• identifies and describes approaches to workforce transformation and skills development of older workers that work in the adult care sector and other contexts;
• highlights opportunities for extending known good practice into new operating contexts;
• describes the age profile of the adult social care workforce and considers the implications of demographic ageing for the sector; and
• examines the impact of the recession on the adult social care sector.

The report is the principal output from the first phase of the ESF Innovation, Transnational and Mainstreaming project, "Ageless at Work", and was commissioned to inform decisions about what activities should be funded by the project.

This report reviews the evidence base for employment and skills in the South West, during the Autumn of 2009. A wide range of data and analysis underpins this document. Key sources are referenced within the document and are also available on the Regional Employment and Skills Analysis web pages

• What are the key sectors of employment and occupation in the South West?
• How will that look in the future, particularly as we emerge from recession?
• What will be the new jobs in a post-recession world?
• What are the dynamics of the labour market in the region, in terms of employment, redundancies and vacancies?
• What are the scale, nature and spatial distribution of worklessness in the region?
• Who is not working and who faces most disadvantage in the South West labour market?

This report reviews the evidence base for employment and skills in the South West, during the Autumn of 2009. A wide range of data and analysis underpins this document. Key sources are referenced within the document and are also available on the Regional Employment and Skills Analysis web pages

• What more could ESF do to support rural areas, or is it doing enough?
• Where is the good practice – what can we learn, and how to disseminate it?
• What views do you have on the local rural economy that can inform framework redevelopment?
• What should the priorities be for skills and business development in farming, food and forestry through the RDPE?

• What more could ESF do to support rural areas, or is it doing enough?
• Where is the good practice – what can we learn, and how to disseminate it?
• What views do you have on the local rural economy that can inform framework redevelopment?
• What should the priorities be for skills and business development in farming, food and forestry through the RDPE?

• problems with recruiting STEM teaching staff in schools and FE colleges and opportunities for ongoing staff development;
• low levels of cross-curriculum working, and lack of innovation in curriculum development;
• the need for more and better industry links;
• the need for better careers advice;
• lack of awareness of enrichment activities.

• problems with recruiting STEM teaching staff in schools and FE colleges and opportunities for ongoing staff development;
• low levels of cross-curriculum working, and lack of innovation in curriculum development;
• the need for more and better industry links;
• the need for better careers advice;
• lack of awareness of enrichment activities.

• problems with recruiting STEM teaching staff in schools and FE colleges and opportunities for ongoing staff development;
• low levels of cross-curriculum working, and lack of innovation in curriculum development;
• the need for more and better industry links;
• the need for better careers advice;
• lack of awareness of enrichment activities.

• problems with recruiting STEM teaching staff in schools and FE colleges and opportunities for ongoing staff development;
• low levels of cross-curriculum working, and lack of innovation in curriculum development;
• the need for more and better industry links;
• the need for better careers advice;
• lack of awareness of enrichment activities.

• problems with recruiting STEM teaching staff in schools and FE colleges and opportunities for ongoing staff development;
• low levels of cross-curriculum working, and lack of innovation in curriculum development;
• the need for more and better industry links;
• the need for better careers advice;
• lack of awareness of enrichment activities.

• problems with recruiting STEM teaching staff in schools and FE colleges and opportunities for ongoing staff development;
• low levels of cross-curriculum working, and lack of innovation in curriculum development;
• the need for more and better industry links;
• the need for better careers advice;
• lack of awareness of enrichment activities.

• Broad outcome indicators
• Closer to policy indicators
• Skills and learning indicators

Improving the level and quality of business practice, and workforce skills, is crucial if businesses are to improve their competitiveness. Despite this, many businesses, particularly small and medium-sized businesses, lack the in-house resources and expertise to diagnose their business and skills needs and then to find the best solution. This is compounded by the fact that the market for business support and skills services is complex and confusing. Government has a key role to play in helping businesses to navigate the complexities of the market, through the provision of high quality, independent and easily accessed brokerage services.

