Praxis: An appetite for learning: increasing employee demand for skills development
Raising the skill levels of the UK economy depends to some extent on individuals being prepared to invest in their own skill development, as well as expressing to employers and others their demand for formal and informal training. The chances of an individual actively seeking to increase their skills level depends, research suggests, on a number of ‘intrinsic’ and ‘extrinsic’ factors. People with few qualifications, those who are not employed or who work in smaller or non-unionised workplaces tend to be less likely than others to engage in, or demand, skills development.
Praxis: An appetite for learning: increasing employee demand for skills development (PDF, 131 Kb)
Published January 2010
Raising the skill levels of the UK economy depends to some extent on individuals being prepared to invest in their own skill development, as well as expressing to employers and others their demand for formal and informal training.
The chances of an individual actively seeking to increase their skills level depends, research suggests, on a number of ‘intrinsic’ and ‘extrinsic’ factors. People with few qualifications, those who are not employed or who work in smaller or non-unionised workplaces tend to be less likely than others to engage in, or demand, skills development.
Research highlights a number of barriers to the take-up of skills development that are experienced by different groups of people. These include financial constraints; limited access to information, advice or guidance; negative influence from family or peers and in some cases negative early experiences of education or training. For those in work, the attitudes and practices of their employers can play an important role in stimulating or inhibiting skills development.
This paper outlines a broad policy framework around which initiatives designed to increase individual investment in skills development might be built and be particularly targeted at those least likely to participate in skills development.
For those with limited experience of skills development, focused support coupled with flexible provision and appropriate financial incentives appear to be the most fruitful way forward. For people who are in work, a combination of workplace advocacy (in the form of Union Learning Representatives or similar) and employer willingness to provide at least part of the time or resources required should lead to a significant increase in individual demand for skills development.
Underpinning these policy initiatives there is also a need for something more: a pervasive culture of learning which means that people from across all sections of UK society see learning as an ongoing part of their lives, rather than something that ends with compulsory education.
