WBL. Very limited ‘supplementary’ secondary data relating to the WBL constituency was identified through the data-scoping exercise. That which was identified related only to England; Key findings of the survey undertaken by Host Policy Research (Xxxxxxx and Xxxxx-Xxxxx, 2004) and reported in ‘Qualifications of staff in LSC-funded provision’ are that of the 917 individual WBL survey responses: • 36% described their main activity as ‘teaching’ (table D1) • 61% were female (table D2) • 47% were 40 years old or less (table D3) • 62% were employed full-time (table D4).
WBL. The ‘supplementary’ secondary data relating to the WBL constituency, which was identified, related only to England.
WBL. Skills shortages, gaps and priorities
WBL. There is no ‘supplementary’ secondary data relating to Scotland.
WBL. No nationally collected data were available for Scotland In terms of skills shortages, survey responses from WBL employers were not dissimilar to those from the other constituencies, generally being most frequent among professionals and support/associate professionals. At S/NVQ level 4, skills shortages for managers were most prevalent. In Scotland, all of the survey respondents within this constituency reported skills shortages at the equivalent of S/NVQ level 2 amongst manual staff and, similar to employers within this constituency in other UK home countries, they generally reported skills shortages across a wider range of occupations. Similar to the pattern of skills shortages, skills gaps were most frequently reported by employers within the constituency amongst managers at S/NVQ level 4, although a relatively small proportion reported the same challenge amongst professionals. In Scotland, employers were more likely to report skills gaps among professionals and managers of services, than their counterparts in other UK home countries. In addition to the priorities resulting from the skills shortages and gaps described in the previous paragraphs, all three broad categories of skills were identified as important priorities by stakeholders interviewed in relation to the WBL constituency. Particular examples of priorities in relation to skills included management and leadership, assessment skills, competence in teaching basic and key skills, gaining current industry experience and financial and strategic planning.
WBL. Skills shortages, gaps and priorities In addition to the priorities resulting from the skills shortages and gaps described in the previous paragraphs, all three broad categories of skills were identified as important priorities by stakeholders interviewed in relation to the WBL constituency. Particular examples of priorities in relation to skills cited included management and leadership, assessment skills, competence in teaching basic and key skills, gaining current industry experience and financial and strategic planning.
WBL. Very limited ‘supplementary’ secondary data relating to the WBL constituency, covering England alone, was identified through the data-scoping exercise. Key findings of the survey (Host Policy Research/ DfES , 2004) and reported in ‘Qualifications of staff in LSC-funded provision’, are that: • 36% of WBL respondents described their main activity as ‘teaching’ • 61% were female • 47% were 40 years old or less • 62% were employed full-time.
WBL. Within WBL, internal skills gaps were for skills for life teachers, trainers and tutors. Specific skills needs include: • teaching skills • planning learning programmes • identifying learning needs • language awareness
WBL. In WBL, providers reported a demand for a range of leadership and management skills including specific skills in order to respond to employer needs.
