What impact do further education, technical education and apprenticeships have on improving earnings and career progression for learners? What is the best way to assess the longevity/durability of impact and how does it vary by qualification and learner demography?

Background

This publication sets out areas where DfE is interested in more research and new evidence2. Given the broad policy agenda of the department it is not practical to provide an exhaustive list of research questions of interest. Instead this is a targeted list of areas which are both key departmental priorities and where we feel the research community is currently well placed to add to our evidence base. In terms of approaches to answer the questions, we are interested in both primary qualitative and quantitative research, secondary data analysis, and literature reviews/synthesis of existing evidence. For all questions we are interested in international perspectives and what has worked, or not, in other countries. For all our questions we are interested in how results differ for relevant sub-groups such as Free School Meal pupils, Pupil Premium pupils, Special Educational Needs and Disability (SEND) pupils, Black and Minority Ethnic pupils, and gender.

Next steps

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Source

This question was published as part of the set of ARIs in this document:

Df E Areas of research interest

Related UKRI funded projects


  • HIVE-PED: Higher Vocational Education and Pedagogy in England

    The HIVE-PED Research Seminar Series: Higher Vocational Education and Pedagogy in England The proposed HIVE-PED research seminars series will map out the research territory, report research findings, facilitate debate,...

    Funded by: ESRC

    Lead research organisation: University of Greenwich

    Why might this be relevant?

    The project focuses on higher vocational education and pedagogy in England, which is related to further education and apprenticeships, but does not directly address earnings and career progression.

  • Can dual apprenticeships create better and more equitable social and economic outcomes for young people? A comparative study of India and Mexico

    The aim of this proposal is to support more effective implementation of dual apprenticeship in India and Mexico and to strengthen the capacity of project partners to evaluate their apprenticeships in the medium to long t...

    Funded by: ESRC

    Lead research organisation: University of Glasgow

    Why might this be relevant?

    The project examines dual apprenticeships in India and Mexico, which can provide insights into the impact of apprenticeships on learners, but does not directly address the UK context or the longevity/durability of impact.

  • Supporting the Industrial Strategy

    1) Developing Skills: Strengths and Weaknesses in the System, and What can be Done. The new Industrial Strategy must consider how the education system can create the general and specific skills needed by businesses toda...

    Funded by: ESRC

    Lead research organisation: London School of Economics & Pol Sci

    Why might this be relevant?

    The project covers the development of skills and the education system, including technical and vocational education, but does not specifically focus on the impact on earnings and career progression for learners.

  • Developing talent through apprenticeships

    Investing in apprenticeships is an excellent way for the UK economy to recover from the effects of COVID-19\. Apprentices each generate an average **£34,000 of economic benefit each year** in the UK and Government ...

    Funded by: Innovate UK

    Lead research organisation: Workplus Apprenticeships Ltd

  • University Technical Colleges - driving growth across the whole country and cultivating world-leading sectors?

    Evaluating school effectiveness is challenging, because parents can choose where to send their children to school. This causes a problem for researchers, because those choices are unlikely to be random. This means it is ...

    Funded by: ESRC

    Lead research organisation: University of Warwick

  • Development and enhancement of Longitudinal Education Outcomes (LEO) data

    Understanding how much individuals and society benefit from different education and training courses is vital for governments weighing up investments in education and skills. Access to data with rich information on educa...

    Funded by: ESRC

    Lead research organisation: University College London

  • NUS HOLDINGS LIMITED - NUS Employability Skills system - Proof of Market

    For school leavers, students, and graduates, knowing what skills they have is vitally important when it comes to securing, staying in and changing employment. Every year employers organisations carry out inter/national s...

    Funded by: Innovate UK

    Lead research organisation: Nus Holdings Limited

  • Ethos SkillsPlanner

    Matching the skills output of educational establishments with the needs of industry, particularly in a rapidly changing economy, is problematic. The inability to integrate the various bespoke datasets has meant the holis...

    Funded by: Innovate UK

    Lead research organisation: Ethos Vo Limited

  • Estimating the lifetime returns to undergraduate and postgraduate degrees

    Context Higher Education (HE) choices are important for both students and governments. For students, debt on graduation from undergraduate degrees in England now typically exceeds £50,000, while postgraduate tuitio...

    Funded by: ESRC

    Lead research organisation: Institute for Fiscal Studies

  • Skills at work: an analysis of the interaction between training and occupations in the labour market

    My research explores policy-relevant topics in labour economics, with a methodological emphasis on applied econometrics. More specifically, my main research agenda focuses on studying the specificity of human capital wit...

    Funded by: ESRC

    Lead research organisation: Institute for Fiscal Studies

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