House of Lords - Correspondence with Ministers May to October 2007

Correspondence with Ministers May to October 2007 - European Union Committee Contents

Social Policy and Consumer Affairs

ADULT LEARNING: IT IS NEVER TOO LATE TO LEARN (14600/06)

Letter from Bill Rammell MP, Minister of State for Lifeling Learning, Further and Higher Education, Department for Education and Skills to the CFhairman

Thank you for your letter of 11 January 2007[121] and your Committee's comments on the Commission's proposals in this area. I am grateful for your support for the Government's position with regard to adult learning.

As you say, the recent Leitch Review underlined the importance of adult learning, and offered a number of recommendations for how we can become a world leader in skills by 2020. We accept these stretching skills ambitions. Lord Leitch's analysis is absolutely right; if we are to compete internationally in the global economy of 2020, we must ensure that we have a world class skills base. We will consider, with our partners, the detailed action we need to take to deliver the ambition for the UK to be world leader on skills. However, we must seize the unprecedented opportunity it presents to bring about a cultural change in the nation's attitudes to skills. We need to dramatically raise awareness and aspirations on skills. We need employers to see the value of and the need to invest in skills at all levels; and, we need individuals to pay more attention to and take action to address their own skills needs. Officials have already emphasised the importance of these points in EU level discussions of adult learning issues and will continue to do so.

We believe that we have already made a good start in England on these priorities by concentrating our efforts on the groups with the lowest skills. We are delivering through a number of channels, often linked to the workplace through initiatives like Train to Gain. This is a flexible service tailored to employer needs and offers free training to low-skilled employees. Our Skills for Life Strategy has already enabled over 1.5 million adults to gain crucial basic skills, meeting the interim PSA target in this area.

One of the key aims of the Commission's Communication is to expand participation in adult learning further. The Leitch Review makes some important suggestions on how we can do this, which have informed officials formulating the UK response on this issue. Increasing adult participation in learning is also one of our current suite of challenging PSA targets and is a precondition for any higher ambitions, setting the foundation from which to build towards our 2020 vision. As part of the current Spending review, we will consider how to incorporate Leitch's ambition into our next round of PSA targets, which will inform our response to the Action Plan and any subsequent initiatives arising from it.

The recommendations on the development of a new adult careers service to improve advice for those groups who need advice on how to improve their skills levels coincide with the key message in the Communication around guidance. Officials recently attended a consultation event to help shape the action plan which will emerge from the Communication. They had a useful exchange of views with officials from other Member States and the Commission, who agreed with the UK view on the importance of effective guidance for individuals throughout their careers, especially on the skills which will be needed in an ageing society. They also promoted the idea of a skills health check, as suggested by Leitch, and expressed our reservations about the detail of some of the proposed data requirements. These views were taken on board by the Commission.

You asked about the breakdown of the participation rate figure. I am afraid that I am unable to give more detail on how the figure is made up, due to the way in which the data is collected. The figure is derived from the European Labour Force Survey and is the percentage of the working age population participating in education and training in the four weeks prior to the survey. Eurostat produce the figure from an analysis of responses to a number of different questions supplied to them by the Office for National Statistics (ONS) in the UK (covering participation in regular education, other taught activities, various training schemes, New Deal, Apprenticeships, University sandwich courses, PGCEs etc). We do not have access to the dataset that Eurostat produce so officials cannot do further analysis or comment on the data. However, ONS are trying to secure access to the dataset in future.

It is clear that there is a lack of data both nationally and at European level to help assess what is happening in adult education. Following our intervention at the recent consultation the Commission is re-examining what is required and what is practicable in this field. This approach is consistent with our long-standing view that any additional data requirements must add value and not impose disproportionate burdens.

1 May 2007

Letter from the Chairman to Bill Rammell MP

Your letter of 1 May relating to the above Document was considered by Sub-Committee G at its meeting of 10 May 2007.

We welcome the information you provide about the way in which you aim to incorporate the findings of the Lord Leitch's Review into both your response to the Commission's Communication and to the next round of DfES's PSA targets.

