Abstract
This article provides a critical evaluation of demand-led training in practice. It focuses on the policy of workforce development and, in particular, on one workforce development pilot project. At the heart of the pilot is the notion of a ‘learning broker’ whose role is to stimulate demand for training in companies with little history or tradition of employee development, whilst simultaneously ensuring value for public funding. The article explores the tensions inherent to this role, and examines the contextual factors that constrain and enable the effectiveness of the broker. The article also addresses the issues of ownership and commitment to training. Finally, we show how the cases highlight certain systemic problems within publicly funded training in the United Kingdom (UK).
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