Foundation Learning Equality Impact Assessment

The national LSC commissioned VT Research (now Babcock) to undertake an Equality and Diversity Impact Assessment of the new Foundation Learning (FL) policy being piloted for introduction in 2010/11.

We undertook an extensive policy and literature review and used secondary data to establish baselines for the expected size of the FL cohort. Qualitative consultations were undertaken through depth telephone interviews with senior civil servants within central government departments – e.g. DCSF and DIUS, and senior political advisers (e.g. Peter Little OBE and others), other senior figures in government funded institutions – e.g. QCA, at the beginning and the end of the project. We presented formative results and recommendations in each quarterly interim report. We undertook a comparative quantitative survey for providers implementing FL and the control group of providers who were not.  We held focus groups with potential and actual FL learners, both young people and older adults. Case study research was undertaken with some providers. Our results included recommendations regarding improving the impact of FL on equality and diversity in participation, retention, achievement and progression.

National Commissioning Framework for new Arrangements for Local Authorities and other Bodies Commissioning  Post-16 Learning

The LSC commissioned VT Research (now Babcock) to undertake a Single Equality Impact Assessment (SEIA) of the draft National Commissioning Framework (NCF) issued for consultation by the LSC in November 2009. The SEIA contains assessment of the guidance provided in the National Commissioning Framework for the new bodies and the role this has in shaping the equality environment; the potential impact of the Machinery of Government Changes as described in the NCF; and the potential impacts reported by consultees interviewed during the course of the SEIA. The main method for the SEIA was consultation with at least 40 stakeholders and young people. Additional data analysis was also undertaken. We also undertook a theoretical analysis of the NCF document to ascertain potential impacts on equality for learners. This review included content analysis (existence and frequency) focusing on equalities and an overview of the document by our researchers, before consultation began, to undertake the formative impact assessment. The final report included findings that could have either a legislative or a major impact on learner groups; other potential negative impacts and positive impacts.