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The European Social Fund (ESF) Objective 3 Programme was aimed at overcoming long-term unemployment and integrating young people into the labour market. In Great Britain, it comprised a three-year program (1997-1999) and was designed to raise the skills level of the labour force and to improve the labour market prospects for those individuals most at risk of exclusion. The Institute of Employment Studies and NOP Research Group were commissioned by the then Department for Education and Employment (DfEE) to undertake the 1999 leavers' survey for the ESF Objective 3 Programme in order to assess the beneficiaries of Objective 3 projects. This report presents the results of the survey. It is structured as follows: chapter one outlines the aim of this research and presents the main findings; chapter two identifies the characteristics of Objective 3 beneficiaries and the labour market difficulties they face; chapter three discusses the kinds of support provided by the projects under ESF Objective 3; the fourth chapter examines project completion, early leaving and identifies the activities undertaken by the beneficiaries leaving the projects; the fifth chapter discusses outcomes from ESF Objective 3 in terms of qualifications, jobs and other 'soft outcomes' and the impact of ESF on beneficiaries; and the final chapter concludes the study and summarises the key findings of the research. Also included are three appendices: (1) Research methodology and sampling procedures; (2) Survey questionnaire; and (3) Logistic regression. Show less

Foundation degrees (FDs) were established as a pathway for people within the workplace to build on existing expertise and continue working at the same time as studying for a higher level qualification. One of the FDs developed was in the Early Years sector. The Early Years Sector-Endorsed Foundation Degree (EYSEFD) comprises practical experience in an Early Years workplace, supported by a mentor, which constitutes the work-based learning (WBL) element of the course, in conjunction with academic work. This report presents the findings of qualitative follow-up interviews with students about their views and experiences of the EYSEFD. Interviews were carried out with both those who had completed the course and those who left it early. Specific aims of the study were to: gain an in-depth understanding of students’ experiences of the course over time; understand changes over time in students’ aspirations and expectations; understand factors helping or hindering their progress through the EYSEFD, in particular the reasons for students leaving the course early; and understand the impacts on graduates of the EYSEFD, both personally and professionally. Key findings include: there was widespread praise for the teaching on the EYSEFD, particularly when delivered by someone with practical experience of working in the EY sector who also recognised the particular needs of students on the course; WBL was viewed as a valuable component of the EYSEFD; having a mentor was perceived as vital in being able to undertake WBL and participate in the EYSEFD; colleagues and employers were, in most cases, supportive of students' participation in the EYSEFD and facilitated their WBL; several factors usually influenced early leavers' decisions to leave the course; students reported that their workplace skills improved as a result of undertaking the EYSEFD. Recommendations are made for improvements to the program.

The report of the study of employers' and mentors' experiences of the EYSEFD is indexed at TD/TNC 85.380. Show less

The Increased Flexibility for 14-16 year olds Programme (IFP) was introduced in 2002 by the UK Department for Education and Skills (DfES) in order to ‘create enhanced vocational and work-related learning opportunities for 14-16 year olds who can benefit most’. Partnerships between schools and colleges and training providers were formed and two cohorts of Year 10 students began two-year vocational courses including National Vocational Qualifications (NVQs), other Vocational Qualifications (VQs) and new General Certificate in Secondary Education (GCSEs) in vocational subjects. The partnerships aimed to enhance student attainment, develop their skills, knowledge and social learning, and increase retention in education and training after 16. The National Foundation for Educational Research (NFER) was commissioned by the DfES to conduct an evaluation of the first and second cohorts of IFP students. The evaluation aims to: assess the effectiveness and cost effectiveness of the implementation of the IFP, and identify those delivery models and implementation practices and strategies that appear to be most successful; evaluate the extent to which the IFP has fulfilled its national aims, objectives and targets; and assess the impact of vocational qualifications and new work-related learning opportunities on young peoples’ skills, knowledge, attitudes, attendance, attainment and post-16 progression. This report presents a profile of the partnerships between schools and colleges that were established to deliver the IFP to Year 10 students in 2003. It outlines the characteristics of the students who were participating and the qualifications they studied. This is the second cohort of students participating in IFP and comparisons with the first cohort are provided throughout the report.