On the issue of how the overall 29% UK participation rate in adult learning was made up in terms of different types of training, we feel that you could be more helpful to us. While the European Labour Force Survey (LFS) data itself may not be accessible, the data from the UK component of this is widely used by the DfES to produce education and training analyses. For example, the attached chart, downloaded from the DfES website, shows that adult participation in <au0,1>job-related training is around 14%, in contrast to the figure of 29% participation in all forms of adult education and training quoted by the Commission.

Our view is that, in assessing the Commission Communication's relevance in the UK, it is most important to consider information relating to the proportions of the adult UK population engaged in different forms of training. The statistic of 29% engaged in all forms of adult learning is too broad a figure to be of much value. Our particular concern is that statistics should be considered that relate to forms of adult learning designed to address the very weak skills base of the UK identified in Lord Leitch's Review Report. The Press Release which announced that Report, for example, showed that:

— out of 30 OECD countries, the UK lies 17th on low skills. 20th on intermediate skills and 11th on high skills;

— 5 million adults in the UK lack functional literacy;

— 17 million adults in the UK have difficulty with numbers; and

— more than one in six young people leave school unable to read, write or add up properly.

Please let us have some further information about the relative extent of different types of adult training in the UK, in particular focussing on the extent of those types of training which are most relevant in connection with the skills agenda advocated in the Leitch Review report.

We would be grateful also to have your view of the extent to which this further information about participation in job-related training in the UK influences your assessment of the suggestions made in the Commission Communication relating to good practice in the area of adult training.

We will retain this document under scrutiny pending your further reply on these issues.

10 May 2007

Letter from Bill Rammell MP to the Chairman

Thank you for your letter of 10 May 2007. I am writing to supply the data you requested on the proportions of the adult UK population engaged in different forms of training (see Annex).

I also address your questions on the implications of this information for the skills agenda advocated in the Leitch Review report and for my assessment of the suggestions made in the Commission Communication. Since the publication of Lord Leitch's final report, we have worked closely with a wide range of partners and stakeholders to consider how best to rise to the challenge Lord Leitch articulated, and take forward the package of recommendations he proposed. The Government's Implementation Plan, due to be published this summer, will set out how, working with partners, we will take forward Lord Leitch's proposals and deliver his ambition.

The European Commission recently released new versions of its Labour Force Survey data, with explanations of how the statistics are derived. We are now able to supply demographic breakdowns of the figure of 29% participation in all forms of adult education and training that the Commission cites. A third of women take part over a four-week period, compared to a quarter of men. Participation declines steeply with age.

As you requested, we then use the UK component of the LFS to analyse the participation of working-age employees in the more specific category of job-related training. A striking fact here is that employees with higher level qualifications (degree etc) were more than four times more likely to have received any training than those with no qualifications—22% compared to 5%. We aim to break this cycle by focusing public funding on individuals aiming for a first full Level 2 qualification.

The exact form of delivery (on-job experience, off-job training at the workplace, courses in FE colleges, etc) is a matter of choice for individuals and employers, working with skills brokers and learning providers.

I recognise that the Government will need to work very hard if the UK's skills are to reach the upper quartile of the Organisation for Economic Co-operation and Development's surveyed countries by 2020 as the Leitch Review report recommends.

The Government has set a number of targets to increase the skills of the UK workforce. Many of these targets will make an impact on adult skills by improving the qualifications held by young people entering the labour market—eg increasing the proportion of 19 year olds that achieve level 2 and level 3 qualifications. Others, such as the basic skills target, also cover those already in work. A PSA target has been set to improve the basic literacy and numeracy skills of 2.25 million adults in England by 2010. An interim target of achieving 1.5 million by 2007 was achieved in February of that year.

A target has been set to reduce by at least 40% the number of adults in the workforce in England who lack Level 2 qualifications by 2010. This is equivalent to a 3.6 million increase in the numbers with at least a Level 2 qualification, compared to the autumn 2001 baseline of 15.9 million adults. An interim target of raising by 1 million the number of adults in the workforce with at least a level 2 qualification, between 2003 and 2006, was met by a margin of 141,000.

Turning to the recommendations in the Commission Communication: these are set out in five key messages.

