Skills: Getting on in business,
getting on at work
Analysis of responses to the White Paper
Consultation Unit
Department for Education and Skills
1A Castle View House
Runcorn
Cheshire, WA7 2GJ
Tel. No. STD 01928 794888
Fax. No. STD 01928 794113
11th July 2005
Overview
Overall, the majority of respondents supported the Government’s plans for the
Skills Strategy as set out in the latest White Paper.
The main areas of focus were:

Funding, specifically that the whole sector needed more money and
that funding should be concentrated on higher level qualifications.

Concentrating on the achievement of higher level qualifications.

Support of Employer Training Pilots, in particular the National Employer
Training Pilot, along with the Brokerage system.

The role of the Sector Skills Council.

Encouragement of employers in becoming more involved with skills
training; linked to this was the support of all sectors working in
partnership.

Upgrading the basic skills of the country.

The formation of Skills Academies.

A general consensus that training needed to be improved.

Vocational qualifications needed to be given a higher status in order for
them to be viewed on a par with academic ones.
Skills: Getting on in business,
getting on at work
Analysis of the responses to the White Paper
Introduction
This report has been based on 84 responses to the consultation document. Some
respondents may have offered a number of options for the same section, so the total
percentages listed in this report against each issue may exceed 100 per cent.
The report starts with an overview, followed by issues raised in a summary of written
responses to the White Paper grouped by chapter.
Annex A which provides a quick view analysis of responses by respondent ‘type’.
Annex B lists all respondents to the consultation document.
The organisational breakdown of respondents was as follows:
National Organisation
Higher Education Institution
Sectoral Body
Local Education Authority
Representative Body
Trade Union
Regional Body
Individual
College / Training Provider
Learning and Skills Council
Employer
Work Based Learning Provider
Other
20
16
11
7
6
6
4
4
2
2
1
1
4
Summary
In general respondents’ views were very positive towards the Skills White Paper; 30
(37%) emphasised that they were in support of the way skills were being approached
in the latest document. Respondents considered that focusing attention on skills
deployment and not just skills acquisition was a very positive step.
Chapter 1 Meeting the Skills Needs of Employers
36 (44%) respondents commented on the Employer Training Pilots (ETPs) and the
proposed Brokerage system. This was considered to be of vital importance and it
was stated that in order for these to be successful the schemes would have to
operate in full partnership. Other comments regarding this included: concerns over
how it was going to be financed, how it should maintain independence and how long
the pilot programmes should last.
15 (19%) viewed the role of Union Learning Representative (ULR) to be key.
Respondents noted that ULRs gave much valuable and needed support to learners
and were of great benefit where available.
13 (16%) had concerns about the lack of skilled workers the country had. Most saw
the steps in the White Paper as positive ones that would go someway to addressing
this factor.
Chapter 2 Skills for Sectors: A Stronger Employer
31 (38%) respondents commented on the role that Sector Skills Councils would play.
A number of respondents had concerns about the central role they would play saying
that they did not regard them to be in a position to carry out this role successfully. It
was stated that there were issues surrounding them being involved with the
allocation of the designing and developing of specialist qualifications.
30 (37%) saw the need for employers to be engaged as much as possible, although
it was stated that employees should also have an involvement in the design and
delivery of training. It was also suggested that employers needed to address the
basic skills needs of employees, something, it was said, that many of them did not
seem too keen on doing at the moment.
