An audit report said that the government's reform programme to improve attainment and participation in education and training for young people aged 14-19 had wide support at local level. This included support for the new diplomas, which sought to blend general education with applied learning. But there were wide variations in the preparedness of local partnerships, and those which were less well prepared would need to make full use of support from central government and other organizations to make sure that every young person had access to the full range of courses by 2013.
Source: Partnering for Success: Preparing to deliver the 14-19 education reforms in England, HC 99 (Session 2007-08), National Audit Office, TSO (0870 600 5522)
Links: Report | NAO press release | BCC press release | Guardian report
Date: 2007-Dec
The inspectorate for education and children's services said that the young apprenticeships programme had continued to improve since its introduction in 2004. Improved collaboration in young apprenticeships partnerships had brought about stronger provision. Better monitoring of progress and improved advice and guidance had raised achievement and sustained high levels of motivation and enjoyment. Employers saw significant benefits for themselves and for the students.
Source: The Young Apprenticeships Programme 2004-07: An evaluation, HMI 070032, Office for Standards in Education, Children's Services and Skills (07002 637833)
Links: Report | Guardian report
Date: 2007-Dec
The report of an independent review (led by Adrian Webb) called for radical changes in the way post-14 education was delivered in Wales in order to close the basic skills gap. More vocational learning was needed for young people aged 14-19, as well as a 50 per cent increase in apprenticeships offered.
Source: Independent Review of the Mission and Purpose of Further Education, Promise and Performance, Welsh Assembly Government (029 2082 5111)
Links: Report | Report (Welsh) | WAG statement | BBC report
Date: 2007-Dec
Statistics showed a marked increase in participation rates for both young people and adults in further education and work-based learning in England in 2006-07. But the number of adults attending evening classes fell by more than one-fifth.
Source: Press release 18 December 2007, Learning and Skills Council (0870 900 6800)
Links: LSC press release | BBC report
Date: 2007-Dec
An article said that specialized diplomas were unlikely to transform 14-19 education and training. The failure to reform academic qualifications alongside their vocational equivalents was likely to result in 'academic drift', lack of status, and a relatively low level of uptake for the new awards, a process compounded by low employer recognition of broad vocational qualifications. The government might have condemned the specialised diplomas to became a middle-track qualification for a minority of young people, situated between the majority academic pathway and the sparsely populated apprenticeship route.
Source: Ann Hodgson and Ken Spours, 'Specialised diplomas: transforming the 14-19 landscape in England?', Journal of Education Policy, Volume 22 Number 6
Links: Abstract
Date: 2007-Nov
A report examined the impact of teaching young people aged 14-16 in further education colleges. Teaching this age group was becoming accepted practice in colleges, and was seen as having benefits for the young people themselves, the colleges, and the wider community. Older learners in the colleges were largely unaffected by the presence of younger students, as most rarely came across them; and if they did, their reaction was generally positive.
Source: Tami McCrone, Pauline Wade and Sarah Golden, The Impact of 14-16 Year Olds on Further Education Colleges, National Foundation for Educational Research (01753 747281)
Date: 2007-Nov
Two linked studies examined research evidence on the likely impact, benefits, and challenges associated with the government's proposal that, from 2015, all young people should be required to participate in some form of education or training until they reached the age of 18.
Source: Thomas Spielhofer, Matt Walker, Kerensa Gagg, Sandie Schagen and Sharon O'Donnell, Raising the Participation Age in Education and Training to 18: Review of existing evidence of the benefits and challenges, Research Report RR012, Department for Children, Schools and Families (0845 602 2260) | Emily Hunt and Steven McIntosh, Raising the Participation Age: An Assessment of the Economic Benefits, Research Report RW026, Department for Children, Schools and Families
Links: Report (1) | Brief (1) | Report (2) | Brief (2) | DCSF press release | Guardian report | BBC report
Date: 2007-Nov
A paper said that the government needed to be clearer about whether A-levels and GCSEs were to be included in the new diploma framework, or whether they would run parallel to it. If all young people aged 14-19 could benefit from broader programmes of study, this decision could not be delayed until 2013, because all diplomas would suffer in the shadow of A-levels. (A = Advanced, GCSE = General Certificate of Secondary Education)
Source: Ann Hodgson, Ewart Keep and Ken Spours, The New 14-19 Diplomas, Nuffield Review of 14-19 Education and Training/Department of Educational Studies/University of Oxford (01865 274037)
Links: Paper | Nuffield press release | Guardian report | Telegraph report | BBC report
Date: 2007-Nov
A report examined the nature and scope of the problem of engaging and re-engaging young people in learning at key stage 3 (age 14).
