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In recent years there has been a considerable increase in adult participation in education in the United Kingdom. However, there is a lack of quality research into the feelings of adults about their learning programs. This report describes a project undertaken by the National Foundation for Educational Research (NFER) to determine the role of formal and informal guidance and learning support in the learning culture and experience of adults and its impact on adults' progress and achievements. The project, conducted in 1994, involved three multi-sited further education colleges. The research methodology comprised a review of recent literature on adult learning and guidance, and fieldwork in the colleges. The fieldwork consisted of semi-structured interviews and group discussions with a range of adult learners and interviews with college faculty. The first part of the report explores the reasons adults gave for taking up a course of study and describes the provision of guidance available on their entry to college. The following section examines adults' experiences of learning and their use of various types of on-course guidance. Findings are then presented on participants' future plans and the role played by guidance in the decision-making process. In conclusion, key issues are highlighted to assist colleges in designing strategies for supporting adults and improving learning outcomes. Show less

This article presents the results of a qualitative study that examined the views and experiences of 12 large city employers of modern apprenticeships (MAs). Given the government's target that by 2004 at least 28 per cent of young people should enter an apprenticeship before the age of 22, it is imperative that large employers are fully involved in taking on young people as apprentices. However, this study found that many such employers are either not aware of these qualifications or do not see them as relevant to their businesses. The paper concludes by providing suggestions, based on the findings of this study, for different ways of raising the status of MAs and getting more large employers to take up the award.

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The findings reported in this article are based on qualitative research that explored the views and experiences of key stakeholders, including employer-bodies, training providers, employers and apprentices of Modern Apprenticeships (MAs) in retail. The study identifies fundamental barriers to the successful implementation of MAs in this sector. These are related to the culture of the sector, including the mobility of young workers, who frequently change jobs, and the preoccupation with serving the customer, which can restrict and fragment training and development opportunities. The stresses and strains of this working environment do not provide conditions that support the use of MAs. The paper explores some of the steps that could be taken in order to increase the demand for training and more generic skills among employers. However, it concludes that government initiatives such as MAs alone will not change employers’ attitudes towards training.

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This report provides a follow-up to the T Levels Research Study report [available in VOCEDplus at TD/TNC 139.629], which was published by the National Foundation for Educational Research (NFER) in June 2019. It is based on discussions that took place at NFER's T Levels round table event, which was held in London on 8th October 2019. The aim of the round table was to: (1) explore whether the T Levels research findings still resonated with providers and key sector representatives; (2) discuss the progress that had been made since the research was completed, as well as the challenges that had been tackled and those that remained; and (3) suggest the actions that needed to be taken by providers, policy makers and other key stakeholder to make T Levels a success. The structure of the report is as follows: Section 2 provides an overview of the current vocational and technical landscape as context to the introduction of T Levels; Section 3 presents the updated findings from the round table discussions; and Section 3 suggests a range of actions for providers and policy makers which emerged from the round table.

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Industrial mentoring is becoming popular as a strategy for linking secondary schools with industry in support of student development and their career decision making. This report presents the results of a national study of the role played by industrial mentoring in schools, undertaken in the United Kingdom (UK) between March and May 1996 and funded by the National Foundation of Educational Research (NFER). Drawing on survey and in-depth interview data, the study identifies the main models of school-industry mentoring operating in the UK through an examination of their objectives, organisation, recruitment and training of mentors, funding and evaluation. The authors discuss the main benefits and disadvantages of industrial mentoring schemes as perceived by school personnel, students and employers, and conclude with an outline of the characteristics of a successful mentoring program. Show less

The National Foundation for Educational Research (NFER) has carried out a small-scale rapid evidence-based literature review of the value of vocational qualifications offered in the UK by the Joint Council for Qualifications (JCQ) members. The review was carried out February-April 2015 and sought to answer the following questions: How is the value of vocational qualifications defined? What is the reported value of vocational qualifications (e.g. benefits for the individual learner, business, and the economy)? Are there gaps in the research on the value of vocational qualifications, and if so, what further information would be useful to have for policy and practice? The authors note that there are some limitations to the conclusions that can be drawn from a small-scale review.