26 (32%) welcomed the inclusion of Skills Academies. One respondent did remark
that they had concerns about the academies being dominated by larger companies
which could result in the requirements and wishes of the small employer being lost.
It was also stated that their role would need further clarification.
18 (22%) were in favour of the focus on apprenticeships. However, it was mentioned
that there were still some concerns. It was said that the high drop out and low
completion rates were an issue. Another factor that respondents felt needed
consideration was the image that the apprenticeships had both in young peoples’
minds and those of the employers. It was suggested that in Britain apprenticeships
did not have the respect that they had in other European countries. Several
respondents considered apprenticeships should revert back to the way they were
formally run.
14 (17%) were of the opinion that there needed to be more involvement from the
Higher Education (HE) sector.
12 (15%) had concerns regarding the Skills Alliance particularly from the HE sector.
They had worries that HEFCE was the only body representing them and
recommended that Universities UK should be involved, amongst others.
4 (5%) were of the opinion that there were too many people involved, making the
sector over complicated for all those involved, particularly the learners.
Chapter 3 Skills for Adult Learners
39 (48%) respondents were of the opinion that more should be done to encourage
people to study and complete the higher level qualifications, e.g. NVQ Level 3 and
above and the equivalent. It was noted that at the moment too much emphasis was
placed on gaining a Level 2 qualification even though most employers required a
Level 3.
It was stated by 29 (36%) respondents that more emphasis was needed on teaching
and upgrading the basic skills of learners, specifically numeracy and literacy.
26 (32%) commented in general terms about training, most stating that both staff and
learners needed more.
24 (30%) said that there was a need for some form of ‘employability’ skills to be
taught. Respondents remarked that nowadays people very rarely stayed with one
employer throughout their working life. It was stated that it was far more important
for people to be equipped with the skills that could be applied in any job, e.g.
interview techniques, file management and computer skills.
21 (26%) made comments on foundation degrees, with most in support of them.
Respondents stated that there should be more publicity given to these as they were
still not widely known about.
12 (15%) said that advisory services needed to be utilised to their fullest. It was
stated that they would need to be able to offer full support to all learners, whatever
age and from whatever background. Respondents supported the idea of a one-stop
service but it was stressed that ‘clients must be given a choice of mechanisms for
accessing careers advice including, but not limited to, telephone and on-line support’.
Chapter 4 Skills Opportunities for All: Helping Individuals to Help Themselves
25 (31%) respondents stated that there needed to be parity of esteem created
between vocational and academic studies. It was stated that until this happened the
skills that were currently lacking in this country would continue to be on the decline.
Some respondents made reference to the proposals contained within the Tomlinson
Report, saying that if these had been taken up they could have gone some way to
addressing the problem.
5 (6%) stressed the need for non-accredited courses to remain within the FE sector.
It was said that these provided a life-line to some members of the community.
4 (5%) commented on the training allowances available to learners. It was said
these should be publicised more widely and remain available. One respondent said
that these were quite complex and some learners found it difficult to know what to do
to claim them.
Chapter 5 Reforming the Supply of Training and Skills
43 (53%) respondents commented on the funding aspect of the White Paper. The
majority of these respondents said that for skills to be increased, more money would