Whilst brokerage services are designed to make the market for services less confusing, there are in practice a number of brokerage services in operation. The challenge, then, is how to integrate these brokerage services so that they provide seamless support to the client and, potentially, a single access point for publicly-funded business support, skills and recruitment services. At best, lack of integration reduces the effectiveness of the public resources deployed. At worst, it could lead to further confusion for employers and the potential for disengagement.

Improving the level and quality of business practice, and workforce skills, is crucial if businesses are to improve their competitiveness. Despite this, many businesses, particularly small and medium-sized businesses, lack the in-house resources and expertise to diagnose their business and skills needs and then to find the best solution. This is compounded by the fact that the market for business support and skills services is complex and confusing. Government has a key role to play in helping businesses to navigate the complexities of the market, through the provision of high quality, independent and easily accessed brokerage services.

Whilst brokerage services are designed to make the market for services less confusing, there are in practice a number of brokerage services in operation. The challenge, then, is how to integrate these brokerage services so that they provide seamless support to the client and, potentially, a single access point for publicly-funded business support, skills and recruitment services. At best, lack of integration reduces the effectiveness of the public resources deployed. At worst, it could lead to further confusion for employers and the potential for disengagement.

The policy aim, highlighted in the Government’s 14-19 Skills White Paper, is to provide this group of young people with training and educational opportunities to enhance and develop their skills so that they can compete more effectively in the job market. Following the Leitch Review (2006), which emphasised the skills ‘deficit’ amongst young people and the subsequent proposal (DfES, 2007) that all young people should be engaged in education and training up to age 18, it has become even more important to understand the needs and perceptions of those young people currently in jobs without training.

Anticipating the importance of this issue, the South West Regional Skills Partnership established a Steering Group in February 2005 to advise and develop measures that regional partners could take to increase participation in education and training by young people in JWT. It proposed a research project that aimed to enhance academic and policy-makers’ understandings of the ambitions and circumstances of young people in JWT and also to promote improved understanding and practice amongst Connexions’ front-line delivery staff.

Commissioned by SLIM on behalf of the South West Regional Skills Partnership, this research is the first large scale longitudinal qualitative study completed on young people in JWT. It was funded by the European Social Fund, the Learning and Skills Council and Connexions and was conducted by researchers from the University of Exeter in collaboration with Connexions.

The work built upon an earlier report by SLIM in October 20052, arising out of their policy and practitioner Learning Theme workshop on the issues around young people in employment without training in the South West.

The policy aim, highlighted in the Government’s 14-19 Skills White Paper, is to provide this group of young people with training and educational opportunities to enhance and develop their skills so that they can compete more effectively in the job market. Following the Leitch Review (2006), which emphasised the skills ‘deficit’ amongst young people and the subsequent proposal (DfES, 2007) that all young people should be engaged in education and training up to age 18, it has become even more important to understand the needs and perceptions of those young people currently in jobs without training.

Anticipating the importance of this issue, the South West Regional Skills Partnership established a Steering Group in February 2005 to advise and develop measures that regional partners could take to increase participation in education and training by young people in JWT. It proposed a research project that aimed to enhance academic and policy-makers’ understandings of the ambitions and circumstances of young people in JWT and also to promote improved understanding and practice amongst Connexions’ front-line delivery staff.

Commissioned by SLIM on behalf of the South West Regional Skills Partnership, this research is the first large scale longitudinal qualitative study completed on young people in JWT. It was funded by the European Social Fund, the Learning and Skills Council and Connexions and was conducted by researchers from the University of Exeter in collaboration with Connexions.

The work built upon an earlier report by SLIM in October 20052, arising out of their policy and practitioner Learning Theme workshop on the issues around young people in employment without training in the South West.

• ATLS: Associate Teacher Learning and Skills, for those with small-scale or occasional roles in teaching; and
• QTLS: Qualified Teacher Learning and Skills, for all other ‘part-time, full-time and fractional teachers’, who were required to undertake ‘full teacher training’.

