This small-scale research was part of a suite of projects funded and commissioned by ETF as part of Future Apprenticeships. It identifies effective equality and diversity practice in apprenticeship delivery and support methods for apprentices with a disability or learning difficulties. This report includes case study examples to support providers to increase diversity in apprenticeships.
A number of case studies on ‘Mental Health and Apprenticeships’ have been created as part of the Future Apprenticeships programme. In this case study CITB takes a whole organisational approach to supporting its apprentices and promoting mental health and wellbeing. They showcase effective practice and provide practical examples of how to support apprentices wellbeing and mental health.
A number of case studies on ‘Mental Health and Apprenticeships’ have been created as part of the Future Apprenticeships programme. In this case study Wigan Adult Learning show how they help to create a culture of openness to allow apprentices to talk about any concerns they may have. They showcase effective practice and provide practical examples of how to support apprentices wellbeing and mental health.
A number of case studies on ‘Mental Health and Apprenticeships’ have been created as part of the Future Apprenticeships programme. In this case study Kirklees College explains how it supports its apprentices with mental health needs and provides the appropriate training for its staff. They showcase effective practice and provide practical examples of how to support apprentices wellbeing and mental health.
Bedford College works closely with schools and with the local authority to prepare pupils aged 14-16 for college entry and more recently has taken various initiatives to work with young learners to help guide their career choice. The case study highlights how that work comes together to help the college achieve good progression rates into employment, apprenticeships and higher level courses.
City College Peterborough (CCP) places great emphasis on enabling individuals maximize their potential, and often works in niche markets to help support the economic and social development of Peterborough. The vast majority of its young learners are vulnerable with multiple and complex barriers to education. The case study focuses on how CCP responds to the needs of a number of different client groups, and emphasises how seemingly disparate work is delivered under an overarching vision and value frame.
With the tag-line “Passionate about Learning”, Humber Learning Consortium (HLC) is a management and quality hub for providers across the Humber and Yorkshire. This case study focuses on how Humber learning Consortium (HLC) effectively uses subcontracting arrangements to secure a wide range of personal development and employability programmes alongside mainstream delivery. Through specific examination of the Talent Match programme, the case study also shows how service users are placed at the centre of decision-making and so ensures participants take a positive approach to learning.
With a 93.8% student retention rate in 2014/15 and many progressing in-year to further study, this case study shows how WMC has put in place a range of strategies to support students to engage in college programmes, to stay on course and to succeed. Increases in the proportion of students taking accredited qualifications, and ways in which the college is increasingly promoting opportunities for learners to enable them to boost their chance of employment are illustrated throughout the case study.
Newcastle City Learning has an ethos of supporting those furthest away from the city labour market helping to develop their skills. Working in one of the most disadvantaged Local Authority areas, this case study shows how Newcastle City Learning works co-operatively with a range of local agencies to provide employability programmes for a diverse range of clients, and how the service emphasises employment opportunities in its own offer, learning environment and future planning.
Wolverhampton Adult Education Service (WAES) is increasing activity to help prepare learners for employment and/or vocational study through the design of more intensive courses - with more hours of study over a shorter period of time. The case study provides both the context and background for this work and, in particular, provides a focus on the ‘Steps to Employment’ programme aimed at people with low level literacy and numeracy skills who are unable to access the extensive number of Level 1 courses available within the Wolverhampton area.
