Apprenticeships

The final report of research designed to understand where and why skills gaps exist within off-stage technical roles in the theatre industry, and how these can be addressed.

A systematic review of the overall experience and key themes of becoming a FE teacher between 2014 and 2023.

A model skills plan for Employer Representative Bodies (ERBs), with a particular focus on how Local Skills Improvement Plans (LSIPs) can support the future development of publicly-funded technical education for their place.

An updated report on teacher recruitment and retention at the close of the teacher recruitment season in summer 2025

Against a chequered history of pre-employment and Level 2 employability skills training programmes, this research by MH&A explores what it would take for a new foundation apprenticeship programme to really work. This report makes recommendations on how foundation apprenticeships can play a valuable role, without compromising the apprenticeship brand and programme.

A new report by Professor Elizabeth Cleaver explores the experiences of providers navigating the HTQ approvals process and offers insights for Skills England to advance the UK’s ambitions for a stronger, more inclusive technical education landscape.

In construction, small and micro businesses struggle to access apprenticeship benefits, while larger firms rise. This report by Henry Fenby-Taylor draws on literature and interviews to explore this “muesli effect.”

An analysis of local skills improvement plan progress updates, and interviews with training providers.

A summary report of international case study evidence into good adult career guidance

Generative AI, Maths Education and Employability examines how generative artificial intelligence (GAI) can support collaboration between maths and vocational teachers to engage learners by embedding numeracy in vocational contexts.

Report and analysis on the destinations of 1,202 T-level students who completed their course in 2023

Report and analysis on the destinations of 1,202 T-level students who completed their course in 2023.

A report exploring the motivation and experiences of people who apply to Level 4 and 5 courses (SCQF Level 7 and 8 in Scotland) through UCAS.

Research from NFER modelling the potential routes to delivering Labour's teacher supply pledge.

This report presents the latest Gatsby Benchmarks framework. It outlines what is staying the same and what updates have been made, referencing the evidence we used for each update, alongside examples of impressive practice we have seen in action

A report for Gatsby from the Institute for Employment Studies (IES) updating workforce analysis conducted in 2021: using latest Census and Ofqual data to examine workforce dynamics for careers advisers in England.

A small-scale study exploring employers’ use of qualifications - particularly technical and vocational qualifications - within the recruitment process.

How local employer bodies might alleviate the persistent shortage of skilled technicians and its ramifications for small and medium-sized enterprises (SMEs).

New insights on the FE workforce, including pay disparities between FE teaching and industry and other factors that may impact on recruitment and retention.

How end point assessment (EPA) has affected apprenticeship completion rates, and how asssessment and certification can be improved.

Part 2 of 2: report exploreing quality assurance in Germany, the Netherlands and Norway, as well as the background and purpose of the European Quality Assurance for Vocational Education and Training (EQAVET), and its impact on the national systems of these three countries.

Part 1 of 2: report exploring quality assurance in Germany, the Netherlands and Norway, as well as the background and purpose of the European Quality Assurance for Vocational Education and Training (EQAVET), and its impact on the national systems of these three countries.

Qualitative research report by York Consulting, exploring the extent and nature of NCS and FE college colocation across England, including the delivery models used and key benefits, challenges and enablers.

Gatsby's annual report by Teacher Tapp and SchoolDash into the current state of the teaching profession in England.

An analysis of local skills improvement plans (LSIPs) exploring how local areas are developing retrofit skills to meet the UK’s net-zero targets.

A short follow-up report to Review of the Potential for E-Assessment in Technical Education in England, from October 2021.

Recommendations how to improve the early career framework to boost teacher recruitment and retention.

Research by Teacher Tapp about the future of continual professional development (CPD) for teachers.

A toolkit which reflects on the first nationwide set of Local Skills Improvement Plans (LSIPs) covering the 'what, why and how' of the LSIP development process.

Functional Skills qualifications and their place in vocational training. A summary of findings and recommendations from the Association of Employment and Learning Providers (AELP).

Functional skills qualifications and their place in vocational training: findings and recommendations from the Association of Employment and Learning Providers (AELP)

Qualitative study of FE stakeholders, Industry Associates and their managers to explore the use of Industry Associates in curriculum delivery

One of a series of reports commissioned by Gatsby to inform policy on teacher training and recruitment, looking at the impact of bursaries on teacher supply and retention.

What needs to change in the current apprenticeships system? Simon Field’s draws on data and best practice from overseas to propose three steps to establish a world-class apprenticeship system in England.

Briefing to update on the progress of Gatsby’s work to secure the next ten years of career guidance for young people.

