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Institute for Apprenticeships and Technical Education

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Delivering opportunity through technical education and apprenticeships: IFATE's equity, diversity, and inclusion (EDI) strategy

This strategy sets out IfATE's role in widening opportunity through technical education. Its purpose is to show how we can build a skills system that supports everyone, no matter their background, to access high quality technical education and skills opportunities which lead to good jobs and technical careers.

The commitments within the strategy span IfATE's roles as a decision maker, an authority within the wider sector, and as an employer.

As a decision maker, we are committed to the pursuit of equity, diversity, and inclusion in education, including through our equity, diversity and inclusion (EDI) framework and toolkit that will put EDI consideration at the forefront of how we develop, approve, and review occupational standards, apprenticeships, and technical qualifications.

As an authority within the sector, we will improve access to technical education, through a simpler skills system that works for everyone.

As an employer of over 300 people, we want to lead by example by sustaining conditions where all our staff feel that they are treated fairly and can reach their full potential.

We are grateful to the expert organisations, sector stakeholders and other government organisations engaged throughout the development of this document.

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IfATE's Equity, diversity, and inclusion (EDI) strategy

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This strategy sets out IfATE's role in widening opportunity through technical education. Its purpose is to show how we can build a skills system that supports everyone, no matter their background, to access high quality technical education and skills opportunities which lead to good jobs and technical careers.

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Does the Realise policy align with what you have already read?

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Institute for Apprenticeships and Technical Education

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What is Equity, Diversity and Inclusion and why is it so important (an apprentice panel perspective)

Equity, Diversity and Inclusion currently refers to a multitude of terms to include gender, ethnicity, religion, disability, sexual orientation, education, and national origin. The aim for EDI initiatives is to ensure all individuals are respected by their unique needs, perspectives and potential. To recruit those with different backgrounds is to recruit those who think differently.

The following guidance will support employers, training providers and apprentices in understanding what EDI is and how they can be an enabler in creating a positive and successful working environment for all.

Recruiting those who think differently will equip organisations with a range of unique perspectives which are required to tackle global challenges and pioneer global technologies through truly diverse collaboration.

The Apprentice Panel has also provided their own views in the form of case studies and extended reads. Please use the links to read the following:

"Diversity and inclusion are two interconnected concepts-but they are far from interchangeable. Diversity is about representation or the make-up of an entity. Inclusion is about how well the contributions, presence and perspectives of different groups of people are valued and integrated into an environment."

The following sections highlight several aspects of EDI and highlight certain aspects to include socio-economic factors and ethnicity and religion.

1. Importance of EDI in the workplace

Over the past 40 years, the makeup of the labour market in the UK has changed dramatically. The proportion of the working age population that come from a BME (Black and Minority Ethnic) background is increasing. In 2016, 14% of the working age population were from a BME background. This is increasing, with the proportion expected to rise to 21% by 2051.

Socio-economic backgrounds are equally important in the hunt for a diverse and talented workforce. According to a 2021 report from Engineer UK, "35% of young people (aged 13 to 19) in lower income households know what subjects they would need to become an engineer. This compares to 52% of young people in higher income households". The disparity further includes your location in the UK with "63% of young people (aged 11 to 19) in London said they knew about apprenticeship options available to them, which was the highest across all English regions. This compares to just 34% in Yorkshire and the Humber".

When engaging on the recruitment drive to produce the next generation of Sustainable Growth, we must ensure the skills and behaviours these individuals have can radically challenge the current norm and support the huge challenges yet to come in the industry. Employers and training providers must therefore be able to reach out and attract talent from all backgrounds.

2. Facts and challenges

Why have a diverse portfolio of apprentices?

Every 1% increase in the diversity rate of a workforce can lead to a 9% rise in sales revenue

Businesses with a healthy balance of men and women are 15% more likely to outperform their competitors

Businesses with employees from a good mix of ethnic backgrounds are 35% more likely to outperform their competitors

Ongoing challenges

Women made up 52.9% apprenticeship starts in 2020-21 but remain extremely under- represented in STEM subjects only making up around 11.4% starts in those roles

Black, Asian, and ethnic minority uptake was 13.3% in 2019/20 and has increased to 14% in 2020/21

An estimated 20% of the population have Learning Difficulties and Disabilities (LDD). This could be a 'hidden', 'visible', or multiple and complex disability

3. Best practice

What are other organisations doing?

Continuous changing perspectives and national diversity means organisations must accelerate and continue to challenge its process' and working environment. Both the McGregor-Smith Review and Apprenticeship Diversity Championship Networks annual paper includes numerous initiatives that various organisations have successfully implemented.

