Coventry Skills survey report

Increasing aspiration levels of disabled and White Other* minority groups:

The aspiration levels of respondents who declared a disability was low. This group were less qualified (Figure 3.2.2.) and had a lower percentage of those that were looking for work than the average respondent - 8.2% compared to 24.3%, despite employment levels being similar - 45-50% (Figure 3.1.2.). Nevertheless, disabled respondents were more confident than the average respondent that they had the skills needed to reach their career aspirations (Figure 4.1.2.), suggesting that these aspirations are lower than average. Furthermore, disabled respondents were 70% more likely to state ‘Don’t see the value of courses’ as a barrier to accessing skills/training courses than the average respondent (Figure 4.2.2.) further emphasising the lower aspiration levels of this group.

Respondents who identified as White Other* also had low aspiration levels. This group were the lowest qualified ethnic group (Figure 3.2.5.) and had the lowest proportion of those looking for work – 13.9% (Figure 3.1.5.) but were more confident that they had the skills/training to achieve their career aspirations than any other ethnic group (Figure 4.1.5.).

The need to re-skill the over-50 age group:

Only 39% of 50+ respondents felt confident in their level of skills/training to reach their career aspirations compared to 72% of 16.24-year-olds. This contrasts with the fact that 50+ respondents held higher levels of qualification than their younger peers (Figure 3.2.4.). This implies that individuals in the 50+ age bracket feel that, although they are highly qualified, their qualifications are not aligned to the current job market or their own aspirations. Therefore, there may be a greater need for ‘re-skilling’ this age group rather than ‘up-skilling’. Indeed, 22.2% of 50+ respondents stated that they would like more ‘Basic IT/Digital skills courses provided (Figure 4.11.4.) which may be linked to the need to ‘re-skill’ this age group.

How to improve access to courses:

Improve awareness of courses: 28.2% of all respondents stated ‘Not sure what is available’ as being a barrier to taking skills/training courses (Figure 4.2.1.), and this rises to 35.4% amongst 16–24-year-old respondents (Figure 4.2.4.). Furthermore, ‘no courses of interest’ (15.4%) and ‘don’t see the value of courses’ (9.2%) were also identified as common barriers (Figure 4.2.1.). Therefore, course providers would benefit from improving the promotion and marketing of their courses so that residents know what is available and see the benefit of up/re-skilling. Indeed, ‘better information on courses’ was the third highest suggestion of how to overcome barriers to skills provision of all respondents - 33.7% (Figure 4.3.1.), and the top suggestion by 50+ respondents - 45.9% (Figure 4.3.4.), Black* groups - 41.1%, White Other* groups – 41%, and third highest suggestion amongst Asian* groups – 37.2% (Figure 4.3.5.).

More flexible/ more options for course times: ‘Course times’ was the second most common barrier selected by all respondents (26.3%) (Figure 4.2.1.), and ‘more flexible course times’ the top suggestion on how to break down barriers to courses amongst all respondents (44%), and disproportionately higher amongst White British* (58.8%) (Figure 4.3.5.) and female (46.3%) (Figure 4.3.3.) respondents. ‘More frequent start dates’ was also a high-scoring suggestion – 18.6% of all respondents (Figure 4.3.1.), and 43.1% of female respondents (Figure 4.3.3.). Furthermore, 11.8% of respondents, when asked what they did not enjoy about their previous skills/training courses, stated that course times were not flexible enough and 10.6% stated that they struggled to manage their workload. 16-24-year-olds were disproportionately more likely to say that non-flexible course times made learning unenjoyable with 30.8% stating this compared to just 10% of 25-49-year-olds, and 4.5% of 50+ respondents (Figure 4.4.4.). Ensuring a variety of options for course times and making courses more flexible will help to improve access to courses, particularly amongst female and younger residents.

More convenient course location: The location of courses was also a major barrier with 22.1% of all respondents selecting this option (Figure 4.2.1.). This was also the largest barrier for male respondents - 27.4% (Figure 4.2.3.) - and second largest amongst Black* ethnic groups - 27.1% (Figure 4.2.5.).

Help with childcare: 19.6% of total respondents (Figure 4.2.1.) stated childcare as a barrier to accessing skills provision. This was also disproportionately a more common barrier amongst young people - 24.3% (Figure 4.2.4.) – and those from a Black* background – 28.8% (Figure 4.2.5.). Furthermore, ‘Free/convenient childcare’ was a commonly suggested way to overcome barriers to skills provision with 13.2% of all respondents (Figure 4.3.1.) and 15.2% of female respondents (Figure 4.3.3.) making this suggestion. The Government’s 30-hours free childcare within early-years entitlements announced in the spring budget (3) helps individuals who are in full-time employment during school hours. However, this will not help those respondents who are not in full-time employment or those who are working but wish to study/train outside of school hours. Therefore, training providers should be aware that this will remain a barrier for many residents.

