This is the library of all our published reports and insights.
If you have any questions about a particular report, please tweet the Education team @GatsbyEd or email us info@gatsby.org.uk.
Disclaimer: The Gatsby Charitable Foundation commissions and funds research which contributes to the strengthening of the country’s science and engineering skills. The views and opinions presented in the research reports do not necessarily reflect the opinions of the Gatsby Charitable Foundation.
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 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.
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.
The COVID-19 crisis is unprecedented and will almost certainly accelerate and magnify existing issues regarding skills shortages and the employability of young people. 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.
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.
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
