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The importance of job-related training

WHAT’S BEEN HAPPENING TO TRAINING? THE WORKERS’ PERSPECTIVE FRANCIS GREEN LLAKES Centre, Institute of Education ESRC Festival of Science. Presentation at Cardiff University, 4/11/2013. The importance of job-related training. contribution to national skill-formation remedial necessary channel

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The importance of job-related training

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  1. WHAT’S BEEN HAPPENING TO TRAINING? THE WORKERS’ PERSPECTIVEFRANCIS GREENLLAKES Centre, Institute of EducationESRC Festival of Science.Presentation at Cardiff University, 4/11/2013

  2. The importance of job-related training • contribution to national skill-formation • remedial • necessary channel • magnitude and dynamics

  3. Concepts • Volume/quantity • Quality • Demand • Adequacy/match

  4. Data Source References. • Quarterly Labour Force Survey (QLFS) • Skills and Employment Surveys (SES)

  5. Training Participation in 2006 and 2012 Skills and Employment Survey 2012; reports at http://www.llakes.org

  6. Four-Week Training Participation in the UK, 1995-2012.

  7. Proportion of Training Episodes that Are Less Than One Week in Wales, 1995-2013

  8. Proportion of Training that is Off-The-Job in Wales, 1995-2012

  9. Training Volume Per Employed Person in Wales, 1995-1998 & 2006-2010

  10. Perceived Training Quality in 2006 and 2012

  11. Training Quality in Wales and the Rest of the UK, 2006 & 2012

  12. Demand for Future Training in Britain, 2006 and 2012

  13. Demand for Future Training in Wales and the Rest of the UK, 2006 & 2012

  14. Adequacy No widespread or increasing perception of training inadequacy • Most (~9 in 10, and stable) who had received training said they received enough training to keep up with skills demand • Only a minority (1 in 5, and stable) who had not received training felt they should have had some to keep up

  15. Discussion: four stories about falling training • Low-skills trajectory • Substitution by education • “Lean training” • Learning without training

  16. Conclusions • ONS could spearhead better training volume statistics • Design and collect training quality indicators • Both research and interventions to focus on volume and quality, not just participation • Design and collect training mismatch indicators

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