Source: Marian Morris and Charlynne Pullen, Disengagement and Re-engagement of Young People in Learning at Key Stage 3, Research in Practice Network (01803 867692)
Date: 2007-Oct
The government announced plans for additional diplomas in science, languages, and the humanities in order to increase the options for young people aged 14-19. If diplomas were successfully introduced and were delivering the mix that employers and universities valued, they could become the qualification of choice for young people. The government confirmed that a review of the A-level (Advanced-level) system scheduled for 2008 would be postponed; and that a first review of 14-19 qualifications would instead take place in 2013.
Source: Press release 23 October 2007, Department for Children, Schools and Families (0870 000 2288)
Links: DCSF press release | QCA press release | BITC press release | NASUWT press release | CBI press release | Cambridge University press release | Liberal Democrats press release | Guardian report | BBC report | Telegraph report | FT report | Personnel Today report
Date: 2007-Oct
The government responded to a report by a committee of MPs on post-16 skills. It said that it had made good progress on improving post-16 skills: but it recognized that delivering its ambition to became a world leader on skills by 2020 – as recommended by Lord Leitch – would require further action.
Source: Post-16 Skills: Government Response to the Committee's Ninth Report, Seventh Special Report (Session 2006-07), HC 1101, House of Commons Education and Skills Select Committee, TSO (0870 600 5522)
Links: Response | MPs report | ATL press release
Date: 2007-Oct
The government responded to a report by a committee of MPs on its proposals for a new system of diplomas for teenagers. It said that, far from compounding over-complexity, diplomas would provide a 'coherent and clear set of choices' for young people alongside the A-level (Advanced-level) and apprenticeship routes.
Source: Government Responses to (1) the Committee's Fifth Report, 14-19 Diplomas, and (2) Eighth Report, The Future Sustainability of the Higher Education Sector: International aspects; and Government and Ofsted Responses to the Committee's Sixth Report, The Work of Ofsted, Fifth Special Report (Session 2006-07), HC 1033, House of Commons Education and Skills Select Committee, TSO (0870 600 5522)
Links: Response | MPs report
Date: 2007-Oct
An article examined the relationship between dislike of school, teenage pregnancy, and educational disengagement. A strong dislike of school, pre-pregnancy, was often at the root of disengagement before pregnancy – a situation often exacerbated when the news of pregnancy was met with prevailing negative attitudes within school. However, educational alternatives to school frequently provided a route back into, and a changed perception of, education. Tackling pre-pregnancy dislike of school might have important implications for both the support and prevention aspects of the government's teenage-pregnancy strategy.
Source: Alison Hosie, '"I hated everything about school": an examination of the relationship between dislike of school, teenage pregnancy and educational disengagement', Social Policy and Society, Volume 6 Issue 3
Links: Abstract
Date: 2007-Jul
A study examined the awareness and experience of the education maintenance allowance among young people in Scotland. Awareness and understanding was poor among those aged 14-15. The majority of EMA recipients had planned to stay on at school, regardless of the financial allowance.
Source: York Consulting LLP, Young People?s Awareness and Experience of Educational Maintenance Allowances (EMAs) and Their Impact on Choices and Pathways, Scottish Executive (web publication only)
Links: Report | BBC report
Date: 2007-Jul
The inspectorate for education and children's services said that young people aged 14-16 who went on courses in centres of vocational excellence did well, and many went on to further study or training: but funding uncertainty was compounded by some schools' reluctance to let pupils do vocational study.
Source: The Contribution Made by Centres of Vocational Excellence to the Development of Vocational Work in Schools, HMI 070058, Office for Standards in Education, Children's Services and Skills (07002 637833)
Links: Report | OFSTED press release | Guardian report | BBC report
Date: 2007-Jun
The proportion of young people in England aged 16-18 who were in education and training rose to 77.3 per cent at the end of 2006, up from 76.8 per cent at the end of 2005.
Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in Each Local Area in England: 2004 and 2005, Statistical First Release 22/2007, Department for Education and Skills (0870 000 2288)
Links: SFR | DfES press release | LSC press release | BBC report | Guardian report
Date: 2007-Jun
A report by a committee of MPs said that the government risked failure if it rushed in a new system of diplomas for teenagers, which was aimed at mixing practical and theoretical learning. There was confusion over the aim of the changes, and ministers might need to delay full implementation.
Source: 14?19 Diplomas, Fifth Report (Session 2006-07), HC 249, House of Commons Education and Skills Select Committee, TSO (0870 600 5522)
Links: Report | ATL press release | ASCL press release | BBC report | FT report | Children Now report
Date: 2007-May
An article examined whether young people in a deprived area (in Glasgow) were disaffected with education, training, and employment, or disengaged from participation in their community. There was no evidence that young people were disaffected or disengaged: but indications of skills and aspiration gaps between different types of young people merited further attention and action.
