Three pieces of further analysis have been undertaken on the three main FSW Skills Surveys to make more use of the wealth of information produced. The additional analyses aim to discuss the issues around employers’ and individuals’ demand for skills in a format designed for use by policy makers, curriculum developers and providers. The reports can be accessed below.
This report looks examines the characteristic of workless households and workless persons in Wales. It goes on to consider the attitudes of the workless toward generic skills and qualifications, in comparison to the workless and look at some of the arising implications for policy. The analysis uses data from the Annual Population Survey and Future Skills Wales 2003. Where appropriate, comparisons with the 1998 skills survey are also drawn.
This report investigates the relationship between the generic skills reported by individuals and the level of qualifications they hold. It aims to explore the extent to which qualifications can act as a useful proxy for skills, where this relationship may break down and whether qualifications are an efficient way to develop the kinds of generic skills required by employers.
The report draws on a variety of sources in order to achieve these objectives. The main body of the report is centred on analysis of the Future Skills Wales 2003 Generic Skills Survey and also draws on the Annual Population Survey and a comprehensive review of relevant academic literature. The report is written in the context of an increasing acknowledgement of the need for generic skills in the UK economy, most recently articulated in the Leitch Review of Skills.
This report explores areas of significant change in skill needs and issues between the three all-Wales FSW Employer Surveys carried out in 1998, 2003 and 2005. We examine changes in recruitment difficulties, skills deficiencies and training provision amongst Welsh establishments over time and whether Welsh trends in skills needs and issues between 1998 and 2005 are mirrored in the other UK. Finally the implications that the findings have for learning and skills-related policy in Wales are discussed.
