天美传媒

The Oxford Handbook of Skills and Training has just been published by the Oxford University Press. Co-edited by IER Director Chris Warhurst, it features sections on: Concepts, Definitions and Measurements of Skill; Education, Training and the Development of Workforce Skills; Skills Demand and Deployment; Skill Outcomes; Differing Skill Systems; and Current Challenges to Policy. .

New research published by the examines inclusive growth: a major issue in the UK and internationally. To generate ideas to influence UK city leaders research, co-authored by IER's and , Paul Sissons at Coventry University and Francesca Froy from Whose City Ltd, examined international examples of cities that have developed and implemented agendas and policies to combine economic growth and social inclusion. The research, , highlights that the labour market is a core focus for policy to connect growth and inclusion and points to the importance of paying greater attention to the demand-side of the labour market and minimising the risks of transitions into and within employment.

I attended a meeting with Sir Mark Walport recently where he said that academics need to work more effectively with government policymakers. The Warwick Institute for Employment Research (IER), of which I am Director, does this almost on a daily basis. Working with the Foresight team, we have just produced a number of short reports to help better communicate research to policymakers and academics on the future of skills and skill needs across the life-course, for example.

As a part of the , recently presented a paper in which two ways to measure learning gain were critically assessed: Credentials and self-assessed improvement of specific skills.

Both ways have drawbacks: Credentials can be an effective way of measuring student learning within a particular class, since most institutions have a scaled grading system already in place. It is problematic, however, to use across classes and institutions and it does not measure the ‘distance travelled’ during higher education. On the other hand, self-assessed improvement of skills will always be subjective and will differ according to individuals’ personality and their personal and HE-related circumstances such as gender and subject studied. It is also important to notice that both data is censored, i.e. improvement is not unlimited.

Using data, Heike compared both ways and found that those who increased their learning gain using credentials are less likely to assess their skills highly, both variable correlate negatively. The findings are currently being prepared for publication. Reported in .

Despite all of the talk about inter-generational betrayal by the old of the young, the largest ratio to vote leave was amongst low-skilled workers (70%). Their frustration and desire for something to change is understandable. They are in bad jobs, are too often stuck in these jobs and jostle more in these jobs with migrant workers. Their situation is a symptom of three developments that have occurred in the UK labour market since the economic crisis. First, job polarisation has consolidated. Second, non-standard employment has increased in the worst jobs. Third, UK-born workers have benefitted less from employment restructuring.