The study was conducted in eight TEC areas where information was collected on:

• the socio-economic profile, to understand the opportunities and problems faced by the TEC in its TfW and YT programmes;

• details of the TfW and YT programmes, covering policies, approach and provision, to enable more successful approaches to be identified;

• information on wider TEC activity which might impinge on TfW and YT.

The research identified a number of practices which might help to improve the performance of trainees in TfW and YT from the disadvantaged groups covered by the research and close the gap in performance. These fall into four broadly defined areas: policy and structures; provision; and practice; and action by Government departments.

Policy and Structures

• There was widespread recognition among TECs that they had to meet the needs of individuals and groups whose barriers to employment include their own special training needs and equal opportunities issues. One TEC addressed this by adopting a 'differentiated' approach to the training schemes which recognises that individuals and groups experience a range of problems and barriers and that provision should be tailored accordingly. This meant that the schemes should cater both for the job-ready and for people who require in-depth training and additional support. There would seem to be advantages for TECs in adopting this approach.

• There is particular need for TECs to give explicit recognition to the importance of meeting the needs of disadvantaged groups to economic regeneration. Given widespread evidence of employer discrimination against these groups, TECs might achieve benefits from more actively 'selling' TfW and YT to employers, and particularly in encouraging employers to offer placements and jobs to trainees from disadvantaged groups. Practices like this could have a direct effect on increasing job outcomes in the schemes.

• Most TECs included individuals with a particular interest in equal opportunities or special needs in the board of directors. This expression of commitment may not in itself affect the performance of individuals from these groups, but can encourage activity and progress in this direction which could have an effect on the performance gap.

• Where the TEC Chief Executive was seen by representatives of other organisations to have a genuine commitment to equal opportunities or special needs, this was seen as evidence of the TEC's commitment in general. It encouraged organisations to raise their concerns with the TEC and gave them a sense of involvement with TEC policy and direction.

• Active TEC groups to address the training, employment and educational needs of disadvantaged groups involving local organisations and individuals with expertise in this area could help to ensure that TEC provision is appropriate and effective and leads to improved outcomes for disadvantaged groups in the training schemes.

• Structures are likely to be particularly useful where they are focused on the needs of homogeneous groups, for example an ethnic minority group rather than ethnic minority groups in general.

• Community consultative exercises, practised by some TECs may help to target training provision and encourage partnership.

• Successful partnership can result in:

  - more efficient resource allocation across and within agencies;

  - better identification and co-ordination of priority tasks;

  - and better targeted training planning and delivery.

• Benefits of partnership include locating young people who have 'dropped out' of the system and increased referrals to TfW through outreach work, TEC-funded posts in Jobcentres and linking provision, for example through Job Clubs for specific disadvantaged groups such as disabled people. Co-ordination of referral efforts is particularly important in targeting potential trainees for disadvantaged groups.

• Secondment arrangements were found to be helpful in promoting communication and understanding between TECs and the Employment and Careers Services which could benefit provision and achievements of disadvantaged groups. TECs should therefore be given further encouragement and support to make more use of this arrangement.

Provision

• TECs could try new ways of encouraging participation in training schemes. The problem of low start rates among some disadvantaged groups could be tackled through advertising in non-traditional venues, such as fast-food outlets and through outreach work in disadvantaged areas.

• A number of TECs had run 'taster and tester' and pre-vocational courses designed to increase access and commitment to training, particularly in TfW. Much of this provision had been withdrawn because of funding cuts. Taster and tester courses could be of particular benefit to individuals with little experience of employment or training. These will be particularly useful where they involve indepth guidance. Pre-vocational schemes had four main objectives:

  - the personal and social development of individuals, in its own right;

  - improving access to mainstream programmes;

  - raising successful outcome rates in mainstream training;

  - and, ultimately, improving trainees' job chances.

• Prevocational training and taster and tester courses could lead to higher success rates among disadvantaged trainees in the main schemes by ensuring that participants choose the right course for them and are ready for vocational training. Surplus funds could be allocated to taster and tester pre-vocational training and any additional funding available to TECs would be well spent in this area.

