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Evaluation of Foundation Learning
What our client wanted
Foundation Learning (FL) has been developed to help raise participation and attainment among 14-19 year olds (and 19-24 year olds with learning difficulties and/or disabilities) working predominantly below Level 2 in England. It aims to provide greater opportunities for progression to positive destinations and is based upon programmes of learning that combine vocational skills, personal and social development and functional skills in mathematics, English and ICT.
Most FL programmes are comprised of accredited provision that is drawn from the Qualifications and Credit Framework. An estimated 84,000 pre-16 learners and 56,500 post-16 learners have participated in FL during the 2010/11 academic year. In October 2010, the Department for Education commissioned ekosgen, in partnership with the National Foundation for Educational Research, to undertake a formative evaluation of the delivery, implementation and impact of FL. We were tasked with identifying good practice and innovation in delivery, assessing the suitability of FL provision for its target learners and highlighting challenges and barriers to successful implementation.
What we did
This study was our third national evaluation of FL and took place between previous studies undertaken for the Learning and Skills Council and the Young People's Learning Agency. Our methodology combined primary and secondary research with statistical analysis and included:
- A qualitative telephone survey of FL leads in 149 English local authorities;
- A review of international evidence on FL equivalent programmes in Europe, Australia and elsewhere;
- An online survey of pre-16 and post-16 providers delivering FL (300 responses);
- Local authority based FL case studies across England to provide in-depth insight into delivery and impact;
- Statistical analysis of the characteristics, attainment and progression of FL learners compared with national control groups
What difference we made
The evaluation highlighted the significant expansion of FL delivery since 2009 and found it to have the greatest impact for pre-16 learners with low levels of achievement at Key Stage 3 and those with a statement of special educational need. We found evidence of improvements in learners' self-confidence, attendance and motivation as a result of FL and highlighted good practice in a range of areas including cross-authority delivery and pre-16 to post-16 transition. We proposed a series of strategic and operational recommendations covering the policy position for FL and the longitudinal assessment of impact and value for money.
The government published our final evaluation report as part of its formal response to the recent Wolf Review of Vocational Education:
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR130
We have presented findings to various audiences including the Department for Education's Low Attainment Project Board.
What our client said
"We're really happy with how things have gone. The Steering Group has been really struck by the can-do attitude you guys have, together with obvious expertise in the area – brilliant."
Former head of Foundation Learning Team, Department for Education
"Many thanks for all your research, analysis and work on this project. I think the final report is clear, well written and of considerable help as colleagues further develop and implement Foundation Learning. As always the recommendations are pragmatic and sensible approaches to some potentially complex and sensitive issues."
Policy Manager: Qualifications and JACQA,
Young People's Learning Agency