The following summary draws on information about the programmes that are evaluated in the studies included in the network meta-analysis of evaluation findings, as well as studies in the Youth Futures Evidence and Gap Map, a review by the IES for Youth Futures, and other publications. Please note that for the most part these reflections are not grounded in the kind of rigorous evaluation approach which underpins the quantitative findings in the meta-analysis, but reflect qualitative findings and approaches to delivery.
Personalised support and identification of basic skills needs
Some programmes use initial assessments that identify areas where young people need to develop their basic skills. These may focus on areas where skills gaps could make it harder for young people to engage with other learning opportunities. These initial assessments may use formal tools. Assessment findings are then used to formulate learning and training plans that reflect individual needs and goals.Learners may benefit from proactive outreach and offers of support with basic skills development.
Other approaches include:
- Teaching methods that demonstrate to learners how they are making progress, setting small and achievable goals rather than just larger and more ‘remote’ ones.
- Flexible delivery, for example through evening, weekend, and part-time courses, that helps learners overcome external barriers and integrate learning into their lives.
Small groups and tailored support
Some programmes use small group or even one-to-one tuition for basic skills training. This can be offered alongside self-directed independent learning, including digital learning.
It can be difficult to maintain young people’s engagement in basic skills provision, so programmes use a range of approaches to retain learners and improve retention and motivation. This may include addressing external personal and social barriers, such as practical difficulties in attending classes and physical or mental health issues.
Avoiding ‘school-like’ experiences
Young people who enter employment interventions may have had very poor experiences at school. They may be keen to improve their skills for future training and gain formal credentials, but wary of returning to settings that recall those of compulsory education. Some programmes seek to design basic skills training in ways that avoid recalling school. This can include varying the nature of tasks, holding classes in workplaces rather than classrooms, facilitating independent and self-paced work, and fostering respectful and adult relationships between staff and learners.
Some programmes embed elements of numeracy and literacy development within the activities that young people encounter in on-the-job training or work experience, or in relation to vocational issues and themes. This stresses the links between basic skills and tasks that young people might encounter in the workplace. Basic skills learning can also be linked to life skills and personal development.
Expert staff and appropriate teaching methods
Some descriptions of programmes note the value of staff expertise in teaching and learning, especially in adult education, as well as interactive teaching methods and programmes that are designed to meet the needs of specific cohorts of learners. Collaboration with education providers such as colleges can improve access to relevant teaching experience.