Improved career guidance for ethnic minority groups: ‘Career guidance’ disproportionately scored high across all ethnic minority groups, with 37.2% of Asian*, 28.6% of Black*, and 25.8% of White Other* respondents making this suggestion compared to just 12.7% of those who identified as White British* (Figure 4.3.5.). However, it should be noted that even though careers guidance scored comparatively lower amongst White British* respondents, it was still the 6th highest suggestion. Furthermore, Black* and Asian* ethnic groups were the least sure if they had the right skills to achieve their career aspirations, with 23.8% and 15.0% respectively saying they ‘don’t know’ (Figure 4.1.5.). Referral partners should be aware of the additional need for career guidance needed for ethnic minority groups, and skills providers should work closely with referral partners so that students are aware of their career pathways once they complete skills/training courses.

How to improve the learning experience:

More understanding and empathetic tutors/instructors: 16.5% of all respondents stated that difficulties with non-sympathetic/non-empathetic/difficult tutors had caused a negative experience when learning in the past and was the main reason that respondents did not enjoy previous skills/training courses (Figure 4.4.1.). This ranged from disagreements occurring with tutors, to tutors not being understanding of the personal needs of the student. Interestingly, this was a much greater issue amongst female respondents - 23.4% compared to 5.6% of males (Figure 4.4.3.), amongst ethnic minorities - 34.3% compared to 4% of White British* (Figure 4.4.5.), and amongst older residents – 18.2% of 50+ respondents compared to 15.4% of 16–24-year-olds (Figure 4.4.4.). 10.9% of all respondents also said that a better learning environment would improve their learning experience. As the main concern amongst respondents, particularly those from more vulnerable and marginalised groups, it is an issue that providers should try to address to ensure that Coventry has fully inclusive skills offers that raises the aspirations of all residents.

More tailored/ differentiated course content and delivery: Courses being too intense or too difficult was a key factor that respondents did not enjoy from their previous learning experiences, with 14.1% of all respondents stating this as a reason (Figure 4.4.1.) More differentiated classes that are tailored more to individual needs may help prevent this issue. Indeed, 10.6% of respondents found that courses were not tailored enough to their own personal needs. This was particularly the case for female respondents, who were more likely to state that courses were either too difficult (19.1%) or not tailored enough (14.9%) than their male peers (Figure 4.4.3.). Furthermore, respondents who declared a disability and respondents who were over 50 were more likely to state that courses were too difficult (22.2% and 18.2% respectively) than the average respondent (Figure 4.4.2. and Figure 4.4.4. respectively).

More emotional consideration/support for young people: 14.3% of 16-24-year-olds stated that ‘a better learning environment’ and 12.2% stating improving ‘motivation and confidence’ compared to 25-49 and 50+ respondents (10.9% and 0.6% respectively) (Figure 4.5.4.). The high rate of mental health disorders amongst young people is a well-documented phenomenon and is not limited to Coventry, with 22% of 17-24-year-olds in England expected to have some form of mental disorder (4). Therefore, skills/training courses that are delivered with an awareness of the mental wellbeing of participants would help make the learning experience more enjoyable and improve outcomes, particularly amongst younger residents.

More engaging courses: The most common suggestion on how to make courses more enjoyable across the board was to make them more engaging. 18.1% of total respondents made this suggestion (Figure 4.5.1.), rising to 20.7% of males (Figure 4.5.3.), to 18.9% and 18.4% for 25-49 and 16–24 year-olds respectively (Figure 4.5.4.), and to 20.3% for respondents from an Asian* background (Figure 4.5.5.). The two key themes that were repeated within this category were more interaction with peers such as group work, and for classes to be more interactive in general with less focus on the ‘lecturing style’ of teaching.

