Identifying Variation in Learner Outcomes by Further Education Provider

This report presents results of a project to investigate how the labour market outcomes secured by individual learners vary across Further Education (FE) Providers. The research is the latest in a series of studies previously commissioned by BIS (now BEIS) of ILR-WPLS1 administrative data that estimate the value added of Further Education, as reflected in the Earnings, Employment and Benefit premiums secured by FE learners. This programme of investigation identifies good labour market returns to FE learning, and compelling evidence that previous less favourable findings (relating to vocationally- oriented learning at Level 2 and below) were a result of data limitations, rather than insignificant value added

Estimating the Economic Impact of Acas Services

The main focus of this report is on the economic value of a year of Acas services delivered during the 2014/15 operational year. The starting point for the analysis in this report is the prior review of the economic impact of Acas in 2007 (Meadows), which is based on Acas activities delivered in 2005/06. This has been updated in line with key principles of cost-benefit analysis and tackles a number of issues flagged in subsequent reviews with a particular focus on questions of the counterfactual, impacts beyond the first year of Acas intervention, and of displacement and substitution. In addition, new estimates have been provided in service areas that were not included in the 2007 study as well as in new areas of Acas activity, such as new digital channels of service delivery. Whereas previous economic impact analyses were estimated to account for around 70 per cent of Acas service delivery, this report considers approximately 90 per cent of Acas activitie

Generational Categories: A Broken Basis for Human Resource Management Research and Practice

This provocation challenges the use of generational categories as a valid and useful basis for development of human resource management (HRM) research and practice. We present two provocations. First, that a focus solely on year of birth as a driver of attitudes, values and behaviours is wholly inadequate. Second, we go beyond existing empirical challenges to argue that any approach to the study of generations that focuses solely on generational categories should be abandoned. We consider the theoretical basis for generations, together with specific examples from empirical studies to show how the current reliance on largely unsubstantiated categories leaves even longitudinal studies unable to make an effective contribution to this field. We draw on cross-disciplinary insights to consider the implications for academic research and for HRM practice, showing how the current approach limits the usefulness of findings and suggesting a potential way forward

Estimating the Economic Impact of Acas Services

The main focus of this report is on the economic value of a year of Acas services delivered during the 2014/15 operational year. The starting point for the analysis in this report is the prior review of the economic impact of Acas in 2007 (Meadows), which is based on Acas activities delivered in 2005/06. This has been updated in line with key principles of cost-benefit analysis and tackles a number of issues flagged in subsequent reviews with a particular focus on questions of the counterfactual, impacts beyond the first year of Acas intervention, and of displacement and substitution. In addition, new estimates have been provided in service areas that were not included in the 2007 study as well as in new areas of Acas activity, such as new digital channels of service delivery. Whereas previous economic impact analyses were estimated to account for around 70 per cent of Acas service delivery, this report considers approximately 90 per cent of Acas activitie

Returns to Maths and English Learning (at level 2 and below) in Further Education

Previous work identifies good labour market returns for FE learners who gain qualifications at Full Level 2 and above. Estimates of the returns to learning at ‘Below Level 2’ and ‘Thin Level 2’ - which include English and Maths qualifications - were positive but not so strong – though it should be noted that many of these qualifications are of a very short duration. This report presents the findings from a project that investigates labour market returns to these English and Maths qualifications, in two different situations: • Complementary Learning i.e. when combined with higher level qualifications • Highest Learning Aim - when they are studied as a person’s highest FE qualification (i.e. not taken with a higher qualification

Estimating the Value of Discounted Rental Accommodation for London’s ‘Squeezed’ Key Workers

This new research shows: 1 The economic value of providing discounted rental housing to key workers is, on average, £27,000 per household. From this we have deducted the cost of providing it of c.£14,000. The net benefit to London’s economy per household is at least £12,500 per annum. 2 Although it is marginally cheaper to provide key worker housing in outer boroughs, there are significant costs to be offset – transport, time, etc, and these almost negate the benefits of doing so. And because costs of housing in outer boroughs are rising so quickly, the differential is disappearing. Wherever we look across London there is a problem of ‘affordable’ living. If we wish to avoid the ‘doughnut’ effect – evident in Paris – where the workforce is ‘ghettoised’ in an outer suburban ring, we need to make provision for key workers across London. Failure to do this will have serious implications for the London economy. 3 The approach to fixing rents in S106 agreements typically over-subsidises a percentage of tenants who could afford to pay more. A personalised rent model, which we have applied at the New Era Estate would be more cost effective and allow more key worker housing to be created

