All learners have different needs. For the vocational training sector, this can mean differences in capability, homelife situation, workplace demands, learning preferences or, importantly, learning support needs. Without a base-level understanding of neurodiversity, curriculum teams, tutors and employers risk alienating a significant proportion of learners or would-be learners. In our industry, the engagement and progress of every learner matters. Embracing and supporting neurodiversity is a critical part of this.

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Two million good-quality green jobs by 2030. Electricity to come from clean sources by 2035. Net zero greenhouse gas emissions by 2050. Sustainability commitments made by the UK are bold, as we all know they need to be, but what do these statistics, promises and pledges mean in practice for the skills and employability sector?

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All learners have different needs. For the vocational training sector, this can mean differences in capability, homelife situation, workplace demands, learning preferences or, importantly, learning support needs. Without a base-level understanding of neurodiversity, curriculum teams, tutors and employers risk alienating a significant proportion of learners or would-be learners. In our industry, the engagement and progress of every learner matters. Embracing and supporting neurodiversity is a critical part of this.

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Numbers of apprenticeship starts have dropped significantly since the start of the pandemic, most noticeably among young people under the age of 25, and for apprenticeships at levels 2 and 3. In this article we look at why this may be, the possible consequence of this drop, and the viable solutions that could help attract young people back to apprenticeships.

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Tony Allen (CEO of Allen Apprenticeships and Skills), and Ben Drain (Apprenticeships Operations and Quality Director at Pareto Law) presented a webinar for more than 150 apprenticeship providers to explore the topic of effective employer engagement.

With many years of experience in apprenticeships delivery, Tony Allen and Ben Drain have deep insights into where successful providers excel in the services they provide and the growth of their organisations. In this webinar, they focused on one key component – providers’ approaches to employer engagement.

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“The behaviours required to prosper in a new world are different.” Aptem CEO, Richard Alberg. Although we might not yet be living in what we can call a ‘post-pandemic’ world, the pandemic has already significantly changed the behaviours and skills we need to thrive. Behavioural science can help us to pinpoint and understand these changes, as well as offer useful insights that can be applied to service delivery, and ultimately support people into work.

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Blended learning incorporates in-class and remote learning, making use of digital technology to deliver engaging, flexible and collaborative education. Advances in technology have been challenging the classroom-centric mode of teaching since before the pandemic. Yet at the same time, it’s also widely recognised that technology has a significant role to play in education, not least because it is increasingly fundamental to everyday life. The role of education is to prepare young people for independence and success, and digital skills are undoubtedly essential for both.

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Delivered by employers in partnership with training providers, level two and three apprenticeships offer a concrete and reliable path into employment, and a steady supply of new recruits to companies that can train them in the specific skills they require. However, these lower-level apprenticeships have been overshadowed in recent years by the higher- and degree-level apprenticeships that offer an alternative to university education. The declining uptake in level two and three apprenticeships reflects a missed opportunity for employers and employees alike. Here, we explore why.

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