ONS Local has been established by the Office for National Statistics (ONS) to support evidence-based decision-making at the local level. We aim to host insightful events that connect our users with exciting developments happening in subnational statistics and analysis at the ONS and across other organisations.
From 1 August 2019, the Secretary of State for Education delegated responsibility for the commissioning, delivery and management of London’s Adult Education Budget (AEB) to the Mayor of London. The AEB helps Londoners to get the skills they need to progress both in life and work. The overarching aim of London’s AEB is to make adult education in London even more accessible, impactful and locally relevant.
In this presentation, the Greater London Authority will be going through the results of the pioneering 2021/22 London Learner Survey (LLS). The survey’s objective is to gain insight into the outcomes of learners to inform and improve policy. The LLS consists of two linked surveys of learners who participated in GLA-funded Adult Education Budget (AEB) learning in the academic year 2021/22.
In the LLS, Learners are surveyed prior to and 5-7 months after completing their course to estimate the economic and social changes that learners experience following an AEB course.
In particular, the presentation will show the economic impact broken down by:
. Progression into employment
. Progression within work
. Progression into further learning.
The social impact will be explored by looking at changes in:
. Health and wellbeing
. Improved self-efficacy
. Improved social integration
. Participation in volunteering
The presentation will also cover how outcomes vary by funding type, breaking down the results by Community Learning and Adult Skills.
This event is open to all; however, we anticipate it will be of most interest to anyone working at a local level on skills, education and employment.
If you have any questions, please contact ons.local@ons.gov.uk.
We funded a formal academic evaluation to support Toynbee Hall’s Money Mentors Programme in Tower Hamlets, an initiative aimed at improving participants’ financial confidence, increasing their financial capability and reducing financial exclusion. Toynbee Hall is a community organisation that pioneers ways to reduce poverty and disadvantage. Based in the East End of London it has been a catalyst for social reform in the UK for almost 130 years giving some of the country’s most deprived communities a voice, providing access to free advice and support services and working to tackle social injustice.
We welcomed Dr. Joel Vargas from the Jobs for the Future Foundation, based out of Boston, MA. Dr. Vargas gave insight into their approach of integrating college and work experience into high school learning.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
We funded a formal academic evaluation to support Toynbee Hall’s Money Mentors Programme in Tower Hamlets, an initiative aimed at improving participants’ financial confidence, increasing their financial capability and reducing financial exclusion. Toynbee Hall is a community organisation that pioneers ways to reduce poverty and disadvantage. Based in the East End of London it has been a catalyst for social reform in the UK for almost 130 years giving some of the country’s most deprived communities a voice, providing access to free advice and support services and working to tackle social injustice.
We welcomed Dr. Joel Vargas from the Jobs for the Future Foundation, based out of Boston, MA. Dr. Vargas gave insight into their approach of integrating college and work experience into high school learning.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
How will the Common Inspection Framework affect early yearsOfsted
Ofsted has been working with the National Day Nurseries Association to give updates on the common inspection framework, and how that will affect the inspections of early years settings from September 2015.
150723 inspiring next generation career successv6ME+
Businesses are spending heavily on recruiting and developing young talent through direct entry graduate schemes and other early careers programmes, yet 25% of companies have unfilled positions due to graduates having a lack of employable skills.
Whilst the transformation in Further Education funding has increased the focus of universities on employability, this is failing to engage a large number of students and provide the personalised support in their moment of need. Many young people are feeling overwhelmed as they take their first steps on their career resulting in high numbers of employees being disengaged and uninspired in their work.
So, who's doing anything about it?
There's a gaping divide in who owns the problem, with employees looking for their employers to take the lead and provide visibility of their future careers options and businesses looking for individuals to take control.
ME+® fills the gap, putting people in control of their own careers and guiding them to achieve their ambitions.
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Supporting post-school transitions through non-linear learning journeys to po...CELCIS
CELCIS Education Conference 2019: Glasgow Kelvin College shares its approach to supporting vulnerable and disadvantaged learners, with a focus on the Transitions to Learning and Work programme, which provides alternative pathways for young people who have been unable to sustain attendance at school.
How will the Common Inspection Framework affect early yearsOfsted
Ofsted has been working with the National Day Nurseries Association to give updates on the common inspection framework, and how that will affect the inspections of early years settings from September 2015.
150723 inspiring next generation career successv6ME+
Businesses are spending heavily on recruiting and developing young talent through direct entry graduate schemes and other early careers programmes, yet 25% of companies have unfilled positions due to graduates having a lack of employable skills.
