SKOPE’s 3SKOPE’s 3rdrd Research Research Programme (2008 – Programme (2008 –

2013)2013)

Ewart KeepEwart Keep

SKOPESKOPE

Evolving the ProgrammeEvolving the Programme

In developing the programme we went In developing the programme we went through a lengthy iterative process, through a lengthy iterative process, involving:involving:

• Academics (UK and overseas)Academics (UK and overseas)• Policy makers (UK and overseas)Policy makers (UK and overseas)• Practitioners (UK and overseas)Practitioners (UK and overseas)• Research Partners (UK and overseas)Research Partners (UK and overseas)

Design CriteriaDesign Criteria

• Had to address key issues across developed Had to address key issues across developed world.world.

• Must advance theory, policy and practice.Must advance theory, policy and practice.

• Should build on SKOPE’s existing expertise Should build on SKOPE’s existing expertise and comparative advantage.and comparative advantage.

• Must avoid duplicating research undertaken Must avoid duplicating research undertaken by others.by others.

Structure of ProgrammeStructure of Programme

Over-arching, cross-thematic activitiesOver-arching, cross-thematic activities

3 Themes:3 Themes:1.1. The implications of simultaneous growth in top The implications of simultaneous growth in top

and bottom end employment.and bottom end employment.

1.1. The spatial dimensions of the distribution of skill The spatial dimensions of the distribution of skill and knowledgeand knowledge

1.1. Reform of E&T provision and the emergence of Reform of E&T provision and the emergence of ‘smart’ E&T and economic development ‘smart’ E&T and economic development systems.systems.

Cross-Thematic ActivitiesCross-Thematic Activities

A platform of common activities across the A platform of common activities across the themes:themes:

• Data gathering and analysisData gathering and analysis

• Integrative theory buildingIntegrative theory building

• Dissemination, knowledge transfer and user Dissemination, knowledge transfer and user enagagementenagagement

Theme 1 – The implications of top Theme 1 – The implications of top and bottom end growth in the and bottom end growth in the labour marketlabour market

Context:Context:

1.1. Growing concern about labour market Growing concern about labour market polarisation and the persistence of low polarisation and the persistence of low paid employment.paid employment.

2.2. The challenge this poses to creating a The challenge this poses to creating a high participation (100% to age 18), high high participation (100% to age 18), high achievement E&T system.achievement E&T system.

Theme 1 ProjectsTheme 1 Projects

• Workers in the knowledge economy (PhD Workers in the knowledge economy (PhD cohort)cohort)

• The E-skills gap in the labour marketThe E-skills gap in the labour market

• Service occupations and performance in Service occupations and performance in comparative perspectivecomparative perspective

• Labour market segmentation revisitedLabour market segmentation revisited

Theme 1 – Over-arching IssuesTheme 1 – Over-arching Issues

Linking the Theme’s projects is a desire to Linking the Theme’s projects is a desire to explore the notion of a common minimum explore the notion of a common minimum learning platform of learning platform of skill/qualification/learning for a C21 skill/qualification/learning for a C21 worker/citizen. Are current minimum worker/citizen. Are current minimum learning entitlements enough?learning entitlements enough?

Theme 2 – The spatial dimensions Theme 2 – The spatial dimensions of the distribution of skill and of the distribution of skill and knowledgeknowledge

Context:Context:

Across the OECD, the focus of skills research and Across the OECD, the focus of skills research and policy is shifting from the nation state to sectors, policy is shifting from the nation state to sectors, localities, regions, city-regions and peripheral localities, regions, city-regions and peripheral localities. Neither the supply of skill, nor demand localities. Neither the supply of skill, nor demand for it, it is equally distributed across space.for it, it is equally distributed across space.

The emergence of transnational/global labour The emergence of transnational/global labour markets (at both the top and bottom ends), plus markets (at both the top and bottom ends), plus growing offshoring.growing offshoring.

Theme 2 ProjectsTheme 2 Projects

• Brain drain and graduate recruitment in WalesBrain drain and graduate recruitment in Wales

• Graduate migrationGraduate migration

• Globalisation, corporate strategies and the Globalisation, corporate strategies and the future of skills.future of skills.

• The implications of HRD outsourcing.The implications of HRD outsourcing.

Theme 2 – The Key Theme 2 – The Key IssuesIssues• How should we map emerging patterns How should we map emerging patterns

and geographies of supply, demand and and geographies of supply, demand and the interactions between them?the interactions between them?

• In what ways (if any) can government(s) In what ways (if any) can government(s) and other actors respond, and at what and other actors respond, and at what level (supra-national, national, regional, level (supra-national, national, regional, local, sectoral, etc)?local, sectoral, etc)?

Theme 3 – Reform of E&T Provision and Theme 3 – Reform of E&T Provision and the Emergence of ‘Smart’ E&T and the Emergence of ‘Smart’ E&T and Economic Development SystemsEconomic Development Systems

Context:Context:E&T systems worldwide are grappling with common E&T systems worldwide are grappling with common

tensions:tensions:• Matching supply and demandMatching supply and demand• Planning versus marketsPlanning versus markets• Complexity and uncertaintyComplexity and uncertainty• Centralisation versus devolutionCentralisation versus devolution• Trust versus controlTrust versus control• Balance between public and private provision Balance between public and private provision

AND fundingAND funding

Theme 3 ProjectsTheme 3 Projects

• E&T reform in England and GermanyE&T reform in England and Germany• Mapping the skills industryMapping the skills industry• Integrating business improvement and Integrating business improvement and

economic developmenteconomic development• What can we learn from the Irish Republic?What can we learn from the Irish Republic?• New approaches to system design and New approaches to system design and

performance management in E&Tperformance management in E&T• An inquiry into the certification and An inquiry into the certification and

measurement of vocational skillmeasurement of vocational skill

Theme 3 – Linking IssueTheme 3 – Linking Issue

• The role of trust in designing, The role of trust in designing, measuring and managing E&T measuring and managing E&T activityactivity

Intended OutcomesIntended Outcomes

• Rethinking the meaning, creation, usage Rethinking the meaning, creation, usage and certification of skill in a C21 economy, and certification of skill in a C21 economy, in a context where many jobs and in a context where many jobs and conceptions of skill remain rooted in C19.conceptions of skill remain rooted in C19.

• Production of a more rounded, integrative, Production of a more rounded, integrative, socially grounded understanding of skill socially grounded understanding of skill creation and usage within particular creation and usage within particular workplace and employment relations workplace and employment relations settings.settings.