Richard Guy and James Farr reflect on some of the key learnings to emerge from the development of the first nationwide set of Local Skills Improvement Plans.

The University of Lincoln carried out foresighting looking at the knowledge and skills that will be required to automate the packing of fresh produce – to help inform the development of apprenticeships and qualifications.

Policy options for a long-term teacher pay and financial incentive strategy: an assessment of options and their impacts and costs.

A report, released by Teacher Tapp and SchoolDash and funded by Gatsby, highlights the continued difficulties in teacher recruitment and retention.

A report, released by Teacher Tapp and funded by Gatsby, highlights the limited impact the Early Career Framework (ECF) has had on the experiences of newly qualified teachers and shows a need for reform.

A report by Simon Field looks at some of the wider international experience and evidence that related to personal, social and employability (PSE) qualifications in England.

Research by the Institute of Employment Research examining the types of employers involved in developing apprenticeship standards and how representative they are of the sector and employer size for the related occupation.

This is a summary of findings from a market research exercise into the adult careers guidance landscape conducted by independent research organization, Pye Tait on behalf of the Gatsby Foundation.

Sussex Health and Care, with Gatsby support, shares how a strategic, collaborative T-level rollout is tackling NHS workforce gaps and unlocking new talent across the Sussex Integrated Care System.

This is an executive summary of our work by Chris Percy to define the typology for adult career guidance needs in England.

Research by York Consulting LLP highlights the valuable role of Industry Associates in enhancing FE teaching, along with challenges in sustaining and expanding their engagement.

A Gatsby commissioned report by Teacher Tapp on the Early Career Framework: One Year On.

York Consulting LLP research providing greater insight into how Labour Market Information (LMI) is used by young people, their career staff and their parents.

The Northern Care Alliance NHS Foundation Trust releases a Gatsby-commissioned report describing T-level industry placement models developed by NHS organisations across England.

A report by TeacherTapp and SchoolDash analysing teacher recruitment, job attachment and career intentions in the wake of the COVID-19 pandemic.

Report by Dr Craig Holmes analysing mobility and career progression for technical occupations in the UK which make use of STEM skills. It explores the role of education, training, and skills in supporting progression, and the barriers people may face.

This 2022 analysis looks at the labour market coverage of apprenticeships in England, the Netherlands, Switzerland, Germany, and Denmark.

A research report by York Consulting LLP provide a categorisation of technical education teaching roles in further education (FE) and to build a shared understanding of the teaching job roles supporting 16-19 and adult education.

A summary paper of the report “The effect of financial incentives on the retention of shortage subject teachers”.

This report evaluates the DfE’s Retention Payment policy pilot (2018–2022), with Dr Sam Sims and Dr Asma Benhenda assessing whether salary supplements influenced teacher retention.

In 2021, Gatsby hosted workshops with local area partners in England to explore future interests in developing and visualising labour market opportunities. This report summarises key discussion themes and recommendations for further work.

Report from the North East Local Enterprise Partnership looking at best practice and lessons learnt in implementing coherent technical education strategies including T-levels in 5 local areas: Greater Manchester, Lancashire, Liverpool, Sheffield and West Midlands.

Gatsby-commissioned survey from Opinium Research of school leaders in Enlgand in relation to career guidance, and in particular to explore how practice has changed since the disruption of the COVID-19 pandemic.

This handbook provides practical guidance to help employers offer high-quality apprenticeships. It draws on interviews with eight employers - recommended by training providers for their good practice - to identify common themes and approaches.

This report focuses specifically on the current state of play and potential for further development of the use of e-assessment for assessing technical education in England. “E-assessment” refers here in broad terms to the assessment of knowledge, skills and capabilities of people through technology.

A Gatsby-funded report from SchoolDash and TeacherTapp that pairs teacher vacancy data with teacher opinion to analyse real-time teacher recruitment activity following the continued disruption of the COVID-19 pandemic.

acl Consulting research on the funding of and costs associated with higher technical education (HTE) in higher education institutions [HEIs] and general further education colleges in England.

Overview of mapping exercise of the Labour Market Information (LMI) system by the Institute of Employment Research at the University of Warwick.

Gatsby commissioned this collection of essays to inform the current debate about the future of initial teacher training (ITT) in England, stimulated by the Government Market Review.

Insight from the first phase of Gatsby’s pilot in schools and colleges of the Talking Futures programme for parental engagement in career guidance.

Assessment in technical education has received limited attention. We asked Simon Field to review international evidence and experience to guage whether there are helpful lessons to be learned for technical assessment in England.