From 2007 training was mandatory for new entrants and had to be completed within five years. ATLS and QTLS recognition for individuals was to be managed by the Institute for Learning. (paragraphs 1.1 – 1.8, 1.10)

2. 11 Centres of Excellence in Teacher Training (CETTs) were established in England. The ‘generic’ CETT for the South West – SWitch – was characterised by an inclusive vision of professional support for all of those engaged in providing, and seeking to improve, initial training and continued professional development for teachers in the sector. It had 42 constituent organisations. (paragraphs 1.9, 2.1 – 2.6, Appendices 1 and 2)

3. Two particular challenges for the CETT were to:

• to assist the successful integration into the complex new arrangements for initial training of parts of the learning and skills sector traditionally perceived as ‘at the margin’ of further education – adult, community and voluntary sector education, along with providers of work-based learning
• to tackle a specific problem identified by Ofsted – the relative indifference to initial training of senior managers in colleges. (paragraph 2.7)

4. In September 2007 SWitch commissioned the University of Exeter/SLIM to undertake a ‘baseline survey’ of initial training in the sector in the South West. After trialling and discussion with SWitch staff, the purpose of the baseline study was established as:

• obtaining a picture of basic trends in provision of initial training, using the best existing data available;
• creating a set of information from which SWitch can determine:
• priorities for activity among the partners (e.g. key issues among member organisations concerning induction and training);
• areas where employers of learning and skills staff would like support, networking and advice, and to engage in capacity-building
• areas where providers would like to share insights and practice; etc
• encouraging links between the partners, generating goodwill for the partnership, improving the quality of the data held at regional level and helping to guide SWitch priorities for funded professional activity. (paragraphs 3.1 – 3.8)

• indicate where ESF Objective One expenditure has had a positive effect on the economy of Cornwall and the Isles of Scilly (IoS), but also on the individual and business communities found within its borders.

• highlight any improved efficiencies and effectiveness in the ESF procedure, including the impact of co-financing;
• identify lessons learnt from good and interesting practice; and
• make recommendations for the forthcoming Convergence programme.

• Review of the literature: drawing on the academic literature, evaluation reports, project closure reports and other project materials, a series of indicators of growth and economic change were developed;
• Statistical interrogation: using publicly available national databases where regional and sub-regional data are available, changes in the indicators developed from the literature review were explored;
• Focus groups: inviting key players in project delivery, focus groups were organised across the county. Geographical differences are allowed to emerge through this process. Topics discussed included soft outcomes, general impacts and indicator development; the linkages between ESF and ERDF; community development and social enterprise; and the role of the Sectors;
• On-line business survey: responding businesses were asked to comment on changes in their staff, operational context and business processes since engagement in an ESF funded project;
• Workshops with individual beneficiaries: based on the method of cognitive mapping, workshop participants were asked to reflect on the impact of project participation on their lives;
• Semi-structured interviews: 28 stakeholders and project deliverers were interviewed in depth to assess the impact of ESF Objective One; the development of partnerships; lessons learnt; longitudinal changes; and the role of monitoring and evaluation.

• Section 2 – Literature review
• Section 3 – Health of the economy
• Section 4 – Impact on businesses
• Section 5 – Impact on individuals
• Section 6 – Impact on social capital
• Section 7 – Impact on programme management
• Section 8 – Case studies

• highlight any improved efficiencies and effectiveness in ESF procedures, including the impact of co-financing;
• identify lessons learnt from good and interesting practice; and
• make recommendations for the forthcoming Convergence programme.

The poor coverage of robust national, regional and local data means that policy-makers do not have the evidence base they need on which to base good policies. No single data source has comprehensive coverage of migration. A particular challenge facing migration studies is the lack of information on out-flows (i.e. emigration) from the UK. Each of the data sources drawn on for this report has its own strengths and weaknesses and adopts a different definition of migration and has partial coverage of the phenomenon.

This problem of data sources has been recognised most recently in the Audit Commission Report, Crossing Borders, which recommends plugging this gap by drawing on intelligence emerging at local levels.

It is also important to note that the volume and nature of migration is shaped by the legislative framework at UK (and EU) level. Hence, in any consideration of the role of migrants in the labour market the legislative and policy framework is of key importance. The report sets out a number of key legislative and policy changes that have taken place since 2005.

