Britain's Training Statistics

In the last two decades or so education and training have become central in the discussion of Britain's economic performance. There have been substantial changes in education and training policy (OECD 1995) and, at the same time, an expansion of participation in post-compulsory education. Both current and recent governments have aimed to raise work-based training through a mixture of persuasion and limited, selective, measures. Yet, there is considerable uncertainty about the extent to which the education and training system is enhancing skills in Britain or, for that matter, in many other countries. This paper concentrates on one dimension of the issue, namely work-based training statistics. There is uncertainty both over the amount of inputs into training and over its impact on skills. It argues that the uncertainty is, in part, the consequence of poor training statistics and that policy debate would benefit from improvements in the ways in which these statistics are compiled and interpreted

Compulsory education · Dimension (graph theory · Economic growth · Economics · Geography · Meteorology · Official statistics · Persuasion · Political science · Statistics · Training (meteorology · Work (physics · Education Systems and Policy · Engineering · History · Intergenerational and Educational Inequality Studies · Labor market dynamics and wage inequality · Mathematics · Psychology · Social Psychology

• Beyond Algorithmic Control

  Giorgio Boccardo, Alejandro Castillo et al.•Journal of Labor and Society•2022

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