Supporting the progression of minorities

Imperial College made waves in career development for BME students with an initiative called iLead which is a 6-month course that focussed on progression of BME staff in academic, research, technical and professional support sectors.

The course explored barriers to success, the fundamentals of effective leadership, management techniques and career development and had amazing results:

More than 50% of attendees progressed their careers through promotion in their current role

9 out of 11 attendees progressed their careers through applying for other jobs

This shows the benefits of educating BME staff on the barriers to success and progression in bettering chances of career progression.

Improving processes to build equity

Ernst & Young (EY) ensures representation of BME to the top is consistent with their BME employee make up through data - for example, if 20% of the workforce is BME, then EY would ensure that there would be at least 1 in 5 promotions would include someone with a BME background.

In 2011, only 3% of senior career stage managers were high-level partners but using this data driven approach to promotions, there are 8% BME partners showing the fantastic success of the approach. By setting these goals across the entire organisation, it provides a bigger incentive for managers of BME employees to develop and progress their staff and become more passionate in uncovering unconscious biases.

4. What can we all do better

Workshops and training

The first step we can all take is to acknowledge that we all have biases. The next step is to individually take accountability in ensuring we understand our own unconscious and conscious biases and how that may affect our day to day interactions with everyone we interact with. It is your own duty to understand these biases but organisations can support this process in creating an environment and culture where these sensitive discussions can be held.

Truly changing an organisation's culture to make it more diverse and inclusive takes years, not hours, and it requires tools beyond training sessions.

Follow-up and reinforcement is essential. Training should not necessarily be a single tick in the box activity but a prolonged and progressive training scheme to really make an impact.

The following are suggestions to how such trainings could be implemented:

Focussed Equity, Diversity and Inclusion training for recruitment teams

Series of open conversations throughout the year for all employees

Reverse mentorship

Training pack for placement managers

In-addition, it's suggested that certain individuals who are in positions of leadership or manage/interact with multiple individuals should receive enhanced training. These individuals include:

All interviewers

Early career managers

Group leaders and senior leadership

Recruitment managers

Moreover, those apprentices or early careers should not be forgotten and be given the opportunity to learn about EDI and understand their own unique bias'. Through bottom up training, the ambitions and aims of EDI can be grounded at the foundation of our organisations. By allowing not only your early careers but the current working population, the goal and ability to "challenge the status quo" will most certainly bring smarter ways of working and ultimately benefit your working environment.

Royal Bank of Scotland (RBS) Page 38. In 2015, RBS created a tailored training programme with targeted interventions aimed at each level of the organisation. This programme consisted of a workshop for senior leaders, a webinar for those with managerial responsibilities, and scenario based e-learning for all employees. Over 40,000 employees as of 2019 had undertaken the training with 97% reporting they will 'do their job differently'. This has enabled leaders to be more aware of how their behaviours affect the work environment and thus improve the way they lead by being a better example. Moreover, RBS has begun looking more broadening at who they consider talent to include mentoring more diverse groups of people to include female talent, BAME, carers and retirees for example.

Data

Data is important to understand how we can support the diverse needs of our working population. The analyses of this data whether it be qualitative or quantitative, will help understand the unknown barriers within the workplace and potential opportunities which we should be utilising to the best of our abilities.

There are two ways you can improve and gather data.

Requesting data during the recruitment process. Make stating personal data mandatory but ensure this in not part of the actual recruitment decision process

Requesting the current population to update their personal data. Ensuring data is being collected to improve the workplace and not for individual employee assessment

By creating a culture where candidates and employees can be confident in providing their data can really benefit the individuals who may require additional support and may not know what is available to them. The employment of disabled people 2021, published November 2021 it is estimated (no exact figure is known due to declaration rates) that around 20% of the population have an LDD. This could be a 'hidden', 'visible', or multiple and complex disability. Support for this population can be provided by the government.

For apprentices with LDD on off-the-job training, they can have additional learning needs funded by Additional Learning Support

Employers have a range of support available to them such as becoming Disability Confident and accessing the Department for Work and Pensions (DWP) Access to Work, which helps people with LDD in the workplace

Lloyds Banking Group The Lloyds Banking Group analysed their internal data, qualitative and quantitative, to understand the barriers and opportunities for BAME colleagues. Their Career Development Programme for ethnic minority colleagues receives consistently positive feedback from delegates, and has been able to show that the promotion rate for colleagues going through the programme is significantly higher than for BAME colleagues who have not been through it. Appointing 'diversity champions' or advocates in each business unit has also been a highly effective strategy, coupled with being able to offer a practical programme of support for BAME colleagues. Diversity champions have been able to raise the profile of our Inclusion & Diversity ambitions, including the availability of specific development opportunities, across the business.