The poor coverage of robust national, regional and local data means that policy-makers do not have the evidence base they need on which to base good policies. No single data source has comprehensive coverage of migration. A particular challenge facing migration studies is the lack of information on out-flows (i.e. emigration) from the UK. Each of the data sources drawn on for this report has its own strengths and weaknesses and adopts a different definition of migration and has partial coverage of the phenomenon.

This problem of data sources has been recognised most recently in the Audit Commission Report, Crossing Borders, which recommends plugging this gap by drawing on intelligence emerging at local levels.

It is also important to note that the volume and nature of migration is shaped by the legislative framework at UK (and EU) level. Hence, in any consideration of the role of migrants in the labour market the legislative and policy framework is of key importance. The report sets out a number of key legislative and policy changes that have taken place since 2005.

The purpose of this report is to review the Research Programme, its contents and impact. What did we learn and how did it support the work of the RSP and its partners? This is a record of what has been achieved.

The report is presented as follows: Section 2 provides some of the background and role of the Research Forum; Section 3 outlines the projects, funding and contracting arrangements; Section 4 draws out the lessons learned; Section 5 contains the overarching conclusions. Details of the projects are provided in Annex A.

Despite skills for life/ESOL targets being achieved in the region, there remains an estimated one million people in the South West region with low level literacy, numeracy and language skills. The Leitch Review emphasised the critical role of skills in achieving long term prosperity and reducing social inequality.

Improving the literacy and numeracy of the large ‘stock’ of adults with low skills has been acknowledged as important alongside the priority of ensuring the ‘flow’ of suitably qualified young people into the workforce. To this end, the Review recommended that the UK commit to becoming a world leader in skills by 2020, requiring a doubling attainment at most levels. Stretching objectives for 2020 included, 95 per cent of adults to achieve the basic skills of functional literacy and numeracy, an increase from levels of 85 per cent literacy and 79 per cent numeracy in 2005.

The research aims to provide:

• Further strategic information at regional level on factors affecting the supply and demand of Skills for Life provision within the workplace. The focus of this was to identify employer and employee attitudes towards skills for life and ESOL training provision within large, medium and small businesses within the South West.
• Acting as an awareness raising mechanism for employers with staff training needs in language, literacy and numeracy; helping them recognise, articulate and source appropriate provision.

The research therefore had a key focus on:

• Barriers and enablers to employers’ uptake of skills for life, with an emphasis on understanding employer attitudes.
• Increasing transfer across industry sectors of awareness of Skills for Life, by means of case studies. The research also sought to identify ways to improve skills for life and ESOL provision within regional businesses and to asses the contributions of intermediary organisations.
• It also sought to uncover the extent of alternative (i.e. non-statutory) skills for life and, in particular, ESOL provision and to identify examples of good Skills for life practice and useful existing research.
• Understanding the role of non-formal provision such as that provided by trades unions and the voluntary sector.
• Understanding the contribution of improved literacy, numeracy and language skills to the economy, labour market and skills base of the region
• Supporting strategic planning for future provision better matched to the needs of the South West workforce.

The research drew on both qualitative and quantitative analyses and included:

• Literature and data review
• Internal and external reviews of activities by regional partner agencies and other stakeholders
• Interviews with employers, provider staff, regional and national stakeholders
• Case studies of employer activity and provision
• Learner biographies
• Focus groups with migrant workers
• Mystery shopper exercise to access mainstream provision
]]> http://www.swslim.org.uk/Downloads/sl2560.pdf swslim@ex.ac.uk (Chris Evans) 07/10/2007 This document draws on the knowledge and experience of ten local training providers who have all contributed generously to a research project that sought to:
• Identify good practice within the training provider community in order to establish a baseline for the engagement of employers
• Develop tools to aid training providers in replicating effective practice
• Develop recommendations for training providers, employers and strategic agencies

Each training provider needs to customise its provision to meet the particular needs of its employer clients, but will do this in a way that is unique to its own circumstances. The criteria, checklists and examples provide a good starting point, but they are intended to be adapted to specific / individual needs.

