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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

The piloting of Education Maintenance Allowance (EMA) initiative in 15 Local Education Authority (LEA) areas began in September 1999. The pilots, which will run for three years, are expected to test the extent to which a financial incentive improves post-16 participation, retention and achievement rates in education. This report focuses on the implementation and administration of the EMA pilot in its second year. Issues examined in this report include: the role of implementation groups; perceptions of EMA, particularly among training providers; general community awareness of the EMA initiative; the taking up of EMAs by income level, choices of curricula and education provider and the impact of EMAs on other post-Year 11 routes; mechanisms for administering EMAs; and the impact of EMAs on the attendance, retention and achievement of post-16 year old students. Show less

In 2000, the Department for Education and Skills (DfES) launched an initiative aimed at providing basic information and communications technology (ICT) skills to unemployed and economically inactive people. The initiative, 'UK online computer training', delivered courses through existing training providers from both the private and public sectors in a range of locations throughout the UK. This document reports on research used to evaluate the initiative, particularly its effectiveness in providing basic ICT training to the 'information poor' and the extent to which the training helped recipients to come off social security benefits and onto positive outcomes such as employment. The specific objectives were to: (a) identify all individuals participating in the training and their resulting outcomes; (b) identify the extent to which individual and other factors were related to participation and course completion; (c) identify and assess the factors which contributed toward coming off benefits and entering employment; (d) identify the extent to which courses have facilitated employment in comparison to the results of not participating in such courses. The report presents explanatory notes and summarised findings in relation to online participants, courses from the perspective of participants, training providers, and the impact of courses. Qualitative and quantitative research was undertaken and the appendices contain further information on the research method and the participants. Show less

This report summarises the findings of a literature review (ranging from academic studies to unpublished accounts of local practice) on adult and community learning (ACL) based on a study undertaken between December 2000 and March 2001. Its aim is to inform policy and provide the Learning and Skills Council (LSC) and the Department for Education and Skills (DfES) with information on what works in ACL. Some key findings are: (1) excellence in ACL involves an approach that engages creatively with groups and individuals and meets them on their own terms and their own territory, involves the voluntary and community sectors in staff development, focuses on improving the retention of learners on the early stages of the learning experience, and helps individuals progress using accreditation where it motivates rather than deters the learner; (2) local authorities are the main players, but ACL takes place in a variety of settings; (3) the learning often has a significant impact on the skills and employability of individuals; (4) there are numerous social benefits; and (5) ACL is particularly suitable for outreach to disadvantaged people. The chapters of the report are: Introduction; The rationale for adult and community learning; Aspects of quality; Improving access; Achieving coherent provision; Discussion. Also included are a bibliography and three appendices: (1) Project methodology; (2) Case studies; (3) Some useful websites. Show less

This report presents the findings of a small scale, qualitative study carried out between June and September 2002 with the aim of evaluating the extent to which the Summer Plus program has been successful in reducing street crime in 34 Local Education Authority (LEA) areas across England. The report provides a brief overview of the Summer Plus program, including implementation issues, delivery models, recruitment and training of key workers, recruitment of young people thought to be at risk of becoming involved in crime, the activities and experiences of the key workers and the young people, continuity and exit strategies, value for money and accountability. A variety of flexible, client-centred and needs led activities were offered to young people, with developmental approaches to activity provision which usually included an explicit educational component, having the most impact on the young people. The study found that the impact of the programs on the young people who participated was extremely positive, revealing improvements in self confidence, empathy with others, respect for authority figures and a will for positive change. Few systematic assessments were carried out and no evidence was found of formal assessment packages. Exit strategies were not in place in all areas. Initial follow-up data suggests that a high proportion of those eligible are returning to education. Finally, early indications are that crime by young people has decreased more in Summer Plus areas that in the rest of England. Show less

This is the third and final report from the evaluation of the new Offenders' Learning and Skills Service (OLASS). The evaluation examined the implementation of OLASS in three development regions (North West, North East and South West), prior to a national roll out in July 2006. For the third phase of the evaluation representatives from each of the three development regions took part in a telephone interview, focusing on the impact of OLASS one year after its initial launch (August 2005). In total 51 telephone interviews were conducted with representatives from a range of agencies (including prisons, probation, LSC [Learning and Skills Council], Jobcentre Plus, Connexions, Youth Justice, providers and also Regional Offender Managers (ROMs)). The interview invited comment on the following areas: the main impact of OLASS; impact on assessment; impact on monitoring procedures; impact on information, advice and guidance (IAG); impact on the offender learning/criminal justice workforce; impact on provision for offenders (in custody and community); and areas for further development/improvement. Where appropriate, interviewees were asked to assign a rating indicating the extent of improvements in different areas e.g. no change to assessment procedures, some improvement, much improved, less effective and unable to comment. They were then asked to elaborate on their reasons for the rating given. Show less

