Log In or Sign Up
Employer Skills Survey
September 6, 2018

The UK Employer Skills Survey (ESS) is one of the largest business surveys in the world, with the data in this report based on survey responses from over 87,000 employers.

Recruitment and skill-shortage vacancies

Growth in recruitment activity was evident across most of the UK.

In line with previous years, a third of vacancies in the UK (33%) were considered hard to fill.

There has been an 8% increase in the number of skill-shortage vacancies compared with 2015. They were most numerous in the Business Services sector (just under 52,000 at the time of the survey), though as a proportion of all vacancies in the sector, the density of such vacancies was highest in Construction. By occupation, employers were most likely to have experienced skills-related difficulties when recruiting for Skilled Trades positions. The skills disproportionately lacking for Professionals included advanced IT skills and complex analytical skills.

The proportion of vacancies proving hard to fill exclusively for non-skills-related reasons was highest in Health and Social Work.

Among employers who had vacancies that were proving hard to fill, 34% had attempted to recruit EU nationals to try to help overcome recruitment difficulties. This was a particularly common way of trying to fill hard-to-fill vacancies in the Hotels and Restaurants sector (53%). Read more

Schools and Employers Must Collaborate to Help Young People into Work
September 5, 2018

Off the back of last week’s GCSE results, research published by HR Magazine, shows parents feel more must be done by employers and schools to provide work experience for young people.

Most parents (82%) believe schools and employers need to work more closely to prepare their children for the workplace, according to research from the Chartered Management Institute (CMI)

The survey also highlighted that despite 78% of parents believing work experience provides the best way for young people to gain employability skills, only 32% agree that employers are actually doing enough to provide that work experience.

Separate CMI research showed that 85% of employers want students to have gained work experience.

It found that parents are roughly as confident about the careers advice they give their children (56%) as they are in that provided by their children’s schools (54%).

Parents’ views play an important role in students’ decision-making. In previous research, 77% of young people said that parents are their number one source of careers advice when leaving school.

Read more

ESFA Employer Guidance: Register of End-Point Assessment Organisations

ESFA has updated their information for employers looking for an independent end-point assessment organisation and potential applicants to the register of apprentice assessment organisations. 

Register of end-point assessment organisations

Register of end-point assessment organisations – lists organisations that have been assessed as being suitable to conduct independent end-point assessment of apprentices and be in receipt of public funds. You can use the list of standards to see which organisations deliver a particular standard.

Introduction to end-point-assessment organisations

As well as containing information on programme training and assessment, all apprenticeship standards must contain an end-point assessment. An independent organisation must be involved in the end-point assessment of each apprentice so that all apprentices following the same standard are assessed consistently.

Only organisations on the register of end-point assessment organisations are eligible to conduct independent end-point assessment of apprentices. Although a number of different people and organisations may be involved in an apprentice’s end-point assessment, only the independent organisation needs to apply to and be listed on the register.

Using the register of end-point assessment organisations Read more

IAG Handbook

Learning in Wiltshire is Wiltshire Council’s adult learning and development service. http://www.learninginwiltshire.org.uk/ They are proud holders of the matrix Standard http://matrixstandard.com/ which is the unique quality framework for the effective delivery of information, advice and/or guidance.

All Learning in Wiltshire staff give Information, Advice and Guidance (IAG) as part of their commitment to help learners and potential learners explore options, get the best out of their learning programme and continue to develop their skills to higher levels after completion of their course or qualification. Their IAG is split into three:

  • Initial IAG – given by occupationally competent assessors in the form of a telephone conversation lasting approx. 20 minutes.
  • Ongoing IAG – incorporated within the learning programme and evidenced throughout the learning journey in a variety of ways e.g. ILPs, e-portfolio, reviews, tutorials etc.
  • Exit IAG – informs future development needs and allows our learners to be signposted to relevant progression pathways.

They have developed an IAG handbook for their learners.

To view the handbook  Click Here

Mentoring in Schools – Research Paper
August 29, 2016

Too many young people are disengaging from school at an early age. This can have negative effects on their success at school and their ability to build a career after they leave school. Because of this, The Careers & Enterprise Company are launching a new campaign around employer mentoring https://www.careersandenterprise.co.uk/ to support young people to stay engaged at school and make an effective transition to their careers.

Professor Hooley was asked to undertake a literature review for The Careers & Enterprise Company. In it, he finds that employer mentoring is an effective strategy that can support young people’s engagement with school, their attainment and their transition to work. Critically, he has also identified a wide range of evidence-based features that support effective mentoring programmes.

The Careers & Enterprise Company’s initiative seeks to significantly expand the existing marketplace of employer/young person mentoring providers. These include a wide range of local and national providers and programmes.

Professor Hooley’s paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying the impacts that might be anticipated from employer mentoring and, second, exploring what knowledge exists about effective practice. It makes use of an unpublished review undertaken by the Department for Educationas well as a number of other literature reviews and meta-analyses.