]]> http://www.swslim.org.uk/Downloads/sl2559.pdf swslim@ex.ac.uk (Chris Evans) 24/09/2007 This report, Embedded Skills For Life In South West Workplaces: Final Report, has been produced by the Skills and Learning Intelligence Module (SLIM). The Report was commissioned by the South West Skills for Life Unit as a means of investigating the nature and extent of Embedded Skills for Life provision and practice in workplaces around the region. Participants in the field research consist of: providers of literacy, language and numeracy (LLN) in the South West, tutor trainers for tutors delivering Skills for Life, and others working closely with employers or learners with Skills for Life needs. The research itself is a snapshot of regional provision sampled at one point in time (late Spring 2007) and takes account of related developments during the period of active research.
]]> http://www.swslim.org.uk/Downloads/SL2558.pdf swslim@ex.ac.uk (Chris Evans) 15/08/2007 http://www.swslim.org.uk/LabourMarket/swaag/index.asp swslim@ex.ac.uk (Chris Evans) 25/07/2007 WERS 2004 is the fifth survey in the series, with previous national surveys conducted in 1980, 1984, 1990 and 1998. WERS is a collaborative study, jointly sponsored by the Department of Trade and Industry (DTI), the Advisory, Conciliation and Arbitration Service (Acas), the Economic and Social Research Council (ESRC) and the Policy Studies Institute (PSI).

At the national level in the 2004 survey, face-to-face interviews were conducted with managers in 2,295 workplaces and over 22,000 employees within these workplaces completed and returned a self-completion questionnaire. Within the South West, there were 175 interviews with managers and 1,969 employee questionnaires.

]]> http://www.swslim.org.uk/Downloads/sl2541.doc swslim@ex.ac.uk (Chris Evans) 31/05/2007 The report is presented in three parts. Part 1 looks at how Level 3 skills are defined, examines the key issues and the policy response. Part 2 looks at the demand and supply of Level 3 skills in the region and at future trends. It also includes a priority sector model developed by SLIM and more qualitative sector information. In Part 3, we put forward a range of recommendations for action, including those aimed at government.

The full report is available to download as a PDF (4.8MB). A PDF (1.5MB) of the executive summary is also available. ]]> http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=22 swslim@ex.ac.uk (Chris Evans) 30/04/2007 http://www.swslim.org.uk/LabourMarket/SWRSP/GapAnalysis/report-welcome.asp swslim@ex.ac.uk (Chris Evans) 30/04/2007 http://www.swslim.org.uk/Research/generic-employability-skills.asp swslim@ex.ac.uk (Chris Evans) 07/02/2007 The overall aim of the NESS survey is to investigate skills deficiencies and the role of workforce development amongst employers in England. The survey also provides an indication of current employer engagement with workforce development activities and their satisfaction with training provision.

This report covers Bournemouth, Dorset and Poole and an executive summary is also available to download as a PDF.

]]> http://www.swslim.org.uk/Documents/NESS/05/regional/bdp.pdf swslim@ex.ac.uk (Chris Evans) 31/01/2007 The overall aim of the NESS survey is to investigate skills deficiencies and the role of workforce development amongst employers in England. The survey also provides an indication of current employer engagement with workforce development activities and their satisfaction with training provision.

This report covers Somerset and an executive summary is also available to download as a PDF.

]]> http://www.swslim.org.uk/Documents/NESS/05/regional/somerset.pdf swslim@ex.ac.uk (Chris Evans) 31/01/2007 The overall aim of the NESS survey is to investigate skills deficiencies and the role of workforce development amongst employers in England. The survey also provides an indication of current employer engagement with workforce development activities and their satisfaction with training provision.

This report covers Cornwall and Devon and an executive summary is also available to download as a PDF.

]]> http://www.swslim.org.uk/Documents/NESS/05/regional/wiltshireswindon.pdf swslim@ex.ac.uk (Chris Evans) 31/01/2007 The overall aim of the NESS survey is to investigate skills deficiencies and the role of workforce development amongst employers in England. The survey also provides an indication of current employer engagement with workforce development activities and their satisfaction with training provision.

