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Equalities action plan Home page
For Modern Apprenticeships in Scotland
Foreword
Introduction
1
The Ambition –
Developing the
Young Workforce
2
Framing the
challenge
3
Cross-cutting
activity
4
Action
Plan
5
Targets and Key
Performance
Indicators
Appendix
Samuel
Modern Apprentice, Business
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Foreword Home page
At Skills Development Scotland Some of these recommendations I would like to thank them very
we place equality and diversity at included ambitions specifically for much for their valuable and
the very heart of our work and are Modern Apprenticeships and we have insightful contributions and look
fully committed to driving been working intensively, with forward to continuing to work in Foreword
forward change that will make an invaluable support from our partners, partnership as we strive to achieve
enduring difference. We recognise to understand the many factors our shared ambitions in support
our key role in taking decisive affecting participation and set out of equality and diversity.
action that helps to create a fairer what decisive action we will take.
Publication of our plan is but a
and more prosperous nation, in
We are proud to present our moment in time and we will
which opportunities are open to
Equalities Action Plan. Our plan continue to learn and further
all and where each one of us is
details both what we and our develop the action we take in Introduction
able to contribute our talents,
partners are doing, and what we will achieving our goals. Together there
skills and commitment.
do, to build fairer and more diverse is much we can, and will, achieve
Our commitment to supporting this
ambition is reflected in our recently
published corporate plan 2015-20,
workplaces, driving real change and
delivering the very best outcomes
for Scotland’s people, businesses
to make an enduring difference
for Scotland’s people, businesses
and economy.
1
The Ambition –
strongly aligned to the Scottish and economy. Developing the
Government’s aim of building a Young Workforce
We fundamentally believe our
fairer Scotland.
collective actions will not only
2
The recommendations set out in support our ambitions for Modern
the Commission for Developing Apprenticeships, but will also extend
Scotland’s Young Workforce report, to other aspects of our work such as
and the Scottish Government’s our services in schools and our work
Developing the Young Workforce: in support of employability. Framing the
Scotland’s Youth Employment challenge
Our plan could not have been
Strategy that followed rightly made
developed without outstanding
some recommendations in relation to
disability, Black and Minority Ethnic
(BME), gender and care leavers.
support from our partners, including
those on our Equalities Advisory Group
– and we would like to thank in
3
particular Engender, Close the Gap, John F. McClelland CBE
Capability Scotland, Glasgow Disability Chair, Skills Development Scotland Cross-cutting
Alliance, STUC, BEMIS and Scottish activity
Throughcare and Aftercare Forum.
4
Action
Plan
5
Targets and Key
Performance
Indicators
Appendix
Previous Next
Introduction Home page
As Scotland’s skills body, Skills Modern Apprenticeships are an Delivery of the plan will rely on We would particularly like to • Glasgow Centre for Inclusive
Development Scotland (SDS) aims important component of the strong, sustained partnership thank the stakeholders who Living (GCIL): an organisation
to support the development of Scottish Government’s measures to working with educational partners, supported us in the development led by disabled people committed
fairer and more diverse workplaces promote sustained employment and third sector organisations and of this plan giving us invaluable to improving inclusive living by Foreword
that deliver the very best contribute to developing Scotland’s employers to address young people feedback through the SDS Equality assisting people to challenge
outcomes for every individual. workforce and SDS is responsible for and their key influencers’ Advisory Group: barriers and make informed
We are committed to equality administering the public funding perceptions and knowledge of choices
• BEMIS: national ethnic minorities
of opportunity within Modern contribution through contracts with work-based routes and what is
led umbrella body supporting the • Scottish Throughcare and
Apprenticeships (MAs); a a range of organisations. considered a suitable job.
development of the ethnic Aftercare Forum (STAF):
commitment that is driven by our
The plan summarises SDS’ In addition, it is incumbent on SDS minorities voluntary sector a membership organisation
firm organisational belief in the
contribution to the equality actions to consider what it can influence in in Scotland working to improve the lives Introduction
values of inclusion and improving
and milestones in the Scottish terms of MA contracts, policies and of care leavers
equality and diversity outcomes • Close the Gap: works in Scotland
Government’s Developing the Young procedures to drive change in
for people in Scotland.
This Equalities Action Plan outlines
the challenges to be addressed,
Workforce (DYW) Youth Employment
Strategy that was developed in
response to the recommendations
relation to all the equalities groups.
There are no ‘quick-fix’ solutions to
on women’s participation in the
labour market
• Engender: a feminist organisation
• Stonewall Scotland work
to advance equality for
LGBT people
1
The Ambition –
what are embedded attitudes and
and the actions which our made by the ‘Education Working that works to advance equality • Scottish Transgender Alliance Developing the
world-wide problems, and
organisation will undertake with for All’ report by the Commission for between women and men works to improve gender identity
stakeholders are also clear that no Young Workforce
partners specifically to improve Developing Scotland’s Young and gender reassignment equality
one organisation has all the answers. • Capability Scotland: campaigns
the participation of disabled and Workforce1 (DSYW) led by Sir Ian rights and inclusion in Scotland
2
For those reasons, this will be an with and provides education,
Black Minority Ethnic (BME) groups Wood. The strategy included an employment and care for children • STUC is the national trade union
iterative plan which will be updated
and care leavers in Modern ambitious plan to reduce youth with disabilities and adults across centre in Scotland
annually as we identify further
Apprenticeships, as well as unemployment by 40 per cent by Scotland
approaches through experience • Scottish Refugee Council is
addressing gender imbalance 2021 and to report annually on
and partnership working. • Glasgow Disability Alliance an independent charity helping Framing the
within the uptake of occupational progress.
frameworks. Whilst some specific The development of this action plan (GDA): an organisation controlled refugees and asylum seekers in challenge
SDS’s actions have been developed by disabled people whose mission Glasgow and across Scotland.
objectives exist for these four groups, was prior to the conclusion of the
in consideration of stakeholder
the plan will also embrace the wider
goal of improving equality of access
for all.
feedback and a review of available
evidence which highlights that
many of the factors affecting
Spending Review, the outcome of
which will influence the timing and
implementation of some elements
is to act as the collective,
representative voice of disabled
people, promoting equality,
3
of the plan. human rights and social justice
A Modern Apprenticeship is a job with participation in MAs reflect the Cross-cutting
industry designed and recognised position and treatment of different Stakeholder feedback has been activity
training. MAs offer individuals the groups within the labour market and invaluable to the development of
opportunity to work towards an society as a whole. this plan and we would like to take
industry-approved qualification, to
learn on-the-job, and to earn a wage.
