We author and publish a range of resources to keep you up to date with the latest developments in employment, education and skills, labour market and human resource policy and practice. All our pdf publications are free to access.
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As people live for longer and the State Pension age rises, understanding how working lives can be extended in ways which are both sustainable and rewarding has become an increasingly important issue for individuals, employers and policy makers. This study examined how people in their 60s successfully reshaped work to extend their career, on terms which suited their changing needs and priorities.
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The former Department for Business and Trade commissioned this research which aims to inform policy decisions to improve job security, workplace practice and employer awareness of their responsibilities towards pregnant women and parents in the workplace.
This synthesis report presents findings from Year 1 of the National Skills Academies (NSAs) evaluation conducted by Ipsos MORI and the Institute for Employment Studies. The report brings together findings from three separate strands of research carried out during Year 1: a Preliminary Report (IES, February 2009), Stakeholder Research Report (IES, June 2009) and an Employer Survey (Ipsos MORI, July 2009). The aim of the evaluation was to understand the added value generated by National Skills Academies, across the network and individually, and to assess whether they met the aims set out for them in the 2005 White Paper (‘Skills: getting on in business, getting on at work’, March 2005, DfES), the national prospectus and in individual business plans.
This publication was authored by Helen Gray before she joined IES.
The Creative Graduates Creative Futures report provides a comprehensive exploration of the experiences, activities and contribution of creative graduates and their plans for the future. It sets the findings in context, providing expert commentaries from writers and researchers within the sector, and compares the position of creative graduates today with that of ten years ago, as evidenced by the Destinations and Reflections report of 1999.
This report summarises findings from the Going into HE research project. From the outset, the aim was to develop a clear understanding of: the role and importance of finance in the decision-making process of English-domiciled people from different groups who were considering entering full-time Higher Education (HE) in the UK and the impact of the support arrangements on their decisions.
This research draws out common experiences and broad lessons from three pilot interventions which focused on very hard-to-help individuals, exposed to serious social exclusion. The three pilots were the Next Steps Test Bed Regional Pilots, the ACE Pilots, and Exit to Work. The study explored the Department for Work and Pension’s departmental responsibilities, and the Pilots’ approaches to improving employment prospects.
This report presents the findings from a survey examining practice and opinions relating to the evaluation of reward effectiveness in UK organisations. It explores all the main aspects of reward effectiveness and the process of evaluation, shedding light on this relatively little understood area.
This report presents the findings from a research study on the extent and impact of any changes in provision for adults in Further Education (FE) with learning difficulties and/or disabilities (LLDD).
This report documents the findings from the fifth wave of the learner evaluation of Train to Gain – a service managed by the Learning and Skills Council (LSC) that was designed to help employers improve the skills of their workforce. This wave comprised a telephone survey of a representative sample of learners, carried out in July 2009.
The DCSF commissioned the Institute for Employment Studies (IES) and the Centre for Education and Industry (CEI) to undertake the process evaluation of the Activity Agreement (AA) Pilots extension phase from April 2008 to April 2009. Activity Agreements pilots were designed to trial different approaches to support and encourage 16-17 year olds who were not in education, employment or training (NEET) back into learning, training or employment.