Whilst the transformation in Further Education funding has increased the focus of universities on employability, this is failing to engage a large number of students and provide the personalised support in their moment of need. Many young people are feeling overwhelmed as they take their first steps on their career resulting in high numbers of employees being disengaged and uninspired in their work.
So, who's doing anything about it?
There's a gaping divide in who owns the problem, with employees looking for their employers to take the lead and provide visibility of their future careers options and businesses looking for individuals to take control.
ME+® fills the gap, putting people in control of their own careers and guiding them to achieve their ambitions.
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Supporting post-school transitions through non-linear learning journeys to po...CELCIS
CELCIS Education Conference 2019: Glasgow Kelvin College shares its approach to supporting vulnerable and disadvantaged learners, with a focus on the Transitions to Learning and Work programme, which provides alternative pathways for young people who have been unable to sustain attendance at school.
This presentation covers the key question: Why dashboards? Local authorities and other public bodies have largely ended publishing reports and now produce dashboards. What are the factors that have contributed to this change?
This is the first presentation from our Workshop on 21 September 2023 on Dashboards, APIs and PowerBI.
ONS Local has been established by the Office for National Statistics (ONS) to support evidence-based decision-making at the local level. We aim to host insightful events that connect our users with exciting developments happening in subnational statistics and analysis at the ONS and across other organisations.
In April 2022, as the impact of increases in the Cost of Living really came to the forefront, Public Health & Communities, Suffolk County Council published a Cost of Living profile as part of the Joint Strategic Needs Assessment.
Alongside a written Cost of Living report ‘Making ends meet: The cost of living in Suffolk’, an interactive dashboard was also created using Power BI. In addition to internal data flows, publicly available data from sources such as the ONS have been used to provide a rich picture of the current situation for the local community.
The dashboard was developed in order to:
• Provide up to date data and information on the Cost of Living for Suffolk County Council, partner organisations, and members of the public.
• Deliver an interactive tool to allow users to focus on areas most relevant to them.
• Demonstrate that, while increases in the cost of living affect everyone, impact will be greatest for those who are already under financial pressure, exacerbating inequalities.
• Provide a source of actionable insight to support the system with the evidence base needed to support project development, drive change and really make a difference in the community.
Features of the dashboard:
• Place-focused - published at smaller geographies where possible
• Collaborative - Includes local data from across the system such as data shared by Citizens Advice and other system partners.
• Automated - Most data sources have automated connections, meaning there is little manual intervention required.
• Self-Service - Making the report publicly available puts data at the fingertips of colleagues, system partners and members of the public.
• Live - The dashboard is a living report which is frequently updated.
This session will:
• Provide a demonstration of Suffolk County Council’s Cost of Living dashboard
• Give an overview of data sources
• Explore opportunities for automation using Power BI
• Discuss how the data dashboard is used locally
This event is open to all; however, we anticipate it will be of most interest to anyone working on cost of living dashboards at the local level.
If you have any questions, please contact ons.local@ons.gov.uk.
ONS Local has been established by the Office for National Statistics (ONS) to promote evidence-based decision-making at the local level. We aim to host insightful workshops which will provide practical, technical support to help users make the most of ONS data. The Cross-Government Data Science Community brings together data scientists and analysts to build data science capability across the UK governments and public sector.
We are delighted to welcome you to our inaugural Workshop in our new series, entitled: 'How to use APIs'. The session will cover what Application Programming Interfaces (APIs) are, the advantages in using them and a practical demonstration of how they can be used. The journey of two Local Authority analysts as they begin using APIs in place of manual processes will be showcased to the audience. The session will conclude by explaining the plan for the forthcoming series of Workshops that will begin in September and introducing the Slack channel that ONS Local and Cross-Government DS community will be using to support users' technical questions going forward.
This event is open to all; however, we anticipate it will be of most interest to anyone working at a local level on creating data dashboards for internal or external use.
If you have any questions, please contact ons.local@ons.gov.uk.
ONS Local has been established by the Office for National Statistics (ONS) to promote evidence-based decision-making at the local level. We aim to host insightful workshops which will provide practical, technical support to help users make the most of ONS data. The Cross-Government Data Science Community brings together data scientists and analysts to build data science capability across the UK governments and public sector.
