Publications

This Half Yearly Review, published by the Association of Graduate Recruiters for their members, replaces the earlier series of AGR Summer Updates. The review includes key findings on starting salaries, recruitment, shortfalls, retention, work experience and sponsorship, and recruitment techniques. This publication is no longer available.

This is the report of a study to explore outcomes and progression from Modern Apprenticeships and National Traineeships. The main aims were to gain a better understanding about: the range of possibilities open to young people after they have completed an MA or NTr; the skills that employers want from their young apprentices and how they utilise those skills; the extent to which there is an inter-relationship between the work-based route and possible progression to higher qualifications and/or higher education; and existing good practice which has wider application and could be replicated across industries or organisations.

This brief has been produced following interest expressed by IES members in the subject of employee development schemes. The increasing popularity and diversity of employee development initiatives appears to have generated a demand for a review and clarification of the current state of play in this area. This brief provides such a review by evaluating the available literature including examples of company practice.

The most high profile aspect of provision to meet young people’s accommodation, training and employment needs in the 1990s was the introduction, and expansion of, Foyer schemes. These were designed to support young people’s transition to independence by improving their employability and ability to secure and retain their own accommodation. This is the report of a study comparing Foyer with other schemes which had broadly similar aims and served similar client groups. This publication is no longer available.

This study examined skills, recruitment and training issues covering the whole pharmaceutical industry. The 'Skills for a Competitive Future' survey was commissioned by the Pharmaceutical Industry National Training Organisation (PhINTO) as part of its remit to assess and improve skills and training in the industry.

This review of adult learning policy and provision in England as at the end of the 20th century, summarises the state of adult learning in terms of the institutional arrangements and policies, the extent of participation and factors influencing funding, the main issues facing policy-makers and the policies they have adopted and that are planned. It was prepared as a Background Report for the OECD's review of adult learning in a range of industrialised countries.

The IES Annual Graduate Review provides the latest information on trends and assessments of future prospects for the graduate labour market. It includes key facts, figures and commentary on the main changes influencing student demand, the changing characteristics of the student population, and graduates' experiences in a more diverse labour market.

This publication is no longer available. In March 1999, FOCUS TEC commissioned IES to evaluate the long-term impact of Investors in People on the development of workforce skills, on business performance and to review organisations' experience of reassessment.

The Department for Education and Employment commissioned this study from IES to explore the impact of learning on older people, in terms of social and community activity and involvement. The study also provides information on patterns and characteristics of learning among a sample of people aged between 50 and 71, their motivations for learning, reasons for not learning, barriers to learning and other aspects of their lives.

There is a growing recognition of the need to enhance graduates' employability for them to find suitable jobs in an increasingly diverse and competitive labour market. The 'employability' debate has centred on the adequacy of the skills graduates develop during their courses. There is growing consensus that it is no longer sufficient for graduates to possess traditional academic and subject specific skills. Nowadays graduates need to develop a range of interpersonal and transferable skills to be able to adapt to changing market circumstances and organisational needs.