Historically, the purpose of apprenticeships has been to provide structured high-value training, resulting in transferable skills and knowledge for young people seeking to enter work-based learning. Apprenticeship training was enabled by linking industry with local technical colleges and professional engineering institutions. The apprenticeship…

This support document contains material that supports the research report, "Higher Apprenticeships in Australia: What Are We Talking About?". It provides more detail on two elements of the research: (1) An overview of publicly available information on international models of higher apprenticeships, both established and under development…

The long-term economic and social impacts of the rise in levels of education on mechanisms of access to employment and on human resources management were examined in a comparative study of educational expansion and the labor markets of France, Germany, Italy, Spain, and the United Kingdom, with special reference to the United States. Five teams of…

This "think piece" on ways to increase demand for learning in the United Kingdom is designed to stimulate debate among policy makers and managers in the new learning and skills sector. Section 1, on context, addresses these issues: low skill levels; delivering skills to employers; low adult participation; and negative attitudes. Section…

Researchers studied current and projected needs for engineering technicians in the United Kingdom, the match between training supply and demand, and trends in direct recruitment to Level 3 engineering training in order to identify models of best practice for promoting the uptake of engineering technician training. The following data collection…

In 1997, a skills task force began a 2-year process of gathering input from English employers and post-16 education and training practitioners and formulating a national skills agenda. The agenda's goals included instilling a culture of lifelong learning in the United Kingdom, better anticipating the evolving skill requirements of employment, and…

In autumn 2001, the United Kingdom's (UK's) government published the following key documents concerning workforce development: (1) "In Demand: Adult Skills in the 21st Century"; (2) "The UK Productivity Challenge"; and (3) "Building a Stronger, Fairer Britain in an Uncertain World." Key positions and policies included…

This document explores the question of how the United Kingdom can attract more people into education and training. The introduction discusses the international seminar on which the document is based. "What Triggers Participation?" offers a conceptual framework for the seminar's findings. "A Comparative Perspective" examines…

The skills and education/training implications of the development of electronic commerce in the United Kingdom's retail industry and its associated supply chain were examined. The major data collection activities were as follows: a literature review; consultation with leading academics and advisers; an e-mail-based call for information from…

Of those 16-year-olds who stay on in full-time education, almost half choose to do so in further (adult) education. Although the percentage of students enrolled in general education programs has fallen off slightly since 1980, this group still forms the largest single group of 16-to-19-year-old students in the United Kingdom. Of all of the areas…