Evidence in Action’s Goal is to create a sustainable pathway for young people aged 16-24 into the Manchester Digital/Tech and Creative Industries through a comprehensive training and employment program.
MEaP will pilot an on/off-job programme consisting of a collaborative/partnership creating employment pathways for young people within Manchester. This involves: Developing a comprehensive programme to train young people in creative industries skills and careers pathways, collaborating with educational providers to provide ongoing support and mentorship and integrating employer engagement into industry events, facilitating networking opportunities, and organising employment pathways.
Making Education a Priority’s mission with Evidence in Action is to provide additional educational support and opportunities for young people in the Manchester area including;
- Creating a Supportive Environment: MEaP offers a safe and nurturing space for young people to learn and grow.
- Maintaining an Educational Focus: MEaP provides revision and tutoring for core subjects like English, Maths, and Science.
- Career Development: MEaP also helps young adults with career planning and development.
- Community Engagement: They emphasise the importance of cultural heritage and community involvement.
- Providing Equal Opportunities: MEaP aims to empower all young, regardless of their background, to reach their full potential
What Is On the Job Training?
On-the-job training, or in-work learning and development, consists of a structured programme that is designed to develop skills for a specific occupation and/or sector, primarily through activities undertaken in the workplace. A wide range of different activities can be called ‘on the job’. For example the following were considered to be on-the-job training.
- Structured training programmes for young people, where all or most of the training takes place in a workplace, and while engaged in practical activities associated with a particular job.
- Training programmes that include a partnership between a training provider and an employer, to facilitate training of the kind described above.
Programmes meeting the above definition last on average between six weeks and twelve months. They all usually have:
- A structured approach with clear learning outcomes throughout the programme.
- A balance between broad and transferrable workplace skills, and skills that are highly specific to the role and the local labour market.
- An approach that supports learning from mistakes.
- Group work and project-based learning.
- Opportunities for learners to ‘debrief’ and reflect on their learning.
- Opportunities to gain recognised qualifications, or credit towards qualifications. Partnerships with colleges and other learning providers may facilitate this.
What is Off-the-job Training?
Off-the-job training aims to develop vocational skills for specific jobs and/or sectors. In this context, the term refers to interventions in which technical and vocational training is delivered in any setting other than ‘on-the-job’, for example in classrooms or workshops. Because of its close relationship to the labour market, the range, content and format of off-the-job training may vary substantially to reflect economic needs and priorities. It may also vary between interventions, depending on their context and the opportunities available to young people where they are implemented.
Young people who enter youth employment interventions may have had poor experiences of school, which can impact their engagement with off the job training and learning opportunities. Some programmes use aspects of their design and culture to counter this, making learning environments more like workplaces and less like school.
For example:
- Fostering respectful relationships between staff and students.
- Providing feedback in ways that reflect professional settings.
- Co-location of learning activities with on-the-job experiences as possible, or using a ‘worklike’ setting if available.
- A training schedule that is similar to a work one, including a requirement for regular attendance similar to that of a job.
- Being taken on trips, tours of business sites and workplaces.
- Having talks, and visits from professionals and employers in the relevant field.
- Employer involvement in the design and delivery of programme content, seeking a match to local skills priorities and job opportunities.
- Extensive ongoing collaboration between education providers and employers, to address emerging issues and identify challenges.
Recruitment Strategy
To increase recruitment from under-represented groups, as providers we can:
- Use proactive outreach through diverse channels, including online platforms, employment fairs, work with schools and parents, etc.
- Maintain engagement with young people who don’t get a place on their first choice apprenticeship, or following their first application, signposting them towards other opportunities or providing advice about how to improve their prospects. Consider skill-based or strength-based selection practices.
- Engage with other services and organisations that signpost young people towards training and employment opportunities.
- Work with community organisations, charities, and other bodies that are in direct contact with target groups for recruitment.
- Create recruitment materials that address under-represented groups, for example, women in construction and men in caring professions.
- Tailor programmes to address barriers to participation that may affect specific under-represented groups.
Key Milestones and a Project Timeline for Evidence in Action
Months 1-3: Programme Development and Partnership Building
Months 4-6: Recruitment and Onboarding
Months 7-9: Training and Skill Development
Months 10-12: Work Placement and Job Placement
