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Apprenticeships & Technical Education : data and evidence review
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Dickinson, Peter, Cárdenas-Rubio, Jeisson and Hughes, Deirdre (2022) Apprenticeships & Technical Education : data and evidence review. London: The Careers & Enterprise Company. (Unpublished)
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Abstract
Young people’s career decision making is complex with a variety of influences and influencers. These affect not only the types of decisions made, but also the ways in which they are made, and when they are made.
This study has drawn together research and analysis from a range of sources which cover different cohorts of young people, geographical areas, research, sampling strategies and methodologies, and that use a range of indicators and survey questions that are not always consistent. The study was tasked with addressing a number of research questions, and the extent to which the authors were able to do this depended on the information and data available:
• There is a wide range of data available about the TVET career pathways young people choose, and the careers information and advice informing these decisions. However, there is little linking the two together enabling an analysis of the outcomes from different types and sources of careers education, and other information and advice.
• Whilst much is known about apprenticeships relatively little is known about other TVET routes in KS5 (and beyond). This makes it difficult to assess the range of TVET opportunities available to young people post-16. Furthermore, it makes it difficult to assess the supply side. Technical education has expanded but which programmes, subjects and at which providers is not known. This is important for informing the implementation of T levels.
• Much of the literature has focused on the relationship between lower attainment/SES and post-16 choices because this is the main outcome from the analysis. Research based studies on effective practice to address these barriers are limited.
Enablers supporting the take-up of TVET options by young people:
• Presenting and discussing the full range of options as appropriate, authentic and auspicious choices. This involves the training and networking of teachers, careers advisers and education and training providers. It also requires schools allowing external providers access to young people at KS4 so they can present and explain the benefits of undertaking TVET options, and the potential pathways (including HE) beyond them.
• The Gatsby Benchmarks in England’s schools and colleges has significantly raised awareness of young people’s needs for good career guidance. Initiatives such as Careers Hubs and Careers Leaders training have an impact on the quality of careers education as far as TVET options are concerned.
• The evidence suggests that if TVET options are presented equally to all young people in KS4 they are more likely to choose them. Furthermore, participation of schools in Careers Hubs, and Careers Leaders training, is more likely to make this happen.
• Parents are often cited as the main source of careers advice. Studies suggest that parents rate vocational options highly, as do young people. However, it appears that parents are less likely to recommend them than academic routes. This might change if the benefits of TVET options are presented to them, including as a route into HE.
• The role of personal agency is a key factor in decision making and whilst young people are subject to a wide range of influences and influencers, most say that the decisions they reach are ‘their own’ and based on their career aspirations. Personalised careers education is considered good practice in supporting young people.
Barriers to the take-up of, supply of, and information and data concerning TVET options by young people:
• Being made aware of and understanding (and thereby given the opportunity to choose) TVET options does not always happen, especially if young people have/are of higher attainment levels/SES.
• When TVET options are considered and pursued there appears to be less careers support for young people, even though these choices are often more complex, involve young people with fewer levels of support, and some disadvantaged young people.
• Young people report that much careers education in KS4 emphasises academic routes rather than TVET options. This may be because the main influencers may not be impartial and/or fully understand TVET options and the benefits they bring.
• Evidence suggests that young people are provided with information on TVET options, especially apprenticeships, and that they and their parents think these are good options. However, they tend not to be recommended or chosen by pupils with higher attainment/SES.
• The Baker Clause, designed to increase the exposure of KS4 pupils to TVET options, has been tended to be met with ‘selective compliance’. Some TVET providers believe they are only given access to a particular subset of pupils.
• The role of apprenticeships in providing a key transition route for school leavers into the world of work has diminished over the past decade. Part of this is due to the impact of the apprenticeship levy. Smaller employers (non levy payers) were more likely to recruit school leavers on to Intermediate apprenticeships, but their overall recruitment has declined since the levy’s introduction.
• T levels are a new TVET option in KS5. So far those introduced have been mostly delivered by FE colleges. If this persists, T levels could also be affected by a lack of promotion to young people in KS4, or from a segmented promotion to particular groups of young people. Current research into T levels has not covered their promotion within careers education or career guidance support in schools, and how they may be successfully promoted to all young people.
• Surveys and datasets outlined in this report are often ‘stand alone’ research and therefore it is quite difficult to compare and contrast the findings as different age groups, geographical areas and definitions are used. Longitudinal datasets do enable an analysis of the impact of careers education and other support on the routes chosen and outcomes but many are now dated. Some current ones are underutilised.
Item Type: | Report | ||||||
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Alternative Title: | |||||||
Subjects: | H Social Sciences > HD Industries. Land use. Labor H Social Sciences > HF Commerce L Education > LC Special aspects of education |
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Divisions: | Faculty of Social Sciences > Institute for Employment Research | ||||||
Library of Congress Subject Headings (LCSH): | Young adults -- Education , Youth -- Employment , Technical education, Young adults -- Vocational guidance , Apprenticeship programs | ||||||
Publisher: | The Careers & Enterprise Company | ||||||
Place of Publication: | London | ||||||
Official Date: | March 2022 | ||||||
Dates: |
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Number of Pages: | 64 | ||||||
Status: | Not Peer Reviewed | ||||||
Publication Status: | Unpublished | ||||||
Date of first compliant deposit: | 26 September 2023 | ||||||
Date of first compliant Open Access: | 27 September 2023 | ||||||
RIOXX Funder/Project Grant: |
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