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SEMTA, the national Sector Skills Council for science, engineering and manufacturing technologies, launched a national initiative to ensure that all engineering employers and training providers have access to a common trainee feedback system designed to help raise standards and improve trainee satisfaction. The www.apprentice-feedback.com system is designed to capture and analyse the feedback from engineering apprentices in relation to their training provision. Two surveys, one for first year apprentices and one for those in the second, third and fourth years, were conducted during the pilot. The survey results indicate that overall, levels of satisfaction with initial engineering workshop training were high and the overall impressions of post-first-year trainees were generally favourable. The pilot showed that the feedback system ‘raises awareness of the need for improvement, encourages management action, opens a channel of communication with trainees and reveals important sector-wide trends’. This report outlines the structure and content of the National Trainee Feedback System and summarises the methods used to achieve its aims and objectives, how the partners contributed to the project, the outcomes of the project, and the feedback received from project partners and trainees. Show less

The Connexions Service in the UK was designed to address weaknesses in exisiting mechanisms for supporting young people as identified in the policy documents ‘Bridging the gap’ and ‘Learning to succeed’ (indexed at TD/IRD 88.176). This report presents the findings of a survey of members of Connexions Board and Local Management Committees in the 15 ‘Phase 1’ Connexions Partnerships (CXPs). The report is presented in seven main sections: the first section contains a summary of the report; section two provides the research background; section three focuses on the stakeholders’ perceptions of their CXP progress; section four describes the strucure and remit of CXPs; section five looks at the extent to which CXPs have improved services for young people; section six identifies the key drivers of ‘success’; and the final section provides a summary of stakeholders’ and young people’s perspectives. It was found that overall ‘Phase 1’ stakeholders were positive about the progress of their CXP with the most commonly cited area of achievement being joint-working. There was a general belief among stakeholders that young people have, in the main, benefited from the setting up of CXPs. Show less

This report provides a synthesis of the Skills Task Force (STF) Employers Skill Survey undertaken in 1999 (ESS 1999) in the United Kingdom (UK). It forms part of a broader investigation into the extent, causes, and implications of skill deficiencies, supported by the Department for Education and Skills (DfES). The Survey is the largest investigation into England's skill needs to date and was undertaken in 1999 to provide information for the Skills Task Force (STF). The study comprised: an analysis of the existing survey evidence on skill deficiencies; a questionnaire survey to determine the extent of skill deficiencies; case studies of establishments across a range of sectors to examine the relationship between skill deficiencies and economic performance; spatial analysis based on the questionnaire survey data of the location of skill deficiencies; and econometric analysis of the questionnaire survey data to investigate why skills deficiencies arise and their consequences for economic performance. This report provides a synthesis of these five elements and on the basis of the outcomes, concludes that a skills problem exists and describes its nature and extent. Three different types of skill deficiency are identified: external recruitment difficulties; internal skill gaps where employers perceived their employees' current skills as insufficient to meet organisational needs; and latent skill gaps which are based upon a concept of ideal behaviour or performance.

The research report from the National Skills Task Force (STF) is indexed at TD/TNC 62.657. Further reports from the Employers Skill Survey are indexed at TD/TNC 65.231, TD/TNC 65.232, TD/TNC 69.153 and TD/TNC 69.154. Case studies from a range of sectors are indexed from TD/TNC 65.225 to TD/TNC 65.230. Show less

This paper contains a joint Department for Education and Skills (DfES) and Department for Work and Pensions (DWP) interpretation of the evidence on the role of skills in the labour market and their impact on productivity. It represents the evidence base where DfES and DWP priorities overlap, focusing on those with low skills and how to improve their employability for sustained employment that provides opportunities for progression. The contents are: Executive summary; The UK’s international performance on employment and productivity; The role of qualifications and skills in the labour market; General evidence on the link between skills and productivity; Improving employment and skills levels of those with no or low qualifications or skills; The future supply of, and demand for, skills; Conclusion; References. Show less

This report presents the outcomes of the final evaluation of the Capital Modernisation Fund (CMF) funded UK online centres. The centres were intended to ‘bridge the gap between those in society who have access to information and communications technology (ICT) and are able to use it competently and confidently and those who do not’. The focus of the initiative was on adults in disadvantaged communities with six specified target groups: unemployed people; single parents; people with disabilities; minority ethnic groups; people with basic skills needs; and people over the age of 60 who had not been involved in learning for some time. The initiative was launched in 2000 and by November 2002, 6,000 online centres had been established, over half of these with CMF funding. The evaluation of CMF centres was designed to assess the impact and efficiency of the program as a whole and to identify specifically whether participants increased their ICT skills and the extent to which participants are achieving short- and long-term outcomes as a result of improving their ICT skills and having access to ICT. The study also explored the issue of ‘deadweight’, or activity that would have happened in any case, the extent of deadweight loss, and the broader impact of the centres on individuals and the community in general. The evaluation found that the centres reached the target groups with almost two thirds of those using the centres in one of the six priority target groups. The study did not identify significant levels of ‘deadweight’ and most respondents to the initial user survey (84%) stated that they had learned new skills they would not have acquired otherwise. Many users progress to further learning and employment and over 90% expressed satisfaction with the centres. In terms of overall program impact, the evidence suggests that many centres are not reaching many people in the most excluded groups. In addition, the evidence infers that only those with Internet access at home, work or college have ‘truly crossed the digital divide’. The report makes recommendations for the future of online centres. Show less