Physical spaces

To make sure the workplace is a comfortable environment for all, there are specific areas which certain individuals may require. Allocated spaces to pray, meditate or to be specifically used for quiet work supports individuals who either have invisible disabilities, follow certain religions or require a place to destress in a space without external distractions. Such a place is integral to supporting the well-being of employees.
Multi-Faith Space
A Multi-Faith Space is required for certain populations to pray. This should include washing facilities, a simplistically designed (without provocative images) clean room with chairs
Well-Being Space
A Well-Being Space is required for certain individuals who require a space to destress from the work environment. This may include sofas, bean bags and non work related books
Quiet Space
A Quiet Space is similar to a Well-Being Space but with a focus on the room being quiet and ultimately with reduced sensory distractions. This may include single acoustic sofas, soft painted walls and natural light with blinds
Parental Space
Space to provide parents to support kids if required (breast feeding etc)

Assessment centres, interviews and group exercises

One of the aims of the Assessment Centres is to create an environment in which you can best connect with the individuals that you want to attract. To ensure that all potential apprentices feel that they are welcomed, it is important to ensure that Assessment Centres include a diverse group of individuals including those of different gender, age, ethnicity, and ability. It is crucial that when creating a group that diversity goes beyond being a 'tick box' and that those individuals are passionate about their area.

Below we have provided some helpful tips to ensure that those with additional support requirements are catered for:

1. Adjustments should be made depending on a person's needs, there is no fixed measure for what reasonable adjustments should look like with neurodivergence or LLD. A person's needs should be considered on a case-by-case basis. If in doubt, candidates should be invited to share what changes they have had before that has helped them, or what they believe would support them with this assessment centre.

2. Have multiple stages where candidates can disclose. Create a space that allows candidates to disclose any neurodiversity they have at different times during the assessment process

3. Create an assessment that allows ALL candidates to demonstrate their skills. Provide candidates with various opportunities or situations to prove their abilities as part of the assessment centre.

4. Continually aim to reduce unconscious bias during the assessment. Ask yourself if you are being as fair as possible during the assessment centre when evaluating all candidates.

Accessibility issues should also be assessed prior to potential apprentices attending assessment centres. Below we have provided some guidance as to how you can cater to those who require additional access needs:

Provide signposting and support staff where necessary to guide candidates to the correct place

Ensure assessment centres venues have wheelchair friendly access i.e. ramps and lifts

Providing extra time on written tasks - this is especially important for those with dyslexia, dyspraxia or ADHD

Using visual cues such as the agenda sent to candidates before the day of assessment Printing information

Whilst there is a focus on diversity, we also suggest the following as general guidance for assessment centres:

Make sure a representative of the employer (and on scheme apprentices if possible) are in attendance and available to answer any questions on their place of work. A friendly face is always welcomed for candidates looking to join your organisation!

Provide some basic networking tips for assessment centres to candidates. This can be a very simple 'Do's and Don'ts document with pieces of advice from former and current apprentices.

Recruitment events, education engagement & marketing
Expand your reach
Alike to assessment centres, employers and training providers should ensure that a representative of the employer (and on scheme apprentices if possible) are in attendance and available to answer any questions on their place of work. The aim is to connect with the individuals you want to attract. By not showing diversity, you may inherently make potential candidates feel less comfortable. The following tips are routes to engage and attract a wider pool of candidates:
Stand accessibility
Depending on the talent and diversity needs you want to attract, don't just focus on local schools but expand your reach by targeting a wider range of schools. This may mean utilising OFSTED and ISI reports to find which schools provide free school meals, are single sex or provide specialist support to those with LDD
Work experience
Employers and training providers may choose to have physical stands to showcase the opportunities they have. We suggest ensuring these stands are accessible for all, especially those who may be wheelchair users! Having a ground platform or small ramp is certainly helpful

Online work experience can amplify the quantity of candidates you can expose your apprenticeship and industry to. Being online also means allowing individuals who may not have the ability to physically attend a chance to have an insight into your industry, further increasing the chances of attracting talent from different socioeconomic backgrounds.

EDI - "An environment where many different genders, races, nationalities, and sexual orientations and identities are present but only the perspectives of certain groups are valued or carry any authority or influence, may be diverse, but it is not inclusive."

