The learning and skills council and the institutional infrastructure for post‐16 education and training: an initial assessment

Using secondary data and new survey evidence from local LSC's, this article assesses the progress of the Learning and Skills Council (LSC). It does so with particular reference to three current policy priorities: to ensure national coherence but with sensitivity to the local context, to increase the demand‐led element of education and training, and to increase partnership with others. The article finds that the LSC is much more coherent and nationally orientated than the structures it replaces. However, this centralisation has come at the expense of local flexibility. Evidence suggests that the LSC is less collaborative with other agents than previous structures and is less demand‐led, focusing on national strategic planning and using other agents and partners only where they help to meet national objectives.