ITP Research by AELP

Sue attended the parliamentary reception on the 22/2/22 hosted by AELP and sponsored by Learning Curve Group, this research had involved ALPS members and I was pleased to be at the event with Jackie from Professional Training Solutions.

It was great to hear how Independent Training Providers (ITPs) contribute to the Skills System in delivering not only Apprenticeships but other fantastic programmes such as T Levels, Boot Camps and Study Programmes.  The research is a call for action for ministers to see the massive contribution ITPs make to the sector and they should not be seen as a fill-in where other provision is not available. There were speeches from Lord Aberdore, Martin Dunford (AELP), Steve Morris (Learning Curve Group) and Paul Warner (AELP) who shared the research in more detail.

The seven recommendations are:

  • Skills policy should concentrate on facilitating what works and not which type of institution delivers it.
  • Intervention measures must be reviewed and made equitable to avid disadvantaging learners that choose to study at each type of institution.
  • ITPs are well paced to engage learners and supply skills training at Level 2 and below, and policy should aim to proactively harness these strengths.
  • In policy design, less default reliance should be placed on traditional models of academic year classroom-based methodologies that limited the use of ITP strengths in engaging employers and enabling learners to reach their full potential.
  • Prior prioritisation should be made more equitable between GCSE and academic routes to literacy and numeracy, and work-based learning.
  • Government and its agencies must trust ITPs to continue to deliver high-quality and responsive provision.
  • ITPs bring a wealth of experience, expertise and industry knowledge that are vital to formulating the proper response to skills need of employers and learners alike. Policymakers and those designing the implementation of such policies must make better use of the attributions.

Click Here to read the full report