Work-based learning standards low

Citation

(2002), "Work-based learning standards low", Education + Training, Vol. 44 No. 7. https://doi.org/10.1108/et.2002.00444gab.002

Work-based learning standards low

Standards for Government-supported work-based learning for young people are low, according to the Learning and Skills Development Agency (LSDA).

Making the Grade: a Report on Standards in Work-Based Learning for Young People is based on research commissioned by the Department for Employment and Skills into the causes of the deterioration in inspection grades.

The report notes that there has been a steady increase in poor inspection grades for work-based learning over the last four years, with a marked deterioration since April 2001. It contrasts the good support for networking and sharing practice associated with the continuing improvement in the quality of the Government's new-deal provision for the unemployed with the lack of systematic support for providers of work-based learning for young people.

The report identifies likely causes for the problems in delivering effective work-based learning as:

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  a new and unfamiliar inspection system, which was introduced at a time of major change to arrangements for training providers;

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  difficulty in collecting information needed to prove evidence of learners' achievements;

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  the modest success rates for work-based learning in terms of gaining full qualifications and completing modern-apprenticeship training;

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  insufficient support and development for work-based trainers and few resources to remedy shortcomings;

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  lack of trained staff with relevant qualifications;

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  little staff development;

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  a limited range of learning programmes which do not fully cater for the wide range of abilities and interests of learners, leading to learners being placed on inappropriate programmes which many then fail to complete;

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  difficulty for trainers in delivering the more rigorous modern-apprenticeship frameworks, including key skills; and

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  a switch in emphasis to developing and applying knowledge which has created difficulties for trainers who are more familiar with assessing skills development.

There seems to be no single cause for the range of poor inspection grades awarded by the Adult Learning Inspectorate (ALI). The key issues to be addressed include the lack of understanding of quality-improvement processes, building capacity in the workplace to meet recent developments, improving guidance to providers and the need to network and share good practice.

Margaret Hodge, lifelong-learning and higher-education minister, said: "Earlier this year, I started a debate on how to tackle uneven quality in further education and training. This report has revealed that, despite recent progress in the work-based learning route for young people, there is still more to be done.

"As we made clear in our 14-19 proposals, it is vital that young people have the choice of a high-quality vocational route. We have put together a robust action plan, designed to transform the quality of this learning route, and are asking the LSC and the ALI to intensify their support for providers of work-based learning. Young people must be given the high-quality learning experience that they deserve."

The Department for Education and Employment, working in partnership with the LSC, ALI and LSDA, has developed an action plan in response to the report. It builds on the action already identified in response to the recent report of the modern-apprenticeship advisory committee, chaired by Sir John Cassels. The plan will:

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  enable the LSC to redeploy £25 million into a work-based learning fund to implement modern-apprenticeship reform and so improve retention and achievement rates;

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  improve information and guidance on apprenticeship frameworks and progression routes;

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  establish apprenticeship agents to help employers to deliver apprenticeship programmes;

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  support providers so they have every opportunity to improve before reinspection and terminate the contracts of those which cannot recover, while protecting the learners who are only part way through their programmes; and

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  increase provider understanding of quality-improvement processes, including self-assessment and inspection.

David Sherlock, ALI chief inspector, said: "The real issue is not whether work-based provision is getting worse – it is that it is not good enough. Although excellent provision does exist, too few of our young people are getting the quality of vocational training that they should rightfully expect.

"Many providers need expert support and guidance in order to make the necessary improvements and adapt to changes in post-16 arrangements. The joint action plan ensures the partners in quality focus on the infrastructure of work-based learning and work together to address the issues behind inspection grades."

Chris Hughes, LSDA chief executive, said: "Workplace learning for young people is tough. Finding the time, space and resources to learn as well as working is difficult. The key question that is asked by inspection is 'How well do learners achieve?' The primary evidence source for this is success rates, which are modest in work-based learning.

"Expectations have increased, but providers have not been supported to raise their game. We now have a clearer picture on where the shortcomings lie and how to address them. We are anxious to play a full part with other key players in the development of better work-based learning."

Avril Willis, director of quality and standards at the LSC, said: "The LSC's overriding responsibility is to the learner. As part of its quality-improvement strategy, the LSC has already introduced a wide range of measures to build on good and excellent provision and to tackle the poor-quality provision that exists.

"The LSC is committed to developing providers to deliver high-quality modern apprenticeships. The Cassels report requires more from providers and that is why we are investing £25 million in addition to existing standards-fund money to transform the experience of learners. The LSC will ensure that all providers build quality into their provision to enable learners to succeed."