The Scottish Government provides
If these issues are to be addressed,
many of the activities – particularly
this opportunity to thank our
partners for their input and
continued support.
4
with regard to changing cultural
a funding contribution towards MAs Action
norms - are ‘upstream’ of MAs.
as a key investment in promoting
Plan
Scotland’s economic growth.
5
Targets and Key
Performance
Indicators
1
Developing the Young Workforce - Scotland’s Youth Employment Strategy.
www.gov.scot/Resource/0046/00466386.pdf
Appendix
Monisha and Daniel
Foundation Apprentices - Financial Services
1
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The Ambition – Home page
Developing the Young Workforce
Partnership work is vital in This ambition relates to, and This early activity has identified:
ensuring that employers are able has been informed by, the
• the importance of building on
to recruit people with the right recommendations in the DSYW
local networks to increase the
skills to support the development and Scottish Government’s Foreword
reach to a wider audience
of high performing, highly Implementation Plan - DYW Youth
productive, fair and equal Employment Strategy outlined in • building appropriate
workplaces, and to help people Appendix 1. The development of this relationships and facilitating
progress in their career through plan and its early implementation strong and effective partnership
equality of opportunity. are supported by the £500K working takes time
awarded to SDS by Scottish • working collaboratively with
Our ambition is for equality of
Government in 2015 to implement a range of partners can harness
participation within MAs to support Introduction
DSYW equality recommendations additional skills, knowledge
the following outcomes:
and in the Scottish Government’s and supporting activities to
• increase the employment rate
for young disabled people to the
population average by 2021
response set out in DYW Youth
Employment Strategy.
strengthen activity
• smaller projects can often
1
• to reduce to 60 per cent the
“The plan builds upon yield greater benefits and are The Ambition –
percentage of MA frameworks a range of equality arguably more sustainable Developing the
when additional funding is Young Workforce
where the gender balance is activity in relation to no longer supporting activity,
75:25 or worse by 2021 the four groups carried particularly in small
• increase the number of MA
starts from minority ethnic
communities to equal the
out in 2014/15.”
The projects funded during 2014/15
geographical areas where
organisations have strong
community or employer links.
2
population share by 2021 are briefly summarised in Appendix Framing the
This plan sets out the key issues and
2, and have laid the foundations for challenge
• improve the number of care main challenges in relation to each
the longer term partnership working
leavers who successfully take group and a summary of the main
which will be key to the activities
up MAs.
described in, and the success of, this
action plan. We have developed our
own knowledge of the issues and
actions to address. This is followed
by specific actions for each group
with associated timescales, aims
3
etc. Actions which are common to
built stronger connections between
all groups are set out separately, Cross-cutting
contracted Training Providers and
stakeholder agencies to connect
including contractual arrangements; activity
industry engagement; improving
to diverse client groups and
4
understanding; building regional
communities, and altered data
pipeline approaches; baselines and
collection forms and Training
reporting; and capacity building of
Provider guidance.
contracted Training Providers.
Action
Plan
5
Targets and Key
Performance
Indicators
Appendix
Darren
Modern Apprentice, Social Care
2
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Framing the challenge Home page
This section sets out the Stakeholders note that unconscious For 2014/15 starts:
challenge and key issues for bias from employers often leads to
• the MA customer management
each of the groups addressed in assumptions being made about
system which relies on self
this plan. It is based on a review disabled people, affecting Foreword
reporting found that 0.41% of
of available evidence and recruitment, selection and
MAs starts have a self-declared
stakeholder feedback. promotion processes.
disability. Using improved data
Disabled groups A review of available statistics and collection methodologies, and
Key challenges and context feedback from Training Providers capacity building activity with
Stakeholders commented on how suggests that as disability is self- Training Providers, the Quarter
disability can be seen as limiting in reported there are challenges in 1 statistics for 2015/16 show
terms of the career aspirations and identifying the true baseline that 3% of all starts had a self Introduction
opportunities for children and young position with regard to employment reported disability
people and the tendency for society through Modern Apprenticeships.
to focus on what disabled people
cannot do – not what they can do.
Stigma and negative stereotyping is
SDS uses the definition of disability
outlined in the Equality Act (2010).3
• the data matching exercise
indicated that the rate of
disability and other health
1
The Ambition –
often attached to disabled people, “Organisations – factors is within the range of the
Developing the
Annual Population Survey (APS),
particularly when they move into such as the Skills which reported in 2014/15 that Young Workforce
the labour market. For some Funding Agency in 12.5% of those aged 16 to 24 in
disabled people, a key factor is a
England - use
2
Scotland had a disability. (The
fear of discrimination or rejection percentage of the population in
should their disability be disclosed.2 alternative definitions work in Scotland aged 16 to 24
Some disabled people lack which makes who had a disability was 8.6%).
confidence as they have not been
encouraged to disclose that they
comparisons difficult.” Agreeing what is an appropriate Framing the
“definition” of disability to establish challenge
have, or talk about, their disability. A data matching exercise carried
Declaration is important and out by SDS indicated that under a more accurate baseline from
particularly where it is necessary
for additional support and/or
reasonable adjustments to be put
reporting may be an issue. The SDS
Career Information, Advice and
Guidance (CIAG) customer
which to monitor participation
is important. It is imperative that
action focuses on developing a
3
in place to increase the likelihood management system records a positive culture in relation to
of sustained employment. disclosure. Enabling individuals Cross-cutting
range of health and disability factors
to feel sufficiently comfortable activity
sourced from the annual school
census, with input from partners to self-report is key to providing
who work with the individual during
and post-school. The customer
management system for MA trainee
appropriate levels of support to
sustain their apprenticeship and
complete their certification.