This report covers Gloucestershire and an executive summary is also available to download as a PDF.

]]> http://www.swslim.org.uk/Documents/NESS/05/regional/gloucestershire.pdf swslim@ex.ac.uk (Chris Evans) 31/01/2007 The overall aim of the NESS survey is to investigate skills deficiencies and the role of workforce development amongst employers in England. The survey also provides an indication of current employer engagement with workforce development activities and their satisfaction with training provision.

This report covers Cornwall and Devon and an executive summary is also available to download as a PDF.

]]> http://www.swslim.org.uk/Documents/NESS/05/regional/devoncornwall.pdf swslim@ex.ac.uk (Chris Evans) 31/01/2007 The overall aim of the NESS survey is to investigate skills deficiencies and the role of workforce development amongst employers in England. The survey also provides an indication of current employer engagement with workforce development activities and their satisfaction with training provision.

This report covers West of England and an executive summary is also available to download as a PDF.

]]> http://www.swslim.org.uk/Documents/NESS/05/regional/westofengland.pdf swslim@ex.ac.uk (Chris Evans) 31/01/2007 The report is available to download as a full-colour PDF (819KB) or as a Word document (1.7MB). A summary of key findings is available as a PDF (132KB) and a text-only Word document (53KB).
]]> http://www.swslim.org.uk swslim@ex.ac.uk (Chris Evans) 20/10/2006
The report summarises changes in the South West position on economic, employment; industries and occupations, skills attainment and learning targets.

This compliments the larger South West Healthy Labour Market Review and What’s Changed reports. ]]> http://www.swslim.org.uk/Documents/Glance/2006brief.pdf swslim@ex.ac.uk (Chris Evans) 15/10/2006 2005 Healthy Labour Market Review. The indicators are grouped under 3 broad headings: Broad outcome; Closer to policy; and Learning and training. ]]> http://www.swslim.org.uk/Documents/HLMR/2006/whatschanged.pdf swslim@ex.ac.uk (Chris Evans) 01/08/2006 This report examines where the 2000-2006 European programme has added the most value in relation to South West employment and skills issues in order to identify where flexibility is needed for the 2007-2013 programme.

EKOS Consulting was commissioned by SLIM, (with funding provided by ESF (GOSW) and SWRDA), to review the impact of ESF within the South West region over six year period from 2000-2006. The review covered both Objective 2 and 3 with the aim of identifying lessons from them that will enable effective implementation of Objective 3 in the next programming period. The key objectives of the study were to:

• Reflect on the impact that ESF has had on improving Skills and Employment in the region.
• Make recommendations to inform the new programme on how ESF can be used to implement the priorities of the Regional Skills Partnership.

The report has been structured around the three themes of Worklessness, Skills and Enterprise. The report provides a commentary on the relevant issues with supporting evidence provided in appendices.

Commissioned by SLIM on behalf of the ESF Objective 3 Regional Committee. Funded by South West RDA and ESF Objective 3. Produced by EKOS Consulting.)

]]> http://www.swslim.org.uk/Downloads/sl2411.pdf swslim@ex.ac.uk (Chris Evans) 31/07/2006 This is the final report from the Learning Theme SLIM ran on the issue of Migrant Workers. The Learning Theme looked at the contribution of migrant workers to the region and the challenges that they face. A critical part of the Theme was to identify the good practice which is emerging within the region in support of migrant workers and this report contains a number of case studies which highlight some of the ways in which organisations can support migrant workers. The report makes a series of recommendations targetted at employers and employment agencies; agencies and services’ providers; training providers, including English language training; and policy-makers.
]]> http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=21 swslim@ex.ac.uk (Chris Evans) 30/05/2006
• review the data currently collated by the South West Business Links including database configuration and relevance to the skills agenda
• identify critical skills issues that existing or potential Business Link data might address
• identify steps that could be taken to generate intelligence from this data at regional and sub-regional level (e.g. common core data requirements)
• develop proposals on how this intelligence could be collated and shared with a broader range of agencies across the region to support more focussed delivery of skills provision (e.g. data mining, querying and analysis procedures)

The research need was further enhanced by the South West Business Links successfully securing the contract to deliver Train to Gain across the region.

