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The Lifelong Learning Strategy for Scotland
Footnotes
1 Based upon the Department for Education and Skills, Learning and training at work survey 2000
2 Department for Education and Skills (2002) National Adult Learning Survey, 2001
3 Department for Education and Skills (2002) National Adult Learning Survey, 2001
4 Based upon the Department for Education and Skills, Learning and training at work survey 2000
5 Department for Education and Skills (2002) National Adult Learning Survey, 2001
6 Same source as Reference 5
7 'Simplicity, security and choice: working and saving for retirement.' DWP Green Paper on Pensions December 2002
8 Paper for the Scottish Labour Market Intelligence Unit, 'Getting Old and Grey?: The Implications of Demographic Change and Population Ageing for the Scottish Labour Market', Ross Brown, December 2000
9 The Age Participation Index, which indicates the numbers of young people, aged 17-21 into HE as a proportion of the population of 17-year-olds.
10 For more details on the different levels of the SCQF, please see the diagram on p.71
11 Programme for International Student Assessment (2002) The Performance of 15 Year Olds in Reading Literacy, Mathematical Literacy and Scientific Literacy
12 Figures taken from the Labour Force Survey and relate to the numbers receiving job-related training or education in the last 3 months before interview
13 For more details on the different levels of the SCQF, please see the diagram on p.69
14 DfES (2001) National Adult Learning Survey
15 Munn and MacDonald (1998) Adult participation in education and training
16 Martin and Dudleston for Scottish Enterprise (2001) Attitudes to learning in Scotland
17 An analysis of motivational factors is covered in Crossan, Field, Gallacher and Merrill, 'Understanding Participation in Learning for Non-Traditional Adult Learners: learning careers and the construction of learning identities', British Journal of Sociology, Vol 24. No 1. 2003
18 The evidence from ONS Introducing new and improved labour productivity data, May 2001 shows that on GDP per filled job, Scotland is marginally lower than the UK average, whilst, on GDP per hour worked, Scotland is slightly higher than the UK average. On GDP per head, Scotland is lower than the UK average, in part due to the lower employment rate in Scotland compared to the rest of the UK.
19 For further information on this survey, please see the Futureskills Scotland website at http://www.futureskillsscotland.org.uk
20 OECD (2001) Education policy analysis found that those who make greatest use of literacy skills at work are 6 to 8 times more likely to receive support from their employers for education/training than those who use literacy skills least.
21 Dearden et al. (1999) Who gains when workers train? found that raising the proportion of employees trained in the production sector from 10% to 15% is associated with at least a 3% point increase in the value added per worker. In the USA, Lynch and Black (1997) How to compete: the impact of workplace practices and IT on productivity found no significant training impact on company turnover or productivity but did find certain kinds of training effective in raising productivity, notably computer training in the non-manufacturing sector.
22 Cosh, Hughes and Weeks (2000) The relationship between training and employment growth in SMEs
23 Keep (1999) Employer attitudes to adult training
24 'Towards the learning organization?' (2002) Ewart Keep and Helen Rainbird in Supporting Lifelong Learning: Volume 2: organizing learning, edited by Reeve, Cartwright and Edwards, The Open University
25 The Society of Chiropodists and Podiatrists (SCP) runs an e-learning project for Healthcare Professionals, funded by the Scottish Union Learning Fund
26 The Graphical Paper and Media Union (GPMU) has received a Scottish Union Learning Fund award for ' Core Skills and Dealing with Change in the Workplace', a programme which aims to increase awareness of learning opportunities, particularly for development of literacy/numeracy and introductory ICT for non-traditional learners. Three of the first four Adult Literacy and Numeracy Pathfinder projects are focused on raising awareness among employers and trade unions
27 Recent research shows that FE is the main vehicle in Scotland for drawing non-traditional learners into advanced and degree studies: Osborne, Cloonan, Morgan-Klein and Loots (2000), 'Mix and Match' Further and Higher Education Links in Post-Devolution Scotland, International Journal of Lifelong Education, 19, 3 pps 236-252
28 OECD and UK evidence - such as the Labour Force Survey - show that across OECD countries in 2001 a person aged 25-64 without an upper secondary qualification could expect to earn between 4% and 42% less than someone with an upper secondary qualification. At the other end of the scale, a tertiary education graduate could expect to earn between 24% and 94% more than someone qualified to upper secondary level only. In Scotland this difference is equally evident - people qualified to below upper secondary level earned 33% less, and tertiary education graduates earned 46% more than someone qualified to upper secondary level.
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