A literature review summarised published information, recent research and unpublished work on the promotion of emotional and mental wellbeing in young people; and on positive interventions for young people within the school context, primarily between the ages of 12 and 18.
Source: Lynne Edwards, Promoting Young People's Wellbeing: Review of research on emotional health, Research Report 115, SCRE Centre/University of Glasgow, available from Reports Express (01904 431213)
Links: Report (pdf)
Date: 2003-Dec
A report said that 23 per cent of young people who said they would like to stay in education after the compulsory leaving age had left by age 17. For those early leavers who subsequently found themselves without work, poor exam results, lack of parental encouragement and economic disadvantage were the main factors affecting their decision. In addition the graduate market might be approaching saturation point for some types of jobs - potentially an increasingly important factor in young people's decision to leave education early. For these, new kinds of incentive might be needed.
Source: John Bynner and Malcolm Brynin, Why Leave School? Why Stay On? The dilemma facing 16 year-olds and its policy implications, Economic and Social Research Council (01793 413000)
Links: Report (pdf) | ESRC press release
Date: 2003-Dec
Two reports updated previous Youth Cohort Study findings at ages 17 and 19 (respectively), published in October 2001. It provided updated information on the activities of young people who completed compulsory education in 2001 who were previously reported on in February 2003.
Source: Youth Cohort Study: The Activities and Experiences of 17 Year Olds: England and Wales 2003, Statistical First Release 35/2003, Department for Education and Skills (0870 000 2288) | Youth Cohort Study: The Activities and Experiences of 19 Year Olds: England and Wales 2003, Statistical First Release 36/2003, Department for Education and Skills (0870 000 2288)
Links: SFR 35 (pdf) | SFR 36 (pdf)
Date: 2003-Dec
A report mapped vocational routes in education and training after the end of compulsory education. In spring 2002, 36 per cent of all those aged 16-17 were working for a vocational qualification, and for most of this group this was their main study aim. Only 1 in 10 with GCSE results in the top third nationally were studying for vocational qualifications. (GCSE = General Certificate of Secondary Education)
Source: Joan Payne, Vocational Pathways at Age 16-19, Research Report 501, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Dec
The proportion of young people aged 16-18 in education and training was 75.0 per cent at the end of 2002, compared to 74.9 per cent at the end of 2001. The underlying increase (allowing for changes in population estimates) was estimated to be nearer to 0.7 percentage points.
Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2001 and 2002, Statistical First Release 31/2003, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2003-Nov
A new book examined the experiences of young people who were out of school and missed substantial periods of their education. It explored the level and quality of educational support young people received while they were out of school, the difficulties faced by young people as they returned to mainstream education; the links between bullying, racism and young people's experience of interrupted learning; and the extent to which young people were consulted in matters concerning their education.
Source: Missing Out on Education: Children and young people speak out, Save the Children, available from Plymbridge Distributors Ltd (01725 202301)
Links: Summary
Date: 2003-Sep
Success rates for further education students rose from 59 per cent to 65 per cent between 2000-01 and 2001-02, while work-based learning success rates improved from 36 per cent to 39 per cent. The Learning and Skills Council commented that, while it was not possible to directly compare the two figures (as they were based on different data sets), the results nonetheless pointed to more people achieving more qualifications.
Source: Further Education and Work Based Learning for Young People: Learner outcomes in England 2001/02, Statistical First Release ISR/SFR25, Learning and Skills Council (0870 900 6800)
Links: SFR (pdf)
Date: 2003-Jul
A report said that a national credit-based qualifications system could play a crucial role in delivering key government education and training policies, particularly in areas such as widening participation, workforce development and a post-16 baccalaureate.
Source: Tony Tait, Credit Systems for Learning and Skills Current developments, Learning and Skills Development Agency (020 7297 9144)
Links: Report (pdf) | Press release (pdf)
Date: 2003-Jul
A report contained baseline data for an evaluation of the 'Increased Flexibility for 14-16 Year Olds Programme' (IFP). The programme was aimed at providing enhanced vocational and work-related opportunities, and encouraging retention in education and training, after the age of 16.
Source: Sarah Golden, Julie Nelson, Lisa O'Donnell and Marian Morris, National Evaluation of the Increased Flexibility for 14-16 Year Olds Programme, Research Brief RBX11-03, Department for Education and Skills (0845 602 2260)
Links: Brief (pdf)
Date: 2003-Jun
Research found that young people participating in the education maintenance allowance scheme universally welcomed it. There were, however, concerns about whether it was encouraging young people to remain in education for the wrong reasons; whether it was preventing young people from considering alternatives to education; and whether it was encouraging students to remain in education at 16 only to find they could not afford to go on to higher education.