IER was commissioned by the Edge Foundation and the Gatsby Foundation to undertake research into the impact of the Spring 2017 apprenticeship reforms on employer’s decision making related to taking on apprentices. The aim was to explore why employers substantially reduced their apprenticeship provision after the introduction of these reforms.

Executive Summary: IER was commissioned by the Edge Foundation and Gatsby to undertake research into the impact of the Spring 2017 apprenticeship reforms on employer’s decision making related to taking on apprentices. The aim was to explore why employers substantially reduced their apprenticeship provision after the introduction of these reforms.

Short version: IER was commissioned by the Edge Foundation and the Gatsby Foundation to undertake research into the impact of the Spring 2017 apprenticeship reforms on employer’s decision making related to taking on apprentices. The aim was to explore why employers substantially reduced their apprenticeship provision after the introduction of these reforms.

New research funded by the Gatsby Charitable Foundation and published by the Education Policy Institute (EPI) finds that without reform of teacher pay policy, England could see a large proportion of newly recruited teachers leave the profession in the post-pandemic economic recovery.

This report uses surveys and in depth interviews to examine the breadth, quality and frequency of information being provided to school and college students about their onward education options. In particular, the research focusses on the encounters and information received by young people in school about onward options in a college setting.

Technical annex to the report 'School, college and student perspectives on information shared about educational pathways: Gatsby Benchmark 7'

An examination of current practice in personal guidance (Gatsby Benchmark 8), based on three roundtables with Careers Leaders including those from Further Education (FE) and special schools.

This collection of research explores the implementation of Gatsby Benchmark 8 ‘Personal guidance’.

This report has been produced by the International Centre for Guidance Studies (iCeGS) at the University of Derby, with the support of the Gatsby Charitable Foundation, and follows 16 schools and colleges over four years as they implement the Gatsby Benchmarks.

An exploration of the size and demographics of the careers adviser workforce in England required for Gatsby Benchmark 8, using government datasets including the Census, Labour Force Survey and School Workforce Census. Carried out for Gatsby by the Institute for Employment Studies.

The concept of a ‘learning factory’ refers to a facility with aspects of an authentic production environment designed and used primarily for the purpose of learning.The purpose of this report is to lay the groundwork for implementing the promotion of learning factories in the UK following previous international visits and work with the High Value Manufacturing Catapult.

Report from THINK providing the key findings and analysis of a project undertaken on behalf of Gatsby, reviewing business support provision in England and its relationship with further education.

In June 2020, we submitted a response to the House of Commons Education Select Committee enquiry into the impact of covid-19 on education and children's services, focusing on careers and practical science. Our response can be read in full here.

This report draws together research by both Michaela Brockmann & Ian Laurie at the University of Southampton and Rob Smith & Vanessa Cui at Birmingham City University who separately conclude that the attitude and engagement of employers towards both on- and off-the-job training is one of the most critical factors in whether an apprenticeship is of high-quality.

This paper presents the results of a skills foresighting project designed to identify the future skills needs of the workforce required to enable the adoption of industrial digitisation in automotive manufacturing. The work was undertaken by High Value Manufacturing Catapult and Enginuity with the support of the Gatsby Charitable Foundation.

This report by Simon Field follows his earlier report 'The Missing Middle: Higher Technical Education in England', and looks internationally for answers to how England can develop and improve its higher technical system.

This report by Elaine Baxter, former head of the Innovation Lab at Procter & Gamble, was commissioned to better understand the role that colleges in England play in supporting innovation in their local areas.

A report into the size and profile of the careers adviser workforce currently working in English schools and colleges. Gatsby asked Charlynne Pullen to explore what lessons, if any, could be learned from policies that were developed to tackle youth unemployment during previous economic shocks.

A report about personal career guidance practice from the perspective of secondary schools, informed by interviews with school Careers Leaders (or equivalent) in schools in England in January 2020.

A report of research commissioned by Gatsby into school and college leadership teams' experiences of career guidance during the COVID-19 pandemic.

Loughborough College’s AI+ programme is designed to help small and medium-sized enterprises (SMEs) adopt AI and other digital tools to drive business growth and innovation.

Anturas, a specialist in safety verification under the Railways and Other Guided Transport Systems (ROGS) Regulations 2006, partnered with Edinburgh College to improve the efficiency of compliance processes for light rail projects.

Broighter Gold, a well-known rapeseed oil producer based in Limavady, worked with NWRC to find sustainable and effective ways to use the waste cake left after pressing rapeseed for oil.

Designed by Altitude Thinking Ltd.,with the support of City of Glasgow College, the Aquabot is a remote-controlled aquatic vehicle which can monitor and assess water quality in real time.