Message 1:... public authorities must take the lead in removing barriers and promoting demand, with a special focus on the low-skilled. This will include developing high-quality guidance and information systems ...

The Government's key adult skills targets to increase the numbers with Skills for Life and first, full Level 2 qualifications embody our policy focus on the low-skilled and are at the heart of our skills strategy. We are working with partners to develop a new universal careers service for England to give people the advice they need to progress in the modern labour market and adapt to change. The careers service will be underpinned by high quality labour market information, purpose built by Sector Skills Councils and accessible to all advisors.

Message 2 focuses on teaching quality and Continuing Professional Development

As announced in the FE White Paper—Raising Skills, Improving Life Chances (2006), we are introducing a wide range of workforce reforms which are aimed at professionalising the FE workforce and improving the quality of FE leaders, teachers and teaching. Lifelong Learning UK (the sector skills council for the FE workforce), has already published new standards for teachers and will shortly publish standards for leaders, to underpin developments in our reform programme. In July this year, we will be laying a series of regulations that will come in to force in September. These will reform initial teacher training and introduce new qualification pathways that will lead to teachers gaining Qualified Teacher Learning and Skills status, which will become the future standard for teachers in FE; require teachers to undertake at least 30 hours continuing professional development each year (with adjustments for those working part time, in order to maintain their professional standing and their "licence to practice" teaching in FE; and require all new college principals to become qualified, through a programme delivered by the Centre for Excellence in Leadership. CEL supports the professional development of sector managers and leaders through their portfolio of programmes. These are being refreshed to reflect the challenges for the FE sector articulated in the Leitch report, particularly responding to demand led learning and the globally competitive market.

Also, from September this year we are establishing a network of Centres for Excellence in Teacher Training. These will play a leading role in supporting improvements in the quality of support for teachers across the FE sector, from design of programmes that enhance the quality of teacher training, to provision of support through networks of coaches and mentors. Development of CETTs is being led by QIA, with an investment of £9m over the next three years. A further £30 million will be provided in 2007-08 to support implementation of our workforce reforms, as announced in Equipping Our Teachers for the Future (2004). We are also investing up to £18 million this year in incentives to attract good quality recruits to work in the sector through our Bursary and Golden Hello programmes. A further £11 million over the next three years, will be spent by LLUK on developing new workforce recruitment and continuing professional development programmes, as announced in the FE White Paper.

Message 3: Within the next five years Member States should implement systems for validation and recognition of non-formal and informal learning

The UK is in the lead here. Our well-established NVQ system is founded on recognising competence regardless of whether it has been acquired on the job or through formal training.

Message 4: above all ensure efficiency by designing education and training which matches the needs of the learner

The Government is committed to an adult skills system that is driven more directly by employer and learner choice to ensure it meets their needs. Employer and learner demand will determine what is funded and how services are delivered. This will be underpinned by qualification reform with employer-designed qualifications. The expansion of Train to Gain and the development of learner accounts will be key components of a demand led system for adult vocational learning.

The Train to Gain programme uses skills brokers to help employers find the training they need. We will expand this so that more adult training is delivered in the workplace through programmes designed and delivered in partnership with employers covering the Skills for Life programme (adult basic skills), provision leading to qualifications at Level 2 and above, and Adult Apprenticeships. From 2007-08 we will trial a new system of learner accounts for individuals giving them greater choice and control over their learning.

We are also developing a Foundation Learning Tier of flexible, unitised provision below level 2, designed to ensure that learners at these levels can engage and progress towards their learning goals.

Message 5: The quality and comparability of data on adult learning must continue to improve

The UK has been a leader in the development of Eurostat's new Adult Education Survey, and was one of the first countries to implement it, in 2005. We await comparable results from other EU member states.

The Communication also mentions the importance of good coordination. The Leitch Review Report contains detailed recommendations in this respect, focusing on a new Commission for Employment and Skills. The CES will be employer-led and report to central Government and the devolved administrations. The Commission will manage employer influence on skills, within a national framework of individual rights and responsibilities.