need to be ploughed into the sector. It was noted that for take up of courses to be
increased cutting edge facilities and modern buildings would need to be provided. A
number of respondents were of the opinion that funding was required particularly to
encourage the take up of the higher level qualifications.
Chapter 6 Partnerships for Delivery
26 (32%) respondents were in favour of placing more emphasis on working in
partnership. One respondent remarked that ‘partnership with employers is
fundamental to creating the climate to encourage skills enhancement. Without their
commitment to training and their positive recognition of the qualifications obtained,
the workforce or the potential workforce will not receive the stimulation and
motivation necessary to give time to achieve the necessary qualifications’.
12 (15%) commented on the regional dimension to the White Paper. The majority
were in favour of developing such working practices although did express that it
would not be without its difficulties. It was stated that it would prove particularly
difficult for the HE sector.
Annex A
Analysis of Responses to the White Paper
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total
Support White Paper
8
0
0
0
3
0
1
0
1
3
0
7
5
2
30
37%
Against White Paper
0
0
1
0
1
0
0
0
0
0
0
0
0
0
2
2%
Chapter 1 Meeting the Skills Needs of Employers
Employer Training Pilots
Union Learning
Representatives
Lack of skilled workers
Lack of jobs
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total
10
0
0
2
3
2
0
0
2
3
4
6
3
1
36
44%
2
0
0
1
5
1
1
0
0
0
2
1
1
1
15
19%
3
0
0
0
3
0
1
0
0
1
1
3
0
1
13
16%
0
1
0
0
0
0
1
0
0
0
0
0
1
0
3
4%
Respondent Type Key
1. National Organisation
2. Employer
3. Work Based Learning Provider/Training Provider
4. College
5. Trade Union
6. Learning and Skills Council
7. Individual
8. Voluntary Organisation
9. Local Education Authority
10. Regional Body
11. Representative Body
12. Sectoral Body
13. Higher Education Institution
14. Other
Chapter 2 Skills for Sectors: A Stronger Employer
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total
Sector Skills Councils
9
0
0
0
3
1
0
0
1
1
4
5
7
0
31
38%
Encouragement of employers
6
0
0
0
4
2
0
0
2
4
1
4
5
2
30
37%
Skills Academies
4
0
0
2
2
2
0
0
1
1
1
6
6
1
26
32%
Apprenticeships
5
1
0
1
2
0
2
0
1
2
2
1
1
0
18
22%
More involvement for HE
3
0
0
0
1
0
0
0
0
1
0
1
8
0
14
17%
Skills Alliance
0
1
1
0
1
0
1
0
0
0
0
0
8
0
12
15%
Too many people involved
1
0
0
0
0
0
0
0
0
0
0
1
2
0
4
5%
Respondent Type Key
1. National Organisation
2. Employer
3. Work Based Learning Provider/Training Provider
4. College
5. Trade Union
6. Learning and Skills Council
7. Individual
8. Voluntary Organisation
9. Local Education Authority
10. Regional Body
11. Representative Body
12. Sectoral Body
13. Higher Education Institution
14. Other
Chapter 3 Skills for Adult Learners
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total
Higher level qualifications
10
1
0
1
4
2
0
0
0
2
4
6
8
1
39
48%
Basic skills need upgrading
6
0
0
0
2
1
3
0
2
2
3
4
4
2
29
36%
Training
9
0
0
0
2
1
0
0
1
3
4
3
2
1
26
32%
Employability skills
5
1
0
0
2
0
1
0
1
1
3
3
6
1
24
30%
Foundation degrees
2
0
0
1
2
1
0
0
0
1
0
4
10
0
21
26%
Advisory services
1
0
0
0
0
2
0
0
2
1
1
0
3
2
12
15%
Respondent Type Key
1. National Organisation
2. Employer
3. Work Based Learning Provider/Training Provider
4. College
5. Trade Union
6. Learning and Skills Council
7. Individual
8. Voluntary Organisation
9. Local Education Authority
10. Regional Body
11. Representative Body
12. Sectoral Body
13. Higher Education Institution
14. Other
Chapter 4 Skills Opportunities for All: Helping Individuals to Help Themselves
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total
Vocational provision
4
0
0
0
4
2
0
0
1
2
3
5
4
0
25
31%
Non-accredited courses
1
0
0
0
0
0
0
0
1
0
1
1
0
1
5
6%
Training allowances
2
1
0
0
0
0
0
0
0
0
0
0
0
1
4
5%
Chapter 5 Reforming the Supply of Training and Skills
Funding
1
2
3
4
5
6
7
8
9
10
11
12
13
14
8
0
0
2
4
1
1
0
3
3
5
7
9
0
Total
43
53%
Respondent Type Key
1. National Organisation
2. Employer
3. Work Based Learning Provider/Training Provider
4. College
5. Trade Union
6. Learning and Skills Council
