Search Results

Apprenticeships are a key UK government policy to support transition to the labour market, social mobility, economic growth and improved productivity. While evidence shows that the benefits to apprentices, to businesses and to the wider economy and society are considerable, too many people are missing out. Those needing to work part-time or flexibly - including parents, people with caring responsibilities or those with disabilities - are effectively excluded, not by a lack of ambition, but by a lack of opportunity. This paper investigates the feasibility and scalability of part-time and flexible models of apprenticeships. It is based on research conducted by Learning and Work Institute and Timewise Foundation with learners and employees with commitments that make the traditional full-time model untenable, and with employers, training providers, and other key stakeholders. The research has been supported by the Young Women's Trust and Trust for London.

As a next step, Learning and Work Institute and Timewise Foundation intend to seek partners and funding to use these insights to develop and pilot part-time and flexible apprenticeship models in London. They aim to evaluate the pilots and publish a final report with the findings and practical guidance for those interested in implementing similar models.

Edited excerpts from publisher's website and publication. Show less

This report presents findings from a randomised controlled trial (RCT) of a Community-Based English Language (CBEL) intervention aimed at people with very low levels of functional English proficiency. The intervention consisted of 66 hours of guided learning and support delivered through 22 classes and 11 club sessions over an 11-week period. The programme sought to test whether the intervention was effective in supporting individuals from communities with very low levels of functional English to improve their ability to communicate in English, and integrate into their wider community and society. This trial sought to test the effect of the intervention on English language proficiency and social integration. Integration was measured in terms of social interactions and mixing; participation in everyday activities; confidence in engaging with public services; local and national belonging; trust in others and attitudes to community integration.

Excerpt from publication. Show less

The Learning and Work Institute was commissioned by the Department for Education to identify and illustrate effective practice in the delivery of English, maths and digital skills across a range of traineeship and/or apprenticeship providers, and to identify any practices that are particularly effective for learners with learning difficulties and/or disabilities (LDD). This report presents six case studies that were developed through this project. These highlight several features of effective practice in the delivery of English, maths and digital skills.

Excerpts from publication. Show less

This guide is for colleges in England that want to review and improve their support for Looked After Young People (LAYP) and Care Leavers (CLs). It includes information about who LAYP/CLs are, the kinds of challenges they face, their rights and entitlements to support, and what staff need to be aware of when working with LAYP/CLs. The guide then goes on to provide information, tips and case study examples of good practice in supporting LAYP/CLs at each stage if their learner journey: outreach and recruitment, application and enrolment, on-course support and progression into further learning and/or employment.

Excerpt from publication.

The guide is supported by three related resources: (1) a set of templates and examples of documents and resources which colleges can use to provide effective support to LAYP and CLs, and which are referred to throughout the guide; (2) a pack of training materials which can be adapted and used by designated members of staff to raise awareness of the needs of LAYP/CLs across their college; and (3) a staff induction video which was made by a group of Care Leavers to raise college staff's awareness of the experiences of LAYP and CLs. Show less

This guide has been designed to raise awareness of ways in which ESOL learners can benefit from and progress to employment as an apprentice. It also illustrates how a focus on meeting ESOL learners' needs in the workplace can benefit employers and training providers. It is drawn from interviews with employers, ESOL providers and apprenticeship providers.

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 Department for Education (DfE) commissioned Kantar Public and Learning and Work Institute (L&W) to undertake this research to understand adults' experiences of, and decisions about, learning. This report presents the findings from in-depth interviews with 70 learners and focus groups with 16 adults not currently learning, and recommendations for the development of the UK Government's National Retraining Scheme and future lifelong learning policy. The report: provides evidence on the influencers, facilitators and barriers to engagement in adult learning; provides key sources of information and support; and explores what encourages adults into learning.

Edited excerpts from publication and publisher's website. Show less

This essay collection sets out ways to improve the quality of apprenticeships and ensure fair access to training. The UK Government's apprenticeship reforms are the biggest in a generation and include the Apprenticeship Levy, a payroll tax on large employers with the money guaranteed for apprenticeships. One year in, the number of apprenticeship starts is down 25 per cent, leaving the government increasingly off target for its aim of three million starts by 2020. Robert Halfon, Chair of the Education Select Committee, calls for half of young people going to higher education to be apprentices and for part of the Levy to be set aside to help prepare people for apprenticeships. Other essays highlight stark inequalities in access to apprenticeships. Apprenticeship applications from people from Black, Asian and minority ethnic backgrounds are half as likely to succeed as applications from white backgrounds. Women made up only 600 of 17,500 engineering apprenticeships. The new report calls for urgent action to tackle these inequalities and boost quality. Ideas for change include devolution so cities and local areas have greater control; an Apprentice Premium to better support under-represented groups; and requiring all apprenticeship standards to meet the world's best.

Edited excerpt from publisher's website.

The contents are as follows: Forewords: Stephen Evans, Chief Executive, Learning and Work Institute; Robert Halfon, Chair of the Education Select Committee; Introduction; Quality first, access second? / Tome Richmond; Meeting the quality challenge: a further education leaders perspective / Jo Maher; Let's make 2018 the year of the non-levy payer / Annie Peate; Eradicating the opportunity deficit for black, Asian and minority ethnic young people / Jeremy Crook; Unlocking apprenticeships for people with a learning disability / Jan Tregelles; Affordability, diversity and flexibility: tackling entrenched gender segregation for young women / Mark Gale and Carole Easton; Apprentice voice: what quality means to an apprentice; Gaining the edge: reflections on an apprenticeship journey / Dexter Hutchings; Are apprenticeships for other people's children? / Ben Kinross; Fixing the apprenticeship system locally / Joe Dromey; Our time is now: the devolution opportunity for apprenticeships / Julie Nugent. Show less