The Impact Of Skills And Training Interventions On The Unemployed: Phase II Report

This report is the latest in a series of studies that analyse the returns to FE learning using matched ILR-WPLS administrative data. A recent study in this series (Bibby et. al. 2014) uses the matched data to produce robust estimates of the labour market returns to achievement of learning aims whilst studying in English Further Education (FE), relative to those who have the same highest learning aim, but do not achieve. Whilst survey-based studies had suggested that some vocational qualifications (for instance, NVQ2) were associated with negligible, or even negative, earnings returns; Bibby et. al find that FE qualifications are associated with good labour market returns. The authors provide compelling evidence that the previous less favourable findings at Level 2 were a result of data limitations, rather than truly insignificant value added. This report investigates labour market returns for a specific subgroup within the wider populations that form the focus of study within this ongoing programme of research. We identify the returns to FE Learning for the unemployed in England. For this study it is essential to use an approach to estimation of value added that is appropriate for learning at Level 2 and below, as many of the interventions targeted at the unemployed are at this level

Education pathways to the labour market for 16-year-olds who struggle to achieve maths and English in General Certificate of Secondary Education

We examine the post age-16 educational pathways taken by the 44% of young people who do not gain “good” grades in English and Maths at age 16 years. We then assess the causal effects of attending General Further Education (GFE) colleges on education and labour market outcomes for this group. We use the Longitudinal Education Outcomes dataset, which comprises linked administrative education, employment and income records for the population of English school pupils aged 16 in 2011. To summarise complex post-16 education trajectories, we present Sankey charts stratified by indicators of disadvantage. We study the effects of attending GFE at age 17 on whether a pupil gains a Level 3 qualification by age 19, and their earnings and employment status at age 24. To estimate a causal impact, we use distance from home to the closest GFE college as an instrumental variable, controlling for a rich set of background characteristics. Our graphical results highlight the complexity of post-16 educational pathways and transitions, which are differentiated by disadvantage. Over 50% have GFE as their first post-16 destination. Results from instrumental variable analyses show a positive association between attending GFE and gaining a Level 3 qualification by age 19, among pupils who do not gain a “good” pass in the General Certificate of Secondary Education (GCSE) in either English and/or Maths. Restricting analyses to the bottom of the distribution – those who gain an E, F or G grade in both English and Maths - we do not detect an impact of GFE on qualifications at age 19. Among both subgroups, we do not detect any impact of attending GFE on earnings and employment at age 24 years. While the post-16 pathways taken by disadvantaged, lower-attaining pupils do increase qualification attainment for some, the value these have in the labour market appears limited. These results may indicate the importance of “soft-skills” and early employment experiences for this subgroup of lower-attainers

The Business Case for Equality and Diversity: a survey of the academic literature

This report considers the evidence for the business case for equality and diversity in private sector organisations. The aim is not to make the business case, but to assess the current evidence from academic journals and some key practitioner sources

Validation of an electrogoniometry system as a measure of knee kinematics during activities of daily living

Purpose: The increasing use of electrogoniometry (ELG) in clinical research requires the validation of different instrumentation. The purpose of this investigation was to examine the concurrent validity of an ELG system during activities of daily living. Methods: Ten asymptomatic participants gave informed consent to participate. A Biometrics SG150 electrogoniometer was directly compared to a 12 camera three dimensional motion analysis system during walking, stair ascent, stair descent, sit to stand, and stand to sit activities for the measurement of the right knee angle. Analysis of validity was undertaken by linear regression. Standard error of estimate (SEE), standardised SEE (SSEE), and Pearson’s correlation coefficient r were computed for paired trials between systems for each functional activity. Results: The 95% confidence interval of SEE was reasonable between systems across walking (LCI = 2.43 °; UCI = 2.91 °), stair ascent (LCI = 2.09 °; UCI = 2.42 °), stair descent (LCI = 1.79 °; UCI = 2.10 °), sit to stand (LCI = 1.22 °; UCI = 1.41 °), and stand to sit (LCI = 1.17 °; UCI = 1.34 °). Pearson’s correlation coefficient r across walking (LCI = 0.983; UCI = 0.990), stair ascent (LCI = 0.995; UCI = 0.997), stair descent (LCI = 0.995; UCI = 0.997), sit to stand (LCI = 0.998; UCI = 0.999), and stand to sit (LCI = 0.996; UCI = 0.997) was indicative of a strong linear relationship between systems. Conclusion: ELG is a valid method of measuring the knee angle during activities representative of daily living. The range is within that suggested to be acceptable for the clinical evaluation of patients with musculoskeletal conditions