We are delighted to welcome you to our inaugural Workshop in our new series, entitled: 'How to use APIs'. The session will cover what Application Programming Interfaces (APIs) are, the advantages in using them and a practical demonstration of how they can be used. The journey of two Local Authority analysts as they begin using APIs in place of manual processes will be showcased to the audience. The session will conclude by explaining the plan for the forthcoming series of Workshops that will begin in September and introducing the Slack channel that ONS Local and Cross-Government DS community will be using to support users' technical questions going forward.
This event is open to all; however, we anticipate it will be of most interest to anyone working at a local level on creating data dashboards for internal or external use.
If you have any questions, please contact ons.local@ons.gov.uk.
ONS Local has been established by the Office for National Statistics (ONS) to promote evidence-based decision-making at the local level. We aim to host insightful workshops which will provide practical, technical support to help users make the most of ONS data. The Cross-Government Data Science Community brings together data scientists and analysts to build data science capability across the UK governments and public sector.
We are delighted to welcome you to our inaugural Workshop in our new series, entitled: 'How to use APIs'. The session will cover what Application Programming Interfaces (APIs) are, the advantages in using them and a practical demonstration of how they can be used. The journey of two Local Authority analysts as they begin using APIs in place of manual processes will be showcased to the audience. The session will conclude by explaining the plan for the forthcoming series of Workshops that will begin in September and introducing the Slack channel that ONS Local and Cross-Government DS community will be using to support users' technical questions going forward.
This event is open to all; however, we anticipate it will be of most interest to anyone working at a local level on creating data dashboards for internal or external use.
If you have any questions, please contact ons.local@ons.gov.uk.
ONS Local has been established by the Office for National Statistics (ONS) to support evidence-based decision-making at the local level. We aim to host insightful events that connect our users with exciting developments happening in subnational statistics and analysis at the ONS and across other organisations.
Are you interested in finding, visualising, comparing and downloading a wide range of geographically granular datasets in one place? If so, this webinar is definitely for you!
We will present ONS plans for the development of Explore Subnational Statistics (ESS), a public-facing digital service that will allow users to find out more about local areas across the UK.
We will retrace the main milestones in our journey to date, starting from the launch of ESS vision in the GSS subnational data strategy, then taking a closer look at the Subnational Indicators Explorer, and, finally, outlining a roadmap towards the Beta version of the service.
This event is open to all, however we anticipate it will be of most interest to anyone working at a local level, with data on the policy themes of economy, transport connectivity, education, skills, health and wellbeing, or interested in data visualisation products.
If you have any questions, please contact onslocal@ons.gov.uk
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
3. 3
MAYOR OF LONDON
WHAT IS THE ADULT EDUCATION BUDGET?
The Adult Education Budget (AEB) in London funds education and training
• Since 1 August 2019, the Mayor of
London has been responsible for the
commissioning, delivery and
management of AEB.
• Since devolution, there have been just
under 800,000 learners funded by
London’s AEB enrolling in 1.6 million
courses.
• The overarching aim of the AEB is to
make adult education even more
accessible, impactful and locally
relevant.
790,390
1,586,880
4. 4
MAYOR OF LONDON
MAYOR’S SKILLS ROADMAP
An aim for the mayor is measuring the impact of AEB courses
Aim 4 of the Mayor’s skills roadmap is to measure the social and economic
benefits of adult education.
The key areas are:
Economic Outcomes:
• Progression into employment
• Progression within work
• Progression into further learning
Social Outcomes:
• Health and wellbeing
• Improved self-efficacy
• Improved social integration
• Participation in volunteering
6. 6
MAYOR OF LONDON
CURRENT AVAILABLE EVIDENCE
Data held by DfE cannot fully measure the impact of the AEB
Research on outcomes of vocational education in England tends to use the Longitudinal Educational Outcome
dataset, but there are some key limitations:
No hours worked data
No information on why individuals are out of the labour market
No measure of the quality of work, such as if someone is on a permanent or temporary contract
Significant time lag in the data (3-4 years of data)
Social outcomes are not captured
7. 7
MAYOR OF LONDON
THE LONDON LEARNER SURVEY
The London Learner Survey (LLS) data provides London with an unprecedented level
of insight into the economic and social outcomes achieved by AEB learners
• Due to the current data gap, the LLS was launched in 2021/22. It enables the GLA to:
• Successfully measure outcomes achieved by learners post AEB,
• Collate better information on learner outcomes to support future policy development, and to share with
local stakeholders and providers,
• The survey was run for the first time in academic year 2021/22, and the survey is currently underway for
academic year 2022/23.
