Information on thecategories

Information on thecategories under which Training Opportunities participantsare entering the programme should be included in theagencies reports to Ministers. Any such limit on numbersshould be agreed by MSD and TEC as part of the annualMemorandum of Understanding, and would depend Rosetta Stone V3 on prevailinglabour market conditions, 3.5 Consideration should begiven to systems and operational implications of the revisedeligibility criteria. Until such time as guidelines,information systems, monitoring process and trained staffare in place, current eligibility criteria and recruitmentprocedures should remain in place, 3.6 The impact of therevised eligibility criteria should be evaluated within twoyears of implementation,3.7 The Adult English forSpeakers of Other Languages (ESOL) Strategy should considerhow assistance best be provided for refugees who do not needwider foundation skills assistance. Until such time as allrefugees are able to readily access appropriate provisionthey should continue to access ESOL through TrainingOpportunities, 3.8 If the education and training leavingage is raised, the upper age limit for Youth Training shouldbe increased accordingly. In this event, the interface withthe benefit system should be considered.Section 4:DeliveryRecommendationsThe review teamrecomm:4.1Improvements to delivery should focus onhow to improve incentives for collaboration andlearner-focused provision, and ensure the current strengthsof delivery continue and good practice is promulgatedthroughout the Training Opportunities and Youth Trainingsector. Areas for improved collaboration4.2 Thereshould be closer links at both national and regional levelsbetween the major government agencies involved, includingMSD, TEC and Training Opportunities and Youth Trainingproviders to ensure greater alignment in meeting learnerneeds. This closer collaboration shoulkd be fostered by:4.2.1 improving information on Training Opportunities andYouth Training courses available to assist MSD case managersin assessing the needs of learners and to refer learners tothe right employment assistance service at the righttime,4.2.2 better alignment of career and learning plansand job seeker agreements, to ensure consistency betweenorganisations in goals and support provided to learners,while retaining individual characteristics of each specificplan/agreement,4.2.3 better alignment of the outcomes tobe achieved for Training Opportunities and Youth Traininglearners by agencies (particularly MSD and TEC) and of theprocesses for assessing job seekers and learners needs,and4.2.4 working collaboratively at the local level andproviding more co-ordinated, timely and relevant assistancein moving Training Opportunities and Youth Traininggraduates into sustainable employment and further education.4.3Closer links between schools and Youth Trainingproviders, particularly in sharing Rosetta Stone Spanish Latin information about coursesand tracking studentsat risk of dropping out of school.Areas where new incentives, recognition and/or resourcingmay need to be introduced to change behaviour and ensurebetter outcomes 4.4Improved post-placement support forlearners, including specific resourcing for providinglearners with advice and mentoring once they have left theprogrammes. These mentoring and relationship basedpost-placement support services could be augmented by:4.4.1more flexible transition into employment, byencouraging continued learning whilst in employment (forexample, to enable a learner to complete their qualificationpart time), 4.4.2enhanced 'pathway' support fromproviders for learners entering level 3 courses with othertertiary providers, or in helping learners to accessbridging courses at levels 3 or 4, and 4.4.3investigating the piloting of an incentive payment for thestudent (delivered through the provider) at the end of thepost-placement support period (e.g. 6, 9 or 12 months) ifthe learner achieves a sustainable employment outcome or afurther education outcome. 4.5Pathways and collaborativearrangements between different parts of the tertiary systemto assist learners to progress should be brokered by TEC.For example, between Training Opportunities and YouthTraining providers and providers of EFTS-funded courses andindustry training. 4.6Flexibility in outcomes agreementsbetween TEC and providers to reflect the varying needs andfoundation skill levels of learners, and to allow forlearners to access specialist support services asappropriate. Contracts could therefore vary by length oftime required to achieve outcomes and price paid. 4.7Work be undertaken on how the profile of TrainingOpportunities and Youth Training might be raised, andinformation about outcomes and success stories bepromulgated further. 4.8 Note that these recommendationsbuild on the delivery strengths of the current programmes,and endorse their continued practice. These strengthsinclude good practice and innovation, a diverse range ofcourses and learning settings to meet the wide range oflearner needs, holistic and supportive learning environmentsand courses that are closely-linked to the labourmarket.Section 5: Measuring programmeperformanceRecommendationsThe review team recomm:5.1A balance of employment and educational outcomesshould be retained for Training Opportunities and YouthTraining. Destinational outcomes 5.2 The currentoutcome measure of further education should be retained. Inorder to provide a richer picture, however, more specificinformation should be obtained about the level and type ofpost-Training Opportunities/Youth Training learningundertaken. 5.3 With regard to employment outcomes, thefocus should be on better measuring longerx2013,term employmentresults. 5.4 The measurement of employment outcomes beamended so that: 5.4.1the monitoring of sustainableemployment be achieved through the matching of MSD and TECdata on the degree to which TO learners have subsequentlymoved off a benefit,5.4.2 improved measures ofsustainable employment are developed by MSD and Departmentof Labour with a view to eventually introducing thesemeasures for Rosetta Stone Spain Spanish Training Opportunities and Youth Training (butmaintaining the 2 month measure in the meantime),and5.4.3 clearer recognition be given to MSD and its casemanagers for the successful employment and educationaloutcomes achieved by Training Opportunities and YouthTraining job seekers and beneficiaries referred by them.5.5 There should be better alignment of the incentivesfacing both MSD and the TEC for achieving employment andeducation outcomes.