Source: John McKendrick, Gill Scott and Stephen Sinclair, 'Dismissing disaffection: young people's attitudes towards education, employment and participation in a deprived community', Journal of Youth Studies, Volume 10 Issue 2
Links: Abstract
Date: 2007-May
A report examined the attitudes, motivations/aspirations, and behaviours of young people, in order to identify likely barriers to post-16 participation in education and training.
Source: EdComs, 90% Participation Project Desk Research, Research Report RW102, Department for Education and Skills (0845 602 2260)
Links: Report
Date: 2007-May
Researchers found a 'mixed picture' on analyzing the impact of attending 'Playing for Success' schemes on subsequent pupil performance in national curriculum assessments. At key stages 2, 3 and 4, low-attainers who attended the schemes did better than expected, and higher-attainers generally did less well than expected. (Playing for Success aims to raise educational standards, especially among underachieving young people in urban areas, by setting up study support centres in professional football clubs and other sports venues.)
Source: Caroline Sharpe, Tamsin Chamberlain, Jo Morrison and Caroline Filmer-Sankey, Playing for Success: An Evaluation of Its Long Term Impact, Research Report 844, Department for Education and Skills (0845 602 2260)
Date: 2007-May
The inspectorate for education and children's services said that a more appropriate key stage 4 curriculum, particularly the provision of vocational courses, had re-engaged many students. Behaviour and attendance had improved, and achievement had been raised, among particular groups of students - particularly those at risk of disaffection or disengagement. The overwhelming majority of students surveyed were very positive about changes to their curriculum.
Source: The Key Stage 4 Curriculum: Increased flexibility and work-related learning, Office for Standards in Education, Children's Services and Skills (07002 637833)
Links: Report | OFSTED press release | FT report
Date: 2007-May
A report examined young people's attitudes, motivations/aspirations, and behaviours, in order to identify likely barriers to post-16 participation in education and training.
Source: EdComs, 90% Participation Project: Desk research, Research Report RW102, Department for Education and Skills (0845 602 2260)
Links: Report
Date: 2007-Mar
A report said that schools and employers should work more closely together in a three-way partnership with young people to ensure their work experience placements helped them develop the skills they need for future employment. Better work experience while at school was key to enthusing students about staying on at school or moving into training at work.
Source: Time Well Spent: Embedding employability in work experience, Confederation of British Industry (020 7395 8247)
Links: Report | CBI press release | FT report | Guardian report
Date: 2007-Mar
A report (based on the Northern Ireland Young Life and Times Survey 2006) said that a sizeable minority of young people in Northern Ireland appeared disappointed by their school experience. The highest proportion of this minority was drawn from children who perceived their families as not well-off - suggesting the possibility that the financial cost of schooling was an additional stress or stigmatizing factor for some children.
Source: Dirk Schubotz, David Simpson and Alex Tennant, Participation, Happiness and Achievement: The impact of poverty on the school experiences of 16-year olds, Save the Children (020 7703 5400)
Links: Report | Summary | YLT Survey
Date: 2007-Feb
The number of young people aged 19 in England achieving a level 2 qualification (5 GCSEs at A*-C or the vocational equivalent) in 2006 reached 71.4 per cent - 2.1 per cent higher than the government's target. (GCSE = General Certificate of Secondary Education)
Source: Level 2 and 3 Attainment by Young People in England Measured Using Matched Administrative Data: Attainment by Age 19 in 2006 (Provisional), Statistical First Release 06/2007, Department for Education and Skills (0870 000 2288)
Links: SFR | DfES press release | Guardian report | BBC report
Date: 2007-Feb
The government began consultation on proposals to introduce a new post-16 measure of progression to give recognition to schools in securing an effective transition for each of their pupils to appropriate post-16 learning, in order to maximize their attainment by 19.
Source: Consultation on Introduction of the Post-16 Progression Measure, Department for Education and Skills (0845 602 2260)
Links: Consultation document
Date: 2007-Jan
A think-tank report said that young people in England who had taken vocational qualifications were not missing out on going to university: once academic ability was taken into account, those with vocational qualifications were if anything a little over-represented in higher education.
Source: Phil Vickers and Bahram Bekhradnia, Vocational A Levels and University Entry: Is there parity of esteem?, Higher Education Policy Institute (01865 284450)
Links: Report | Summary | BBC report
Date: 2007-Jan
A paper said that policy-makers in 14-19 education in England were failing to learn from previous experience and were repeating initiatives which had not worked.
Source: David Raffe and Ken Spours, Policy-making and Policy Learning in 14-19 Education, Bedford Way Paper 26, Institute of Education/University of London (020 7612 6050)
Links: Summary | IOE press release | Guardian report
Date: 2007-Jan
A new book examined how young people made choices at the end of their compulsory schooling.
Source: Patrick White, Education and Career Choice: A new model of decision making, Palgrave Macmillan (01256 329242)
Links: Summary
Date: 2007-Jan
