National Audit Office
London: TSO, 2006 (House of Commons papers, session 2005/06; HC 461)
In the 2003 Skills Strategy, the government set out its commitment to improving skills for employment as one of the building blocks towards enhancing the UK’s success as an economically competitive nation. A wide range of government and private sector organisations in addition to the Department for Education and Skills are involved in the planning and delivery of education and training for employees. This report concentrates on the employers’ perspectives on tackling the skills shortage, in particular: ways of getting advice and information; training that meets employers’ business needs; incentives for training; and ways of employers influencing policies
British Journal of Special Education, vol.33, 2006, p.33-39
Article presents findings from a critical review of the literature and a small-scale preliminary investigation which set out to explore the hypothesis that in spite of radical reform of the special school sector and of further education, provision for students with learning disabilities is poor. Students experience provision that: 1) is unconnected to the mainstream qualifications framework; 2) offers limited opportunities for progression to independent living; 3) has inadequate links to supported employment providers. Overall, students with severe learning difficulties in colleges experience provision that is segregated, patronising and inequitable.
Home Office, Department for Education and Skills, and Department for Work and Pensions
London: TSO, 2005 [Cm 6702]This strategy document sets out how the government plans to reduce re-offending through concerted action to improve offenders’ skills and job prospects. The government wants to build a modern correctional system, focused on rehabilitation, working in partnership with employers and those able to provide high-quality training. Key proposals include a stronger focus on jobs, with more relevant skills training, led by employer needs; a new ‘employability contract’ for offenders, with incentives for participation; and a ‘campus’ model for learning to ensure continuity of education from prisons into the community.