Equality and diversity good practice fund:
Inclusive Apprenticeships
16 October 2015
Chris Brill, Senior Policy Adviser
http://www.ecu.ac.uk/goodpracticefund/
The challenge
In 2012/13 what was the percentage of…
…BAME apprentices?
The challenge
In 2012/13 what was the percentage of…
…BAME apprentices? 10%
The challenge
In 2012/13 what was the percentage of…
…women apprentices?
The challenge
In 2012/13 what was the percentage of…
…women apprentices? 52%
The challenge
Business,
Administration and
Law
Health, Public
Services and Care
Retail and
Commercial
Enterprise
Engineering and
Manufacturing
Technologies
Leisure, Travel and
Tourism
7%
35%
56%
63%
79%
The challenge
7%
35%
56%
Business,
Administration and
Law
Leisure, Travel and
Tourism
79%
X
X
Health, Public
Services and Care
Retail and
Commercial
Enterprise
Engineering and
Manufacturing
Technologies
63%
X
X
X
The challenge
In 2012/13 what was the success rate of …
…disabled apprentices?
The challenge
In 2012/13 what was the success rate of …
…disabled apprentices? 68%
Equality and diversity good practice
fund
= 29 projects
= ‘Addressing underrepresentation and stereotyping by
disability, race and gender in apprenticeships and
traineeships’
= Rural urban, spread across England
= All resources can be found on:
http://www.ecu.ac.uk/goodpracticefund/fundedprojects/
Meeting the challenge
1.
Raising the aspirations of potential learners
2.
Removing barriers within the programme
3.
Providing tailored opportunities
Raising aspirations
“My message to everyone I meet is: no
matter who you are, or where you are from,
or what career you want to undertake, an
apprenticeship can help you achieve what
you want in your career and in your life.”
Sue Husband – Executive Director of the National
Apprenticeship Service at SFA
1) Raising aspirations
What can be done to raise the aspirations of
learners from under-represented groups?
1) Raising aspirations
What can be done to raise the aspirations of
learners from under-represented groups?
‒ Role models
‒ Events/Workshops
‒ Videos
‒ Information, advice and guidance
Myerscough – Supporting female apprentices
1) Raising aspirations
= Bournemouth and Poole College of Further Education Go For It!: Challenging stereotypical career choices
through apprenticeships
‒ “Go For It!” video
2) Removing barriers
= Careers South West - Overcoming barriers faced by
young people with LDD on entry to FE sectors
2) Removing barriers
= Careers South West - Overcoming barriers faced by
young people with LDD on entry to FE sectors
‒ 1-1
‒ Asked about support needs on application
‒ Initial assessment
‒ Learner provided with booklet (funding from
ALN/ASN pot)
‒ Regular 1-1’s
‒ Confidential discussion
2) Removing barriers
= North Lindsey College - Building bridges: changing
gender perceptions
‒ Curriculum development
2) Removing barriers
= Petroc - Pathways to apprenticeships
2) Removing barriers
= Petroc - Pathways to apprenticeships
‒ Feedback
‒ Work related qualifications
‒ Develop progression pathways
‒ Introduce basic skills
‒ Training around travel
What is your top tip to increase the number
of under-represented groups ….
‒ Accessing an opportunity?
‒ Succeeding at an opportunity?
3) Tailored opportunities
= Abingdon and Whitney College - Identifying and
disseminating best practice for apprentices with
special educational needs (SEN)
3) Tailored opportunities
= Abingdon and Whitney College - Identifying and
disseminating best practice for apprentices with
special educational needs (SEN)
‒ Initial Assessment
‒ Develop Individual Learning Plan
‒ Plan Assessment
‒ Plan resources
‒ Feedback
3) Tailored opportunities
Any final recommendations on providing
tailored opportunities….
Developing a successful initiative
Top tip 1
= Work collaboratively with:
‒ Learners
‒ Internal partners
‒ External partners
“Collaboration across departments was key here,
identifying and sharing good practice. Similarly in
developing a protocol to identify and monitor support for
remote learners, a number of departments, including IT,
were brought together to identify the best systems and
processes that would best fit our needs.”
Myerscough College – Supporting female apprentices
Top tip 2
= Respond to or develop an evidence base
“It has been important to be able to speak to key people in the lives
of our cohort who have provided support to enable learners to
succeed. These may be placement staff, family, parents/carers and
other support workers from external agencies. This is because the
majority of young people we spoke to are able to provide excellent
advice and encouragement to other young people and can identify
the benefits of their learning but are often less able to identify
barriers or are aware of the support taking place in the background.
It is therefore important to factor this into any research.”
Careers South West – Overcoming barriers faced by young people (18–24) with
LDD on entry to FE sectors
Top tip 3
= Clearly designed project plan
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Be systematic
Know up front what you hope to achieve
Be flexible
Alternative strategies and methods
Establish a timeline of activities with dates
Consider staff time management and availability.’
Frontload the delivery plan
Keep open channels of communication
Plan how you are going to review outcomes
Questions and answers
Future events
= Developing staff awareness of equality and diversity
issues
= Raising aspirations of underrepresented groups
= Engaging employers to advance equality in workplace
learning
= http://www.ecu.ac.uk/events/equality-and-diversityknowledge-exchange-webinars/