4
records disability information on
a self-declaration basis. Action
Plan
5
Targets and Key
Performance
Indicators
2
Disability, Skills and Employment: A review of recent statistics and literature on policy and initiatives - Centre for Research in Education,
Inclusion and Diversity, University of Edinburgh, 2010.
3
www.legislation.gov.uk/ukpga/2010/15/contents
Appendix
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Main disability Gender Home page
specific action themes balance
In consultation with stakeholders, Key challenges and context There are higher numbers of female MA participation is also reflective
we consider that there are five main Case study: Stakeholders agree that the main school leavers entering further or of this gender segregation as 40 per
areas to address in partnership with Darren Mooney cause of gender segregation is higher education (73 per cent and cent of starts in 2014/15 were
other agencies to improve traditional, cultural norms and 55 per cent respectively in 2013); 4 women. Table 1 presents the top five Foreword
participation by disabled people Unemployed since leaving school, Darren Mooney began to out-of-date value systems, including however gender segregation in MA frameworks by participation and
within MAs as follows: blame his dyslexia for holding him back. Desperate to land a job, stereotypical views among key subject choices is apparent. gender. Table 2 presents the most
the 18-year-old from East Renfrewshire was referred to Barnardo’s influencers (e.g. parents, teachers, segregated frameworks. This should
1. Building cohesive networks College subject areas are also
Works for support. Darren chose a local nursery for his work peers) regarding young people’s be considered in a wider context:
which aim to join up support heavily gendered as highlighted
placement as he was interested in pursuing a career in Social Care. choices in school subjects and jobs. there are frameworks that attract
for young people (and inform in the Commission’s report and
The nursery was keen to offer Darren a Modern Apprenticeship but one or two female MAs compared
their influencers) from These attitudes are deep-rooted in Scottish Funding Council statistics.
they were concerned that his dyslexia would prevent him from to three-figure male starts. Women
awareness and participation in society and are considered to also STEM subjects are dominated by Introduction
completing the written work required. Barnardos made reasonable are over-represented in public
work-based pathways in school affect employers’ attitudes men, while women account for a
adjustments for assessment practices and supported Darren who administration, health, education,
and into work disproportionately high number
1
was able to successfully submit several trial pieces of work. Darren regarding recruitment or promotion secretarial, care and customer
and staff behaviours in the of graduates in areas such as
2. Building the capacity of is now employed as a Modern Apprentice in a nursery. He said: service roles which traditionally
workplace. education (77 per cent) and creative
Training Providers to enable “I enjoy the hands-on learning with a Modern Apprenticeship as have lower rates of pay, and men
arts and design (62 per cent) which The Ambition –
individuals to freely disclose well as the theory behind the job. I’m grateful for the support I This is also reflected throughout the are over-represented in more
are sometimes presented as Developing the
their disability and identifying was given to help me get to this point.” education system and is most often resource intensive training and
traditionally ‘female’ subject areas. Young Workforce
strategies for Training Providers closely associated with the effort over higher paid occupations such as
to enable young people to the years to encourage girls to However, the majority of women construction, manufacturing and
2
disclose their disability choose Science, Technology, with STEM subject qualifications other traditional skilled trade and
Engineering and Mathematics (STEM) do not go on to work in related management roles.
3. C
onsideration, administration “We are impressed by the commitment shown by SDS to
subjects at school, so that they are areas (73 per cent of female STEM
and delivery of funding address the issue of the under-representation of disabled
more likely to apply for related graduates are lost from STEM
support for disabled groups people in national training programmes such as Modern
post-school academic, vocational or occupations, compared to 48 Framing the
4. Engaging and targeting Apprenticeships. The MA Equality Action Plan demonstrates per cent of males).5 challenge
work-based learning routes.
specific industry groups that Skills Development Scotland has a genuine desire to
to share knowledge and increase the representation of protected characteristic groups
identifying the range of
support available to undertake
positive recruitment activity
in Modern Apprenticeships and we welcome that the plan
has been produced with input and guidance from a range
of partners and equality organisations.”
3
stablishing an agreed
5. E Brian Scott, Glasgow Disability Alliance Cross-cutting
definition of disability for activity
recording of MA registrations
4
through consultation with
stakeholder groups and make
any necessary adjustments
in work.
Action
Plan
5
Targets and Key
Performance
Indicators
4
School Leaver Destination Return.