In fulfilment of a research brief commissioned by Gatsby Education, education data specialists, SchoolDash, use two data sources to understand the extent to which the teacher recruitment market has been affected by COVID-19. It also uses Teacher Tapp, an education surveying app, to collate the opinions of 1800 teachers and school leaders to indicate the key drivers behind the results.

A report about personal career guidance practice from the perspective of secondary schools, informed by interviews with school Careers Leaders (or equivalent) in schools in England in January 2020.

In June 2020, we submitted a response to the House of Commons Education Select Committee enquiry into the impact of covid-19 on education and children's services, focusing on recruitment & retention of specialist science teachers.

With analysis of year-on-year job advertisement data and survey responses from a 10,000 strong teacher community, Musical Chairs: Understanding and Tackling COVID-19 Disruption to the Teacher Recruitment Market, argues that initial disruption caused by the COVID-19 response will have longer-term impacts.

This document summarises the latest findings from Teacher Tapp and School Dash's Gatsby commissioned report, Musical Chairs: Understanding and Tackling COVID-19 Disruption to the Teacher Recruitment Market. It concludes with Gatsby's policy recommendations.

This report, commissioned by Gatsby Education and undertaken by the Learning and Work Institute, explores how a higher technical education offer with a focus on industry-specific skills, could help to address the needs of local people, local businesses and the local economy.

A report about personal career guidance practice from the perspective of secondary schools, informed by interviews with school Careers Leaders (or equivalent) in schools in England in January 2020.

This report by the High Value Manufacturing Catapult (HVMC) and supported by Gatsby Education, argues that the UK needs a new Skills Value Chain in which Catapults are key to develop the workforce for a successful innovative future.

The fifth edition of Key Indicators in STEM Education, bringing together key data relating to Science, Technology, Engineering and Mathematics (STEM) education, focusing on trends in the numbers of individuals studying STEM subjects at GCSE, A-level and undergraduate degree levels.

This report summarises points raised by thirty employers from the land, construction and water industries, when they came together over the course of three summits at the Gatsby Foundation in spring 2019 to discuss the future of higher technical education.

This report sets out the need for research and support in subject-specialist pedagogy for Initial Teacher Education in FE, summarising and evaluating the project.

In June 2019, Gatsby commissioned Pye Tait Consulting to undertake a short piece of research to gather the views of secondary teachers on post-18 options available to students. Key issues which this research sought to address are:
· The level of understanding of higher education routes amongst secondary teachers;
· Views on how students should be informed of post-18 options;
· Important influencers on students when making decisions on post-18 routes;
· How students gather information about post-18 options

A set of expert perspectives to inspire Careers Leaders, teachers and all those working with young people with special educational needs and disabilities to use the Gatsby Benchmarks to create a strong career guidance programme for each and every young person.

In July 2019 Gatsby released a new publication, which aims to inspire Careers Leaders, teachers and all those working with young people with special educational needs and disabilities to use the Gatsby Benchmarks to create a strong career guidance programme for each and every young person.

This report commissioned by the Gatsby Foundation and authored by Professor Paul Lewis, Economics Professor at King's College London, explores the direct and important contributions technicians make to both radical and incremental innovation in advanced manufacturing in the UK.

This research (a survey of 750 Careers Leaders in secondary schools in England took place in March and April 2019) was commissioned and co-funded by the Gatsby Charitable Foundation and The Careers & Enterprise Company in 2019 to find out how the Careers Leader role is being delivered in practice, how it is making a difference to career guidance and what further support is needed to embed the role in schools.

If you would like a higher resolution version of this logo for printed materials, please contact Gatsby at info@gatsby.org.uk

If you would like a higher resolution version of this logo for printed materials, please contact Gatsby at info@gatsby.org.uk

The toolkit helps organisations reference and display their use of the Gatsby Benchmarks framework in their communications, websites and publications, while maintaining consistent branding and messaging standards.

This interim evaluation of the Gatsby Benchmark Implementation Pilot (2015–2017) in 16 schools and colleges in North East England assesses progress, identifies enablers and barriers, and examines the impact on learners' career readiness and attainment.

Following international visits to six countries, this report highlights themes around how industry placements are implemented effectively in other countries to inform expansion of placements in England.

This report explores how the higher technical education system in England reached the point where it is today and how current provision compares with other countries.

This paper reviews the first-year impact of the Technician Commitment, drawing out recurring themes across signatory organisations.

This paper outlines eight evidence-based interventions secondary schools can use to improve their recruitment and retainment of high quality science teachers.

This report summarises the 10 benchmarks for good practical science in schools.