]]> http://www.swslim.org.uk/Downloads/sl2535.pdf swslim@ex.ac.uk (Chris Evans) 22/05/2006 index page. ]]> http://www.swslim.org.uk/Documents/Themes/lt11-report.pdf swslim@ex.ac.uk (Chris Evans) 31/12/2005 http://www.swslim.org.uk/Themes/workshops-details.asp?theme_ID=19 swslim@ex.ac.uk (Chris Evans) 01/10/2005
• To provide an interpretation of the snap-shot data on unemployment and vacancies, and to compare the SW labour market with appropriate comparator regions of the UK. We do this by decomposing the unemployment and vacancy stocks into the component inflows and outflows.
• To provide an analysis of the efficiency with which the SW labour market reallocates workers. We do this in two ways. First we focus on the hiring of workers from unemployment. We compare the capacity of the SW labour market to generate these outflows, accounting for the tightness of the labour market. This approach estimates the structural efficiency of the labour market. Second, we examine the rate at which workers move between jobs. Controlling for industry and skill level, we compare the SW labour market with other regions.

A summary is also available.

]]> http://www.swslim.org.uk/Documents/SWESRF/280605-dynamism.pdf swslim@ex.ac.uk (Chris Evans) 01/06/2005 http://www.swslim.org.uk/Research/HLMR/2005/ swslim@ex.ac.uk (Chris Evans) 01/06/2005 The Final Report and Executive Summary are now available online.
]]> http://www.swslim.org.uk/Research/Database/searchresults_detail_page.asp?ResearchID=2122 swslim@ex.ac.uk (Chris Evans) 26/04/2005 http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=18 swslim@ex.ac.uk (Chris Evans) 01/04/2005 http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=17 swslim@ex.ac.uk (Chris Evans) 30/11/2004 http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=16 swslim@ex.ac.uk (Chris Evans) 30/10/2004 http://www.swslim.org.uk/Research/demand_supply/index.asp swslim@ex.ac.uk (Chris Evans) 30/09/2004 The research draws on a number of national and regional data sets, including:
• the National Employers Skills Survey (NESS), 2003
• regional and local results from the Household survey on Individuals’ Learning and Employment in the South West, 2002.
• forecast data from the Institute of Employment Research on the industrial and occupational structure to 2012
• regional results from the 2001 Census of Population.

The report looks at:

• The role of skills in productivity
• The demand for skills
• Increasing employers’ participation in skills development
• Raising individuals’ aspirations and skills for working
• Development of the efficient and inclusive working of the South West labour market

It concludes with suggesting "Areas for action" and is also available as an executive summary (PDF 44KB).

]]> http://www.swslim.org.uk/Downloads/SL1872.pdf swslim@ex.ac.uk (Chris Evans) 28/05/2004 The research draws on a number of national and regional data sets, including:
• the National Employers Skills Survey (NESS), 2003
• regional and local results from the Household survey on Individuals’ Learning and Employment in the South West, 2002.
• forecast data from the Institute of Employment Research on the industrial and occupational structure to 2012
• regional results from the 2001 Census of Population.
The report looks at:
• The role of skills in productivity
• The demand for skills
• Increasing employers’ participation in skills development
• Raising individuals’ aspirations and skills for working
• Development of the efficient and inclusive working of the South West labour market
It concludes with suggesting "Areas for action". ]]> http://www.swslim.org.uk/Downloads/SL1864.pdf swslim@ex.ac.uk (Chris Evans) 28/05/2004 e-Learning: Widening Participation in the Region. The survey of case studies was conducted in February and March 2004 and are comprised of the following:
• Easton Learning Centre: a learndirect centre in the heart of an inner-city Asian and Somali community
• The Business & Education Centre, Chulmleigh Community College: a rural learndirect centre
• REMPLOY: e-learning made available through a company-based learning centre
• EVOLVonline: a Sector Skills Council-led e-learning platform
• GOAL-Devon: delivering underpinning knowledge for Automotive NVQs into the workplace
• The SfE CMS online: delivering a level 4 qualification to care managers and school Pas
• SUNRISE Gloucester: a city-centre learndirect centre
• Inspiring Learning For All: an on-line framework and staff development tool for valuing learning in libraries and museums and archives
• The Western College Consortium: a shared initiative to make a learning platform and learning resources available to the learners of five colleges
• Languages Online: An ESF-funded project to deliver language learning to the SME community of Dorset
Points and lessons arising from the case studies are summarised at the start of the report. ]]> http://www.swslim.org.uk/Documents/Themes/LT6_GoodPrac.doc swslim@ex.ac.uk (Chris Evans) 30/04/2004 e-Learning comes in many forms, from simple computer-based learning, drawing on now-familiar technologies such as CD-ROMs, through to online learning via the Internet. The report takes an inclusive approach for e-learning that encompasses virtual learning environments, associated technologies and novel applications like mobile or m-learning. Recognising the long experience of higher education and schools in piloting innovative e-learning approaches, the theme focused on how to embed e-learning within the post-16 learning and skills sector including the workplace as a means of engaging all adult learners.