5
The Royal Society of Edinburgh (2012). ‘Tapping all our Talents’
Appendix
Nicole
Modern Apprentice, Automotive
Previous Next
Home page
Table 1: Top five frameworks by participation and gender in 2014/15
Frameworks Female Male Total
Foreword
Hospitality 1,572 (56%) 1,221 (44%) 2,793
Business & Administration 1,744 (71%) 707 (29%) 2,451
Retail 1,094 (55%) 909 (45%) 2,003
Freight Logistics 85 (5%) 1,505 (95%) 1,590
Introduction
Engineering 61 (5%) 1,303 (95%) 1,364
Table 2: Top five segregated frameworks by participation and gender in 2014/15 1
The Ambition –
Developing the
Frameworks Female Male Total
Young Workforce
Glass Industry Operations 0 198 198
Achieving Excellence in Sports
Performance
Heating, Ventilation, Air
0 182 182
2
0 94 94
Conditioning and Refrigeration
Framing the
Power Distribution 0 41 41 challenge
Land-based Engineering 0 34 34
Initiatives have been developed As an MA is a job with training, as challenges, in the ability of a
3
over the years to address gender employers make the decision to SME-dominated economy to take Cross-cutting
bias across the education and recruit MAs or select an employee action on diversity.6 This is despite activity
training system. However, there is from their existing staff. Terms and evidence of correlations between
work to be done in joining up conditions (such as working hours certain industries where there is
sustained activity to maintain the
interest of individuals and, very
importantly, their key influencers,
and travel to work) also reflect the
norms for employment in the
industry. Whilst employers may not
under-representation and skills
shortages as identified in Skills
Investment Plans. Employers report
4
and for easily accessible routes to consider themselves to be willingly relatively few applications from
enable individuals to progress to men or women where industry
Action
discriminative, stakeholders report
clear education and work-based unconscious and conscious bias in employment figures demonstrate Plan
learning opportunities. the selection of candidates as well gender segregation.
5
Targets and Key
Performance
Indicators
6
The Fawcett Society (2013) ‘The Changing Labour Market: Delivering for Women, Delivering for Growth.’
Appendix
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Main gender-specific Black Minority and Home page
action themes Ethnic (BME) groups
In consultation with stakeholders we 2. Engagement with industry 3. Challenge Fund action Key challenges and context Evidence on labour market
consider that there are three main partners to incorporate research activity with Stakeholder consultations found outcomes for BME groups, however,
areas to address in partnership with priorities and actions within Training Providers to deliver that under-representation in MAs suggests that while educational
other agencies: Sector Skills Action Plans hard outcomes in terms of is linked to cultural barriers, with achievements are high this is not Foreword
where gender imbalance is non-typical recruitment and vocational training or work-based reflected in labour market
1. Developing regional
apparent and to integrate ongoing support. learning perceived in BME outcomes. Employment rates are
partnership models of
these within the pipeline communities to be of less value. generally lower for BME groups than
sustained activity from school
approach described above the general population in both
onwards to improve pathways There is a long-established Scotland and rest of the UK. In 2014
into STEM related subjects and perception that vocational routes are in Scotland, the employment rate
careers with a focus on young for those that might not achieve the for people from minority ethnicity
women necessary qualifications to go onto Introduction
groups was 61 per cent compared
university. Parents/ carers are still to an overall employment rate of
1
considered hugely influential about 72 per cent.8
Case study the kinds of jobs considered
respectable. In some BME Whilst employers may not consider
communities, parents and familial themselves to be willingly The Ambition –
Work taster activity and support for applying for apprenticeship .“...it is a fantastic expectations continue to push more discriminative, stakeholders report Developing the
opportunities with local construction businesses has been shown to that employers lack knowledge and
be successful in improving the understanding of young women and industry which strongly for an academic route and/
understanding of how to reach and
Young Workforce
or certain types of jobs. In some
the likelihood of their considering a career in the industry. I think more geographies family and community access the BME talent pool, and that
Two pilot projects in June 2015 were delivered in the North East of
Scotland through a commitment to strong partnership working by key
partners including Aberdeen City Council; the Aberdeen Construction
women should
be involved in.”
worklessness isolates young people
from the labour market. In addition,
awareness and understanding
there is a need to take cultural
differences into account when
recruiting for MAs and other jobs.
2
(Natalie, Mearns Academy)
forum; employers (Balfour Beattie, Bancon, Robertson Construction, within ethnic minority and cultural SDS data shows that 1.4 per cent of Framing the
communities of the benefits of
Scotia Homes, Transport Scotland, Stewart Milne Homes), CITB; “It has changed my work-based learning as a respected
MA starts in 2014/15 were taken up challenge
Women in Property (WiP); Equate; Robert Gordon University (RGU); by people who declared themselves
North East Scotland College (NESCOL) and Skills Development Scotland.
view about career choice could be improved. to be from a BME background,
construction as it is
all around us”
As a result, the School Leaver
Destination Report highlights that
school leavers from BME
compared to a working population
of 3.1 per cent (APS 2014). Over half
of BME MA starts (56%) are
3
(Georgia, Mackie Academy)
communities are far more likely to concentrated in five MA frameworks Cross-cutting
go on to higher education, and are - retail, hospitality and tourism, activity
less likely to enter employment. sports, health and social care, and
In 2014, 80 per cent of BME school construction. People from a BME
leavers entered higher or further
education, compared to 65 per
cent of all school leavers.7
background are better represented,
proportionately, in financial services
and other services (e.g. ICT and
4
digital technology), although Action
absolute numbers are low.
Plan
5
Targets and Key
Performance
Indicators
7
School Leaver Destination Report (2014).
8
Annual Population Survey 2014. www.gov.scot/Topics/Statistics/Browse/Labour-Market/Local-Authority-Tables
Appendix
Monicah
Modern Apprentice, Business
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Main BME specific Home page
action themes
In consultation with stakeholders,
we consider that there are five main Case study
areas for action to address in
partnership with other agencies to Foreword
improve BME participation in MAs In 2014/15 SDS supported Rathbone to recruit young people
as follows: from BME communities in Tayside and Fife to apprenticeship
1. Targeting BME communities opportunities or to participate in employability provision that would
to increasing their knowledge act as a pathway to a Modern Apprenticeship. Rathbone’s approach
of MAs, networks and referral - and key to their success - has been direct sales and marketing to
routes, and the capacity and employers with whom they had already established relationships.
confidence of Training They developed appropriate marketing/promotional material and
Introduction
Providers to work with BME got involved with community events to raise the profile of MAs.
groups through a BEMIS It was a direct “boots on the ground” model; implemented through
partnership project
2. Deliver targeted, focused
careful targeting, strong networking and relationship building
between Rathbone staff with employers and community groups.