IfATE has a full EDI strategy and toolkit available for use.

5. References and reading

References

Bush, M. (2021). Why Is Diversity & Inclusion in the Workplace Important? [online] Great Place to Work®.
Race in the workplace: The McGregor-Smith Review A Diversity, Equity and Inclusion Reading List 5 Ways to Improve Diversity Training, According to a New Study
Wohland, P., Rees, P., Norman, P., Boden, P. and Jasinka, M. (2010). ETHNIC POPULATION PROJECTIONS FOR THE UK AND LOCAL AREAS, 2001-2051.
"This Is What It Means to Be Black in America and Black in Corporate America" 6 Evidence-Based Strategies for Improving Diversity in Your Organization A Tilted Playing Field How to Make Inclusivity More Than Just an Office Buzzword What's Keeping Corporate Boards from Becoming More Diverse?
Reading list

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Equity, Diversity and Inclusion currently refers to a multitude of terms to include gender, ethnicity, religion, disability, sexual orientation, education, and national origin. The aim for EDI initiatives is to ensure all individuals are respected by their unique needs, perspectives and potential. To recruit those with different backgrounds is to recruit those who think differently.

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Institute for Apprenticeships and Technical Education

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This guidance provides information on reasonable adjustments within end-point assessment (EPA). It can be used by:

apprentices

employers

training providers

end-point assessment organisations (EPAOs)

awarding bodies (for the purpose of integrated mandatory qualifications)

This guidance helps to explain:

when reasonable adjustments may be required

what should be considered before reasonable adjustments are applied

the types of reasonable adjustments that can be applied

who is responsible for applying reasonable adjustments

how reasonable adjustments may be implemented without impacting the: validity of the EPA, reliability of the EPA

The guidance includes a reasonable adjustment matrix. The intention of the matrix is to:

Information is also provided on special consideration and when this may be given.

All users must consider the following points when utilising this guidance:

The information included in the reasonable adjustment guidance and matrix provide recommendations only. EPAOs must consider all requests for reasonable adjustments on an individual, case-by-case basis.

The information included within the reasonable adjustment guidance and matrix is not exhaustive. It is also not a definitive list of what can, or cannot, be requested or approved.

Reference to legislation within this document is for context and guidance. It does not substitute reading the relevant part of the statue in its entirety. Users are encouraged to seek their own legal advice regarding the scope of their legal duty.

The reasonable adjustment guidance and matrix work best when used together. The matrix should not be used on its own to support or make decisions.

It is vital that EPAOs have arrangements in place for making reasonable adjustments. These should be accessible to training providers, apprentices and employers. In some instances, having arrangements is a mandatory requirement. This includes:

EPAOs must make decisions around reasonable adjustments in line with their arrangements. The arrangements should include:

how an apprentice qualifies for a reasonable adjustment

what reasonable adjustments may be made

1. Reasonable adjustments

Section 20 of the Equality Act 2010 creates a legal duty to make reasonable adjustments.

The duty applies where a person with a disability would suffer substantial disadvantage in relation to a relevant matter in comparison with persons who are not disabled.

This is applicable to:

Section 6 of the Equality Act 2010 defines a disability as a physical or mental impairment which has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities.

Schedule 1 of the Equality Act 2010 sets out supplementary provisions regarding disability, providing helpful definitions and clarifications.

Schedule 1, Paragraph 2 clarifies that the effect of an impairment is 'long term' if it:

has lasted for at least 12 months

is likely to last for at least 12 months

is likely to last for the rest of the life of the person affected

is likely to recur

Schedule 1, paragraph 6 stipulates the following medical conditions are to be treated as disabilities for the purpose of the Act:

Therefore, a reasonable adjustment is a step taken to remove, or prevent a substantial disadvantage that apprentices, who have a disability within the Equality Act definition, encounter during their apprenticeship.

In an apprenticeship, this legal duty to make reasonable adjustments applies to:

employers

training providers

EPAOs

awarding bodies (for integrated mandatory qualifications)

Adjustments must be made if it is reasonable to do so. What is a "reasonable" adjustment will be assessed by looking at numerous factors. The Equality and Human Rights Commission (EHRC) suggests the following can be considered:

the apprentice's disability

how practicable the changes are

if the change asked for would overcome the disadvantage the individual experiences

the size of the organisation

the financial resources available to the organisation making the adjustments

the cost of making the changes

if any changes have already been made

Reasonable adjustments should be consistent across all aspects of the apprenticeship. In the EPA, where possible and appropriate, these should be the same as those made in the apprentice's:

It is important that all organisations work together to ensure the correct reasonable adjustments are in place at each stage. Within EPA, the EPAO makes the ultimate decision on the reasonable adjustments made.

