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Incorporating HCP 197-i/xiii, session 2003-04
With corrigendum slip dated June 2005 (1 sheet).
A recurrent theme of the Government's education policy has been the need to improve skill levels in the workforce. In this light this report looks at the Government's proposals for the provision of education between the ages of 14-19 and the work of the Working Group on 14-19 Reform. One of the clear conclusions is that the whole education experience is significant for a child, not just one particular part and that the labour market really requires young people who are literate, numerate and work prepared. On the subject of the proposed unified diploma to replace GCSEs and A levels, the Committee understands why the Government thought its introduction would be a risk but it nevertheless urges to the subject to be kept under review. However the burden for change does not solely rest with the government, employers must also engage with the process to help devise a system that meets their needs.
With correction slip dated January 2010 amending paper numbers incorporated in the volume

Post-16 skills

Great Britain: Parliament: House of Commons: Education and Skills Committee

Published: 2007-08-14

Total Pages: 448


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Post-16 Skills : Ninth report of session 2006-07, Vol. 2: Oral and written Evidence
Olympic Games and Paralympic Games 2012 : Legacy, oral and written Evidence
This report indicates broad support for the creation of Local Enterprise Partnerships as a way of addressing local growth. In particular the potential of LEPs to offer a greater focus on local economic needs, and build on the affinity between business, local government and other partners at a local level is recognised. Whilst it is right that LEPs should compete at certain levels it is equally important for them to collaborate, particularly with the Regional Development Agencies, where it makes economic sense. Local Enterprise Partnerships are being introduced quickly and at a time of greatly constrained public funding. There is concern that in the short term LEPs will need know how and powers and in some cases financial resources to make a positive difference. Government will need to be willing to devolve power to LEPs and in certain cases be willing to support LEPs at inception. If LEPs are to be a success, the Department's transition team will need to focus in three areas: retain RDA know-how, realising the full potential of RDA assets, and leveraging potential EU funding
Incorporating HC 505-i-v, session 2008-78
A report that considers the broad issue of why science and engineering are important and why they should be at the heart of Government policy. It also considers three more specific issues: the debate on strategic priorities; the principles that inform science funding decisions; and, the scrutiny of science and engineering across Government.