Issues of Retention in the First Four Weeks of Induction

The purpose of this research was to establish the benefits of changing the student induction process to increase retention on childcare courses during the first four weeks of the course.
The main difficulty was retaining students, in the first few weeks of a course; it seemed we were incapable of maintaining punctuality and motivating students to remain on their enrolled programme of choice. I t was this situation and the consequences of poor retention figures that provoked me to investigate why this was happening.


The Quality of Initial Advice and Guidance and its Impact on Progression Rates

“Action research is a powerful tool for change and improvement at the local level” (Cohen,L,et al.2000, p226). This statement made me realise that if I chose a relevant topic to my organisation that I could have a real impact on our work and change it for the better. This empowered me to consider various subjects and I came to a final decision regarding my action research topic by carrying out a SWOT analysis on our current IAG provision. I found that one strength was our initial IAG at the start of their programme, which is standardised, but throughout the learners’ whole 12 month course the IAG they receive is very much subjective and dependant on the Tutor which I identified as a weakness. One of the key government aims is progressions and increasing the number of 16-18 year olds in work in relation to the apprenticeships programmes legislation. This is also a key business aim at present of my organisation. I have previously noticed that some Tutors have better progression rates than others.