• GLA commissioned research organisation IFF to conduct the survey.
The aim of this presentation is to explain how the survey was conducted as well as the main findings of the survey.
8. 8
MAYOR OF LONDON
THE LONDON LEARNER SURVEY
Survey Approach
The LLS consists of two linked surveys of people participating
in GLA-AEB learning:
• A baseline survey administered by learning providers when
the learner starts their course.
• A follow-up survey, administered by IFF Research from
approximately five to seven months after the end of
learning. This enables the LLS can measure outcomes
achieved by learners post AEB courses.
• In 2021/22 there were 201,000 Londoners enrolling in
430,000 aims through the AEB. The final data is based on
a sample of 6,720 learning aims undertaken by 6,297
learners.
9. 9
MAYOR OF LONDON
CAVEATS
• Outcomes may not have been achieved as a direct result of education
• Baseline and follow-up surveys are snapshots – it is possible that some learners went on to achieve outcomes
after completing the follow-up survey.
• Some of the sample sizes are too small for us to have confidence in the results. The GLA expect to achieve a
larger sample size in the second year of the survey (2022/23).
11. 11
MAYOR OF LONDON
SUMMARY OUTCOME METRICS
Most learners achieve a positive economic or social change after learning
Note: Changes that occurred between the baseline and follow-up survey cannot be purely attributed to the course. Economic outcome excludes retired individuals
of respondents had a positive economic or
educational change…
…meaning one of the following is true:
• They moved into employment
• They moved from a temporary job to a permanent job
• Their pay increased
• They continued onto further training at a higher NVQ
level
• They moved from inactivity to unemployment
of respondents believed the course had led to a positive
social change…
…meaning one of the following is true:
• They reported the course had a positive impact on their
wellbeing
• They reported the course made them more confident;
or
• They reported that the course helped them to meet
new people
12. 12
MAYOR OF LONDON
The results are positive overall and highlight the broad range of outcomes delivered
through the AEB
52%
Learners reporting a
positive economic
outcome
96%
Learners felt their
course had led to
positive social change
29% Learners out of
employment moved into
employment
68% Learners started or
going to start new training
10% Increase in mean
income for employed
learners
84% Learners
experienced an increase
in wellbeing
90% Learners felt more
confident due to their
course
79% Learners met
different people due to
their course
40% Learners
participated in
volunteering
Notes: The percentage of learners (52%) reporting a positive economic outcomes is equivalent to around 100,000 learners; and 96% of learners reporting a positive social
change is equivalent to around 180,000 Londoners. The change in income is statistically significant at 1%. For more information and interpretation of the data please see the
accompanying report.
SUMMARY OF OUTCOMES
14. 14
MAYOR OF LONDON
ECONOMIC OUTCOMES – MOVEMENT INTO WORK
The percentage in employment increased from 33% to 42%
Change in economic activity between baseline and follow-up survey
Learner weight applied, sample size 6,126 and 6,109 in baseline and follow-up respectively.
The figure above excludes ‘Don’t know’, ‘Prefer not to say’ and ‘Other’ categories.
In the baseline survey, 51% of learners
cited getting the job they wanted as a
reason for doing their course. The
percentage of learners in employment
(employed or self-employed) increased
from 33% to 42% in the follow-up.
For those that did move into
employment, 27% said the course
helped a lot in them getting their
current paid work, with a further 25%
saying it helped a little.
15. 15
MAYOR OF LONDON
ECONOMIC OUTCOMES – MOVEMENT INTO WORK
The majority of learner’s activity status has not changed...
Change in economic activity between baseline and follow-up survey
Learner weight applied, Sample size = 5,849 Total learners (excluding those whose economic activity is not listed).
The figure above excludes ‘Don’t know’, ‘Prefer not to say’ and ‘Other’ categories.
...for those whose status
changed, the main reason is
due to moving into
employment.
29% of learners out of
employment moved into
employment
16. 16
MAYOR OF LONDON
ECONOMIC OUTCOMES – PROGRESSION IN WORK
Employed learners worked more hours after completing their course
Average hours worked at the
follow up
30.4
Average hours worked at the
baseline
28.8
Increase in average hours
worked (baseline v follow-up)
5.3%***
Learner weight applied, Unweighted sample size = 1,633 learners employed at baseline and follow-up.
*** Statistically significant at 1% significance level
Hours worked per week for learners in employment
17. 17
MAYOR OF LONDON
ECONOMIC OUTCOMES – PROGRESSION IN WORK
Employed learners had a higher income after completing their course
Learner weight applied, Unweighted sample size = 1,065 (Those in employment who reported their earnings).