Other reports from the evaluation are indexed at TD/TNC 77.125, TD/TNC 80.651 and TD/TNC 80.678. Show less

The Increased Flexibilities for 14-16 year olds Programme (IFP) was introduced in the UK in 2002 to ‘create enhanced vocational and work-related learning opportunities for 14-16 year olds of all abilities who can benefit most’. Partnerships between schools and external providers were formed during the first year of IFP to achieve this goal. Each partnership involved a ‘lead partner’, generally a further education (FE) college, with funding provided through Local Learning and Skills Councils (LLSCs). In the same year, the Department for Education and Skills (DfES) commissioned the National Foundation for Education Research (NFER) to undertake a national evaluation of IFP to: (1) assess the effectiveness and cost-effectiveness of its implementation; (2) identify delivery models and aspects of implementation that are most successful; (3) evaluate the extent to which IFP has realised its objectives; and (4) assess the impact of vocational qualifications and new work-related learning opportunities on the skills, knowledge, attitudes, attendance, attainment and post-16 progression of participants. As the first cohort of participants are continuing their qualifications at the end of the first year of implementation, the findings focus particularly on the strategic and operational implementation of IFP, including managing the program within the school, working in partnership, equality of access to IFP courses, and delivery of IFP. Some issues to arise include transporting students to their location of study, additional time for IFP coordinators to maintain contact with partner organisations, funding, and the identification of students to participate in IFP. Although students were only part way through their first year of IFP, the evaluation revealed positive outcomes from gaining access to a wider and more appropriate curriculum. Show less

This document reports on research conducted to evaluate the effectiveness and outcomes of the Student Apprenticeship (SA) initiative, created in order to introduce sixth form and college students to the world of work. The report is structured as follows: the first section discusses the aims and objectives of the study, the methodology, and the keys issues and structure of the report; the second section provides an overview of the SA initiative; section three identifies some of the key differences in the implementation structures applied in each of the three pilot areas; section four discusses the issue of promoting the initiative and includes promotional activities for the future; section five considers the selection, recruitment and take up process for the SA initiative; section six looks at the impact of the initiative upon attainment and retention rates; section seven demonstrates how the initiative increased participant motivation; section eight illustrates how the initiative prepares people for becoming Modern Apprentices; section nine considers progression routes; section 10 considers the key benefits of the post-16 model; section 11 identifies the main benefits and disadvantages of the pre-16 model that emerged during the pilot phase; and the final section discusses some of the key issues that emerged from the evaluation. Also included are: Annex A - Presentation of the initial findings; and Annex B - Attendees at the initial findings presentation, 19th October, 2001. Show less

The Increased Flexibility for 14-16 year olds Programme (IFP) was introduced in 2002 by the UK Department for Education and Skills (DfES) in order to 'create enhanced vocational and work-related learning opportunities for 14-16 year olds who can benefit most'. Partnerships between schools and colleges and training providers were formed and two cohorts of Year 10 students began two-year vocational courses including National Vocational Qualifications (NVQs), other Vocational Qualifications (VQs) and new General Certificate in Secondary Education (GCSEs) in vocational subjects. The partnerships aimed to enhance student attainment, develop their skills, knowledge and social learning, and increase retention in education and training after 16. The National Foundation for Educational Research (NFER) was commissioned by the DfES to conduct an evaluation of the first and second cohorts of IFP students. This report focuses on the outcomes for participants who participated in the programme between 2003 and 2005 (second cohort) during a time of change in 14 to 19 policy. The evaluation of the second cohort of IFP participants aimed to: evaluate the extent to which the IFP has fulfilled its national aims, objectives and targets; and assess the impact of vocational qualifications and new work-related learning opportunities on young people’s attainment and post-16 progression. Overall, the majority of participants in the second cohort had achieved their qualifications in line with expectations based on their prior attainment and other background and school-level characteristics. The majority (87 per cent) of the representative sample of young people had progressed onto further education or training after completing their involvement in IFP. Implications for policy and practice are proposed in relation to: sustaining progression; provision of appropriate qualification types; English and mathematics provision within the IFP programmes; addressing discontinuation; and location of study.