• A number of TECs devoted resources to young people who had 'fallen through the YT net, including financial incentives to register on a TEC database. Some TECs offered short informal basic skills courses. These had the benefit of keeping young people 'in the system' of employ-ment and education and could lead to their participation in YT.

• Many TECs had not focused on urban deprivation as a problem in its own right because DfEE targets have emphasised achievements by ethnic minority groups and disabled people. There is a case for closer targeting of training provision at people living in areas of urban deprivation or increased incentives to achieve outcomes for this group.

• Further collaboration between TECs and local authorities could help to access additional sources of funding and could ensure appropriate targeting of provision. This could increase training options available to disadvantaged groups and encourage participation and achievements in TfW where additional training addresses the need for pre-vocational skills.

Practice

• The achievement of qualifications can improve the chances of people from disadvantaged groups of obtaining secure employment with prospects for advancement. There is a strong case for guaranteeing funding based on training weeks for disadvantaged trainees in TfW as well as in YT to ensure that their training needs are met.

• Some problems were identified with the move towards integrating special needs and mainstream training provision, including shortages of training places for people with special needs. The effects of integrating provision should be closely monitoredto ensure that disadvantaged groups, and particularly people with special needs, are not losing out. Evidence of increasing selectivity among training providers and low 'starts' in some areas suggests there is a need for TECs to retain specialist training providers with the resources and expertise to train in this area.

• Where TECs are integrating provision for trainees with special needs with mainstream training they should ensure that providers have sufficient resources to provide special aids, support and guidance and draw on he expertise of organisations representing disadvantaged groups.

• Young people from disadvantaged groups, particularly those living in areas of urban deprivation, could be encouraged to complete their YT training through financial incentives and additional support from training providers. This could include small payments for good attendance to young people known to have been poor school attenders.

• Mixing participants in YT with adult trainees on TfW may improve retention by encouraging the development of peer group norms such as personal responsibility and mutual respect. There may also be scope for wider use of 'mentor' systems.

• Some young people from disadvantaged groups, who have recent negative experiences of learning environment, may benefit from an early entry to work. One TEC, a pilot for starts and outputs funding in YT, rewarded training providers for job outcomes for disadvantaged clients but not for mainstream YT participants. This may be useful in encouraging training providers to make particular efforts to find placements for these trainees and could lead to increased job outcomes for disadvantaged groups in YT.

• TECs might encourage the achievement of qualifications by disadvantaged groups, particularly trainees with special needs and those living in areas of urban deprivation, by funding NVQ units rather than whole NVQ levels.

• Some TECs practised temporary endorsement of young people in YT, with reviews every 4-6 weeks. This could ensure that endorsement funding is used appropriately and without 'labelling' young people unnecessarily.

• Some TECs combined literacy, numeracy and ESOL tuition with vocational training. This may increase retention in the schemes and contribute to successful outcomes. There may therefore be scope for wider application of this approach.

• Providers should be required to meet certain equal opportunities criteria, which could include:

  - comprehensive equal opportunities policies;

  - having procedures in place to encourage access to training and employment to reflect the make-up of the provider catchment area;

  - analysis of trainee applications and starts by gender, ethnicity and disability;

  - development work arising from analysis of participation of disadvantaged groups;

  - evidence of regular management reviews of the organisation's equal opportunities policies.

• Key aspects of successful policies to encourage employer involvement in training programmes included heightening employers' awareness of the positive benefits in recruiting from disadvantaged groups and developing vocational training which met local labour market needs.

• One TEC used TEC surplus to fund a small team to identify employers with specific training needs and to assist them in the recruitment of trainees.

• Other TECs had achieved success in striking agreements with large local employers or employers known to have a commitment to equal opportunities and giving opportunities to people with special needs. These sometimes involved taking on a specified number of youth or adult trainees, with a view to employing them after a short period.

The Department for Education and Employment undertakes research to help achieve its aim of supporting economic growth by promoting a competitive, efficient and flexible labour market.
Research Briefs summarise key findings from reports that are published in the Department's Research Series.

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Effectiveness of TECS in Achieving Jobs
and Qualifications for
Disadvantaged Groups
ISBN 0 11 270927 X
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