*** Statistically significant at 1% significance level
Mean annual income at the
follow up
£23,700 - £25,100
Mean annual income at the
baseline
£21,600 - £22,900
Increase in mean annual
income (baseline v follow-up)
10%***
Earning distribution of respondents in baseline and follow-up surveys
18. 18
MAYOR OF LONDON
ECONOMIC OUTCOMES - PROGRESSION IN EDUCATION
Learners progressing into further learning often do so at a higher level
Learner weight applied, Unweighted sample = 4,479
68.4% of
learners had
started or were
going to start
more study or
training
Level of further study / training
20. 20
MAYOR OF LONDON
SOCIAL OUTCOMES – HEALTH AND WELLBEING
84% of learners report that the course has positively impacted their wellbeing
Learner weight applied, sample size = 6,776. *** Statistically significant at 1% significance level
How do you rate the impact of the course on your wellbeing?
Wellbeing metric Mean baseline
score (0 to 10)
Mean follow-up
score (0 to 10)
Percentage
change***
Life satisfaction 6.9 7.3 6%
Feeling things in
life are worthwhile
7.5 7.8 4%
Happiness 7.1 7.4 3.8%
Anxiety 4.0 3.8 -4.9%
84%
21. 21
MAYOR OF LONDON
SOCIAL OUTCOMES – SELF-EFFICACY
Nine in ten learners report an increase in their confidence as a result of the course
of respondents reported an
increase in their confidence
as a result of the course
90%
Learner weight applied, sample size = 6,720
Has the course improved your confidence?
22. 22
MAYOR OF LONDON
SOCIAL OUTCOMES – SELF-EFFICACY
Clear increase in proportion of people agreeing with 'self-efficacy' statements
Across all six self-
efficacy sub-questions
there has been an
increase in the share of
learners reporting the
answer is “somewhat
true”
Learner weight applied, sample size = 6,361
Percentage of learners who said “at least somewhat true” to the following questions
23. 23
MAYOR OF LONDON
SOCIAL OUTCOMES – SOCIAL INTEGRATION
79% of learners felt the course helped them to meet lots of different people
Learner weight applied, unweighted sample size = 6,720
of respondents reported
that the course helped
them to meet lots of
different people
79%
The course has helped me to meet lots of different people?
24. 24
MAYOR OF LONDON
SOCIAL OUTCOMES – VOLUNTEERING
There has been no change in the proportion of people engaging in volunteering
There has been no change in the
proportion of people volunteering.
However, amongst those who do
volunteer there has been a small
increase in the proportion taking up
formal volunteering and the share
volunteering at least once a week.
Learner weight applied, sample size = 6,361
Volunteering participation
25. 25
MAYOR OF LONDON
1. Headline findings report:
Covering the social and economic outcomes of Londoners participating in the AEB. The report includes results for
all learners funded by the AEB and to subsections which divide learners based on fundings model (Adult Skills and
Community Learning).
2. Dashboard:
Outlining the key statistics from the research report and allow users to view and interact with the results by funding
model.
3. IFF technical report:
Provided by IFF Research (commissioned partner that conducted the survey), outlining how the survey was
conducted, the statistical approach taken to weighting and the full questionnaire.
For enquiries / feedback, please contact us at: aeb@london.gov.uk
THE LONDON LEARNER SURVEY
Further Information at London Learner Survey - London Datastore
Editor's Notes
The 52% figure includes our community learning provision – we would expect Adult Skills to lead to economic outcomes. If we exclude ACL it rises to 58%.
DfE’s Unit for Future Skills (UFS) has used LEO data to understand sustained positive destinations (SPD) at different levels of education in London. This saw over 70% of L2 & L3 learners achieve an SPD, over 60% of Basic Skills, just under 60% of below Level 2 (excl basic skills).
The UFS analysis captures the achievement of outcomes over a longer period of time and this could be one explanation for the difference. Measures reported refer to sustained periods, so e.g. “employment” refers to “sustained employment”. Sustained rates show the percentage of learners staying in a destination (employment, learning, benefits) for at least two terms in the year after they achieved their further education qualification.
In addition, as we are not capturing “sustained employment”, the learners who were employed when completing the survey will not be counted in the analysis unless they achieved an increase in pay or moved to a more permanent job. The UFS data would count learners that were already employed as having sustained that employment.