Short Abstract

A structured Evidence into Action programme supporting eight vocational training providers integrate evidence into practice through tailored workshops and individualised support, strengthening Theory of Change use, data-driven learning, and evidence-informed delivery for marginalised young people.

Description

Background and Context

Marginalised young people are disproportionately affected by labour market disparities, often facing systemic barriers to accessing and sustaining meaningful work. Vocational education and training (VET) programmes offer a pathway to improve youth employment outcomes, equipping young people with essential skills and knowledge to succeed in employment and educational environments. However, despite a growing evidence base on what works, a persistent “know-do gap” continues to challenge the youth sector, where adoption and integration of evidence is often hindered by the pressures of day-to-day programme delivery, fragmented knowledge sharing, and a lack of explicit mechanisms to mobilise knowledge. Youth Futures Foundation’s Evidence into Action (EiA) programme was developed to address this gap, providing funding to eight Delivery Organisations (DOs) working with a Learning Implementation Partner (LIP) to effectively integrate evidence into programme design and delivery.

Programme Description

The LIP team conducted initial in-person visits with each DO to discuss key contextual factors, including organisational background (mission and culture), programme design and delivery (structure and content), strengths and challenges, and priority areas for evidence led development. These informed the design of a bespoke learning programme comprising six workshops addressing needs and priorities identified by DOs supplemented by individual meetings to integrate workshop learnings as required. Workshop topics included: Theory of Change (ToC); Off-the-job training; On-the-job training; data, monitoring and evaluation (DME); mentoring; and entrepreneurship. The ToC workshops were delivered one-to-one with each DO to support the design and iterative refinement of their ToC throughout the EiA programme. Subsequent workshops were delivered in-person to all DOs. These covered the evidence base for effective On-the-job and Off-the-Job interventions (underpinned by scoping reviews), design and implementation, and factors influencing employment-related and socio-emotional outcomes for young people. The DME workshop explored best practice and examples, using the ToC as a framework for planning evaluation activities. Additionally, workshops included DO-led case studies and provided opportunities for peer learning and discussion. Feedback on the learning programme was captured through questionnaires, interviews and meeting discussion and integrated into ongoing refinement. DOs were provided with learning resources including slide decks, guidance notes and monitoring templates. At the end of the learning programme, an implementation guidance document covering evidence and knowledge mobilisation strategies was shared with DOs.

Implications for Practice

DOs reported that the learning programme affirmed and reinforced current approaches while identifying ways to strengthen evidence-based practice. These included keeping their ToC “alive” and incorporating youth voice and feedback into iterations; adapting and refining delivery plans in line with emerging evidence; formalising and intentionally embedding evidence-based activities previously undertaken informally; using DME as a tool for learning rather than solely for reporting; fostering collective reflection within and across organisations; articulating clearer language and definitions for existing practices; and further embedding socio-emotional learning. Findings highlight potential for structured EiA programmes to address the know-do gap, by strengthening VET providers’ knowledge and confidence in systematically integrating evidence into practice.