This document is the final report of the extensive evaluation of the adult basic skills Pathfinder Extension program which was launched in September 2001 and describes a qualitative analysis of basic skills extension activities offered in the Pathfinder Extension program. It is based on in-depth interviews with learners, teachers and employers involved in a range of courses. Five types of courses were included in the evaluation: residential; fixed rate replacement; intensive; highly structured; and financial incentives. The responses of learners, most of whom had left education early and with few qualifications, were almost always positive, reporting greatly increased skills and confidence and an improvement in their overall personal effectiveness. While the degree of individual attention provided by teachers was highly valued, concern was expressed about the brevity of some of the courses and some expressed a desire for more differentiation in terms of ability range. Teachers welcomed the innovative forms of provision they were able to deliver although courses were set up and run on a tight schedule which places heavy demands on some teachers. Employers who had been involved tended to be larger or heavily unionised organisations. Factors that influenced their participation were: overall culture in terms of training and development; an existing relationship with the provider; organisational restructure and the need for a flexible workforce; and union awareness of basic skills issues. Improvements in productivity, staff morale, team work and the increased and improved adaptability of the staff were described by employers as benefits of participation in the Pathfinder Extension program, with the main problems being the timing of courses and availability of staff. This report highlights the importance of careful design and planning in delivering effective training, as well as a secure funding base and follow-on provision so that early gains are not lost.

There are three accompanying reports on the evaluation of the Pathfinder Extension program: an overview of the evaluation is indexed at TD/TNC 75.221; the report of Stage 1 of the evaluation is indexed at TD/TNC 75.222; and the report of Stage 2 of the evaluation is indexed at TD/TNC 75.223. Show less

The 14-19 pathfinders are part of a broader process of reforming the 14-19 phase of learning proposed in the 2002 Department for Education and Skills (DfES) Green Paper, ‘14-19: extending opportunities, raising standards’ (indexed at TD/IRD 88.170). The pathfinders were intended to: test ideas; develop best practice in 14-19 education and training; identify how 14-19 policy will interact with other policies; identify barriers to a coherent 14-19 phase and propose ways to address them; demonstrate that a coherent 14-19 phase can be achieved nationally in the UK despite the diversity of participants and locations. This report provides a national evaluation of the first year of the phase one 14-19 pathfinders. It describes the progress of the 25 pathfinders and a number of partnerships not funded through the pathfinder program. As the pathfinders are in the early stages of development, the report focuses on objectives, plans and early developments rather than changes in student experience. The pathfinders are characterised by diversity in response to local needs and goals. Positive progress has been made in many aspects of development. These include: collaborative arrangements; the development of curricula offering more choice and flexibility and involving vocational and work-related learning in colleges, training providers and workplaces; provision for changes in the pace of learning for higher achieving students; improved advice and guidance for young people approaching and moving through the 14-19 phase; and productive links with other programs and further development of strategic planning of the 14-19 phase. Show less

The Small Firm Development Account (SFDA) pilot program operated in the UK between April 2002 and April 2003. Its broad aims were to: (1) increase the number of small businesses taking part in developing their workforce, particularly at basic and intermediate levels, to improve business performance; and (2) develop within the small business, an internal resource or 'training champion' able to identify workforce development opportunities and engage with diverse training provision to identify the most effective solution. Following the successful delivery of the SFDA pilots in 2002/03, it was extended for a further year to reinforce the principles of structured training and test different methods of learning. Second year aims were: (1) to embed and develop the training plan approach in companies; (2) to offer clients a mentoring facility as a further option in relationship building between companies and business support services; and (3) to offer clients additional support, including management and leadership training for key workers, specifically targeted at areas of weakness in first year plans. The evaluation concludes that SFDA year 2 has achieved its primary objective to fully embed a structured approach to training within the vast majority of participating companies.

The first year evaluation report is indexed at TD/TNC 77.142. Show less

The Skills for Life programme is designed to improve literacy, numeracy and language skills of adults and of young people (aged 16 to 17) who have left full-time education. As part of the programme, literacy, numeracy and ESOL [English for Speakers of Other Languages] training was provided free of charge to those without literacy or numeracy qualifications at Level 2. This report is the third in a series of reports of the evaluation of the impact of participation in a literacy or a numeracy course at a college for a qualification. As such, the evaluation does not assess the full Skills for Life programme (notably excluding ESOL courses and courses delivered outside college). The analysis is restricted to those aged 19 and over. The evaluation examines the impact of participation on a range of economic, personal and social outcomes, including employment, health and involvement in one’s children’s education (at Wave 2 and Wave 3). It also describes course benefits, as perceived by the participants (at Wave 2), factors affecting qualification gain and dropout (at Wave 2) and progression in education and training (at Wave 3). The first report [indexed at TD/TNC 83.460] described the characteristics of participants and their courses and identified factors affecting participation in Skills for Life literacy and numeracy courses (Metcalf and Meadows, 2005). The evaluation is being conducted through a longitudinal survey of participants on literacy and numeracy courses (Skills for Life learners) and a matched group of non-participants with low or no literacy or numeracy qualifications. A short test- based assessment administered prior to interview confirmed respondents to be lacking literacy or numeracy skills at Level 2. Respondents were first interviewed in 2002/03 (when course participants were on their course), with second and third wave interviews taking place one and two years later, respectively. This report provides findings based on analysis of the first three waves of the survey.

Published excerpt.

The second report is indexed at TD/TNC 83.461. Show less