A paper exploring how subject-specific pedagogy in England’s FE sector is applied, analysing research and theory on teachers’ use of discipline knowledge to guide effective, context-based teaching.

The report examines female engineering apprentices in England, exploring their traits, motivations, and barriers, and provides insights to attract and support more women into apprenticeships.

Joint statement on interpreting the Gatsby Benchmarks for Good Career Guidance for students with special educational needs and disabilities.

This report critiques England’s 20% off-the-job training rule for apprenticeships, showing widespread under-compliance and advocating stronger enforcement, longer programmes, broader standards and equity support.

This report explores provider perspectives on Level 4 and 5 technical education in England. It examines viability, labour market influence, and widening participation across 23 post‑16 institutions.

This paper responds to the 2018 Post-18 Education & Funding Review, arguing for stronger higher technical education (Levels 4–5) and urging urgent reforms to reverse the decades of neglect of HTE in England.

An infographic showing teacher recruitment and retention

This handbook guides secondary schools on implementing the eight Gatsby Benchmarks for good career guidance, offering practical advice and case studies from the North East pilot to improve student support and choices.

This report explores low female participation in England’s engineering and manufacturing technologies apprenticeships. It examines application patterns, barriers and offers policy recommendations to boost inclusion.

This report examines how a salary supplement for shortage-subject teachers in the early-years of their careers would effect retention of these teachers in secondary schools in England.

This report profiles physics teachers in England: it analyses their backgrounds, earnings, retention, quit rates and career outcomes, highlighting low recruitment and high attrition and implications for policy.

Table summary of secondary school teachers recruited in science, maths and technology subjects in England. Source: NCTL census (2017)

This report outlines key STEM indicators in education, summarising trends in GCSE, A-level and university STEM participation, apprenticeships, vocational uptake and diversity to inform policy and improve STEM engagement.

This booklet adapts the eight Gatsby Benchmarks for Good Career Guidance specifically for colleges, outlining essential elements of a world-class careers programme tailored to the further education context.

This report analyses teacher vacancy adverts in England, finding a ~16% rise in general science postings but fewer specialist roles. It highlights significant inequalities in specialist recruitment and recommends tailored support to boost specialist supply.

This data report provides a detailed overview of Level 4/5 provision delivered in 2015/16 by both FE providers and Higher Education Institutions, broadly mapped to the 15 technical education routes.

PwC costing report for the Good Practical Science report.

The report provides recommendations for schools, policymakers, and teacher trainers to enhance practical science education.

Eight-page summary of recommendations for schools, policymakers, and teacher trainers to enhance practical science education.

The Gatsby Foundation's response to IFA's draft statement, defining what constitutes high-quality apprenticeships and recommending quality indicators for technical education.

In February 2017 we commissioned London Economics to explore the relative benefits associated with level 4 and 5 STEM based qualifications. This report analysed the lifetime labour market returns (to the individual and the public purse) associated with higher education at levels 4 and 5.

This 2017 report investigates the roles of IT technicians in England, their training routes, employer expectations, tutors' views and learner experiences to inform technical education policy.

Gatsby’s response to the UK Government’s 2017 Industrial Strategy Green Paper, urging stronger investment in technical education, better funding for skills training and action to address technician shortages.

This report outlines reforms to make UK degree apprenticeships more accessible, higher-quality and employer-driven, boosting youth life chances.

Ensuring that practical skills form a central part of qualifications requires good quality assessment. In 2016 Gatsby funded the Royal Society to organise a conference exploring new research directions in the assessment of practical science. This report summarises the conference findings.

The Key Indicators in STEM Education (2017) report brings together national data on STEM uptake in the UK, covering GCSEs, A-levels, undergraduate degrees, apprenticeships and gender imbalances in subjects, to inform policymakers and educators.

This report examines mathematics in technical education across six countries with strong STEM vocational systems: Germany, Netherlands, Norway, Switzerland, Singapore and South Korea.

This report studies technician roles in the emerging UK cell therapy industry. It examines current and future technician needs, training gaps, employer challenges and makes recommends to ensure a skilled technician workforce in this sector.

A study of the roles, skills, and training of industrial biotechnology technicians in the UK.

A report by Professor Andy Hobson on the lessons teacher mentoring stakeholders might draw from successful, effective practices in other sectors, both in the UK and internationally.

The 2016 Sainsbury Panel report recommends a major overhaul of technical education in England, proposing 15 clear routes, employer-led standards, better careers guidance and stronger pathways to skilled employment.

An exploration of best practice in science, engineering, and technology teaching at five colleges, focusing on work experience and combining theoretical and practical learning in technical education.