Other reports from the evaluation are indexed at TD/TNC 77.125, TD/TNC 80.651, TD/TNC 80.678 and TD/TNC 80.679. Show less

Individual Learning Accounts (ILAs) were introduced as a key element of the United Kingdom (UK) government's lifelong learning agenda with the objective of providing a vehicle for funding continuous learning. The national ILA framework was introduced in September 2000. The strategy was designed to empower individuals to invest in their own learning through individual accounts combined with complementary government incentives. As part of the first year of the national ILA scheme, the Department for Education and Skills (DfES) commissioned an early evaluation of the characteristics of ILA redeemers/non-redeemers and customer satisfaction with the process of opening and using an ILA. Findings are published in the reports indexed at TD/TNC 69.213 and TD/TNC 69.215. This small scale follow-up study was commissioned by the DfES to supplement and extend the initial evaluation. The main aims of the study is to provide evidence on how early and more recent ILA holders view and use their ILAs and to make comparisons between each group. Associated key questions were: (1) to identify if ILAs are a fund for continuous/repeated learning; (2) to assess if opening/using an ILA has changed individuals' attitudes towards further learning; (3) to identify the levels of investment by individuals and employers in learning activities funded by ILAs; (4) to assess if taking part in an ILA-funded course has affected an individual's employability; and (5) to assess ILA holders' awareness of the ILA 'brand'. This report makes several recommendations, including the suggestion that policy options be considered to reduce 'deadweight' or those redeemers who would have been able to fund training without support from their ILA, which could inform the development of future plans which build on the successful elements of the ILA program.

An evaluation of the effectiveness of promoting ILAs through community-based organisations is indexed at TD/TNC 70.243. Show less

Following the publication of 'Skills for life: the national strategy for improving adult literacy and numeracy skills' (indexed at TD/IRD 88.171), the Department for Employment and Skills (DfES) invited proposals from potential Pathfinder areas to trial the key elements of the strategy. This report surveys learners who have received basic skills training in literacy and numeracy in the nine Pathfinder areas (Liverpool, Tyne and Wear, Leeds, Nottinghamshire, Birmingham, Cambridgeshire, Isle of Thanet, Gloucestershire and East London) and focuses on the learners' own assessment of any improvements in their literacy and numeracy skills as well as their self-confidence. The report is structured as follows: (1) Executive summary; (2) Introduction; (3) Methodology; (4) Profile of respondents; (5) Findings; (6) Conclusions; (7) Appendix 1 - List of Pathfinder partnerships; (8) Appendix 2 - Methodological annex; (9) Appendix 3 - The questionnaire. Show less

In 2000, the Department for Education and Skills (DfES) launched an initiative aimed at providing basic information and communications technology (ICT) skills to unemployed and economically inactive people. The initiative, 'UK online computer training', delivered courses through existing training providers from both the private and public sectors in a range of locations throughout the UK. This document reports on research used to evaluate the initiative, particularly its effectiveness in providing basic ICT training to the 'information poor' and the extent to which the training helped recipients to come off social security benefits and onto positive outcomes such as employment. The specific objectives were to: (a) identify all individuals participating in the training and their resulting outcomes; (b) identify the extent to which individual and other factors were related to participation and course completion; (c) identify and assess the factors which contributed toward coming off benefits and entering employment; (d) identify the extent to which courses have facilitated employment in comparison to the results of not participating in such courses. The report presents explanatory notes and summarised findings in relation to online participants, courses from the perspective of participants, training providers, and the impact of courses. Qualitative and quantitative research was undertaken and the appendices contain further information on the research method and the participants. Show less

This report contains the findings from a study into alternative education initiatives (AEIs) for young people in the UK. The overall aim of the research was to evaluate alternative educational provision for young people permanently excluded from school or out of school for other reasons such as non-attendance. The research examines the effectiveness of alternative educational provision in re-engaging disaffected youth. Effectiveness is measured in terms of the success of AEIs in returning pupils to mainstream education, educational attainment, post-16 outcomes and reducing anti-social behaviour, including offending. The report focuses on the effectiveness of alternative educational provision in six AEIs and is not representative of all AEIs. It covers: an overview of the research; operational aspects of AEIs; characteristics and educational histories of program participants; outcomes in terms of educational attainment and attitudes to learning, behavioural change, attendance levels, and differences in offending levels; retention, aspirations and destinations of students from AEIs; staff and student views on effective practice in alternative provision; and issues of cost. The research revealed that the majority of students respond positively to the educational provision offered by the case study AEIs. The lack of success of a number of young people is largely accounted for by the variety of types of youth being allocated to alternative educational provision combined with the limited resources available. The authors warn that some of the quantitative and economic conclusions reached in the study are affected by the availability of reliable information about young people when they leave mainstream education. The findings reveal a direct correlation between resources and positive outcomes, and suggest the need for more and sustained funding to provide the support required for excluded pupils. Show less