Ultimately this resulted in the recruitment of an additional 30
1
The Ambition –
marketing campaigns for
Modern Apprentices to young people from BME backgrounds to take up MA opportunities. Developing the
encourage recruitment The employers involved became advocates for MAs for their Young Workforce
business, their children and their local community. Rathbone has
3. Ethnicity-related Continuing shared the learning from this easily replicable and sustainable
Professional Development for
Training Providers to support
employer recruitment and
model including marketing material developed for recruitment,
and their community and employer engagement approach with
other Training Providers at a SDS good practice event on equalities.
2
selection processes and
sharing of best practice Framing the
through Training Provider challenge
networks
4. Supporting Training Provider
challenge fund projects which
have hard outcomes for
3
addressing under-representation Cross-cutting
5. Specific focus on increasing activity
engagement with female BME
4
communities with partners.
Action
Plan
5
Targets and Key
Performance
Indicators
AppendixPrevious Next
Care Main care leaver Home page
leavers specific action themes
In the context of this plan, Care leavers experience more “Stakeholders In consultation with stakeholders we
care leavers includes young chaotic and disrupted backgrounds consider that there are three main Case study
people who are still in care and than their peers, and can typically emphasised that areas to address in partnership with
considering their transition have additional and more complex many care leavers go other agencies to improve Foreword
into work. support needs. Many children and on to be successful in participation by care leavers groups Stephen Burns from Glasgow faced more challenges than
young people are taken into care as within MAs as follows:
Key challenges
a result of neglect, abuse, complex
different aspects of most when it came to finding a job, but becoming a Modern
Apprentice has proved a winner for him.
A review of the limited data sets
disabilities, or involvement in the their adult life but 1. The development and delivery
of a regional pipeline
available on care leavers9 in “I was unemployed for quite a while after I left school and was
Scotland shows that this group
youth justice system – 85 per cent others face significant approach to support young really struggling,” said Stephen, who is 25.
of care leavers are taken into care
• tend to leave school with due to neglect.10
barriers and care leavers through their
He explained: “Some of my extended family really wanted to help
limited qualifications, with few challenges as a result transition phase i.e. clear
me but simply couldn’t manage to and I think many people from a Introduction
As care leavers are not a protected connections for employment
achieving qualifications beyond
characteristic, there is no legal of their upbringing and MA opportunities are
care background suffer from a lack of confidence, which certainly
Standard Grade level
• are far less likely to go on to a
positive destination than the
requirement for organisations to
collect data11 and thus data is poor.
Care leavers are unlikely to disclose
and experience of
being ‘looked after’.”
considered before they leave
care13
affected me.”
That all changed in January 2011 when he joined Glasgow Marriott
Hotel on a 13 week work placement employability programme,
1
The Ambition –
2. Consideration of funding
overall number of school their status to prospective SDS has recently begun to collect which was developed to help individuals who faced additional Developing the
contributions and support
leavers, with over a quarter employers due to fears over data on care leavers and the quarter barriers in achieving employment and who would require additional
in relation to MAs Young Workforce
becoming unemployed stereotyping. Stakeholder feedback one 2015/16 statistics for MA starts support in the workplace.
highlights that self-reporting is show that the proportion of those 3. Building the capacity and
2
• have poor levels of economic “The placement really opened my eyes to something new and
contributing to the poor, post-school who self-identify as care leavers is understanding of Training
activity, with 29 per cent made me realise that I wanted to try something different,” said
evidence available for this under- 0.9 per cent. It is difficult to achieve Providers to enable them to
inactive due to unspecified Stephen, adding: “Being offered the Modern Apprentice opportunity
represented group. a clear picture of care leavers as a offer appropriate support to
‘other circumstances’ when I finished the placement gave me hope for the future. I’ve
proportion of the working age young people and guide
• experience some of the poorest The substantial ‘hidden’ care leaver almost finished my apprenticeship in Hospitality, Supervision & Framing the
population. Scottish Government’s employers to appropriate
health, educational and population makes it difficult to Leadership and I’ve enjoyed the challenge.” challenge
report on Education Outcomes for assistance.
employment outcomes. reach and engage with this client
Looked After Children 2013/14 12 John Connelly, Training Officer with the Marriott, is delighted with
group. It is therefore important to
engage with young people before
they leave care and to support them
fully through the transition phase
highlights that 397 young people
were looked after from August 2013
to July 2014 and left school in that
Stephen’s progress: “Stephen took his opportunity on board. He’s an
excellent illustration of how well the MA programme can work.” 3
period, representing less than one
and into positive destinations. Cross-cutting
per cent of the 50,099 young people
who left school in that period. activity
4
Action
Plan
5
Targets and Key
Performance
Indicators
9
Part 10 of The Children and Young People (Scotland) Act 2014 updated the definition of Care Leavers in the Children (Scotland) Act 1995 from
April 2015 as to “any young person who ceases to be looked after on or after their 16th birthday”. All looked after children can become ‘care leavers’,
including those classified as ‘looked after at home’ and in formal kinship care. www.legislation.gov.uk/asp/2014/8/part/10
www.celcis.org/files/9114/3878/4824/Inform__Children_Young_People_Act_Part_10-11.pdf
10
www.whocaresscotland.org/news/02/15/educational-attainment-statement-from-duncan-dunlop/
11
SDS now captures this data from April 2015 but as with other equalities data, it relies on self reporting 13
I t is important that “longer transition” periods are supported for young people leaving care and in line with Scottish Government policy
12
www.gov.scot/Resource/0048/00482449.pdf (Updated July 2015) we support and encourage young people to consider MA programmes before they leave care.