More focus on developing skills and employability: 15.3% of all respondents did not find previous skills provision useful (Figure 4.4.1.) and this increased amongst respondents over 50 and doubled amongst male respondents – 18.2% and 30.6% respectively (Figure 4.4.3. and Figure 4.4.4.). Moreover, 11.4% of ethnic minority groups said that courses had ‘too much theory’ (Figure 4.4.5.). It was clear that respondents prefer more ‘hands-on’ courses that develop their skill set ready for employment. For example, 11.6% of total respondents suggested that more focus on skills and practical elements would improve their learning experience (Figure 4.4.1.), rising to 14.3% for respondents with a disability (Figure 4.5.2.), 14% for male respondents (Figure 4.5.3.), 16.3% for respondents aged 16-24 (Figure 4.5.4.), and 16.2% and 16.5% respectively for Black* and Asian* ethnic minority groups (Figure 4.5.5.). Furthermore, 7.6% of all respondents suggested that stronger links to employers would make learning more enjoyable (Figure 4.5.1.), rising to 8.3% for males (Figure 4.4.3.), and 11.4% and 8.1% respectively for Black* and Asian* ethnic minority groups (Figure 4.5.5.). Therefore, course providers should consider avoiding any unnecessary theory, or teach theory in a more practical way that helps students to develop their soft skills and prepares them for employment.

How/when to deliver courses:

Not one mode of study suits all: Most respondents preferred a mixture of classroom and online learning for their skills/ training courses with 42.2% of total respondents (Figure 4.6.1.),47.8% of female respondents, (Figure 4.6.3.) and 65.1% of 50+ respondents (Figure 4.6.4.) choosing this option. A blended approach was also most favoured amongst Black* and Asian* groups with 50.8% and 54.5% respectively choosing this option (Figure 4.6.5.). However, a blended approach was least preferred amongst respondents who declared a disability with only 18.9% choosing this option. Instead, disabled respondents most preferred the classroom (47.1%) but also had a high preference for online learning compared to that of all respondents (33.9% compared to 27.8%) (Figure 4.6.2.). This suggests that disabled respondents have a strong preference to a single mode of study and that preference most likely corresponds to the type of disability or health concern they have. In-classroom learning was also most preferred amongst male (38.4%) and 16–24-year-old (39.6%) respondents (Figure 4.6.3. and Figure 4.6.4. respectively), whilst least preferred amongst Black* and Asian* groups (Figure 4.6.5.). Further emphasising that a ‘one-mode fits all’ approach does not work and ideally, offering multiple options to residents would improve overall access to courses.

Morning courses are generally preferred: Most respondents across all groups had a higher preference for morning classes (42.2%), followed by evening classes (35.2%), and classes in the afternoon (34.1%), with weekend classes the least preferred (28.5%) (Figure 4.7.1.). However, the overall preference is not overwhelming, and personal circumstances may still prevent individuals accessing courses at certain times. For instance, 16-24-year-old respondents were less likely to choose morning classes than their older peers, as such, instead preferring the afternoon with 40.1% choosing this option (Figure 4.7.4.). White Other* groups were also less likely to choose the morning and instead opted for either evening (45%) or afternoon (42.3%) classes. On the other hand, Asian* groups disproportionately chose the weekend (42%), which was the least preferred option amongst all other groups (Figure 4.7.5.).

How to promote/ market courses:

Via referral partners: Most respondents find out about skills courses through face-to-face conversations with referral partners, the Job Shop being the most popular with 44% of respondents accessing courses this way (Figure 4.9.1). This was particularly the case amongst ethnic minority groups with 64% of Asian* and 59% of Black* background respondents choosing the Job Shop (Figure 4.9.5.).

Online & social media: A strong online marketing presence is important with 40.7% of all respondents, 47.9% of female respondents (Figure 4.9.3.), and 64.5% of respondents aged over 50 finding out about courses this way (Figure 4.9.4.). On the other hand, significantly less respondents who declared a disability found out course information online (23.7%) and training providers should note that relying exclusively on online marketing will exclude this group (Figure 4.9.2).

Of those who find out about courses online, 41.1% do so via a simple search engine search, and 21.7% do so via social media (Figure 4.10.1.). Asian* and White Other* respondents were the ethnic groups most likely to us social media (33.3% and 26.5% respectively) whereas Black* respondents were more likely to use job-searching websites and White British* most likely to use search engines (Figure 4.10.5.). Younger respondents were most likely to use search engines or social media than older respondents who preferred to use the websites of training providers, most often, those of ‘Adult Education’ and ‘Coventry College’ (Figure 4.10.4.).

Direct to the training provider: Only 23% of respondents go directly to training providers to find out about courses, further emphasising the need for a strong online/social media presence and relationships with key referral partners (Figure 4.9.1.).