11 June 2007

Annex A

EU AND UK STATISTICS ON ADULT LEARNING

PARTICIPATION IN EDUCATION OR TRAINING

(EUROPEAN LABOUR FORCE SURVEY, SPRING 2005. ADULTS AGED 25-64 IN THE UK)

Nearly 3 in 10 adults (29%), equal to 6.8 million, took part in education or training in the previous four weeks—see Table 1 below. Within the EU-25, only Sweden (35%) had a higher rate. This means that the UK already comfortably exceeds the target (benchmark) of a participation rate of 12.5% across the EU in 2010.

Whilst 1 in 10 (10%) participated in regular education, more than 1 in 4 (26%) took part in learning activities outside the regular education system.

More women than men participate: 1 in 3 (34%) compared to 1 in 4 (24%).

Participation reduces with age, 25-29 year-olds being more than twice as likely to take part (37%) as 60-64 year-olds (18%).

Table 1.0 (Source: Eurostat)

Participation in Education or Training during the Previous Four Weeks, Spring 2005

United Kingdom: People aged 25 to 64[121a]		Number and percentage
	Yes	No	All
Receiving any education or training	6,807,000	16,609,000	23,415,000
	29.1	70.9	100
By type of education or training
Regular education only[121b]	708,000	22,707,000	23,415,000
	3.0	97.0	100
Non-regular education only[121c]	4,611,000	18,804,000	23,415,000
	19.7	80.3	100
Both regular and non-regular education	1,488,000	21,927,000	23,415,000
	6.7	93.3	100
By gender
Male	2,836,000	8,877,000	11,713,000
	24.2	75.8	100
Female	3,970,000	7,732,000	11,702,000
	33.9	66.1	100
By age
25-29	1,074,000	1,821,000	2,895,000
	37.1	62.9	100
30-34	1,038,000	2,184,000	3,223,000
	32.2	67.8	100
35-39	1,134,000	2,447,000	3,581,000
	31.7	68.3	100
40-44	1,073,000	2,448,000	3,522,000
	30.5	69.5	100
45-49	854,000	2,268,000	3,122,000
	27.4	72.6	100
50-54	738,000	2,076,000	2,814,000
	26.2	73.8	100
55-59	657,000	2,230,000	2,887,000
	22.8	77.2	100
60-64	240,000	1,133,000	1,373,000
	17.5	82.5	100
By employment status
In employment	5,815,000	13,247,000	19,062,000
	30.5	69.5	100
Unemployed/Inactive	992,000	3,362,000	4,354,000
	22.8	77.2	100

Source: Eurostat Labour Force Survey, spring 2005

JOB-RELATED TRAINING

(LABOUR FORCE SURVEY, SPRING 2005; EMPLOYEES AGED 16-59/64 IN THE UK)

Overall volumes 16% (3.8 million) of working age employees received job-related training in the previous four weeks. However, nearly twice as many (29%) said that they had never been offered training by their current employer—see Table 2.1 below.

Mode of training Off-the-job training was more widespread than on-the-job training: 11% compared to 8% (these figures include the 3% receiving both types)—see Table 2.2 below.

Prior qualifications Employees with higher level qualifications (degree etc.) were more than four times more likely to have received any training than those with no qualifications—22% compared to 5%.

Ethnicity Non-white employees were slightly more likely to have received training than white employees—17% compared with 16%. However, within the non-white grouping the participation rate varies: while employees in the "Other" ethnic group had the highest incidence of training (22%), Asian or Asian British employees (14%) reported the lowest levels.

Occupation Employees in the professional, associate professional and technical occupations were most likely to have received training—almost four times more likely than process, plant and machine operatives—25% compared to 7%.

Industry sector Those employed in agriculture, forestry & fishing were least likely (8%) to have received training. The likelihood was highest (24%) among employees in public administration, education and health.

