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Online adult learning: rapid evidence assessment

The Department for Education (DfE) commissioned CFE Research (CFE) to undertake an international review of existing... Show more
The Department for Education (DfE) commissioned CFE Research (CFE) to undertake an international review of existing online adult learning initiatives. The review looked at features of online learning initiatives, characteristics and volumes of the target groups for online learning, success of online learning initiatives, technology used in online learning, use of badging for online learning courses. This review helps to identify best practices from the different online learning initiatives and gives insight into international examples of online learning initiatives for adult learners with intermediate skills.
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Authors: Higton, John; Archer, Rachael; Richards, Sally; Choudhoury, Arifa

Date: 2019

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Teaching and learning; Adult and community education; Skills and knowledge
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Further education sector reform case studies: area reviews

This report is a process evaluation of Further Education (FE) reviews that took place between 2015 and 2017. The ev... Show more
This report is a process evaluation of Further Education (FE) reviews that took place between 2015 and 2017. The evaluation aims to develop the understanding of the enablers and barriers, as well as perceptions of impact and effectiveness, of the area reviews. Each area review was led by a local steering group composed of a range of stakeholders within the area, for example, FE and sixth-form colleges (SFCs), Local Enterprise Partnerships (LEPs), and Local Authorities (LAs). This report provides an overview of steering group members' views on the area review process and perceptions of its impact, especially in relation to colleges' financial resilience and the quantity and quality of learning provision. In particular, the evaluation focused on: (1) gathering evidence to assess the success of the area reviews 'on the ground', from the viewpoint of those involved in shaping and responding to the recommendations; (2) identifying lessons learnt from successes and challenges, and what might be done differently if a similar exercise is undertaken in the future and; (3) understanding perceptions of how area reviews, and particularly the recommendations for restructuring FE providers, are affecting the quantity and quality of provision in local areas, and perceptions around how effective mergers and other forms of restructuring have been in improving the resilience of providers. The report concludes by considering the key findings to take forward for future interventions that review FE provision.
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Authors: Higton, John; Archer, Rachael; Patel, Rupal; Mulla, Irshad ... [+] Show more

Date: 2019

Geographic subjects: England; Great Britain; Europe

Resource type: Government report or paper

Series name: DfE research report

Subjects: Evaluation; Governance; Finance ... [+] Show more
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The road not taken: the drivers of course selection: the determinants and consequences of post-16 education choices

It's more important than ever to consider how students from all backgrounds can access high-quality academic and te... Show more
It's more important than ever to consider how students from all backgrounds can access high-quality academic and technical education, due to the severe disruption to their schooling and the level of economic shock experienced during the [COVID-19] pandemic. A crucial point to consider is what happens when young people reach the age of 16. This is when students make decisions about their education and choose what type of course to follow, as well as the level and subjects that they would like to study. These choices are pivotal as they can strongly influence their future educational opportunities, employment prospects and even how much they will go on to earn. This report uses a mixed-methods approach to investigate the socio-economic differences in post-16 choices, factors driving these differences and the likely social mobility consequences of picking the most popular options. We have achieved this by using administrative data linking the education and earnings of young people who took post-16 qualifications in the mid-2000s. In addition, to better understand the key behaviours driving the choices, we undertook in-depth interviews with senior leaders, curriculum managers, teachers and learners from five learning providers. This has been supplemented by a review of relevant literature and survey evidence.
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Authors: Archer, Rachael; Higton, John; Sibieta, Luke; Tahir, Imran ... [+] Show more

Date: 2021

Geographic subjects: England; Great Britain; Europe

Resource type: Government report or paper

Subjects: Youth; Outcomes; Students ... [+] Show more

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Online adult learning: rapid evidence assessment

Further education sector reform case studies: area reviews

The road not taken: the drivers of course selection: the determinants and consequences of post-16 education choices