Appendix3
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Cross-cutting activity Home page
There are a number of cross- • a
nnual reviews of our systems We will also develop the capacity 5. I ndustry engagement 6. Careers advice and All involved in career education
cutting actions related to MAs to for contracting and contract of our own organisation including SDS coordinates Skills Investment guidance should provide advice, guidance
tackle under-representation across management to ensure that support for our staff involved in Plans on behalf of selected industry The Career Education Standard and opportunities that contribute to:
the four client groups in MAs. they promote equality of monitoring contractors to enable groups in Scotland. We will ensure (3-18) is a response to the Foreword
• eradicating discrimination; and
opportunity, including the link them to provide a more informed that these plans take account of recommendation that careers advice
1. Contracting and • promoting mutual respect and
from employability support challenge to contracted Providers. equalities in considering actions to and guidance start earlier in schools.
contract monitoring equality of opportunity across
to MAs. The additional funds, recently address skills gaps and shortages. This will help young people
The recruitment of individuals or genders, social background,
provided by Scottish Government, The current iteration of the action understand their capabilities and
selection of existing staff to 2. Promoting improved disabilities, ethnicities, sexual
have enabled us to fund key staff plan includes activities in support develop their aspirations. They will
undertake learning whilst in understanding of MAs orientation and religions.
roles focused on each of the 4 of some industries such as better understand the job market
employment through Modern Stakeholder consultation reveals
groups covered by this plan. These construction and the oil and gas and how to be successful in their 7. Baselines and reporting
Apprenticeships is the role of the low levels of understanding by Introduction
individuals will be responsible for sector. Key to this is to embed any careers. It recognises the journeys We are working to establish improved
employer. We must use all levers some groups regarding work-based
engaging with key stakeholders, activity within the regional pipeline young people make as they progress baselines with regard to disabled and
available to us to support and learning pathways in general, and
influence the employer in making
their recruitment choices. For
example, we can ensure that our
MAs in particular. In addition, it is vital
that any campaign approaches and
materials, including digital resources
developing connective networks,
ideas and solutions for sustainable
actions.
partnership activity including the
work schools and employer groups
are undertaking in support of the
from age 3-18 and the role of key
influencers in shaping that journey.
While this standard is expressed as
BME groups (including sub-groups of
BME participants).Over the years we
have increased the range of reports
1
The Ambition –
contracting processes with Training such as apprenticeships.scot, are 4. Regional pipeline Youth Employment Strategy, a universal entitlement, it is clear available relating to equalities groups Developing the
Providers leverage what is possible reviewed with key equalities groups partnership activity including foundation apprenticeships. that not all young people enjoy the and will continue to review reporting
Particular partners that will be key to same advantages, nor face the same
Young Workforce
and practicable to ensure that to ensure that they are fit for purpose Working on the pipeline activity with partners.
recruitment of MAs is fair, transparent for the selected audience. We will which starts in early years must be the success of this activity include challenges.
8. Creativity
and non-discriminatory. We will
undertake the following actions,
providing Training Providers with the
undertake the following
• develop and implement
sustained and that is why we are
engaging with Education Scotland
(and aligning this activity with their
Energy Skills Scotland (ESS) and
Education Scotland, particularly
linking to the STEM Education
It will be the responsibility of all
partners to address the issue of
equality. Backgrounds and
As noted earlier, many of these issues
are society-wide and are longstanding
2
marketing campaigns and Strategy. In addition, emerging in nature and stakeholders agree that
appropriate support to enable them test areas for STEM delivery) and circumstances must never limit Framing the
provide additional content for assets for employer engagement, no one agency has all the answers or
to fulfil their contractual obligations those organisations responsible, potential and all partners will seek
key influencers and prospective such as the regional DSYW groups responsibility. We welcome the challenge
for example, for STEM related inputs to develop practice which challenges
• introduce additional evidence participants to improve and the Modern Apprenticeship opportunity and invitation given to
for girls to ensure that this activity stereotypes and ensures improved
3
requirements in our contracting understanding of MAs Supervisory Board will be utilised, us to engage in dialogue and
is embedded going forward. This outcomes for all young people.
documentation for 2015/16 using when developed, to promote equality workshop activity with stakeholder
• ensure that our existing and activity will also align with SDS’
the guidance issued by the of opportunity and test ideas. organisations to develop creative ideas
new materials and work with local partnership working
Equality and Human Rights to what are longstanding problems.
communication methodologies on foundation apprenticeship
Commission, and monitor Cross-cutting
are reviewed with equality pathfinders. As they develop,
performance against this during Figure 1: Stages in the equality regional partnership pipeline Sustained MA activity
group stakeholders to ensure this activity will also include the
the contractual year. This will be Employment
that the messages are regional DSYW groups to ensure that
underpinned by key performance
measures in the future. Evidence
will include action plans and
activity reports that demonstrate
appropriate and the
communication methods
used are accessible.
the coordination of local employer
engagement, to support work-based
learning pathways, has equality of Secondary
Post school
transition
Providing guidance
Supporting employers
through financial and other
means to retain non-
4
a proactive provider commitment 3. Capacity building access at its heart. This regional school to young people to apply
traditional MA recruits
approach is outlined in Figure 1. Action
to equality and diversity We have already begun to work with Early years and for MA career pathways Supporting apprentices
primary school Encouraging more and ‘taste’ the world Plan
our contracted Training Providers to by addressing financial
• consult with equality groups, diverse subject choices of work or structural barriers to
develop their understanding of and
5
business organisations and Preventing early bias help them to continue
ability to support diverse client Preparing young people Enabling employers
Training Providers to identify and in career choice for the world of work to recruit MAs in
on their programme
groups including a Training Needs
implement other contracting- under-represented roles
Analysis undertaken on our behalf
based requirements and Targets and Key
by the Equalities Challenge Unit. We
performance criteria which will Performance
will continue to build on this activity
support greater diversity of Indicators
with Training Providers.
participation in MAs, and at the
same time meet the Scottish
Government’s ambitions for
individuals, employers and
the economy
Appendix4
Previous Next
Action Plan Home page
The activities described in They are supported by common and is categorised by the activity
Short/Medium/ Targeted Partner
the plan aim to improve actions. The plan is iterative and themes summarised earlier for Actions
Long-term outcomes groups involvement
Timeframe DSYW
representation of disabled, will be updated on an annual basis, each group.