Table 2.1 Employees[121d] of Working Age[121e] in the UK—Summary of Job-Related Training[121f], [121g] Received 2005

United Kingdom Thousands and percentages

Total
number of
employees
(thousands) Number who received training in the last Never
offered
training by
current
employer Percentage who received training in the last

Never
offered
training by
current
employer

13 weeks 4 weeks 1 week (thousands) 13 weeks 4 weeks 1 week (percentage)

All employees 23,614 7,230 3,816 1,999 6,828 30.6 16.2 8.5 28.9

  By gender

    Males 12,153 3,368 1,720 882 3,749 27.7 14.2 7.3 30.8

    Females 11,461 3,862 2,096 1,117 3,079 33.7 18.3 9.7 26.9

  By age

    16-19 1,374 442 326 234 428 32.2 23.7 17.1 31.2

    20-24 2,306 819 486 320 752 35.5 21.1 13.9 32.6

    25-29 2,614 888 488 267 719 34.0 18.7 10.2 27.5

    30-39 6,096 1,924 979 473 1,601 31.6 16.1 7.8 26.3

    40-49 6,003 1,837 918 441 1,656 30.6 15.3 7.3 27.6

    50-64 5,222 1,320 620 264 1,672 25.3 11.9 5.0 32.0

  By ethnic origin[121h]

    White 21,864 6,672 3,523 1,835 6,259 30.5 16.1 8.4 28.6

    Non-white 1,745 555 292 163 567 31.8 16.7 9.4 32.5

            Mixed 155 57 27 16 44 36.6 17.6 10.6 28.4

            Asian or Asian British 794 219 107 54 281 27.5 13.5 6.8 35.4

            Black or Black British 446 158 82 47 120 35.5 18.3 10.6 26.9

            Chinese 88 27 17 12 32 31.3 19.8 13.3 36.6

            Other Ethnic Group 262 94 59 34 90 35.8 22.2 13.1 34.2

By highest qualification held[121h]

  Degree or equivalent 4,980 2,099 1,110 526 920 42.1 22.3 10.6 18.5

  Higher Education qualification (below 2,339 1,001 528 261 399 42.8 22.6 11.1 17.1

  GCE A level or equivalent 5,674 1,701 914 508 1,607 30.0 16.1 9.0 28.3

  GCSE grades A* to C, or equivalent 5,565 1,520 836 476 1,702 27.3 15.0 8.6 30.6

  Other qualification 2,804 626 307 161 1,050 22.3 11.0 5.7 37.5

  No qualification 2,094 245 107 59 1,098 11.7 5.1 2.8 52.5

By industry[121h]

  Agriculture, forestry & fishing 164 26 13 9 85 15.9 8.1 5.8 51.6

  Energy & water supply 268 91 43 20 47 34.1 16.2 7.3 17.6

  Manufacturing 3,418 699 346 175 1,253 20.5 10.1 5.1 36.7

  Construction 1,330 313 166 97 491 23.5 12.5 7.3 36.9

  Distribution, hotels & restaurants 4,728 1,010 561 349 1,976 21.4 11.9 7.4 41.8

  Transport 1,651 347 162 76 569 21.0 9.8 4.6 34.5

  Banking, finance & insurance 3,550 1,116 582 279 963 31.4 16.4 7.9 27.1

  Public administration, education & health 7,317 3,297 1,749 881 1,046 45.1 23.9 12.0 14.3

  Other services 1,164 327 192 112 387 28.0 16.5 9.6 33.2

By occupation[121h]

  Managers and senior officials 3,438 1,042 487 213 843 30.3 14.2 6.2 24.5

  Professional occupations 3,000 1,388 752 344 416 46.3 25.1 11.5 13.9

  Associate professional and technical 3,282 1,429 782 403 518 43.5 23.8 12.3 15.8

  Administrative and secretarial 3,224 836 433 237 943 25.9 13.4 7.3 29.2

  Skilled trades 2,073 471 240 141 760 22.7 11.6 6.8 36.7

  Personal service occupations 1,893 826 450 256 336 43.6 23.8 13.5 17.8

  Sales and customer service occupations 2,056 498 292 180 796 24.2 14.2 8.8 38.7

  Process, plant and machine operatives 1,784 269 125 60 825 15.1 7.0 3.3 46.3

  Elementary occupations 2,842 467 253 164 1,384 16.4 8.9 5.8 48.7

By region[121i]

