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There is an increasing need for qualified teachers in STEM (Science, Technology, Engineering and Mathematics) and MFL (Modern Foreign Languages) subjects. Demand for MFL teachers has been challenging and the demand for STEM skills is increasing. As a result, more high-quality teachers are needed to support the teaching of MFL and help increase pupil attainment in STEM subjects and, in particular, in maths and physics at GCSE. In 2010, the Department for Education (DfE) introduced the English Baccalaureate (EBacc) as a school performance measure. As schools increase their entries into EBacc subjects, the DfE anticipates that there will be more demand for specialist teachers in these subjects, especially for MFL teachers. This report presents findings from evaluation fieldwork undertaken between April 2017 and August 2018, including surveys and interviews with programme participants and stakeholders.

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This report is a process evaluation of Further Education (FE) reviews that took place between 2015 and 2017. The evaluation aims to develop the understanding of the enablers and barriers, as well as perceptions of impact and effectiveness, of the area reviews. Each area review was led by a local steering group composed of a range of stakeholders within the area, for example, FE and sixth-form colleges (SFCs), Local Enterprise Partnerships (LEPs), and Local Authorities (LAs). This report provides an overview of steering group members' views on the area review process and perceptions of its impact, especially in relation to colleges' financial resilience and the quantity and quality of learning provision. In particular, the evaluation focused on: (1) gathering evidence to assess the success of the area reviews 'on the ground', from the viewpoint of those involved in shaping and responding to the recommendations; (2) identifying lessons learnt from successes and challenges, and what might be done differently if a similar exercise is undertaken in the future and; (3) understanding perceptions of how area reviews, and particularly the recommendations for restructuring FE providers, are affecting the quantity and quality of provision in local areas, and perceptions around how effective mergers and other forms of restructuring have been in improving the resilience of providers. The report concludes by considering the key findings to take forward for future interventions that review FE provision.

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Uni Connect is a national outreach programme designed to reduce the gap in higher education (HE) participation between the most and least represented groups. This report provides insights into the impact of activities funded by Uni Connect drawing on partnerships' local evaluation evidence to date. This body of work adds substantially to the volume, as well as the quality, of evidence on the impact of outreach. As a result, a significant step towards the achievement of the [Office for Students'] OfS's objective of enhancing the evidence base has been made through Uni Connect.

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This report contains research about the availability of English for speakers of other languages (ESOL) learning courses and the progression through ESOL provision in England. It focuses on the experiences of learners, non-learners, ESOL teachers and senior leaders. It covers: (1) ESOL provision offered by learning providers delivery of English language learning courses; (2) demand for the courses; (3) who accesses the courses and; (4) motivation and perceptions of access and progression to English language learning.

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