Future scenarios workshops Sample Clauses

Future scenarios workshops. Seven future scenarios workshops were held between June and September 2006, across all four UK home countries and involving representatives from all five LLUK constituencies. The workshops were conducted with LLUK country panels comprising constituency representatives in Northern Ireland, Scotland (two workshops) and Wales. Additional employer representatives were convened for two workshops in England (Leeds and London) and representatives from the main trades unions in the lifelong learning sector were convened for a final workshop held in London. These again provided opportunities for key stakeholders and individual providers/employers within the sector to contribute directly to the research and findings of this first stage of the SSA. The principal aim of the workshops was to identify future priority skills needs for the individual constituencies in each UK home country. In particular, the workshops aimed to deliver clear evidence about which occupations and skills levels might be in greatest demand for each constituency in each UK home country in the future. In order to achieve this, the workshops presented participants with four scenarios as a stimulus for discussion, adapted from ‘Learning from the future: scenarios for post-16 learning’ (Xxxxxxx & Worsley, 2003). The possible scenarios for the future of post- compulsory learning in 20 years’ time were developed, based on the established methodology of the ‘Tomorrow Project’ (xxx.xxxxxxxxxxxxxxx.xxx), and taking into account current priorities, future challenges and drivers for change and are briefly summarised in table 2.2: Table 2.2: Possible scenarios for the future of post-compulsory learning Steady as it goes – low regulation, low public investment The status quo option, focusing on the implementation of government policies with minimal future government intervention aimed at encouraging the development of a flexible labour market, with FE colleges providing more applied (vocational) training, HE institutions continuing to widen participation, and employers providing more in-house training for the extant workforce. Change tack – high regulation, low public investment Increased government policy focus on regulating entry to the labour market, in recognition that market forces alone will not increase higher value-added employment, with a massive expansion of apprenticeships and less emphasis on meeting the skills needs of older workers. Change course – low regulation, high public investment Increa...
Sample 1
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Future scenarios workshops. ‌ Seven future scenarios workshops were held in the UK between June and September 2006. Employer representatives were convened for one workshop specific to Wales and representatives from the main trades unions in the lifelong learning sector were convened for a final workshop held in London, covering issues for the whole of the UK. The principal aim of the workshops was to identify future priority skills needs for the individual constituencies in each UK home country. The workshops presented participants with four scenarios as a stimulus for discussion adapted from ‘Learning from the future: scenarios for post-16 learning’ (Xxxxxxx & Worsley, 2003).The following key questions were addressed; • Which occupations will be in greatest demand? • Which skills levels will be in greatest demand? • Which types of skills will be in greatest demand?
Sample 1
Future scenarios workshops. Between June and September 2006, two workshops were conducted in Scotland with LLUK country panels comprising constituency representatives from all five LLUK constituencies. The principal aim of the workshops was to identify future priority skills needs for the individual constituencies in Scotland. The workshops presented participants with four scenarios as a stimulus for discussion, adapted from ‘Learning from the future: scenarios for post-16 learning’ (Xxxxxxx & Xxxxxxx, 2003). The following key questions were addressed • Which occupations will be in greatest demand? • Which skills levels will be in greatest demand? • Which types of skills will be in greatest demand?
Sample 1

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