIUS risks adult skills being left behind by higher education.
Report presenting evidence and findings from the first full year of inspection and regulation carried out by the Office for Standards in Education, Children's Services and Skills established in April 2007 and covering childcare, children's social care and education and skills provision for learners of all ages.
This Annual Report presents evidence from the first full year of inspection and regulation undertaken by the Office for Standards in Education, Children’s Services and Skills, which came into being in April 2007. The report draws on evidence since July 2007 and reflects the first full year of inspection and regulation by Ofsted across its expanded remit, including findings from childcare, children’s social care, and education and skills provision for learners of all ages.