BME and care leaver individuals reflecting the early stage of our Foreword
2. Build the capacity of Training Providers working with disabled people
within Modern Apprenticeships ambition.
and to reduce gender bias in Capacity building: Investment in our
Planned activity is mapped to the Improved capacity and Disabled Delivered in May 2015 33
representation for different Training Providers engagement in the people partnership - March 2016 35
relevant DSYW recommendations
MA frameworks where this exists. Deliver a comprehensive suite of training disability agenda with expert
to ensure that SDS contracted Training resulting in more organisations
Providers can and do maximise their recruitment of young
Disability leverage in recruiting and supporting disabled people to
young people with a range of disabilities appropriate Introduction
Objectives:
on MAs
Support young disabled people through transition periods in their education and into employment
•
• Improve the successful uptake of Modern Apprenticeships by young disabled people
Actions
Short/Medium/ Targeted Partner
Timeframe DSYW
Equality Challenge Unit equalities
helpline for Training Providers:
Develop and deliver equalities helpline to
support Training Providers in their equality
Easy access support
for Training Providers
on equality issues.
Training Providers
All young
people
Equalities
Challenge Unit
Training
Providers
December
2014 -
September
2015
n/a
1
The Ambition –
Long-term outcomes groups involvement
policy. more equipped to take Developing the
on young people from
1. Building cohesive networks to join up support different backgrounds. Young Workforce
More young people
2
Foundation apprenticeships: Pathfinders Improved vocational All targeted Schools August 2015 27 from under-
will be required to establish baselines for choices as pathways to young people SFC - March 2020 28 represented groups on
participation of young disabled people MAs in senior school Colleges National Training
and demonstrate positive action including phase Programmes (NTPs)
reviewing recruitment practices, removing
barriers and establishing support Framing the
measures 3. Establish an agreed definition of disability for data collection challenge
Develop an agreed definition for Reporting on Disabled Equalities June 2015 33
3
Through the SDS Equality Challenge Fund Produce case studies, Disabled Rathbone September 27
six small scale regional action research support materials and people Concept 2015 - 33 disability for use in monitoring and participation of people Challenge Unit - January 2016 35
projects have been commissioned with good practice guides Northern New August 2016 34 statistical analysis and consult with disabled people in Training
Training Providers, regional partners, and utilise findings. College 35 partners and disabled people NTPs is accurate and Providers
employers which have set hard outcomes Improved Lanarkshire 36 to identify best approach to support genuinely reflects Expert
of addressing under- representation and representation of West College disability disclosure participation. partners Cross-cutting
lack of achievement for young disabled young disabled people Moray college Continuity of reporting
across SDS systems
activity
people on MA frameworks through on MA frameworks Perth college
recruitment and sustainment practices. and their
Softer outputs will be shared within the
SDS Training Provider network
partner
organisations
4
Action
Plan
5
Targets and Key
Performance
Indicators
AppendixPrevious Next
Disability continued Home page
Short/Medium/ Targeted Partner Short/Medium/ Targeted Partner
Actions Timeframe DSYW Actions Timeframe DSYW
Long-term outcomes groups involvement Long-term outcomes groups involvement
4. Engage and target specific industry groups 5. Funding support Foreword
Further develop apprenticeships.scot Enhanced and All By December 27 Deliver ASN Access Fund: Additional Improved access and Disabled Training April 2015 34
MA online application system simplified application 2015 34 funding to support those with additional sustainment on EF people Providers - March 2018
process for 35 support needs on the Employability Fund. provision (and
apprenticeships The value and efficacy of funded progression to the
interventions will be evaluated workforce) of disabled
Disability marketing campaign: Deliver More awareness of Disabled External media By March 2017 27 people
a high profile, multi channel marketing opportunities and people organisations 34 Introduction
campaign on opportunities in MAs, more disabled people 35 Scotland’s Employer Recruitment More employers Disabled Delivered by July 2015 20
focusing on young women in STEM; to accessing and Incentive (SERI)14: A business or third providing work people local - March 2016 25
,
raise awareness of opportunities for young
disabled people in non-traditional careers
progressing through
non traditional
training and careers
sector organisation of any size (including
recruitment as a Modern Apprentice) can
apply for financial support if they employ
an unemployed young person with
experience
opportunities and
employing young
disabled people on MA
authorities,
Open Doors
Consortium
34
35
36
1
The Ambition –
Employer engagement: a programme Improved capacity All Industry January 2016 31 additional support needs aged up to 29 opportunities Developing the
of engagement with employers to share within employer partners, - March 2020 32
knowledge of the business case for network to embrace Regional Open Doors Consortium support: More employers Disabled Local July 2015 20
Young Workforce
diversity, technical support for them in positive action DSYW Groups a business recruiting a young person with providing work people authorities, - March 2016 25
2
taking positive action in recruitment recruitment practices a disability can receive additional in-work experience Open Doors 34
practice, signposting of recruitment support for that young person through the opportunities and Consortium 35
incentives Open Doors Consortium. This can be employing disabled 36
accessed alongside SERI to support those people on MA
Capacity building for employers: Engage Increased numbers of All young Employers Procure by 20 who are about to be recruited but who opportunities
with employers and employer employers employing people Employer December may not be able to receive SERI; and to Framing the
representative bodies to create a range of under-represented representative 2015 - support young people already in challenge
CPD/capacity building activity which groups on MAs and bodies complete by employment (since 1 July 2015) but for
whom the employer requires additional
3
assists employers in their role and generally August 2016
enhances fulfilment of marketing MAs to support in order to sustain their
individuals. employment.