Source: Tim Knight and Clarissa White, The Reflections of Early Leavers and Second Year Participants on the Education Maintenance Allowance Scheme: Qualitative study, Research Report 411, Department for Education and Skills (0845 602 2260)
Links: Report (Word file) | Brief (pdf)
Date: 2003-Apr
A report reviewed recent literature on when, how and why young people made their choices about post-16 pathways. It noted that the relative scarcity of longitudinal studies, either quantitative or qualitative, following young people through the secondary school years meant that the evidence base for understanding the decision-making process at age 16 was 'not strong'.
Source: Joan Payne, Choice at the End of Compulsory Schooling: Research review, Research Report 414, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Apr
The government announced a cross-departmental review of financial support for young people aged 16-19, including financial incentives to participate in education or training. At the same it announced that educational maintenance allowances (up to 1,500 per year, depending on household income) would be extended to the whole of England from September 2004, following pilots.
Source: Budget 2003: Building a Britain of economic strength and social justice - Economic and Fiscal Strategy Report, and Financial Statement and Budget Report, HC 500, TSO (0870 600 5522) | House of Commons Hansard, Debates 9.4.03, columns 271-372, TSO
Links: Report | Technical annex (pdf) | Budget speech | Hansard | Press releases index
Date: 2003-Apr
A think-tank report set out principles for reforming the education assessment system at ages 14-19. It proposed a learning licence , which would qualify students to continue their education in a variety of contexts. It argued that this approach would end the false division between academic and vocational qualifications by combining the best of both assessment systems.
Source: Paul Skidmore, Beyond Measure: Why educational assessment is failing the test, Demos, available from Central Books (020 8986 5488)
Links: Introduction (pdf) | Press release
Date: 2003-Mar
Two reports examined educational maintenance allowance pilots, aimed at three groups of vulnerable young people - teenage parents, homeless young people, and young people with disabilities. The role of personal advisers was identified as being crucial to take-up of the schemes. (The education maintenance allowance pilots began in 1999, aimed at raising participation, retention and achievement in post-compulsory education among children aged 16-18.)
Source: Tracey Allen et al., Education Maintenance Allowance Pilots for Vulnerable Young People and Childcare Pilots: Implementation and reported impacts in the first year, Research Report 396, Department for Education and Skills (0845 602 2260) | Sue Maguire and Malcolm Maguire, Implementation of the Education Maintenance Allowance Pilots: Third year - 2001/2002, Research Report 395, Department for Education and Skills
Links: Report 396 (pdf) | Brief 396 (pdf) | Report 395 (pdf) | Brief 395 (pdf)
Date: 2003-Mar
A report was published of initiatives designed to help young people's transition to post-school learning and work in Scotland. It was compiled in response to the Beattie Committee, established to promote the post-school participation and attainment of disadvantaged young people in learning.
Source: Inclusiveness - Being Implemented, Potential - Being Realised: Beattie National Action Group progress report and future priorities, Scottish Executive, TSO (0870 606 5566)
Links: Report (pdf) | Report | Press release
Date: 2003-Mar
Two studies examined the education, training and work experiences of young people, at ages 16 and 18 respectively, in England and Wales in 2002.
Source: Youth Cohort Study: Activities and Experiences of 16 Year Olds - England and Wales 2002, Statistical First Release 04/2003, Department for Education and Skills (0870 000 2288) | Youth Cohort Study: Activities and Experiences of 18 Year Olds - England and Wales 2002, Statistical First Release 05/2003, Department for Education and Skills
Links: SFR 04 (pdf) | SFR 05 (pdf)
Date: 2003-Feb
A report examined the local organisation of learning and skills provision for young people over 16. It proposed a typology for post-16 arrangements and drew out some of the factors that determine which model is most suited to a given set of local circumstances.
Source: Afiong Edem, Paul Spencer and Barry Fyfield, Organisation of Provision of Post-16 Education and Training, Learning and Skills Development Agency (020 7297 9144)
Links: Press release (Word file)
Date: 2003-Feb
The government published its response to a consultation exercise (launched in a February 2002 Green Paper) on the future of education for children and young people aged 14-19. It proposed measures to improve the quality of vocational education, bridge the divide between vocational and academic courses and qualifications, prevent excessively early specialisation, and create a clear ladder of progression to a common graduation certificate (perhaps a baccalaureate-style system). It also said it would be reviewing the frequency and volume of external assessment.
Source: 14-19: Opportunity and Excellence, Department for Education and Skills (0870 000 2288) | House of Commons Hansard, Written Ministerial Statement 21.1.03, columns 7-9WS, TSO (0870 600 5522)
Links: Report | Text of speech by Minister for School Standards | Hansard | Consultation responses (pdf files) | 2002 Green Paper | Guardian report
See also: Journal of Social Policy Volume 31/4, Digest 124, paragraph 3.7
Date: 2003-Jan
