This report aims to encourage the wider use of target setting for individual students and trainees in the learning and skills sector, defined as the provision of post-16 further and continuing education and training, funded and inspected in England by the new Learning and Skills Council. Section 1 addresses types of targets for individual students that will be specific, challenging, achievable, and measurable. Section 2 offers a rationale for setting targets. Section 3 focuses on the crucial question of who targets are for--who will gain most from using targets and which types of learner will benefit most from targets. Section 4 describes these three models available for target setting: quantitative, qualitative, and combined (implicit and integrated). Section 5 addresses which approach is best for which learners. Section 6 identifies key features of successful target setting: implementation, learner motivation, teaching and tutoring, management, quantitative approaches, and qualitative and combined approaches. Section 7 is a guide to further resources. (Contains 33 references.) (YLB)