The following section outlines the suggested roles each organisation should take.

In work

The role of the employer:

discuss with the apprentice the reasonable adjustments needed in the workplace. These discussions should happen as early as possible

put in place the reasonable adjustments needed for the apprentice in their work. These may include: making a change to the way things are done, making changes to any physical barriers, providing auxiliary aids that assist the apprentice

pay for any reasonable adjustments required within the workplace. The apprentice may be eligible for support through Access to Work funding

support the apprentice in discussing reasonable adjustments with the training provider. The employer may wish to discuss what has been implemented in the workplace. The apprentice should agree to any information being disclosed

Employers and apprentices may find GOV.UK information on reasonable adjustments helpful.

The following sections of the EHRC website may also be helpful:
Employing people: workplace adjustments Reasonable adjustments in practice
In training

The role of the training provider:

discuss with the apprentice the reasonable adjustments needed as early as possible. Where appropriate, the employer should support these discussions

implement the reasonable adjustments needed for the apprentice in their off-the-job training. Where possible, and appropriate, these should be the same as those in the workplace

fund any reasonable adjustments needed during off-the-job training. Support for these costs may be available through Additional Learning Support

notify the EPAO that the apprentice will need reasonable adjustments in EPA. This notification should be as early as possible. This should follow the EPAO's arrangements for reasonable adjustments

In EPA

The role of the EPAO:

review the request for reasonable adjustments in line with their reasonable adjustment arrangements. Decisions should be confirmed as soon as possible

where appropriate, discuss the adjustments in place in the workplace and off-the-job training. These discussions could involve the: apprentice, training provider, employer

implement the reasonable adjustments needed for the EPA. Where possible and appropriate, these should be the same as those made in the apprentice's workplace and off-the-job training

maintain records of any applications for reasonable adjustments and the decisions made. This should include the evidence used to support the application and decision

2. The reasonable adjustment matrix

The intention of the matrix is to support EPAOs in applying appropriate and consistent judgements. It uses the Higher Education Statistical Authority's (HESA) disability grouping framework to categorise disabilities. These are then overlaid with different assessment methods. This provides examples of reasonable adjustments that could be applied to EPA.

The examples in the matrix are recommendations only. The included examples are not a definitive list of what can, or cannot, be requested or approved. EPAOs must consider all requests for reasonable adjustments on an individual, case-by-case basis.

Reasonable adjustment matrix:

1. No known disability

2. Cognitive processing need such as dyslexia, dyspraxia; a need in executive function, visual processing speed, visual perception,
literacy, numeracy, verbal reasoning, verbal memory, nonverbal memory

3. Social/ communication need such autistic spectrum condition

4. Long standing illness such as cancer, epilepsy, Crohn's, IBS, Chronic Fatigue

5. A mental health condition

6. A physical need such as crutches or wheelchair user, arthritis, paraplegia, quadriplegia, cerebral palsy

7. Hearing need

8. Visual need

3. Upholding the EPA

Reasonable adjustments should support an apprentice in showing their occupational competence. EPAOs must balance this with upholding the validity and reliability of the:

Additionally, the outcomes of the EPA must:

meet the requirements of the occupational standard regardless of the process or methods used

be as rigorously assessed as outcomes generated by other apprentices

not provide an unfair advantage to the apprentice. This should be in comparison to other apprentices undertaking the same EPA without adjustments. There should be no unfair advantage in relation to the grading of the assessment.

be able to be moderated and verified

The process of considering reasonable adjustments must be rigorous and fair.

Where any concerns are raised against these requirements, further discussion may be required. To find a solution, the EPAO should discuss their concerns with the:

Applying reasonable adjustments is a legal duty. The EPAO may only decline a request for reasonable adjustment when it is determined that the adjustment would not be a 'reasonable' one.

The EHRC provides further information on reasonable adjustments. This may be helpful to apprentices, employers, training providers and EPAOs.

4. Special consideration

Special consideration can be given to apprentices who have temporarily experienced:

Special consideration may be given where these events have affected an apprentice's ability to either:

undertake EPA

demonstrate their occupational competence

EPAOs should have clear arrangements in place for special consideration. The arrangements should be accessible to apprentices, employers and training providers. In some instances, having arrangements is a mandatory requirement. This includes:

Any request for special consideration should be submitted to the EPAO. This should be in line with their special consideration arrangements. The EPAO should make any decisions in line with their arrangements. Any records of requests, including supporting evidence, should be retained by the EPAO.

