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York Consulting was commissioned by the Department for Education to explore the costs associated with qualifying as a social worker, via both traditional (undergraduate and postgraduate) and accelerated (Frontline and Step Up) qualification routes. The key aim was to establish the cost per student to qualify and begin practising as a social worker through these different routes. In section two, the authors explore the costs associated with the traditional qualification routes employing a top-down approach. The top-down method essentially assesses the total funding provided to deliver courses and includes the price paid by government and students.

Section three investigates traditional qualification route costs using the bottom-up approach. The bottom-up method addresses the actual time and resource inputs of course delivery. The authors assess the extent to which the estimates developed using the top-down methodology diverge with the bottom-up estimates by aligning the costs of the academic and placement elements under each methodology. It was only possible to conduct the bottom-up analysis for the traditional routes. Replicating the exercise for the accelerated routes would have required primary data collection that was beyond the scope of study. Section four presents the costings approach for the accelerated qualification routes. This involves a top-down methodology with analysis of programme specific funding and aligning the costs associated with Frontline and Step Up into comparable cost categories. In Section five, the authors reflect on methodological considerations and draw conclusions from a comparative analysis of relative costs for all four qualifying routes.

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In 2005, the UK government published the white paper '14-19 education and skills', which set out a 10-year programme of reforms to transform the education system for 14- to 19-year-olds in England. This included proposals to reform the qualifications offer, such as introducing diplomas, a new suite of qualifications, and the expansion of apprenticeships. This research looks at the vocational qualifications and vocationally-related qualifications that are not currently in the four routes, specifically, those which are delivered as standalone qualifications. It explores provider motivations to deliver these qualifications in the 14 to 19 phase and the value to learners, employers and higher education.

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This report presents the findings from a qualitative research study to explore effective practice in supporting students studying at Level 1 or below in post-16 institutions. The study was commissioned by the Department for Education and undertaken between January and June 2016. It has been structured around two main strands of primary research: visits to education and skills providers; and visits to local authorities. The overall aims of the research were: (a) to identify good practice in recruiting and teaching Entry/Level 1 students; and (b) to identify the types of provision and support that best meet their needs.

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This is the final report produced for the National Evaluation of Learning Partnerships. It provides a final assessment after three and a half years of development and looks to the future and the role of learning partnerships in lifelong learning. At the core of the evaluation process is a set of longitudinal case studies undertaken with 20 learning partnerships. The case studies involved discussions with the chairs, directors, managers and co-ordinators of learning partnerships, with key partners and stakeholders from all sectors and were complemented by analyses of the national learning targets, discussion with government offices and regional evaluators, assessment of partnership plans, evaluations and progress reports and performance data. The study found that progress had been slower in some areas than others and the failure to lock the program firmly into the national policy context encouraged perceptions of the program to be a failed and forgotten initiative. Some of the partnerships felt from the beginning that as voluntary organisations they were not able to deal with the more strategic roles they were initially given. The main barriers encountered were around clarity of purpose, capacity to deliver and stakeholder credibility. However, the vase majority of learning partnerships have been able to demonstrate aspects of added value by increasing the level and amount of working and information sharing across partner organisations and sectors.

Other related reports are indexed at TD/TNC 68.196, TD/TNC 69.278, TD/TNC 69.279 and TD/TNC 69.280. Show less

This is a study of the interaction between national employment policy and local employment policies. Eight case studies were selected and examined. Issues associated with national and local work are explored. The case studies suggested that attempts to integrate local and national policies did face some difficulties. The benefits, impacts and problems are discussed. The final section looks at the implications this raises for national policy development. Show less

This document is the final report from the Post-16 Learning Arrangements Evaluation project, commissioned by the Department for Education and Skills (DfES) to assess key stakeholder and partner views on critical post-16 processes and the contribution to learner performance, quality and standards. New arrangements for post-16 learning had been developed in response to a number of perceived weaknesses in the existing system. By November 2002, their implementation had resulted in policy, organisational and operational changes. This final report compares the progress to date with the findings from an interim study (indexed at TD/TNC 76.296) and is structured around four main themes: Learning and Skills Council (LSC) arrangements; Raising standards; Inspections; and Area inspection. Particular strengths of the system that emerged during the course of this study include: greater awareness of the impact on operational activity of the balance between DfES and LSC; strengthening of partnership and communication across the sector; strengthening of LSC staff expertise; and overwhelming support for the management of the inspection arrangements by both inspectorates. Show less