7. Individual
8. Voluntary Organisation
9. Local Education Authority
10. Regional Body
11. Representative Body
12. Sectoral Body
13. Higher Education Institution
14. Other
Chapter 6 Partnerships for Delivery
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total
Working in partnership
7
0
0
1
2
1
1
0
5
0
0
2
6
1
26
32%
Regional dimension
3
0
0
1
0
0
1
0
0
1
1
1
4
0
12
15%
Respondent Type Key
1. National Organisation
2. Employer
3. Work Based Learning Provider/Training Provider
4. College
5. Trade Union
6. Learning and Skills Council
7. Individual
8. Voluntary Organisation
9. Local Education Authority
10. Regional Body
11. Representative Body
12. Sectoral Body
13. Higher Education Institution
14. Other
Annex B
List of Respondents to the White Paper
Organisation
A4e (Andy Bowie)
ACAS (Rita Donaghy)
Afasic (Alison Huneke)
Amicus (Roger Jeary)
Anonymous
Association of Accounting Technicians (Clare Morley)
Association of Colleges
Association of Teachers of Mathematics, The (Barbara Ball)
Audit Commission (Kathy Turner)
Basingstoke and Deane Borough Council (Jamie Freeth)
Birmingham City Council (Cllr Les Lawrence, Tony Howell)
Blackburn with Darwen Borough Council (Bill Lovat)
British Chamber of Commerce (Louise Potter)
Catholic Education Service (Oona Stannard)
CBI (Richard Wainer)
Chamber of Commerce North West Ltd (Babs Murphy)
Chartered Institute of Personnel and Development (Victoria
Gill)
Construction Industry Training Board -ConstructionSkills (Mo
Lancaster)
Campaigning for Mainstream Universities (Ceri Hollywell)
Connexions (Maxine Taylor)
Coussey, Mary
Cumbria Chamber of Commerce (Viv Dodd)
Dutton, Alan
e-skills UK (Ruth Temianka)
EEF & SEMTA (Clare Donovan)
Equal Opportunities Commission (Anne Madden)
Federation of Awarding Bodies (John McNamara)
Federation of Small Businesses (Alice Teague)
Glass Training Limited (Alan Hearsum)
GoSkills (Vicki Ball)
Heriot Watt University (K A Patterson)
National Union of Teachers (John Bangs)
Hotel & Catering International Management Association
(Kathryn Benzine)
OIAG (Craig, Alexander)
Institute of Career Guidance (Chris Evans)
P & F Consultants (Paul Forbes O.B.E)
Institute of Education (David Guile)
Prospect (Sue Ferns)
Institute of Ideas Education Forum (Toby Marshall)
Institute of Physics (John Enderby)
Retail Enterprise Network, Manchester Metropolitan University
Business School (Cathy Parker)
Institute of Plumbing and Heating Engineering (Geoff Marsh)
Salford City Council (Emma Nolan)
Institution of Electrical Engineer's, The (Ben Brierley)
Scottish Qualifications Authority (Elizabeth Mitchell)
Institution of Incorporated Engineers, The (Peter Wason)
Sheffield Hallam University (Philip Garrahan)
King's College London (Rick Trainor)
Skill: National Bureau for Students with Disabilities (K
Goddard)
Local Education Authorities Forum for the Education of Adults
Learning
(Donald Rea)
Oxford and Cambridge and RSA Examinations (Paul Steer)
Skillfast UK (Jaine Chisholm Caunt)
SkillsActive (Jilly Evans)
Learning and Skills Development Agency (Andrew Thomson)
South Tyneside Council (Rosina Thompson)
Leeds Learning Partnership (Rebecca Allchin)
St Helen's College (Mike Morris)
Mid Yorkshire Chamber of Commerce and Industry Ltd (Janet
Donald)
Steel Action (Peter Slater)
National Childminding Association (Liz Bayram)
National Union of Students (John Offord)
North West Universities Association (Keith Burnley)
Nottingham University (Pamela Gillies)
Stewart, W B
Torbay Council (Sue Gunn-Johnson)
Tower Hamlets Council (Sue Hinds)
Trade Union Congress (Iain Murray)
Turo Technology LLP (MJ Ray)
University of Manchester (Terry Dray)
University of Bradford (Geoff Layer)
University of Warwick (Michael Whitby)
University of Central Lancashire (Helen Barton)
University Vocational Awards Council, The
University of Exeter (David Batty)
Union of Shop, Distributive and Allied Workers (John Hannett)
University of Huddersfield (Sue Frost)
Wakefield College (Kaye Fisher)
University of Leicester (Robert Burgess)
Wakefield District Learning Partnership
University of Liverpool (Emma Leonard)
Whittle, CB
University of Luton (Paul Burns)
Working Links (Lucy Watt, Susan Johnstone)