Client needs for coherent information, advice and guidance services ...

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AIMS 108 The overall aim of the project was defined as: “to understand the needs of clients for coherent IAG services”. 109 At the next level of detail, the specification stated that the project should identify clients’ needs for coherence and the extent to which they perceive IAG services as meeting those needs, with a particular focus on examining:- • client awareness of, and access to, a range of local and national IAG services; • the effectiveness of signposting and referral practices in helping clients to access the IAG services which most closely meet their needs. 110 Finally, the specification indicated six groups of clients whose views should be canvassed, and seven types of service providers to be included in the fieldwork. 111 The client groups were:- • young people aged 16-19; • young adults up to 25 with learning difficulties/disabilities; • young adults aged up to 30; • adults with basic skills needs; • adults with low skills (below NVQ level 2 or equivalent) who are in employment; • adults not in employment. 112 The types of service providers were:- • FE colleges; • HE institutions; • Jobcentre Plus; • Connexions; • learndirect; • voluntary/community sector organisations; • employer and other work-based training. REPORT STRUCTURE 113 The structure adopted for the remainder of this report is as follows:- • Chapter II summarises the methodology adopted; • Chapter III provides an overview of clients and providers in the sample; • Chapter IV presents the headline findings and recommendations by theme (i.e. as opposed to by key player); • Chapters V and VI discuss the findings in more depth, from the perspectives of clients and providers, respectively. 114 Appendix A provides additional commentary on the key differences between client groups, provider types and geographical areas. 11
II: METHODOLOGY INTRODUCTION 201 This chapter summarises the methodology adopted. The approach was unequivocally qualitative, with the emphasis on discussions with those principally involved in day-to-day IAG: namely clients and front-line advisers. 202 The principal stages were:- • designing a sample frame; • drafting and refining of research instruments; • piloting the approach; • fixing the fieldwork; • carrying out interviews and focus groups; • synthesis and analysis of data; • reporting. 203 The sections below provide further information on each of these stages (other than reporting). SAMPLE FRAME 204 One of the key design principles of the methodology was that fieldwork should be based in a small number of contrasting areas. The intention was to enable a crosssection of different types of provider to be visited in each area and, crucially, a picture to be built up of the dynamics of referral and signposting in each area. In all, 30 providers were identified and approached across the five areas. 205 Selection of the five areas was undertaken, in consultation with the Steering Group, to achieve coverage of the following variables:- • urban/rural; • high/low unemployment rates; • perceived robustness of links between IAG services for young people and adults; • perceived robustness of links between the local Learning and Skills Council, Jobcentre Plus and other providers; • perceived extent of coherence across the local IAG Partnership (IAGP). 206 The final list of areas was:- • Coventry and Warwickshire; • Greater Manchester; • London South; • Suffolk; • Tyne and Wear. 207 Achieving a reasonable balance of different types of providers and different groups of target clients was a significant challenge. In practice, it was an iterative process. 208 The key stages were:- • designing a theoretical framework, specifying which types of providers and clients should be accessed ideally in each area; • consulting with the key contact(s) in each area to explore the potential for securing the types of visits ideally required. The lead contact was typically the 12
Page 1 and 2: RESEARCH Client Needs for Coherent
Page 3 and 4: CONTENTS Chapter Page EXECUTIVE SUM
Page 5 and 6: EXECUTIVE SUMMARY INTRODUCTION 1. T
Page 7 and 8: • many clients said they would ha
Page 9 and 10: development of directories and data
Page 11: I: BACKGROUND AND PURPOSE INTRODUCT
Page 15 and 16: 215 Several adaptations were introd
Page 17 and 18: III: CLIENTS AND PROVIDERS IN THE S
Page 19 and 20: Services Table 3.2: Breakdown of
Page 21 and 22: Services Table 3.4: Breakdown of cl
Page 23 and 24: 326 Our synthesis and analysis of c
Page 25 and 26: • a student who is part of a grou
Page 27 and 28: 420 In terms of patterns of referra
Page 29 and 30: RECOMMENDATIONS 434 We were not for
Page 31 and 32: targeted at them. This point was ma
Page 33 and 34: providers demonstrated a high level
Page 35 and 36: 536 Many clients do appear to find
Page 37 and 38: service can help them; rather it su
Page 39 and 40: esource management practice; thus s
Page 41 and 42: Transfer of client records 579 The
Page 43 and 44: who graduated several years earlier
Page 45 and 46: exacerbated by media pressure to ge
Page 47 and 48: • In practice, there are often di
Page 49 and 50: 621 Referral to learning providers
Page 51 and 52: was minimal. The main exception was
Page 53 and 54: 649 In some areas, the IAGP itself
Page 55 and 56: combine their visit with other acti
Page 57 and 58: 681 There was a lack of suitable pr
Page 59 and 60: • Some advisers working with the
Page 61 and 62: APPENDIX A KEY DIFFERENCES BETWEEN
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other providers, including a number
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52. Many providers’ staff express
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C. COHERENCE OF IAG SERVICES C.1 Pl
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C.4 Are there links with HE careers
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