newsJune 2002 Newsletter Issue 1 page 1

The Learning and Skills Research Centre aims to be an authoritative source of knowledge and ideas, informing and influencing the future development of a successful and sustainable system of post-16 learning. The LSRC will create a strong body of evidence from rigorous research, focused on creative, critical and innovative thinking, and models for the long-term development of post-16 learning. The Centre will work to ensure that research has a strong and positive impact on the development of policy and practice. Influencing the future through research About the LSRC

Christine King The LSRC is committed to tackling The LSRC is a new independent Chair long-term issues through an ambitious centre for strategic research to inform LSRC Advisory Forum strategy and rigorous research. We are long-term policy development and to asked to think freely and boldly about improve practice in post-16 learning. the future to ensure that learners 10 or Based at LSDA, the Centre will identify 20 years from now are at the heart of key priorities, commission major our thinking. Our role is to help create, studies and ensure that research in cooperation with others, a stronger findings clearly and usefully inform evidence base, which is of real use in practitioners, policy-makers and the development of sustainable policies the research community. to break out of some of the deep-rooted In recent years the government has problems in our education system. supported the development of If we want lasting improvements in evidence-informed policy and the learning we need a vibrant research use of research to improve practice. culture and greater use of better The DfES has established a National evidence to support decisions for Education Research Forum and is change. The Centre, through partner- looking to other sectors, such as health, ships with the research community, to see how research can achieve a will work to foster such a culture, offer stronger impact on policy and practice. support to researchers and act as A number of major research centres brokers to create a more coherent have been established by the DfES that knowledge base. focus on all phases of education. The Rigorous research is essential to LSRC is the first centre supported by the our success and future-gazing is not DfES to focus solely on post-16 learning. a luxury. It is just as important to learn to think long term, to free up ideas, to take risks and to imagine the future, as it is to consider the present. I want to thank the Department for Education and Skills (DfES) and the Learning and Skills Council (LSC) for their foresight in funding the LSRC. The Advisory Forum, the director and the team at the Learning and Skills Development Agency (LSDA) will work hard to make sure that the Centre is a success.

Published by the The Learning and Skills Research Learning and Skills Research Centre Centre is supported by a grant from www.LSRC.ac.uk the Learning and Skills Council and Feedback should be sent to: the Department for Education and Skills Amber Clark Learning and Skills Research Centre Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London W1F 7LS Tel 0870 872 8083 Fax 020 7297 9190 [email protected]

Edited by Jackie Mace Designed by sans+baum Printed by Digital Brookdale Print, Southend on Sea, Essex ISBN 1 85338 779 7 R1308/06/02/4000 © Learning and Skills Development Agency 2002 All rights reserved Newsletter Issue 1 page 2/3

How the LSRC is funded How the LSRC operates: Procedures for commissioning the relationship between the research The LSRC is funded by the DfES and LSRC and LSDA the LSC. It will have an annual budget The Centre’s research programmes of £1m to commission external research The LSRC is based at and managed will either be commissioned externally and related activity. Additional funding by LSDA, allowing it to draw on the through open tender or, exceptionally, will be sought through sponsorship expertise of LSDA’s research managers through partnership arrangements and partnership arrangements. and research services, including the where there is unique expertise. statistical service, the survey research Invitations to tender will be advertised unit, and the library and information in the national press, on the LSRC service. The LSRC’s work is separate website and circulated to the research and distinct from LSDA research community. Contributions and external activity: LSRC research is conducted advice on all research-related matters by external suppliers and partners will be sought from experts and from the research community, guided stakeholders in the form of peer review by the LSRC’s Advisory Forum, and processes and advisory groups. More managed by members of the LSDA details on the commissioning process research directorate. will be available on the LSRC website: www.LSRC.ac.uk

Aims of the LSRC The LSRC’s distinguishing features The Centre will: An exclusive focus on post-compulsory learning, whether formal or informal, commission studies which tackle college- or community-based, or in fundamental problems and long-term the workplace. trends that affect the organisation and delivery of post-16 learning A specific remit to increase the impact of research: ways in which work to provide a stronger evidence research can effectively inform base and develop innovative ways policy development and change to ensure that research findings inform practice will be built into all the policy and practice Centre’s programmes. help to increase the overall research Breadth and connectivity: the Centre effort nationally in post-compulsory will engage with and connect priority education by supporting the research themes across post-compulsory community, offering brokerage and learning, encompassing pedagogy, partnership arrangements, and participation, vocational learning, seeking new sponsorship and funding skills and workforce development, for post-16 research curriculum and the organisation build on existing knowledge from of learning. research and practice, synthesise Close links with research, policy findings, and improve communication and practice: the role of LSDA as of research-based information in managing agent will enable research order to identify where new research to be effectively communicated to is needed, avoid duplication and policy-makers, practitioners and the develop practitioners’ knowledge wider research community. work with experts in the fields of trend analysis, forecasting and scenario-building to develop a wide range of innovative research methods that complement existing approaches take a long-term perspective to explore the future and predict the need for change. Who’s who at the LSRC

