DRIVERS OF THE DEMAND FOR SKILLS. Workforce skills are influenced by a variety of drivers. As the lifelong learning sector is primarily publicly-funded, it is government policy across the UK as a whole and within each of the individual home countries of the UK that is perhaps the most important factor influencing skills demand. This chapter starts with a country-specific classification of policy drivers and is based on an extensive review of policy documentation relevant to each of the five component constituencies of the lifelong learning sector across the UK as a whole and within the four individual UK home countries. The remainder of the chapter reviews other drivers of the demand for skills, including: expenditure trends; demographic change; trends in participation in lifelong learning; globalisation and technological change. It is based on a review of academic and other research reports and also draws on findings from consultations with key stakeholders across the sector. Stakeholders often provided country-specific views with regard to the factors driving change in their constituency. However, given the broad scope of the drivers for sector skills demand discussed, most of the issues are addressed at a UK-wide level but with individual geographic and constituency perspectives provided where the evidence allows.
DRIVERS OF THE DEMAND FOR SKILLS. Workforce skills are influenced by a variety of drivers. The Lifelong Learning sector in Wales is a primarily publicly-funded sector, and its skills demands are therefore most significantly influenced by UK and Welsh Assembly government policy. This chapter starts with a classification of drivers for the UK as a whole and then looks at those specific to Wales. It is based on an extensive review of policy documentation relevant to each of the five component constituencies of the lifelong learning sector. The remainder of the chapter reviews other drivers of the demand for skills, including: expenditure trends; demographic change; trends in participation in lifelong learning; globalisation and technological change. It is based on a review of academic and other research reports and also draws on findings from consultations with key stakeholders across the sector. Where possible and appropriate these drivers are identified as specific to Wales. In other cases they are reflections on the UK as a whole.
DRIVERS OF THE DEMAND FOR SKILLS. Workforce skills are influenced by a variety of drivers. As the lifelong learning sector is primarily publicly-funded, it is the policy set by government across the UK as a whole and within Northern Ireland that is perhaps the most important factor influencing skills demand. This chapter starts with a classification of policy drivers relevant to Northern Ireland and is based on an extensive review of policy documentation relevant to each of the five component constituencies of the lifelong learning sector. The remainder of the chapter reviews other drivers of the demand for skills, including: expenditure trends; demographic change; trends in participation in lifelong learning; globalisation and technological change. It is based on a review of academic and other research reports and also draws on findings from consultations with key stakeholders across the sector. Where possible and appropriate these drivers are identified as specific to Northern Ireland. In other cases they are reflections on the UK as a whole.
DRIVERS OF THE DEMAND FOR SKILLS. Workforce skills are influenced by a variety of drivers. As the lifelong learning sector is primarily publicly-funded, it is the policy set by government across the UK as a whole and by the Executive within Scotland that is perhaps the most important factor influencing skills demand. This chapter starts with a classification of policy drivers generated by the Scottish Executive and UK parliament and is based on an extensive review of policy documentation relevant to each of the five component constituencies of the lifelong learning sector. The remainder of the chapter reviews other drivers of the demand for skills, including: expenditure trends; demographic change; trends in participation in lifelong learning; globalisation and technological change. It is based on a review of academic and other research reports and also draws on findings from consultations with key stakeholders across the sector. Where possible and appropriate these drivers are identified as specific to Scotland. In other cases they are reflections on the UK as a whole.