  United Kingdom 23,614 7,230 3,816 1,999 6,828 30.6 16.2 8.5 28.9

            North East 972 319 177 89 282 32.8 18.2 9.2 29.0

            North West 2,653 832 436 234 742 31.4 16.4 8.8 28.0

            Yorkshire and the Humber 2,001 618 330 175 558 30.9 16.5 8.8 27.9

            East Midlands 1,703 536 295 148 513 31.5 17.3 8.7 30.1

            West Midlands 2,104 623 329 184 600 29.6 15.6 8.7 28.5

            Eastern 2,276 685 358 181 650 30.1 15.8 8.0 28.6

            London 2,799 808 403 198 826 28.9 14.4 7.1 29.5

            South East 3,322 1,054 564 289 973 31.7 17.0 8.7 29.3

            South West 1,999 627 331 188 570 31.3 16.5 9.4 28.5

    England 19.829 6,101 3,224 1,686 5,713 30.8 16.3 8.5 28.8

    Wales 1,088 349 193 104 292 32.1 17.7 9.6 26.8

    Scotland 2,108 635 330 164 599 30.1 15.6 7.8 28.4

    Northern Ireland 589 145 70 45 224 24.7 11.8 7.7 38.0

Source: Labour Force Survey, Spring 2005[121j]

Table 2.2

Participation by Employees[121k] of Working Age[121l] in the Job-Related Training[121m] in the Last Four Weeks by Type of Training and a Range of Personal Characteristics, 2005

United Kingdom				Thousands and percentages[121n]
	Total number of employees (thousands)	Employess of working age[121l]	receiving off-the-job training only	receiving on-the-job training only	receiving both on and off-the- job training
receiving any training
		(%)	(%)	(%)	(%)
All employees	23,614	7.5	5.5	3.1	16.2
By gender
Males	12,153	6.5	4.9	2.7	14.2
Females	11,461	8.6	6.2	3.4	18.3
By age
16-19	1,374	10.7	6.4	6.3	23.7
20-24	2,306	9.6	7.3	4.1	21.1
25-29	2,614	8.3	6.7	3.6	18.7
30-39	6,096	7.6	5.4	3.1	16.1
40-49	6,003	7.2	5.2	2.9	15.3
50-64	5,222	5.6	4.6	1.6	11.9
By ethnic origin
White	21,864	7.5	5.5	3.1	16.1
Non-white	1,745	7.6	6.6	2.5	16.7
of which:
Mixed	155	8.6	4.4	4.6	17.6
Asian or Asian British	795	6.0	5.7	1.7	13.5
Black or Black British	446	9.2	6.6	2.4	18.3
Chinese	88	6.1	9.6	4.0	19.8
Other ethnic group	262	9.5	9.2	3.5	22.2
By highest qualification held[121o]
Degree of equivalent	4,980	11.2	6.9	4.1	22.3
Higher Education qualification (below degree level)	2,339	11.0	6.7	4.9	22.6
GCE A level or equivalent	5,674	8.3	5.1	2.6	16.1
GCSE grades A* to C, or equivalent	5,565	5.9	5.8	3.4	15.0
Other	2,804	4.3	4.8	1.8	11.0
None	2,094	1.8	2.6	0.7	5.1
By region
United Kingdom	23,614	7.5	5.5	3.1	16.2
North East	972	7.7	6.8	3.7	16.2
North West	2,653	7.5	5.3	3.5	16.4
Yorkshire and the Humber	2,001	7.4	5.5	3.5	16.5
East Midlands	103	7.3	6.4	3.5	17.3
West Midlands	2,104	7.4	5.7	2.5	15.6
Eastern	2,276	7.2	5.3	3.3	15.8
London	2,799	6.9	5.1	2.4	14.4
South East	3,322	8.8	5.2	3.0	17.0
South West	1,999	7.8	5.8	2.9	16.5
England	19,829	7.6	5.5	3.1	16.3
Wales	1.088	8.5	6.1	3.2	17.7
Scotland	2,108	6.9	5.7	3.1	15.6
Northern Ireland	589	5.2	4.5	2.0	11.8

Source: Labour Force Survey, Spring 2005[121p]

The UK's qualifications profile has improved since 1997—see 2.3 (Source: Labour Force Survey, Q4 1997, Q4 2006).

