How do skills needs in the national and local economy and qualifications of our labour force match up? Can careers advice policies, the Teaching Excellence Framework and spending decisions improve effectiveness?

Background

This publication sets out areas where DfE is interested in more research and new evidence2. Given the broad policy agenda of the department it is not practical to provide an exhaustive list of research questions of interest. Instead this is a targeted list of areas which are both key departmental priorities and where we feel the research community is currently well placed to add to our evidence base. In terms of approaches to answer the questions, we are interested in both primary qualitative and quantitative research, secondary data analysis, and literature reviews/synthesis of existing evidence. For all questions we are interested in international perspectives and what has worked, or not, in other countries. For all our questions we are interested in how results differ for relevant sub-groups such as Free School Meal pupils, Pupil Premium pupils, Special Educational Needs and Disability (SEND) pupils, Black and Minority Ethnic pupils, and gender.

Next steps

Get in touch with ARI.Reply@education.gov.uk

Source

This question was published as part of the set of ARIs in this document:

Df E Areas of research interest

Related UKRI funded projects


  • Skills2Capabilities

    The Skills2Capability project is about understanding how skill systems across Europe can reduce the level of skills mismatch in their labour markets. It is recognised that future labour markets will be more mobile with m...

    Funded by: Horizon Europe Guarantee

    Lead research organisation: UNIVERSITY OF WARWICK

    Why might this be relevant?

    The project addresses the skills mismatch in labour markets and how to better meet skill demands, but does not directly address careers advice policies, the Teaching Excellence Framework, or spending decisions.

  • NUS HOLDINGS LIMITED - NUS Employability Skills system - Proof of Market

    For school leavers, students, and graduates, knowing what skills they have is vitally important when it comes to securing, staying in and changing employment. Every year employers organisations carry out inter/national s...

    Funded by: Innovate UK

    Lead research organisation: NUS HOLDINGS LIMITED

    Why might this be relevant?

    The project partially answers the question as it focuses on the importance of employability skills in the labor force, but does not specifically address the match between skills needs and qualifications. The authors have the necessary expertise to competently answer the question.

  • Ethos SkillsPlanner

    Matching the skills output of educational establishments with the needs of industry, particularly in a rapidly changing economy, is problematic. The inability to integrate the various bespoke datasets has meant the holis...

    Funded by: Innovate UK

    Lead research organisation: ETHOS VO LIMITED

    Why might this be relevant?

    The project partially answers the question as it aims to match the skills output of educational establishments with the needs of industry, but does not specifically mention careers advice policies, the Teaching Excellence Framework, or spending decisions. The authors have the necessary expertise to competently answer the question.

  • Quantitative analysis of the teacher labour market in England

    Current government policy aims both to raise overall standards of attainment and to reduce the attainment gap between rich and poor. The most important determinant of a child's education is the quality of teaching. So, h...

    Funded by: ESRC

    Lead research organisation: University College London

  • Skills at work: an analysis of the interaction between training and occupations in the labour market

    My research explores policy-relevant topics in labour economics, with a methodological emphasis on applied econometrics. More specifically, my main research agenda focuses on studying the specificity of human capital wit...

    Funded by: ESRC

    Lead research organisation: Institute for Fiscal Studies

  • Understanding the complex determinants of teacher shortages: an integrated approach

    Understanding the complex determinants of teacher supply is important for effective workforce planning. The current teacher supply 'crisis' is expected to get worse. Despite the body of work in this area the issue has ne...

    Funded by: ESRC

    Lead research organisation: Durham University

  • HIVE-PED: Higher Vocational Education and Pedagogy in England

    The HIVE-PED Research Seminar Series: Higher Vocational Education and Pedagogy in England The proposed HIVE-PED research seminars series will map out the research territory, report research findings, facilitate debate,...

    Funded by: ESRC

    Lead research organisation: University of Greenwich

  • Skillzminer

    "Our vision is to improve social inclusive growth and boost productivity via our digital concept called Skillzminer. Our project will demonstrate how artificial intelligence, can better predict the skills, values a...

    Funded by: Innovate UK

    Lead research organisation: SKILLZ MINER LIMITED

  • MEGASKILLS [MEthodology of Psycho-pedagogical, Big Data and Commercial Video GAmes procedures for the European SKILLS Agenda Implementation]

    According to the importance of soft skills in the European Skills Agenda (transversal skills in the document) the EU has tackled this gap by working with competency and skills definition models such as EntreComp, LifeCom...

    Funded by: Horizon Europe Guarantee

    Lead research organisation: UNIVERSITY OF WARWICK

  • Comparative analysis of teacher policies across international education systems to understand the complex factors shaping teacher demand and supply

    This project addresses the issue of teacher shortages, a pervading policy concern in many countries, with policy responses that often focus on teachers' relatively poor pay and working conditions. This is because many st...

    Funded by: ESRC

    Lead research organisation: Durham University

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