To access the paper, Click Here

Example IAG Policy
August 29, 2016

Elpis Training   http://www.staffline.co.uk/group-companies/elpis-training/  is one of the UK’s leading providers of Lean training and apprenticeships, with three decades of experience and expertise to draw on.

They believe that providing information, advice and guidance (IAG) is the key to learners getting the most from their educational experience. Consequently, they are committed to delivering an IAG service that provides a range of opportunities for learners, employers and partners to make informed choices about their training and development needs.

To view their IAG policy, which is published on their website,  Click Here

CIPD Policy Report – Where next for Apprenticeships?
August 29, 2016

The number of apprenticeships started in England each year has almost tripled over the past decade. The Conservative Government sees apprenticeships as a tool to increase national productivity and improve the wage and employment prospects of individuals. It has launched an ambitious reform agenda to deliver 3 million apprenticeships by 2020 – up from 2.4 million in the last parliament – and at the same time raise the standards of training and assessment.

Recent events – including Britain’s vote to leave the European Union, the Prime Minister’s resignation, a ministerial reshuffle and the moving of post-16 skills policy from the Department for Business, Innovation and Skills to the Department for Education – could lead to a shift in the direction of apprenticeship policy. However, the ‘post-16 skills plan’ published in July 2016 reaffirmed the commitment to these reforms and pledged further changes to raise college-based vocational education and better integrate the system as a whole (BIS and DfE 2016). The collection provides timely analysis to inform the direction of the Conservative Party’s manifesto commitments on apprenticeships under Theresa May’s leadership.

Written by a range of key influential individuals within the sector, The CIPD http://www.cipd.co.uk/ have published a report examining

  1. The aims and objectives of apprenticeship
  2. The philosopher’s stone? The case for national apprenticeship qualifications
  3. Employers and meeting the Government’s apprenticeship target: what could possibly go wrong?
  4. Unions and employers in the driving seat
  5. Sector-led approaches to raising apprenticeships: an employer’s perspective
  6. Why colleges and universities should be offering more and better apprenticeships
  7. University-led apprenticeships: a new model for apprentice education
  8. Lessons from abroad: the need for employee involvement, regulation and education for broad occupational profiles

To access the full report Click Here

Apprenticeship Funding Proposals – August 2016
August 29, 2016

On 12 August, Government published further proposals on funding models for Apprenticeships. The video takes you through the proposals.

Example IAG Service Guidance Booklet
August 29, 2016

Founded in 1903, the Workers Education Associationhttp://www.wea.org.uk/ –  is the UK’s largest voluntary sector provider of adult education in England and Scotland. The WEA is a charity dedicated to bringing high-quality, professional education into the heart of communities. With the support of nearly 3,000 volunteers, 2,000 tutors and over 10,000 members, they deliver friendly, accessible and enjoyable courses for adults from all walks of life.

They have produced an IAG service guidance booklet for Branches, Partners, Tutors, Organisers and Administrators. It highlights that everyone in the WEA provides information and advice of some kind during the course of their work, whether this is to colleagues, to members of the public or to students. Collectively this work is often referred to as ‘Information, Advice and Guidance’ (IAG). The IAG we deliver in the WEA adheres to the matrix  standard.  http://matrixstandard.com/ 

In the guidance booklet, they set out and explain:

  • The IAG Services’ Values, Aims and Objectives
  • The role of the IAG Service
  • Guidance for Tutors and their role within the IAG Service

To access the guidance document  Click Here

Ofsted & Volunteers from the World of Work
August 29, 2016

Ofsted’s Common Inspection Framework introduced in September 2015 has an increased focus on the importance of careers guidance for all young people aged 13-18. Volunteers from the world of work can play a key role in enhancing careers guidance provision and the important decision making all young people need to make about their futures while at school.

Working with volunteers from the world of work in supporting careers guidance provision is directly linked to the criteria in the inspection framework.

There are many examples where volunteers have talked to young people in schools and have helped to start the thinking process about their careers early. These volunteers have opened young people’s minds and they have also helped make school subjects relevant to the world outside and their future careers.

Volunteers have provided students with insights into lots of different jobs and sectors so that they make informed choices and start to build a foundation for their future careers. Many schools incorporate using volunteers into their careers guidance strategy to make the difference to their students’ futures. This in turn also helps them meet many of Ofsted’s criteria in the latest Common Inspection Framework. Events with volunteers only work well if the teachers involved are fully committed and invest time in achieving a good match between volunteers and students.

The ideas listed in the report published by Education and Employers http://www.educationandemployers.org/ in April 2016  shows how you can enhance your careers guidance provision and boost your chances of meeting inspection requirements.

To access the report  Click Here

IAG Online is Stephen Fry proof thanks to caching by WP Super Cache