LSRC Director Ursula Howard is Director of Research at LSDA. As a researcher, her work has focused on informal learning and the development of writing skills in adult literacy. At LSDA she has been responsible for a number of national programmes supporting the introduction of new curriculum policies, including GNVQ, key skills, basic skills for learners with learning difficulties and disabilities, and developing the application of information and communications technology (ICT) to the FE curriculum. Contact: [email protected]

The Advisory Forum The Advisory Forum guides the work Advisory Forum members Observers of the LSRC and works to optimise Parin Bahl Chris Hughes the impact of the Centre’s research Capita Strategic Education Services Learning and Skills Development Agency efforts. The Forum champions evidence-informed policy for the Paul Convery Paul Johnson future. Through the Forum the Centre for Economic and Social Inclusion Department for Education and Skills LSRC will benefit from the knowledge, Dr Geoffrey Copland Avril Willis experience and commitment of University of Westminster Learning and Skills Council senior colleagues from the fields Prof Charles Desforges of research, policy and practice in University of Exeter Secretariat post-16 learning. Dr John Dunford Dr Ursula Howard Secondary Heads Association Learning and Skills Development Agency Prof David Hargreaves Wolfson College Cambridge University Carolyn Hayman Foyer Federation Will Hutton The Work Foundation Prof Christine King Staffordshire University (Chair) Ann Limb Ufi Prof Kevin Morgan Cardiff University Prof Tim O’Shea University of Edinburgh Prof Tom Schuller Prof Peter Scott Prof Trevor Sheldon Prof David Sherlock Adult Learning Inspectorate Ruth Silver CBE Lewisham College Sonja Stockton National Grid Company Sukvinder Stubbs The Cadbury Trust Newsletter Issue 1 page 4/5

LSRC programme managers LSRC research is conducted by external suppliers and partners from the research community. The LSRC draws on the expertise of the research managers at the LSDA to manage this research.

Jill Attewell Mick Fletcher Andrew Morris Learning Technologies Organisation of Learning Building Research Effectiveness Coordinator of the EC-supported Mick has extensive experience of Andrew focuses on the impact and ‘m-learning’ research programme funding issues in relation to post-16 effectiveness of research, and and member of the Joint Information education and training, and has carried collaborates with internal and external Systems Committee’s (JISC) out research and policy analysis colleagues in the pursuit and imple- sub-committee for awareness, at a national level. He has been an mentation of this research priority. liaison and training, managed by observer on the FEFC Tariff Advisory He leads the Learning and Skills the Higher Education Funding Council Committee, now the National Rates Research Network, with its associated for England (HEFCE), Jill helped to Advisory Group, and is a member conferences and R&D Toolkit scheme, implement the Quality in Information of the DfES advisory groups now looking and he is editor of Learning and skills and Learning Technology (QUILT) at access funds, individual learning research. Andrew was formerly head staff development programme and accounts and the implementation of research and development at the National Learning Network (NLN). of funding arrangements for the LSC. FEDA, and worked as deputy director Her research has included work Contact: mfl[email protected] of Islington Sixth Form College and on student tracking, management director of marketing and development Michael Frearson information systems and ICT in at City and Islington College. Developing the Workforce for the curriculum. Contact: [email protected] Post-compulsory Learning Contact: [email protected] This programme includes research Sue Taylor Sally Faraday on workforce trajectory analysis, Participation in Post-compulsory Inclusive Learning leadership and management, teaching Learning Sally is responsible for research and supporting learning development, Sue is responsible for projects seeking associated with issues of equality and ICT skills. Before joining the LSDA to identify ways to increase participation and diversity, inclusive learning, in 2002, Michael was senior adviser to in learning among both adults and support for learners, and provision the Higher Education Staff Development young people from under-represented for learners with learning difficulties Agency, where he led on labour-market groups. She has undertaken research and disabilities. In partnership with analysis, occupational standards on widening participation and on Skill, she is currently supporting and qualifications. educational disadvantage at the the LSC to develop guidance for the Contact: [email protected] LSDA and in previous posts with the work-based learning sector on how Committee of Vice-Chancellors and Maggie Greenwood to write disability statements. Principals (now Universities UK) and Curriculum and Qualifications Contact: [email protected] the National Commission on Education. Maggie has undertaken research Contact: [email protected] into the implementation of Curriculum 2000, FEFC non-schedule 2 provision, John Vorhaus recording and validating achievement Teaching and Learning in non-accredited learning, and delivery John has responsibility for research of higher education in FE colleges. into the question ‘How do post-16 year She is currently involved in related olds learn?’ and his research interests research for HEFCE and the LSC. include non-formal learning, mixed-age Contact: [email protected] learning, learning styles and thinking skills. Before joining LSDA he worked Maria Hughes as a lecturer, teacher and manager Vocational Learning, Skills and Work in a variety of institutions that included Maria has undertaken substantial universities, adult education providers research concerned with developing and prisons. partnerships between education and Contact: [email protected] employers, improving teaching and learning, and the vocational curriculum and its accreditation. She has recently conducted research for the DfES and the LSC on the development of Centres of Vocational Excellence and the quality of work-based learning. Contact: [email protected] Influencing the future: informing policy and improving practice through research

