Publications

Part 2 of the Disability Discrimination Act (DDA) 1995 was extended to cover organisations which conferred, renewed or extended a professional or trade qualification. If a provision, criterion or practice of a qualifications body placed a disabled person at a substantial disadvantage in getting or retaining a qualification, then the qualifications body would have a duty to make a 'reasonable adjustment' for a disabled person.

This report presents the key findings of research into the factors that influence postgraduates' choice of study at Sussex University, their study experiences and labour market outcomes. In Autumn 2003 the Institute for Employment Studies (IES) worked with the University of Sussex's Career Development and Employment Centre (CDEC) to conduct the research.

This paper is based on a study by IES that investigated the behaviour of managers who are good at developing other people in the workplace. This paper contains: characteristics of good and bad development support; situations where good developers make a difference; what motivates good developers of others; enablers and barriers to developign others; the impact of good and bad development support; a framework for managers as developers; some practical suggestions for managers; and information about the research.

UK productivity has shown a relative decline since the late nineteenth century. This has caused policy makers to seek underlying causes and one of the most durable concerns has focused on skill levels in the UK. The most straightforward comparisons of qualification levels in the workforce for different countries demonstrate that the UK has lower skill levels than our competitor nations. This may therefore be a contributor to the productivity gap.

This report presents results of a survey of 3,431 individual beneficiaries who left projects supported under ESF Objective 3 in England during the latter part of 2002. There was considerable variety between different kinds and circumstances of beneficiary, but underpinned by fairly widespread experience of disadvantage across much of the cohort.

This publication is no longer available. This data annex provides background data for the review of the 'professional technologist' by the Engineering Technology Board. It gives basic data and brief analytical commentary from the Labour Force Survey. The report also introduces and documents a series of data classifications that it is hoped provide a useful way of examining the available data.

This report, by IES for the Department for Education and Skills, contains the findings of a major research study over two years. It shows the various influences on minority ethnic participation and their achievement in higher education, and their transitions to the labour market. It presents the most comprehensive and detailed picture yet to emerge. The distribution of minority ethnic students is strongly skewed to particular universities, and they are underrepresented in some key subjects.

This report reviews the existing literature covering the factors that influence the choices that pupils and students make about studying chemistry and chemical careers. This publication is no longer available.

This report uncovers the barriers to adult basic skills learning, such as issues of stigma and negative perceptions, practical barriers relating to health or childcare and cost, barriers experienced by providers (eg, funding and class sizes) and barriers to workplace learning. The report considers how, and to what extent, these barriers can be overcome and highlights elements of good practice.

What are job families? Why are job families used in reward systems? What are the advantages of reward-linked job families? What do job families look like? This paper addresses these problems and discusses the practical issues and problems associated with job families.