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315 For example, a field visit to a specialist IAG provider might have included interviews with a front-line receptionist involved in the provision of initial information and signposting, and with a qualified IAG specialist responsible for delivering a full range of services to clients. At other providers, advisers may have been involved in the provision of information and advice as part of a wider role – for example, a New Deal adviser whose duties include monitoring against the Jobseekers Agreement, or a lifeskills tutor who delivers information and advice as an integral part of wider training provision. 316 In addition, a small number of individuals were interviewed who had no direct role in relation to IAG delivery but who were nonetheless well placed to comment on key themes of the research (e.g. a basic skills tutor working with unemployed individuals on Jobcentre Plus programmes). 317 Table 3.5 overleaf shows the breakdown, between the five areas, of the number of interviews undertaken with different types of provider representatives. It can be seen that all types of adviser are well represented across the five areas. Provider sample summary 318 Overall, we deem the wide variety of different type of providers involved to be a strength, leading to confidence that the findings reported in subsequent chapters fairly represent the views of IAG service users across a broad range of contexts. The diversity within the provider sample does, however, make it difficult to draw firm conclusions with respect to providers from a particular sector. SAMPLE CHARACTERISTICS: CLIENTS Client target group membership 319 As noted above, providing a breakdown of clients by target group is more difficult. The six priority target groups identified for the research (see paragraph 110 above) are not mutually exclusive. 320 For example:- • ‘adults with basic skills needs’ may be unemployed or in work, and may fall into any age category; • any of the focus groups with adults and young people may have included some individuals with basic skills needs. However, unless the group was specifically targeted at those with basic skills needs, these individuals were not asked to identify themselves; • some adult focus groups included individuals with learning difficulties/ disabilities but, as such adults were not specified as a target group, these individuals are included within other categories (e.g. by employment status); • individuals participating in focus groups of ‘adults in employment’, ‘not in employment’ and ‘with basic skills needs’, were often drawn from a wide age range and included individuals who could also have been categorised as ‘young adults aged up to 30’; • many adults categorised as ‘not in employment’ were undertaking some form of learning or training. Only those in full-time learning, and not therefore seeking employment, were categorised separately.
Services Table 3.4: Breakdown of clients by type of provider (based on original contact provider) and area Type of provider Coventry & Warwickshire Greater Manchester London South Suffolk Tyne & Wear Total FE 20 3 - 7 - 30 HE - 5 - - 3 8 Jobcentre Plus 6 9 6 6 10 37 Connexions 7 - 8 - 6 21 learndirect - 2 - - - 2 One stop shop 5 - 7 - - 12 Voluntary/community 8 1 7 3 2 21 Workplace/WBT - - - - - 0 Private provider - 8 - - 10 18 Other - 3 12 - - 15 Totals 46 31 40 16 31 164 Table 3.5: Summary of practitioner interviews undertaken, by area and role Area Managers Information and signposting only Number of provider interviews IA(&G) as part of a wider remit IAG specialist Other TOTALS Coventry & Warwickshire 4 3 4 4 - 15 Greater Manchester 8 1 4 5 2 20 London South 4 2 5 3 - 14 Suffolk 6 1 3 5 - 15 Tyne & Wear 2 1 4 4 1 12 Totals 24 8 20 21 3 76
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 and 12: I: BACKGROUND AND PURPOSE INTRODUCT
Page 13 and 14: II: METHODOLOGY INTRODUCTION 201 Th
Page 15 and 16: 215 Several adaptations were introd
Page 17 and 18: III: CLIENTS AND PROVIDERS IN THE S
Page 19: Services Table 3.2: Breakdown of
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
Page 63 and 64: other providers, including a number
Page 65 and 66: 52. Many providers’ staff express
Page 67 and 68: C. COHERENCE OF IAG SERVICES C.1 Pl
Page 69 and 70: C.4 Are there links with HE careers
Page 71:
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