This joint report from the Royal Academy of Engineering and Gatsby identifies the equipment needed by a further education college to deliver broad engineering education at Level 3.

Gatsby Charitable Foundation response to the Office for National Statistics consultation on revising the Standard Occupational Classification 2010 (SOC2010).

This report is based on a statistical investigation of schools with sixth forms that do not offer A-level physics.

This report looks at what measures could be taken to reduce the risk for employers in taking on apprenticeships to better meet the demand for intermediate-level STEM skills.

Key STEM education indicators showing trends in student choices at GCSE, A-Level, and university, plus data on gender balance, apprenticeships, and STEM teacher supply.

This leaflet gives an overview of the work Gatsby is undertaking with a range of partners to address the acute shortage of technician skills in this country.

This web-friendly leaflet explains Gatsby’s rationale for supporting technician professional registration, showing it as trusted proof of skill and competence, regardless of training route.

Our country’s 1.5 million technicians are the linchpins of the economy. This web-friendly leaflet sets out Gatsby's ambitions for the country's technician workforce.

This eight-page summary leaflet sets out Sir John Holman’s eight benchmarks that identify different dimensions of good career guidance. It also highlights the benefits and costs of implementing the benchmarks.

This infographic (including data up to 2015) shows persistent shortages of physics teacher. In 2013, 26% of lessons were taught by non-specialists. Over 1,000 new physics teachers are needed yearly for a decade.

This report summarises an October 2015 seminar by Gatsby and ETF on supporting a highly qualified FE workforce through better use of current data and identifying needs for further workforce data.

This report explores the relationship between professional bodies and the Government’s Trailblazer programme, as well as engagement with apprenticeships more generally.

This report profiles the background and experience of maths teachers in both further education and sixth-form colleges. It also investigates teachers' CPD experiences and professional development needs.

A think piece by Professor Ewart Keep poses important questions about future apprenticeship reforms.

This report profiles the background and experience of Science, Engineering & Technology teachers in both further education and sixth-form colleges. It also investigates teachers' CPD experiences and professional development needs.

In June 2015, Gatsby funded the Institute of Employment to run a workshop to examine the potential of an occupational database to help research and address UK occupational and skill challenges.

This report summarises the findings of a study by Professor Andrew Hobson, Dr Bronwen Maxwell and colleagues, to explore the role of mentoring in the development of teachers working within the FE sector.

The education and training, or further education (FE), sector is critical for the provision of technical education. As part of a programme of work in this area, Gatsby has supported research to explore the role of mentoring in the development of teachers working within the FE sector.

This leaflet brings together key data relating to science, technology, engineering and mathematics (STEM) education. It focuses on the number of people studying STEM subjects at GCSE, A-Level and undergraduate degree levels and also includes data on apprenticeships.

Infographic highlighting UK physics teacher shortages: by 2013, 26% of physics lessons were taught by non-specialists. Over 1,000 new recruits needed annually through 2024 to meet demand.

Sir John Holman has developed eight benchmarks that identify different dimensions of good career guidance, and made ten recommendations for improving the career guidance system. This leaflet summarises those benchmarks for headteachers and leaders.

Technicians are the linchpins of the UK economy and at Gatsby we are committed to raising the public understanding of their importance. This leaflet sets out how we work with partners to give technicians the status they deserve and what we believe the technical education landscape should look like.

This research by Paul Lewis examines the various models of over-training currently being used by employers, and assesses whether these models could be adopted more widely to help increase the number of high-quality science, engineering and technology-related apprenticeships.

This report reviews the current ITE system in the education and training sector, its evolution, and its potential to strengthen subject-specialist teaching and pedagogy.

Appendix of Good Career Guidance.

This report by Dr Scott Kelly investigates the link between employers' ability to identify their skills needs and their knowledge of the qualifications system.

We commissioned a series of reports looking at funding within the further education sector. This report by Robin Simmons explores different ways the FE sector might evolve in the face of reductions in public funding for the adult skills budget.

In September 2014 we submitted a response to the House of Commons Education Committee consultation on apprenticeships and traineeships for 16 - 19 year olds. Our submission may be downloaded here.

The Gatsby submission to the House of Commons Education Committee inquiry looking at the effectivenes and range of apprenticeships and traineeships available to 16 to 19 year olds.

Annex to Understanding the UK STEM technician workforce report.

In September 2014 we submitted a response to the House of Commons Education Committee follow-up enquiry. Our submission may be downloaded here.

Gatsby commissioned TBR to use labour force data to look at what proportion of STEM workers are technicians and how they are distributed by discipline and sector.

