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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

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 objectives of the Workforce Training in England 2006 survey were to collect information from employers about: the volume, type and pattern of employer-provided training; the motivations for training and the impact it has had; the barriers to undertaking any or more training; the use of external training providers and levels of satisfaction with them; awareness of government programmes and initiatives connected with training, and levels of involvement with them. The survey consists of 4,002 interviews undertaken with employers in England. All sizes and sectors were included. A multi-stage sampling strategy was used taking into account establishment size, industry sector and region. Findings include: overall, three fifths of employers (61 per cent) reported that they had provided some employees at the location with training over the previous 12 months; size is a key determinant of the likelihood of training being provided; three fifths (61 per cent) of all employees have received training in the last 12 months; managers, professionals and associate professionals were more likely to have been provided with training by their employer than other occupational groups; health and safety and job specific skills training were the most likely types of training to be provided by employers that train (79 per cent and 76 per cent respectively); two thirds of employers that train had also provided induction training (67 per cent); half had funded or arranged training to develop management and leadership skills (49 per cent) and a similar proportion had sought to develop interpersonal skills through training (47 per cent); basic skills training had been arranged by one in eight employers that train (12 per cent, equivalent to 7 per cent of all employers), and this was most commonly training in numeracy (5 per cent of all employers), literacy (5 per cent) or English language (3 per cent); the most common method used to deliver training is via in-house staff at the trainee’s usual workstation (71 per cent of employers that train use this method); training delivered off-site by external providers (59 per cent) and using external providers or in-house staff to deliver a taught course on-site (68 per cent) were also common methods among establishments funding or arranging training; and almost two thirds of employers that train (65 per cent) relied on staff to participate in some form of self-learning (including e-learning).

Excerpts from published introduction and summary of findings. 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

This publication is designed to provide practical advice and support for teachers in centres who are developing their learners’ employability skills through work-related learning and enterprise. Its purpose is to show how key skills can be used to structure the development of employability skills at Key Stage 4 and post-16. This publication explains how key skills qualifications can be used to accredit the outcomes of work-related learning and enterprise.

Published summary. 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

School-college partnerships have many advantages: for schools, colleges offer a wide range of vocational and other courses, experienced and qualified teaching staff and facilities frequently of industrial standard; for colleges, partnerships enable efficient use of available assets, marketing opportunities, possible increased income and professional development opportunities for working with younger groups of pupils; for pupils, a broader curriculum relevant to ambition and aptitude may encourage motivation and attainment and commitment to learning post-16. This booklet provides advice and guidance in planning, management, organisation, monitoring and evaluation, all of which are critical for effective partnerships. The contents are: Introduction; The background; Making the first move in forming partnership; Designing the curriculum; Organisational considerations; Explaining the developments to staff, pupils and parents; Monitoring and evaluation. 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 describes the main findings from interviews conducted during follow-up visits to nine partnerships. Findings revealed that, on the whole, students who had participated in the first two years of IFP were on course to achieve their qualifications and had benefited from personal and social development and preparedness for the future. Partnerships were most effective when good communication and relationships between the partners were present, along with commitment from all parties to shared aims and objectives.

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

This report, based on the England and Wales Youth Cohort Study (YCS), describes the work-based training received by young people who left school at the age of 16. Findings include: government-supported training (GST) is still an important option for many people; in jobs outside the GST framework, half of full-time workers and three-fifths of part-time workers had been given no training at all; standards of training in other GST did not match standards in Advanced Modern Apprenticeships (AMAs); there was evidence of inequalities in access to high quality training by sex and ethnicity; young people's satisfaction with their training depended on the nature of the training rather than on the trainee's personal characteristics; there are high dropout rates from GST; and early leavers were more likely to have poor General Certificate of Secondary Education (GCSE) results and to have played truant at school than those who stayed in GST. The contents of the report are: Introduction; Young people on work-based routes; Off-the-job and on-the-job training; Changes over one year; Study for qualifications; Conclusions. Also included is a list of recent reports based on the England and Wales Youth Cohort Study. Show less