York Consulting were commissioned by the Department for Education and Skills (DfES) to evaluate the impact of the Learning Partnerships established across the United Kingdom (UK) in early 1999. The partnerships were designed to promote a new culture of provider collaboration across the educational sectors (schools, further education, work-based learning, and adult and community learning) and to rationalise the range of existing local partnerships arrangements covering post-16 learning. This interim report provides an analysis of interim progress and early impact of Learning Partnerships as at May 2001. The report is based on a review of management information, Learning Plan Executive Summaries, national case studies and regional evaluations. The final evaluation report which will be published early in 2003. The first part of the report outlines the key findings and issues from national data and the national Learning Partnerships database developed by the research team and based on Learning Plan Executive Summaries. The second part analyses the key findings from the 20 national case studies and regional evaluation reports and the final section draws together the research findings to present conclusions and key recommendations. The findings demonstrate that although progress and impact in relation to partnership is being achieved, Learning Partnerships continue to face a number of potential constraints.

Other related reports are indexed from TD/TNC 69.278 to TD/TNC 69.280 and the final report is indexed at TD/TNC 75.237. Show less

In 1996, the OECD's Education Committee launched the 14-country 'Thematic review of the transition from initial education to working life'. Within a lifelong learning framework, the review had two key goals: to describe how young people's transition to work changed during the 1990s; and to describe the education, labour and social policies, and the interaction between these, that lead to successful youth transitions. Participating countries prepared a background report describing the general context of youth transitions and noting key policy concerns. The review team that visited each country prepared a country note to summarise its observations and suggestions. This background report for the UK provides economic and institutional contextual information for a discussion of transition processes and outcomes, and policy changes introduced in response to concerns about the education to work transitions for young people. The weaknesses identified in education, training and the labour market in the UK are associated with standards and quality, the relatively high proportion of under-achieving young people in comparison with other OECD countries and a labour market characterised by a high number of insecure, low-skilled and low-paid jobs. The report suggests that current policies for the transition appear to build on existing strengths and address these weaknesses.

The country note for the UK is indexed at TD/TNC 77.109. The final report of the OECD review is indexed at TD/TNC 62.156. Show less

New arrangements for post-16 learning in the UK were developed in response to a number of perceived weaknesses in the existing system. By November 2002, the implementation of new learning arrangements had resulted in policy, organisational and operational changes. This interim report is part of a two-year project to assess key stakeholder and partner opinions on key post-16 processes and their contribution to learner performance, quality and standards. Key organisations representing accountable stakeholders for the post-16 learning arrangements are: the Department for Education and Skills (DfES), the Learning and Skills Council (LSC), Jobcentre Plus, the Adult Learning Inspectorate, and the Office for Standards in Education (Ofsted). The report examines the development and changes since April 2001 in the funding, institutional structure and operation of learning for adults and young people over the age of 16. The qualitative evaluation focuses on five key areas: implementation of the LSC arrangements; raising standards; the Standards Fund; inspections; and Area Wide Inspections. The report suggests that there have been some difficulties associated with the changes but the key elements are in place. There is a high level of awareness among stakeholders of the need for improved performance and raised standards. Many new and improved processes have been and continue to be put in place. At this point, a systematic impact on learners appears limited apart from a few specific isolated instances of changes affecting learners. A final evaluation report will be compiled when the study is completed in January 2004. Show less

The Union Learning Fund (ULF), announced in 'The learning age' (indexed at TD/IRD 88.177) was set up to promote innovative activity by trade unions to support the creation of a learning society. This report sets out the quantitative and qualitative findings of a national evaluation of the UFL in its third year of operation. The structure of the report is as follows: the first section provides the background of the project, the evaluation objectives and outlines the methodology; section two sets out the project profiles; section three examines the performance of the projects undertaken in the third year, compares them to that of projects in years one and two, and reports on the total achievement over the three years; section four outlines the barriers faced by projects in the implementation of activities; section five provides details on the profile of learners involved in the UFL projects; section six reviews the basic skills projects and their performance; section seven reports on other activities generated by the ULF; section eight seeks to draw conclusions about the performance of ULF projects in achieving the overall objectives of the fund; section nine provides feedback from employers who participated in the ULF; section 10 draws together the good practice identified by unions and from the research underpinning the development of union capacity to deliver lifelong learning; and the final section sets out recommendations for the future of the fund. Also included are five annexes: Year 3 ULF projects by union; ULF funding by union; Additional learning activity generated by the ULF; ULF project performance data years 1-3; Union density by government office region.

An earlier evaluation report of the ULF is indexed at TD/TNC 63.153. Show less