In September 2014 we submitted a response to the call for evidence on the Carter Review of Initial Teacher Training. Our submission may be downloaded here.

We commissioned a series of reports looking at funding within the further education sector. This report by Anna Vignoles and Sonia Ile explores funding arrangements in FE as of 2014 and whether these are likely to impact on the ability of the sector to provide technical education and training.

We commissioned a series of reports looking at funding within the further education sector. This report by Mick Fletcher explores the funding arrangements as of 2014 for technical education in England, and how these could be better designed to promote its provision and uptake.

The paper gives a brief overview of the proposed changes to the funding arrangements for apprenticeships and assesses their implications for technician education.

This paper presents the main theory behind employer and employee decisions on apprenticeship participation and examines the rationale for government intervention to boost engagement.

We commissioned PwC to identify the costs of implementing Sir John Holman's Good Career Guidance benchmarks in schools across England.

Response to the OFQUAL consultation on the science A level regulatory requirements.

Response to the DFE consultation on the reform of Science A-level content.

Template letter to Headteachers outlining support for practical science.

Template letter to Heads of Science outlining support for practical science.

Template letter to Chairs of Governors outlining support for practical science.

In 2010 we commissioned Dr Paul Lewis of Kings College London to undertake a study of the skills and training of university laboratory and engineering workshop technicians - ‘Technicians under the microscope’.

This report explores how UK composite material firms recruit and use technicians, aiming to inform policy in this growing sector of economic importance.

In March 2013, following the publication of the Government’s response to the Richard Review of apprenticeships, we updated our overview of technician registration and its benefits.

The best apprenticeships in England compare favourably with those in countries with world leading vocational education and training systems. Gatsby believes that the Richard Review made funding available to support employers and professional bodies involved in the Trailblazers.

As background to our work with unionlearn, Richard Blakeley and Lauren Usher produced this paper outlining the historical ties between unions and technician registration. The paper also explores how unions can work with professional bodies to promote technician registration.

Summary report examining how occupational identity relates to modern apprenticeships in England and explores policy implications of separating apprenticeships from defined occupations.

Full report examining how occupational identity relates to modern apprenticeships in England and explores policy implications of separating apprenticeships from defined occupations.

In August 2013 we submitted this response to Ofqual's consultation on GCSE reform, suggesting a model for the direct assessment of technical skills in GCSE science.

In August 2013 we submitted this response to the Department for Education’s consultation on reforming GCSE subject content for science.

We commissioned Frontier Economics to examine the economics of registration schemes. Their report, published in August 2013, considers how registration schemes can help match STEM technicians to STEM jobs and, in so doing, provide benefits for technicians and their employers.

In June 2013 we submitted this response to the National College for Teaching & Learning (NCTL) proposals regarding pre-initial teacher training subject knowledge enhancement (SKE) courses.

We sponsored research into electricians’ perceptions of professionalism and recognition. The report of the research, published in May 2013, highlights that a lack of recognised standards for industry competence is hindering electricians’ ability and desire to progress their careers.

In May 2013 we submitted this response to the Department for Education’s consultation on ‘Reforming vocational qualifications for 16-19 year olds'.

In May 2013 we submitted this response to the Department for Education’s consultation on ‘Secondary School Accountability'.

In May 2013, in response to the government consultation on ‘The Future of Apprenticeships in England: next steps from the Richard Review’, we drafted this paper discussing how the Government’s vision for apprenticeships might be delivered in practice.

This addendum expands on the practical science policy note, outlining implementation ideas based on insights from two July 2013 focus groups with experienced science teachers.

Policy note written by the Gatsby Foundation and the Wellcome Trust in 2013 to support decisions about the assessment of science practical work in English schools.

We commissioned teams from the University of Southampton and the Institute of Education, London, to undertake research to understand the role of technicians in the healthcare sector.

In December 2012 we submitted this response to the Department for Education’s consultation on ‘Reforming Key Stage 4 Qualifications'.

In 2011 Gatsby commissioned Geoff Mason from the National Institute of Economic and Social Research to explore some of the key issues surrounding technician employment, education and training in the UK economy.

We commissioned Sheffield Hallam University to undertake an independent evaluation of mentoring programmes available for maths and science teachers, including those funded by Gatsby, the Institute of Physics, and government.

This report summarises Sheffield Hallam University's evaluation of mentoring programmes available for maths and science teachers, including those funded by Gatsby, the Institute of Physics, and government.

We commissioned Dr Paul Lewis of King's College London to undertake a study of the roles of technicians in the space sector and how employers ensure they have the technician staff they require.

