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This report includes a variety of information on the training needs of staff in the further education (FE) sector, topics include the extent of the mental health training completed, the extent of future mental health training demanded, and the kind of mental health issues among learners that most require support and the kinds of training that would best meet this need. Overall, the sector is in broad agreement on mental health training: as to the benefits of such training; that it does not generally have to lead to qualifications; that provision needs to overcome widespread cost and time barriers; and that external support to overcome these and other barriers would be generally welcome.

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This report presents the findings from an evaluation of the first phase of the London European Social Fund (ESF) Youth Programme 2014-2020 (the Programme), with delivery occurring between April 2016 and March 2019. This report was written in late 2018, while some projects were still underway. It presents a snapshot of the results achieved and lessons learnt to that point. The Programme was designed to support young Londoners, aged 15-24 who were either not in education, employment or training (NEET), or at risk of becoming NEET, into sustainable employment, education or training (EET). The Programme involves seven strands of activity, aimed at different cohorts of young people and working with employers and schools. Five of the programme strands are intended to work together, with providers referring young people between strands in order to access targeted support. Key findings include: (1) the programme has been successful so far in supporting most participants (53 per cent) into EET; (2) despite the collaborative design of the programme, providers made fewer referrals than anticipated; (3) despite some reservations, the payment by results approach was generally viewed as the best payment model for this type of programme, incentivising the intended outcomes for providers; (4) providers had different ways of working but in terms of good delivery practice, the most effective approach they have found is to use skilled advisors, have strong local partnerships and to work flexibly with the young person; and (5) participants typically enjoyed the programme and found it helpful in improving their confidence, skills, prospects of getting a job, knowledge of options available to them, and motivation to take next steps.

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A major survey of training needs in the further education (FE) sector allows this subsidiary report on the training needs of FE sector staff from Learning and Development Providers (LDPs), specifically compared to FE sector staff from Independent Training Providers (ITPs). On conducting the survey, a substantial volume of responses (282 institutions and 45 individuals) were received from LDPs delivering post-16 learning activities that do not receive funding from the Education and Skills Funding Agency (ESFA), and their staff. As the experiences of this group were found to be considerably different to ITPs in receipt of ESFA funding and other providers such as Colleges and Local Authorities, the decision was made to exclude LDPs from the main reporting. However, the response levels amongst LDPs and ITPs allow a particular examination and comparison of these organisations and their staff. The results of this examination are set out in this report.

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This report includes a variety of information on the training needs of middle managers in the further education (FE) sector, topics include the quality of training received, satisfaction with training, the scale and type of future training needed. There is substantial demand both from institutions and from middle managers themselves, for further training of middle managers, with a key element being demand for training in leadership and management skills.

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This study reflects on the current extent of digital training by individuals employed in the further education (FE) sector, the priority given by institutions to digital skills training and the extent of future demand for this training. Survey results show that institutions give a moderately high priority to training related to digital technologies which resulted in a little over a quarter of FE staff receiving training in this area last year. Future demand for this training remains at similar levels as last year with institutions and staff reporting that further training related to digital skills would be valuable.

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This subsidiary report of survey-based research focuses on the training needs of further education (FE) sector staff for whom responsibilities for learners with Special Educational Needs and Disabilities (SEND) form a major or minor part of their job role. The report includes a discussion of future training needs of these staff.

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This is a report of survey-based research into the training needs of people who work in post-16 education and training organisations in England. The report reflects the perspectives of over 400 institutions and more than 2,000 individual practitioners (including teachers, trainers, leaders and assessors) about the future training needs of individuals, organisations and the whole further education (FE) sector. The purpose of the report is to provide intelligence that can support policy-makers and the sector in making informed investment decisions to support the workforce, to meet the challenges and opportunities that the technical education reforms, including T levels, will bring over the next three years. It reveals that a focus on leadership and management, English, maths and digital skills are all needed to take the FE profession forward with confidence through the current set of reforms.

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