UK policy drivers Sample Clauses

UK policy drivers. In 2004, Xxxx Xxxxxx was commissioned by the Chancellor of the Exchequer and England’s Secretary of State for Education and Skills to undertake a review to consider what the UK’s long-term ambition should be for “developing skills in order to maximise economic prosperity, productivity and to improve social justice” (Xxxxxx, 2006, p. 1). In response, the interim report (Xxxxxx, 2006, p.1) (Xxxxxx, 2005) and the final report, published in December 2006 (Xxxxxx, 2006) suggested that, despite some notable improvements in recent years, particularly with regards to employment levels and higher-level skills acquisition, the current productivity and skills levels in the UK lag behind comparator countries. Even if the UK can meet its current ambitious Public Service Agreement (PSA) targets for improving skills, the report suggests that by the year 2020 the UK skills base will still fail to be world class. In order to deliver the necessary step-change in the skills levels of the UK workforce by the year 2020, the report emphasises the need to: • tackle the numbers of low-skilled adults without qualifications, basic literacy and numeracy • invest more in intermediate skills • further increase the proportion of adults holding a degree. It is recommended that all four UK home countries seek to meet targets of: • 95% of adults achieving functional literacy and numeracy • more than 90% of the adult population qualified to at least S/NVQ level 2 • shifting the balance of intermediate skills from S/NVQ level 2 to S/NVQ level 3 • more than 40% of the adult population qualified to S/NVQ level 4 and above. Throughout the report, Xxxxxx (2006) emphasises that more than 70% of what will be the workforce in the year 2020 are already in work; in Scotland this figure is over 80%. On this basis it is essential that adults can access excellent information and guidance, skills training and the development that they need to build sustainable and productive careers. Moreover, there are currently over six million adults in the UK with poor basic skills, approximately half of whom are currently in work. Economic forecasting suggests that by the year 2020 there will be fewer than 600,000 jobs suitable for those with poor levels of literacy or numeracy. (Xxxxxx, 2006, p.5) Xxxxxx invited the devolved administration in Scotland to develop further its own thinking on how to xxxxxx systems that will achieve these shared ambitions. Throughout, one aspect is clear: the system should be reviewed...

UK policy drivers. ‌ “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all” "...we plan to move towards a professional development framework for the whole teaching and learning workforce in Wales...I want to work closely with LLUK in taking this agenda forward."

UK policy drivers. ‌ “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” “Lifelong Learning UK represents a powerful force for change, with the potential to transform the quality of learning … across the entire lifelong learning sector.” Public Service Agreements and target indicators Table 4.1: Public Service Agreements (PSAs) and target indicators

UK policy drivers. ‌ “Without increased skills, we would condemn ourselves to a lingering decline in competitiveness, diminishing economic growth and a bleaker future for all.” Public Service Agreements and target indicators Table 4.1: Public Service Agreements and targets for Northern Ireland Young people Adults The European dimension “Effective investment in skills is a key driver of productivity. It increases the flexibility and adaptability of the labour market by helping individuals to adapt to change, sustain employment and absorb innovation.” Increasing employers’ involvement in skills development Increasing community- and voluntary-sector involvement 5 The ‘Third Sector’ describes a range of institutions existing between the state and private sectors. These include small local community and voluntary groups, registered charities both large and small, foundations, trusts and a growing number of social enterprises and cooperatives. improving service delivery, particularly with regard to financial and management skills, in order to increase their capacity for partnership working with the statutory sector.