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Apprenticeships are currently undergoing reform in England. Funding mechanisms and the content of Apprenticeship programmes are being restructured. NFER and the Association of Employment and Learning Providers (AELP) have carried out a joint research project to inform future policy and practice with evidence on how providers of Apprenticeships are preparing for the reforms. This report, based on 15 in-depth interviews with senior leaders in Apprenticeships' providers, concludes that the current context of policy uncertainty and rapid change is putting considerable strain on the provider market.

Key findings include: (1) delayed policy decisions - there are concerns about whether there is enough time and information for strategic decision-making and implementation before May 2017; (2) employer engagement - providers largely accepted the underpinning policy principle that puts employers at the centre of the new Apprenticeship system but felt the slow release of information was impeding their ability to plan timely offers and engage with employers rapidly; (3) Standards content and quality - providers expressed concern over both the lack of qualifications in many Standards and the resulting lack of skills portability and transferability for individual Apprentices; (4) end-point assessment system - providers regretted the general lack of information and understanding about how the end-point assessment system will work, how much it will cost and how the overall quality of end-point assessments will be monitored; and (5) volumes of Apprenticeships - providers reported that schools are beginning to be more open to Apprenticeships as a viable option for school leavers and young people and parents are talking about them; however, providers reported finding some employers unwilling to engage.

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Young people face an array of choices in a fast-changing education and training landscape. These choices are critical to their future. But how can we make sure that young people make informed decisions about which post-14 courses to take? Furthermore, what information do young people who are interested in taking technical, practical and vocational courses require to enable them to find the right type of course in an appropriate learning environment? This paper presents the findings, conclusions and recommendations from a range of research which throws light on how young people make decisions, what type of information they value and use and how the information could be improved to facilitate effective transitions to further and higher education, apprenticeship training or employment. The authors discuss the evidence-based messages from their research into careers education and information, advice and guidance (CE/IAG) provision, their studies of barriers to participation in education and training, and their evaluations of policy interventions. They conclude the paper by discussing the implications of all the research evidence in the evolving policy context and the new duty on schools to provide impartial and independent careers guidance.

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This report identifies emerging promising practice in the delivery of careers education and guidance (CEG) through the 'London Ambitions' careers strategy. It is accompanied by a guide for school senior leaders and teachers, which provides evidence-based illustrations of delivery of CEG within some London schools and colleges. The authors conducted 22 semi-structured interviews with staff and five focus groups with young people in case-study visits to four schools and one FE college in London between February-May 2017.

Key findings included: The schools and college prepare young people well for the world of work through responsive careers provision for all their students; Senior leaders value CEG and support its development and profile within the institutional ethos; Engaging with employers and the world of work is seen as a priority; and There is more work to be done in further raising the profile of the London Ambitions brand.

In order for CEG to become embedded these findings suggest that schools/colleges should: Embrace a whole-school/college approach to CEG, where senior leaders support and drive careers provision forward and all school staff fully understand its importance; Ensure they provide young people with meaningful learning experiences about the world of work to enable them to navigate through the choices that lie ahead; Engage in more dialogue about careers strategies and provision within, and between, institutions; and Encourage and support employers to become involved in education.

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This is an evaluation of the government-funded Adult and Community Learning Fund (ACLF) Round 5 programmes (59 in number), the background and details of which are outlined. It aimed to assess the effectiveness of ACLF-supported programmes not only in motivating learners and improving their basic skills, but also in increasing programmes' self awareness and effectiveness in these areas. Case studies of nine programmes in six regions were evaluated, based on interviews conducted with programme managers, tutors and learners - the latter drawn from a range of disadvantaged groups, such as the homeless, refugees, and recovering drug abusers. The studies were supplemented by data from end-of-project reports provided by ACLF for the Basic Skills Agency. The report findings are structured in relation to its evaluation aims. They are: engagement and motivation of learners; the impact on learners; the impact on organisational capacity. Conclusions present the main findings, outline challenges in evaluation procedures, and explore implications for future development.

Published abstract on the National Foundation for Educational Research website. Show less