A report of good practice relevant to the Theme is also available.

]]> http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=14 swslim@ex.ac.uk (Chris Evans) 30/04/2004 The executive summary presents the findings and recommendations that have arisen from the Learning Theme and the workshop. ]]> http://www.swslim.org.uk/Documents/Themes/LT6_ExecSumm.doc swslim@ex.ac.uk (Chris Evans) 30/04/2004 This report is the culmination of a process that draws on a literature review and mapping of latest developments, interviews with key players, debate via email, and a workshop. From this process has emerged a range of priorities for action in the regoin with recommendations presented in Section 3 of this report.
]]> http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=13 swslim@ex.ac.uk (Chris Evans) 16/02/2004 http://www.swslim.org.uk/Downloads/sl1702.doc swslim@ex.ac.uk (Chris Evans) 28/10/2003 http://www.swslim.org.uk/Research/inclusion_report.asp swslim@ex.ac.uk (Chris Evans) 01/03/2003 http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=11 swslim@ex.ac.uk (Chris Evans) 01/02/2003 The Appendices are also available on line. ]]> http://www.swslim.org.uk/Downloads/reaching_out_across_the_region_report.pdf swslim@ex.ac.uk (Chris Evans) 01/09/2002 The report discusses national and regional issues affecting craft and skilled trades; presents supporting evidence and good practice gathered from discussions and experience; and makes detailed recommendations towards improving provision and practice throughout the South West.

The report is presented in five sections:

1. the national and regional issues affecting the supply of and demand for craft skills
2. a survey of evidence from literature on these issues and taking an overview of how government and industry is trying to respond
3. the SLIM workshop discussions
4. key recommendations for action in the South West
5. Conclusions
]]> http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=10 swslim@ex.ac.uk (Chris Evans) 01/08/2002 The aim of this study is to increase the understanding of the economic contribution of the voluntary and community sector within the South West region.

The objectives were to:

• understand the potential contribution of the sector to meeting the economic and social regeneration priorities of the region
• understand the potential of the sector to enhance skills and learning opportunities within the region
• understand the needs and capacity of voluntary and community organisations, as employers
• provide better intelligence for agencies seeking to work in partnership with the sector to deliver government and other initiatives
]]> http://www.swslim.org.uk/Downloads/SL1208.doc swslim@ex.ac.uk (Chris Evans) 01/06/2002 http://www.swslim.org.uk/Documents/skillsissues.pdf swslim@ex.ac.uk (Chris Evans) 01/06/2002 http://www.swslim.org.uk/Themes/themes-past.asp?theme_ID=1 swslim@ex.ac.uk (Chris Evans) 01/03/2002 The report is available on-line in two parts and can be accessed by clicking on the following: Part 1 (PDF 1.17MB) and Part 2 (PDF 1MB) ]]> http://www.swslim.org.uk/LabourMarket/sectors/casestudies.asp swslim@ex.ac.uk (Chris Evans) 01/03/2002