Develop/refresh sector SIPs Increased numbers of All targeted Employers March 2016 n/a Revise contribution levels for MAs to Training providers will Disabled April 2016 20
incorporating priorities and actions employers aware of people Employer disabled people of older age groups to be better resourced to people - March 2020 34 Cross-cutting
on tackling inequality the equalities agenda representative reflect their greater resource requirement support disabled 35 activity
and their role within it bodies people on their MA
programme
4
Action
Plan
5
Targets and Key
Performance
Indicators
14
F ollowing the uncertainty caused by the UK Government Spending Review, SERI is now paused to new starts. All young people who have already started
are unaffected by the suspension and will be fully supported by SERI through their 12 month participation.
AppendixPrevious Next
Gender Home page
Objectives:
Reduce gender stereotyping and gender segregation in career choices and occupational routes chosen by
•
young people in education
Reduce gender segregation in Modern Apprenticeship frameworks
•
Short/Medium/ Targeted Partner Short/Medium/ Targeted Partner
Actions Timeframe DSYW Actions Timeframe DSYW Foreword
Long-term outcomes groups involvement Long-term outcomes groups involvement
1. Developing regional pipeline models of sustained activity 1. Developing regional pipeline models of sustained activity (cont)
Build regionally co-ordinated school A sustainable model All young Education August 2015 27 CareerWise project. Led by Equate and Employers are better Young women Equate March 2015 27
interventions to effect long term cultural for schools to improve people but Scotland, - March 2018 28 funded by Scottish Government, the informed to take - March 2016 30
change with a particular focus on pathways into STEM with a focus on Institute of 30 CareerWise project combines a number of positive action to
challenging gender stereotypes in STEM related careers and MA young women Physics (IoP) December taster, CPD and positive action activities recruit female MAs
subject areas through the Improving frameworks. Energy Skills 2014 - March designed to improve recruitment of young Introduction
Increase the profile of
Gender Balance (IGB) Scotland Project Scotland 2016 women into engineering MAs. SDS will
More young women STEM MAs as a career
1
(aligned to the Education Scotland 5 test Local ensure connectivity with mainstream
taking non-traditional option for young
areas for STEM framework delivery) and in Authorities January activity.
career choices and women
West Lothian. Develop and implement the Close the Gap - December
sustaining in non-
“Regional Gender Pipeline” project with Engender 2016
Close the Gap & Engender: West Lothian
traditional MAs/career
West Lothian Community capacity building to address Increased Young women Yusef Youth January 2015 27 The Ambition –
Pipeline Model; develop a sustainable Council cross-cutting disadvantage: Small engagement with from BME Amina - March 2020 31 Developing the
projects involving engagement with female BME communities Dundee 32
regional pipeline model of initiatives/ West Lothian
appropriate external organisations to community and more International
Young Workforce
support to address gender segregation, College
tapping into the funds, support and encourage female participation from young BME women Women’s
2
experts of regional partners in a co- the BME community in MAs progressing to MAs Group
ordinated approach. Delivery of the action Other BME
plan proposed for initial activity towards groups
the West Lothian Pipeline Pilot
Gender bias CPD for Training Providers Training providers can All young Training May 2015 30 Framing the
Foundation apprenticeships: Pathfinders Improved vocational All targeted Schools August 2015 27
with schools offering work-based, choices as pathways to young people, - March 2020 28 and sharing of gender related best identify good practice people with a providers, - March 2016 29 challenge
SFC practice through Training Provider and are better focus on Equality
accredited learning. Recruitment to the MAs (and other particularly
networks: deliver a programme of CPD for
3
pathfinders in schools will seek to address destinations) in senior young women prepared to recruit and young women partners
Colleges
gender perceptions of differing school phase Training Providers to ensure their practice support targeted
occupations. Reviews of the impact on promotes equality of opportunity and young people on SDS
uptake and good practice will be provide platforms/event opportunities programmes
undertaken to share “what good looks like”
Cross-cutting
Positive Action work tasters for young A sustainable regional Young women Institute of January 2015 27 activity
women: Work with secondary schools, model to address Physics (IoP) - January 2017 28 2. Industry/employer engagement
4
employers, Training Providers (aligned to gender segregation. 30
Regional Engagement with industry sectors and More young women Young women Equate By August 27
IGB activity) to include positive action
More young women partners special interest groups to deliver a range will consider non- Scottish 2016 30
taster activities linking young girls with
taking non-traditional including Local of projects aimed at highlighting and traditional career Women in
MA employers, preparing them to apply
career choices and MA Authorities addressing gender imbalances in the pathways in STEM Technology,
for MA vacancies.
career choices workforce e.g. Shell ‘Girls into Energy’ subject areas Industry Action
Programme, Girls into Energy, Women in sector
CiTB positive action recruitment More awareness of Young women CITB April 2014 27 Work Project etc organisations,
Plan
activity: Work to build positive action into opportunities and - March 2016 28 Shell Scotland
5
recruitment and to raise awareness among more young women 30 Food and Drink
girls of modern construction techniques progressing within non Skills Academy
and opportunities in construction traditional careers
including MAs in Develop/refresh sector Skills Investment Increased numbers of Young women Employer March 2017 27
construction. Targets and Key
Plans , reviewing industry demand data employers aware of and all young representative 30
through a “gendered lens” incorporating the gender challenges people bodies 29 Performance
priorities and actions on tackling gender and their role within it Employers Indicators
equality where it exists
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