Ursula Howard Members of the Advisory Forum Working alongside these five LSRC Director have had the task of developing and programmes is the building effective agreeing the LSRC’s research strategy research strategy. This aims to increase since Margaret Hodge, Minister for the impact of research, develop Lifelong Learning and Higher Education, research capacity, widen the range launched the Centre on 30 October of methods used, promote innovation 2001 at the House of Commons. and develop better knowledge management systems to support The strategy, which sets out the the post-16 research community. LSRC’s programmes of work until 2005, is based on: The strategy document that sets out our vision and aims for the next extensive consultation with 3 years will be published shortly. It is researchers, policy-makers and an ambitious strategy and its success practitioners will depend on cooperation with the analysis of research needs research community and close links with policy-makers and practitioners. analysis of long-term issues, We very much welcome feedback and problems and trends affecting post-16 continuing dialogue with everyone education and training whose work is relevant to ours. New consideration of the implications ideas and critical thinking will help us of major policy initiatives to develop and promote a stronger research culture with more influential consideration of existing research outcomes and evidence across knowledge and activity. post-16 learning. The emphasis of the strategy is on conducting a small number of major strategic projects, some of which will be longitudinal studies. Each year, the Advisory Forum and other stakeholders will identify and launch a major project within each of the following programmes: Participation in Post-compulsory Learning Vocational Learning, Skills and Work Developing Learning and Teaching The Organisation of Learning Developing the Workforce for Post-compulsory Learning Newsletter Issue 1 page 6/7 The LSRC research programmes: work in progress

Participation in Vocational Learning, Skills and Work Post-compulsory Learning High-quality learning for apprenticeships What motivates people to engage The priority research question in this programme for in learning? 2002–03 is ‘What would be an effective vocational education The main focus of the Participation in and training (VET) system for the 21st century, enabling Post-compulsory Learning programme access and coherent routes to successful learning for will be to deepen understanding of individual employees?’. Work begins with an international the motivation to engage in learning seminar in July 2002, organised by the LSRC and the Centre at the first stage of the participation for Economic Performance (CEP) as part of the Skills for All process. The LSRC will prioritise programme of research. The conference will present new research that addresses key questions research into how firms can provide a high-quality learning in the area of ‘society and culture’ and experience for apprenticeships without compromising ‘equality and diversity’. efficiency. A discussion will follow on the implications of the research and how it might affect future policy, and The first year’s work will focus on: participants will include representatives from government Brokers and intermediaries and the fields of policy-making, research and development. as enablers of participation Further information is available from Maria Hughes at What is the potential role of different the LSRC. kinds of learning ‘intermediaries’ – agencies, professionals, voluntary Contact: [email protected] and community groups and individuals that act as catalysts, ‘brokers’ or change agents for learning? This work Developing Learning and Teaching will examine models of brokerage and relationships that add value and Non-formal learning Learning styles and thinking skills enable wider participation in learning. A 3-year programme is under way Views about learning styles and thinking Projecting future demand for to consolidate what is known about skills have had great influence in the post-16 learning non-formal learning and its relationship area of post-16 learning, and the LSRC On the basis of currently envisaged and contribution to formal learning. has commissioned research into the trends, what are the prospects for The first stage in the process involves theory and practice of both. Four participation in post-16 learning by a critical review of literature, with research projects will assess both the different social, age and ethnic groups? a view to clarifying our understanding merits of theoretical work and the The LSRC will analyse known trends of what exactly non-formal learning is. success of the pedagogy it has and use scenario-building to project The research, carried out by Prof Phil influenced. The projects will be future demand for post-16 learning Hodkinson, Dr Helen Colley and Janice undertaken by researchers at the with the DfES and the LSC. Malcolm at the Lifelong Learning Universities of Newcastle, Sunderland Institute, , will run and Strathclyde. Contact: [email protected] from March 2002 to March 2003. E-learning Learning in settings shared by Phase 1 of the research programme young people and adults on e-learning will explore hybrid models An LSDA scoping study showed that of learning where the use of face-to-face little is known about the learning teaching and learning is combined relationships in settings shared by with the use of computer-mediated young people and adults. The Centre technologies. The research will consider has commissioned Prof Stephen how hybrid models of e-learning McNair and colleagues at the School can provide the learner with a multi- of Educational Studies, University of dimensional learning experience. Surrey, and Prof Gareth Parry and Co-supported by the LSRC and Birkbeck, colleagues at the School of Educational University of London, the project was Studies, University of Surrey, to launched at a joint seminar, New investigate the impact of age mix directions in ICT and education in on educational outcomes and teaching post-compulsory education. The event and learning relationships. A report included participants from the learning is due in July 2003. and skills sector, higher education, industry and the media, and explored the changing role of the teacher and learner, and new directions for the use of ICT in post-compulsory education.