5. Using and sharing this guidance

This guidance is covered by Open Government Licence (OGL). Stakeholders can use the reasonable adjustment guidance and matrix for their own needs. However, all users should familiarise themselves with the conditions of the OGL.

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This guidance supports reasonable adjustments within the end-point assessment process for apprentices with additional support needs.

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The policy in is the Blink Hub, in policies and information, then under HR and safeguarding. Called Equality Diversity Inclusion Policy July 2024.

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Equity: Equity means fairness and providing learners with an equal chance to succeed. It’s about giving people the support they need, which might be different for each person depending on their background, culture, or brains and cognitive functions.

Diversity: Diversity means recognising that everyone is different. This can include differences in race, gender, age, culture, etc.

Inclusion: Inclusion is about making sure everyone feels respected, valued, and part of the society. It's about providing learners with equal opportunities to be included in their learning. Reasonable adjustments may need to be put in place for the learner to succeed.

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Equity, diversity and inclusion is an important way of working at Realise to ensure all learners have a fair chance of completing their apprenticeships/qualification.

It's helps learners to engage and remain motivated to achieve their course, by respecting differences and ways of learning.

It prevents Realise staff from discriminating against learners to ensure we are all working lawfully and in line with policies and procedures.

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Many organisations do not treat EDI as a priority, which can lead to a lack of resources.

Lack of funding means resources may not be available to support everyone individually

Some people have a fear of change or an unconscious bias, which can lead to support measures being delayed or non existent

Some employers may misinterpret legislation, leading to harmful practices

EDI discussions can become political and diverse, leading to delays and hindering progress

Some organisations may prioritise one without focus on another, in turn, not creating an inclusive environment where EVERYONE feels valued

Many organisations only prioritise EDI when an issue arises, rather than putting in preventative measures.

Lack of accountability

Challenges in communication due to language barriers

Underrepresentation of certain groups in leadership positions can create a perception of unfairness and limit opportunities

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The Realise policy states "achieving equality for all, values diversity as a business and will
continuously strive to create a positive environment, representative of and responsive to
different cultures and groups where everyone has an equal chance to succeed".

This is lines with the reading from Institute for apprentices, as they are talking about creating the environment to support different faiths and different needs and how to put this into practice. The policy sets out all the differences that we must take into account and how to put this into practice.

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Equality Diversity Inclusion Policy July 2024 

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Everyone should be treated equally and fairly, no matter of their background, age, gender, race religion, ability. Equity, Diversity and Inclusion helps ensure that no one is discriminated against. EDI can promote better teamwork and communication- when people feel respected and included, the work better together. A diverse team can bring new ideas, experiences and ways of thinking. It can also support attracting a wider range of skilled people if a workplace is inclusive and diverse. Over the past 40 years, the UK workforce has become much more diverse. In 2016, 14% of the working age population were from a Black and minority ethnic background but this is expected to rise to 21% by 2051. This shows that the number of working age people from BME is growing. The figures show that people from lower income backgrounds also affects their chances of success. 63% of young people in London said they knew about apprenticeships but only 34% in Yorkshire did. This is why it is important for employers and training providers must make an effort to attract talent from ALL backgrounds to give them the opportunities to succeed.

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Learners not having a laptop

Learners unsure how to use digital skills laptops/onefile etc

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Discussing if learners have things such as a laptop, digital skills, one file access on phone, good internet service

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I was surprised at the figures in the importance of EDI of working age people from BME backgrounds being on the rise, but i assumed the figures would be higher by 2025

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Ask learners if they have access to a laptop, good internet connection.

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making sure I do a really good detailed individualisation process at the start so I am aware of anything that will need to be taken into consideration

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I have learnt about the reasonable adjustment matrix we have on Blink and on TQUK.

Also thinking more about different religions and celebrations and how to support this

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To utilise the CognAssist reports more effectively, to support reasonable adjustments.

To review future modules to make sure they are beneficial to the learner and to change them if needed

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Cognassist issues, benefits of it and how it can support learners more

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Using the cognassist report better to benefit the learners and their needs. Although i did have one learner yesterday who was still unsure of this and I set up a call to go through her report and the process of Cognassist to help support her.

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I have learnt about the Matrix for reasonable adjustments which I wasn't aware of- and ensuring these adjustments are put in place throughout the programme to show at EPA that these are required