Over a similar period, participation in vocational learning increased significantly—see Table 2.4 which draws on the National Adult Learning Survey. Each time NALS runs, it measures participation over the previous three years. Estimates are therefore much higher than those from the LFS, where the reference period is the previous four weeks.

Table 2.4

Participation in Combination of Vocational and Non-Vocational Learning—NALS 1997-2002

	1997	2001	2002	2005
	%	%	%	%
Non-vocational learning only	7	8	8	7
Vocational and non-vocational learning	23	17	18	18
Vocational learning only	44	51	50	55
No learning	26	24	24	20

Weighted base	5,245	5,505	5,654	3,871
Unweighted base	5,386	5,532	5,725	3,340
Base: All respondents aged 16-69 not in continuous full-time education.

Evidence[122] suggests that UK participation in learning is spread thinly across a wide number of participants but with relatively short course hours on average. In terms of the overall volume of learning the UK is around the EU average. Much of the training that employers do is either job-specific or statutory. The National Employer Skill Survey (LSC, 2004) found that of employers providing training, 81% provided job-specific training, 80% provided health and safety training and 66% provided induction training.

Having training lead to qualifications (generally requiring substantial course lengths) is important because it helps to ensure standardised training, transferability of skills between firms and easier progression to higher levels. Government intervention concentrates on getting people to at least Level 2,[123] in general through the Level 2 entitlement and specifically through the Train to Gain programme. There are strong earnings returns to many Level 2 qualifications, particularly academic ones.i Returns to low level vocational qualifications are generally low although when compared to having no qualifications they can be substantial. ii

i Mclntosh, S (2004) "Further Analysis of the Returns to Academic and Vocational Qualifications", CEE Discussion Paper 35.

ii Dearden, L, McGranahan, M. and Sianesi, B. (2004) "An In-depth Analysis of the Returns to National Qualifications Obtained at Level 2", CEE Discussion Paper No 46.

iii Academic returns: Mclntosh, S (2004) "Further Analysis of the Returns to Academic and Vocational Qualifications". Returns are relative to individuals without that particular qualification. Vocational returns: Dearden, L, McGranahan, M and Sianesi, B (2004) "An In-depth Analysis of the Returns to National Qualifications Obtained at Level 2". Returns are relative to unqualified individuals.

Letter from the Chairman to Bill Rammell MP

You letter of 11 June relating to the above Document was considered by Sub-Committee G at its meeting held on 21 June 2007.

We are grateful for the array of informative statistics that you have now been able to provide relating to the extent of adult training in the UK. We note, in particular, that, in 2005 among all employees of working age, 16% undertook some form of job related training in the past four weeks, but that the equivalent figure for adult employees with no qualifications was only 5%.

This sort of information underlines the problem of poor skills highlighted in the report published by Lord Leitch and makes clear, as you remark in your letter, "that the Government will need to work hard if the UK's skills are to reach the upper quartile of the OECD's surveyed countries by 2020 as the Leitch Review report recommends".

We are most interested to learn that the Government's Implementation Plan responding to the recommendations of the Leitch Review is to be published in summer 2007 and we request that you send us a copy of that plan when it is available.

We now clear this Commission document from scrutiny.

21 June 2007

Letter from Bill Rammell MP to the Chairman

In your letter of 21 June you asked me to send you a copy of the Government's Implementation Plan responding to the Leitch Review of Skills.[124]

The Government's response to the Review has now been published and I have pleasure in enclosing a copy (not printed). I hope you find this helpful.

30 July 22007

121 Correspondence with Ministers, 30th Report of Session 2007-08, HL Paper 184, p 386. Back

121a Females aged 60-64 are only included if thev were in employment. Back

121b Student or apprentice in regular education during last four weeks. Back

121c Taught learning activities outside regular education system within the last four weeks (courses, seminars, private lessons etc.) Back

121d Employees are those in employment excluding the self-employed, unpaid family workers and those on government employment and training programmes. Back

121e Working age is defined as males aged 16-64 and females aged 16-59. Back