Contact: [email protected] The Organisation of Learning

Saving for Learning Learners and their financial circumstances The Saving for Learning project The LSRC is collaborating with the Evidence for Policy aims to explore individuals’ attitudes and Practice Information and Co-ordinating (EPPI) Centre and behaviour towards financing on one of its pilot systematic reviews in education. A review their own and their families’ learning. group on post-compulsory education and training has been It is intended to inform future policy set up within the LSRC and is undertaking its first review in relation to welfare reform and of literature on the question ‘What is the impact of the to address the challenge set out financial circumstances of learners in the LSC sector on in The learning age, the government their engagement with learning?’. The scope for the review Green Paper on educational reform has been developed through an advisory group including published in 1998. representatives from NIACE, the DfES, York College and the Institute of Employment Studies. An interim report The first stage of the project (available from the LSDA Information Services team at involved a major scanning and scoping [email protected]) sets out a detailed map of studies study which showed that, although identified to date, and provides insight into the nature a substantial amount of literature exists of existing research and identifies where the gaps lie. on savings, there is very little work The assessment and synthesis of selected material is which seeks to connect either saving under way and a final report is expected in autumn 2002. with investment in learning or learning as a motive for saving. The second Institutions of the future stage of the project comprises two strands: a paper commissioned We are exploring with Prof Helmut Anheier at the Centre from the National Institute of Adult for Civil Society work to form part of our larger exploration Continuing Education (NIACE) seeks of institutions of the future – looking at the question to link the financing of learning ‘In what forms of organisation do what forms of learning with individual and family lifecycles; flourish?’. The focus of this piece of work is on voluntary, and a paper commissioned from community and mutual organisations as post-16 providers. Charles Rivers Associates examines As part of our Exploring the Future programme, we have international comparisons in respect formed a partnership with the Tomorrow Project to look at of financing post-16 learning. The the pattern of post-16 providers and their interrelationships LSRC now plans to commission further over the next 20 years. work to look at medium-term policy options, and a large-scale empirical Contact: mfl[email protected] survey of attitudes and behaviour.

Developing the Workforce for Building Effective Research Post-compulsory Learning A strategy for building effective The project will be carried out by research underpins the five research a consortium led by William Solesbury The behaviours of effective leaders programmes and will focus on develop- from the ESRC UK Centre for Evidence We need to know much more about ing capacity and innovation. It will Based Policy and Practice, based at the emerging post-compulsory learning investigate how to enable impact, Queen Mary (University of London), workforce to ensure that the sector ensure that research evidence is clear with Sandra Nutley of the Research Unit is prepared to meet the challenges and timely, and enable findings to be for Research Utilisation (University of of the future. The priority for the first used effectively for policy and practice. St Andrews) and Janie Percy-Smith of year is to investigate the leadership the Policy Research Institute (Leeds behaviours needed to create tomorrow’s Models of research impact Metropolitan University). The project is successful learners. Effective leader- expected to report in November 2002. The Centre has commissioned ship, coupled with good management, a study of models of research impact, Towards the later stages of the project, is increasingly seen to be a critical embracing both a review of literature practitioners and policy-makers will factor in improving quality and and an assessment of examples of become involved in interpreting the standards in post-compulsory learning. practice across a variety of sectors findings of the study. Plans will then The research, to be commissioned within and beyond education. The be developed for building long-term shortly, will consider the contribution aim is to enhance the contribution relationships between those who of diversity in the types and styles of research to policy and practice undertake research and those who of leaders, and how we can learn from processes by drawing on experience make use of it. different ways of practising leadership, gained from approaches that have in terms of gender and cultural already been tried. Contact: [email protected] differences.

Contact: [email protected]