Courses that respondents would like to see provided:

Basic digital and IT courses: This was the most asked-for course with 12.2% of all respondents stating they would like to see this course provided (Figure 4.11.1.). This rose to 14.3% for disabled respondents (Figure 4.11.2.), to 15% for female respondents (Figure 4.11.3.), to 22.2% amongst 50+ respondents (Figure 4.11.4.), and to 29% amongst White Other* and 14.5% amongst White British* ethnic groups (Figure 4.11.5.).

Accounting/ business administration courses: 10.2% of all respondents stated that they would like to see more provisions for accounting or business administration courses (Figure 4.11.1.). This rose to 12% amongst female respondents (Figure 4.11.3.), to 11.6% amongst 16-24-year-olds (Figure 4.11.4.), to 14.8% amongst Black* and to 29% amongst White Other* ethnic minority groups (Figure 4.11.5.).

Advanced IT/digital courses: 10.2% of all respondents stated that they would like to see more provisions for advanced IT and digital courses (Figure 4.11.1.), including digital marketing, cyber security, data analysis, cloud technician, Artificial intelligence etc. and this rose to 13.4% amongst male respondents (Figure 4.11.3.). Additionally, advanced IT courses were more likely to be asked for by all ethnic minority groups compared to White British* respondents: 11% of Asian*, 22.2% of Black*, 29% of White Other* compared to only 4.3% of White British*. (Figure 4.11.5.).

ESOL and English courses: 8.3% of all respondents stated that they would like to see more provision for ESOL courses (Figure 4.11.1.). This rose to 10% amongst female respondents (Figure 4.11.3.), and to 12.7% amongst 50+ respondents (Figure 4.11.4.). Unsurprisingly, ESOL was higher amongst ethnic minority groups (Figure 4.11.5.). ESOL courses were the most asked-for course by Asian* groups (13%) and was the joint third most asked-for course amongst White Other* (14%) respondents. However, only 3.7% of respondents from a Black* background asked for ESOL. This may be reflective of the exact ethnicity/nationality of these respondents for whom English may be their first language. White British* respondents understandably did not score ‘ESOL’ highly, but a high proportion did ask for generic English and this scored 3rd with 7.7% of this ethnic group asking for this course provision. This ranged from respondents wishing to gain their English GCSE to wanting a more informal course to improve their English skills.

Employability soft skills courses: This was the 5th highest scoring suggestion amongst all respondents with 7.3% stating they would like to see this type of course provided (Figure 4.11.1.). This rose to 12.7% amongst respondents with a declared disability (Figure 4.11.2.), to 10% amongst female respondents (Figure 4.11.3.), to 10% amongst Asian* and to 14% amongst White Other* ethnic minority groups (Figure 4.11.5.). This was also the top scoring skills provision asked for by 16-24-year-olds (14%), in contrast, it was ranked 5th for 25-49-year-olds, and only 13th for 50+ respondents. Furthermore, 9.3% of this age group wanted more vocational courses which would lead to a job and was the third highest suggestion (Figure 4.11.4.). 16.3% of respondents aged 16-24 also suggested that more focus on skills and practical elements would improve their learning experience (Figure 4.4.1.), further emphasising the importance of employability soft skills for this age group.

Leadership and management courses: Leadership and management courses also ranked the 4th highest for males with 6.7% asking for this type of course. However, it was only ranked 13th amongst female respondents with only 4% asking for more leadership and management courses. This may suggest lower aspirations amongst females who do not feel they can achieve higher-paid positions. Indeed, the current pay gap in Coventry is £3.02 per hour, which is almost double that of the regional and national averages. Leadership and management was also ranked low (10th) for respondents who declared a disability with only 4% asking for this type of course. Asian* groups also ranked Leadership courses highly with 11% asking for this course type. However, this course type was not ranked in the top 10 for any other ethnic group.

There is already a strong offer in the city for most of the courses asked for by respondents. For example, Adult Education and the Chamber of Commerce Training as well as other independent providers offer a range of ‘basic’ IT courses. There is also a range of providers who offer digital skills bootcamps which include advanced IT/Digital courses such as cyber security, data analysis, cloud technician, digital marketing etc. (5). Therefore, making these courses more accessible and increasing the awareness of courses, as discussed previously, may be key to improve course uptake. Another way that skills providers can improve uptake and course outcomes is to build skills growth and employability elements into course design.

Other course wishes are harder to address. For example, ESOL courses have always been in high demand in Coventry with waiting lists of several months for Job Shop customers. Additional funding to improve this is needed. In the meantime, Coventry Council Employment and Skills plan to make the organisation of ESOL courses across the city more efficient to try to cut down on these waiting times.