We commissioned Dr Paul Lewis of King's College London to undertake a study of the roles of technicians in the aerospace sector and how employers ensure they have the technician staff they require.

In 2012 we supported the 157 Group of colleges to work with the Association of Colleges to develop a better understanding of the challenges colleges face in offering science, technology, engineering and mathematics at level 3 and above.

We jointly commissioned the Institute of Education, University of London and the University of York to review how practical work in science is currently assessed, and to compare this with assessment of practical work in other subjects in England as well as science in other high-performing countries.

In September 2012 we submitted evidence to Doug Richard’s Review of Apprenticeships.

In September 2012 we submitted evidence to the House of Commons Education Committee Inquiry into ‘Career Guidance for Young People’.

This piece of research was carried out to establish if practical work in schools, in particular within science A level qualifications, provides students with the practical skills they need to successfully pursue a career in the STEM sector.

In February 2012 we submitted evidence to the House of Commons Business, Innovation and Skills Committee Inquiry into apprenticeships.

This survey was carried out in January and February 2012 with science teachers in secondary schools and FE colleges. The survey focussed on teachers’ views and experiences of practical work in science.

In February 2012, 396 teachers in secondary schools and further education colleges in England were surveyed on their views and experiences of practical work in science.

Nine science-related questions were added to NFER’s November 2011 Parent Voice survey for Gatsby, covering views on experiments in lessons, their purpose, frequency, importance, and school support.

In November 2011, STEM employers were surveyed on the skills and knowledge of new employees to see whether science A levels are adequately preparing school-leavers for science roles in the workplace.

In November 2011, 545 parents of pupils in secondary schools on their views of practical work in science. The results show parents are strongly in favour of practical work in school science.

In October 2011 we responded to the Department for Business Innovation and Skills consultation ‘New Challenges, New Chances: Next Steps in Implementing the Further Education Reform Programme’.

In October 2011 we submitted evidence to the House of Commons Education Committee Inquiry into ‘Attracting, training and retaining the best teachers’.

Gatsby commissioned four research workshops to explore undergraduate teachers’ views on how well new science undergraduates are equipped with practical skills.

In July 2011 we submitted this response to the Department for Education’s proposed improvement strategy entitled ‘Training Our Next Generation of Outstanding Teachers’.

Report on the findings of a small scale study exploring university staff perceptions of the lab skills of new undergraduates at Russell Group Universities in England.

In May 2011 we submitted this evidence to the House of Commons Science and Technology Committee Inquiry into ‘Practical experiments in school science lessons and science field trips’.

Since the introduction of the National Curriculum there has been a steady erosion of the teaching of practical skills in school science. In April 2011 we submitted evidence on this topic to the Government’s review of the National Curriculum.

In 2011, key science staff in Russell Group universities were surveyed about the standard of new undergraduates' laboratory skills. The results suggest that A levels are not adequately preparing even the brightest students for science courses in our top universities.

In 2010 we commissioned the Institute for Employment Studies to undertake a series of econometric analyses of the relative impact of SET Professionals and SET Technicians in different sectors across Europe.

In December 2010 we brought policy-makers and stakeholders together at a conference to explore how technical education can best meet future demand for STEM skills. The conference report sets out the key challenges and opportunities.

In October 2010 we submitted evidence to the government-commissioned review of vocational education for 14-19 year olds undertaken by Professor Alison Wolf.

Experience from 16 years of support to Knowledge and Technology Transfer and Exchange projects by the Gatsby Charitable Foundation.

In 2010 we commissioned the Institute for Employment Studies to examine critical features of UK science, engineering and technology technicians and compare these to technicians working in other countries across Europe.

In November 2009, alongside the publication of the national skills strategy, Lord Mandelson invited Lord Sainsbury to explore the issues surrounding the professional registration of technicians. The final report of this work was submitted in April 2010.

One of six Gatsby-commissioned reports on physics education. This report focuses on lessons from abroad.

One of six Gatsby-commissioned reports on physics education. This report focuses on specialist science schools.

One of six Gatsby-commissioned reports on physics education. This report focuses on teacher supply and retention.

Since 1991, we've significantly funded Cambridge's Institute for Manufacturing. In 2007, we reviewed the impact and progress of our long-term support.

One of six Gatsby-commissioned reports on physics education. This report focuses on positive case studies.

One of six Gatsby-commissioned reports on physics education. This report focuses on patterns and policies.

In November 2005, Alan Smithers and Pamela Robinson of the Centre for Education and Employment Research at the University of Buckingham published the first of six Gatsby-commissioned reports on physics education. The report may be downloaded here.