Re Skilling For Recovery

In its report examining the impact of Lord Leitch's 2006 review of skills ("Prosperity for all in the global economy - world class skills", 2006, ISBN 9780118404860), the Innovation, Universities, Science and Skills Committee says the Government must place re-skilling at the heart of its skills policy in order to meet the challenges of recession and redundancies. Re-skilling rather than up-skilling should be the priority as redundancies force people to move to other sectors. Government focus should be on tackling skills shortages and approaching skills as part of wider national economic development planning. The Committee recommends that more flexibility is built into training support to ensure skills development meets current and future demand. The abolition of the Learning and Skills Council and the creation of a new Skills Funding Agency for post-19 training could add to existing confusion about training and skills provision. The system must be simplified and the Government should quickly provide clarity on the roles of the different organisations and ensure the system can be understood by its users. It is essential that the Government's Train to Gain programme is made flexible enough to deal with rapid adjustments for unemployed people who need quick re-training. Aspects of Train to Gain are currently failing to satisfy different demands and unless the programme is radically re-focused one of Leitch's central reform planks will be lost. The sustainability of co-funded higher education courses is a concern and the Committee warns that the current economic downturn may affect the willingness of employers to meet the required level of investment.

Engineering is a critical component of the national economy and of society in general. The Committee is convinced that the strength of the UK's engineering base means that the UK can play a major part in solving global problems such as climate change, food and water supply, energy security and economic instability. Engineering involves skills, higher education and innovation, and encompasses research and development, design, production, distribution and services. The Committee takes a case study approach in this report, exploring key themes through the lenses of nuclear engineering, plastic electronics engineering, geo-engineering and engineering in Government. It notes concerns about the UK's capacity to deliver a new generation of nuclear power stations, and there are significant skills shortages. The plastic electronics case study highlighted the potential opportunity afforded to the UK through the support of emerging, innovative industries, but we are likely to miss out on the economic return associated with translating the findings of research into commercialised technologies. The global nature of many engineering challenges was highlighted during the discussion of geo-engineering research, and it is essential that the views of the science, engineering and social science communities be seen as complementary sources of expertise in policy-making. Engineering in government demonstrated that engineering advice and scientific advice offer different things, and that this should be recognised in the policy process. Government does not have sufficient in-house engineering expertise and engineering advice is frequently not sought early enough during policy formulation (for example on eco-towns, renewable energy and large IT projects). There should be a greater level of engineering expertise in the generalist civil service as well as more engineering policy specialists.

Vocationalism in Further and Higher Education presents a collection of research-based papers on the ‘English model’ of vocationalism and higher education. It argues that negative societal and political perceptions have hindered the debate about the significance and relevance of vocational education and training provision to learning, work and the economy. In this book, the writers offer unique solutions to the difficult questions that have emerged from their investigations into vocationalism in England. This edited collection brings together a group of academic experts to report and discuss their findings from many years of evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individual learning and teaching). Chapters explore the key issues relating to the topic, such as policies, curriculum, learning and teaching, and work contexts. The book reflects on the diversity of related programmes, and discusses the applicability and relevance of the term ‘vocationalism’ in the light of current developments relating to higher vocational education, including occupation, employability and professionalism. This book is a timely contribution to the debate on the ‘English model’ of vocational education and will be an essential resource for researchers, practitioners and postgraduate students in the fields of vocational education, technical and vocational education and training (TVET), work-based learning, politics and policy of education, teaching and learning, higher education, and curriculum and pedagogy.

work of the Committee In 2008-09 : First report of session 2009-10, report, together with formal minutes, and written Evidence

On cover and title page: House, committees of the whole House, general committees and select committees

Incorporating HC 370

Sites of Special Scientific Interest : Tenth report of session 2008-09, report, together with formal minutes, oral and written Evidence

The Departmental report published as Cm. 7392 (ISBN 9780101739221)