This research explored the use and operation of training allowances and the impact that they have on the behaviour of young people and on employers. Specific objectives were to: develop a better understanding of how training allowances influence young people’s decisions to enter, and remain in, vocational training programs; determine what impact the availability of training allowances has on employers offering training opportunities. The research methodology comprised an initial scoping study, involving interviews with trainees, training providers and employers; a questionnaire survey of a representative sample of 5,000 trainees; and telephone surveys of 25 training providers, 62 employers and 40 Local Learning and Skills Councils (LLSCs). The Minimum Training Allowance (MTA) was introduced to provide financial support to non-employed learners aged 16 to 24. Administered by the Learning and Skills Council (LSC), the MTA is set at UKP 40 per week, though there is flexibility for Local Learning and Skills Councils (LLSCs) to pay more depending on local circumstances. The research revealed that: there a wide variety of views and experiences of training allowance payments across the UK; the amount that young people receive while doing an apprenticeship is very important in ensuring take-up and continued motivation; the MTA was not a key factor in ensuring completion of apprenticeships, strongly suggesting that training allowances should be viewed as a short-term solution to the funding of work-based learning placements; training allowances provided a strong incentive for some employers to take on apprentices; although practice in relation to the use and payment of MTAs appears to have improved, greater standardisation is still needed. Show less

It is estimated that 11 per cent of 16 to 18-year-olds in England are currently not in education, training or work. This Green Paper from the Department for Education and Skills [DfES] examines the case for raising the school leaving age in England to 18 by 2013. The move is designed to address the perceived deficit of basic skills and employment-related skills. Proposals include requiring participation for 16 to 18-year-olds in either employment, workplace training or further education, specifically: all young people should participate in education or training until their 18th birthday; participation could be at school, in a college, in work-based learning, or in accredited training provided by an employer; in order to count as participating, young people would be required to work towards accredited qualifications; and participation should be full time for young people not in employment for a significant part of the week, and part time for those working more than 20 hours a week.

Published abstract. Show less

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.

Edited excerpts from publication. 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. As part of the evaluation of IFP, the DfES commissioned the National Foundation for Educational Research (NFER) to undertake a program of case study visits to nine IFP partnerships. The purpose was to investigate the extent to which IFP had become 'embedded in partnership provision and the wider 14-19 agenda' and factors that affected this process either positively or negatively. Specific objectives were to: identify the current partnership arrangements and the extent to which these had changed in relation to the nature of the cohorts and models of delivery; explore the development of IFP including the extent to which it had become embedded in institutions' provision; examine staff's perceptions of the contribution of IFP, and their partnerships' experience, to the transition into the new 14-19 arrangements; investigate the perceived outcomes for young people, staff and institutions from participating in IFP; and explore young people's experience of participating in IFP including their reasons for participating, experience of the program and the main outcomes including their intended future progression. The overall success of the partnerships was indicated by the generally positive view of staff and students about working in partnerships. In addition, the membership of the partnerships had remained stable or had consolidated over the four years of the program. Partnerships with more effective outcomes were characterised by clear selection criteria acknowledged by both college and school staff, effective support for students, and good communication at operational and partnership levels. 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 (EY) sector. The Early Years Sector-Endorsed Foundation Degree (EYSEFD) comprises practical experience in an EY 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 a qualitative study exploring employers' and mentors' views and experiences of the EYSEFD, specifically: the nature of information employers and mentors have received about the program and their levels of satisfaction with this; how employers and mentors conceptualise their roles in relation to the EYSEFD students, particularly in relation to WBL and mentoring; the types and levels of involvement of employers and mentors with EYSEFD students, and explanatory factors for this; employer and mentor motivations for supporting the student through the EYSEFD, and feelings about their role; the logistics of accommodating an EYSEFD student in the workplace in terms of WBL, mentoring, and finances; impacts of the EYSEFD on students' work, the setting, other staff members, the EY sector as a whole and the students' future career progression; and employer and mentor views about the value of the EYSEFD to their setting, and feelings about how the experience of accommodating and mentoring an EYSEFD student could be improved. Employers experienced a range of 'de-motivators' and 'motivators' to supporting EYSEFD students. The key 'de-motivators' included: a lack of information and contact with the college about the EYSEFD and the role of employers and mentors in facilitating the WBL aspect; logistical and financial difficulties in accommodating WBL, mentoring and student attendance at college; and lack of progression opportunities within the setting. Key 'motivators' included: a strong commitment on the part of the employer to staff training; the ability to accommodate the EYSEFD logistically and financially; and confidence in the degree strengthened by good information from the college.

The report of the study of students' experiences of the EYSEFD is indexed at TD/TNC 85.381. Show less