This study, commissioned by the Learning and Skills Development Agency (LSDA), was funded by the Learning and Skills Council (LSC), the Council for Industry and Higher Education (CIHE), the Department for Education and Skills (DfES) and the Higher Education Funding Council for England (HEFCE). It sought to explore employers’ perceptions of existing education and training provision in meeting skills needs for associate professional and higher technician occupations. ‘The study aimed to collate employers’ views and the value of vocational higher education, and the relative merits of such provision in HE institutions and FE Colleges’ (2003). The study includes a data mapping exercise and qualitative research.

The paper provides an outline of the background and policies during the 1990s and early 2000s which have affected education and employment trends, focusing on the skills debate and vocational higher education.

A mapping exercise was undertaken of sub-degree vocational higher education in both the HE and the Learning and skills sectors. The data analysed provides a breakdown of the student population in each sector, e.g. mode of study, location, subject, student demographics. A similar breakdown is provided for each sector in terms of qualifications, completions and awards. The report provides data on the destination of sub-degree qualifiers from both sectors.

Chapter three discusses research on employers’ perceptions of sub-degree vocational higher education. Interviews were carried out with (mainly) large employers and a number of industry bodies.  Consideration is given to: the value of sub-degree qualifications, vocational HE progression options, external or internal provision, recruitment requirements and preferences, professionalisation, small businesses, workforce development, professional/chartered status and job opportunities for those with vocational HE qualifications.

Chapter four focuses on students’ perceptions of employers’ needs and outlines the findings of interviews and focus groups. Considerations include: student/employee educational plans, perceptions of employers’ preferences for types of vocational HE programmes, the importance of the ‘right qualifications’ and the extent of employer support for studies.

Conclusions, recommendations and a number of key issues for policy makers are discussed in the final chapter of the paper.

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