The government published a report summarizing its policies for increasing the proportion of young people aged 16-24 in education, employment, or training.
Source: Investing in Potential: Our strategy to increase the proportion of 16-24 year olds in education, employment or training, Department for Children, Schools and Families
Links: Report
Date: 2009-Dec
An article examined children's intentions with regard to participation in post-compulsory education, using longitudinal data. The strongest association with participation levels was attainment at GCSE: but there were also influences of gender and parental background. The results showed the value of focusing on intentions for participation at a very early stage of children's school careers, and also the importance of existing attempts to reform curriculum and assessment for the 14-19 age group. (GCSE = General Certificate of Secondary Education)
Source: Paul Croll, 'Educational participation post-16: a longitudinal analysis of intentions and outcomes', British Journal of Educational Studies, Volume 57 Issue 4
Links: Abstract
Date: 2009-Dec
A special issue of a journal examined transitions by young people from school to work.
Source: Journal of Education and Work, Volume 22 Issue 5
Links: Table of contents
Date: 2009-Dec
A study used data from the Longitudinal Study of Young People in England (LSYPE) to carry out a quantitative analysis of disengagement from education among young people aged 14-16 in England. It examined different kinds of disengagement, creating a typology of engaged/disengaged young people.
Source: Andy Ross, Disengagement from Education Among 14-16 Year Olds, Research Report RR178, Department for Children, Schools and Families
Date: 2009-Dec
A study found that the United Kingdom was one of the least-educated nations in the developed world, and that its position had worsened considerably since 1995 – based on data from the Organization for Economic Co-operation and Development. The UK had 'plummeted down' international league tables ranking the percentage of young people in education.
Source: Decline and Fall: How the UK is being left behind in education, University and College Union
Links: Report | UCU press release | BBC report | Guardian report
Date: 2009-Dec
A think-tank report said that the English education system expected students to achieve just two academic GCSEs at age 16, compared with four or five in other developed countries. Moreover, the mathematics and science GCSEs in England were of a much lower quality than in other countries. The report called for the Introduction of a strong academic core for all pupils, consisting of five academic GCSEs, and changing school league tables to incentivize attainment in the core. In addition, academics and subject experts should be put in charge of GCSEs, instead of the existing public agencies (Ofqual and the Qualifications and Curriculum Development Agency), to ensure that the qualifications were rigorous and 'fit for purpose'. (GCSE = General Certificate of Secondary Education)
Source: Dale Bassett, Andrew Haldenby and Luke Tryl, Core Business, Reform
Links: Report | Reform press release | NASUWT press release | Guardian report
Date: 2009-Dec
Researchers examined young people's involvement in risky behaviour during secondary school. They considered the social activities that young people engaged in, and how these might prevent or reduce risky behaviour. They also explored how young people who engaged in risky behaviours performed at school, and the decisions that they made after completing compulsory education.
Source: Andreas Cebulla and Wojtek Tomaszewski, Risky Behaviour and Social Activities, Research Report RR173, Department for Children, Schools and Families (0845 602 2260)
Links: Report
Date: 2009-Nov
A new book examined the aspirations and experiences of young people perceived not to have succeeded in traditional academic subjects, who had moved into 'low-level' vocational education programmes after age 16 – often failing to pursue or complete 'opportunities' for progression.
Source: Liz Atkins, Invisible Students, Impossible Dreams: Experiencing vocational education 14-19, Trentham Books (01782 745567)
Links: Summary
Date: 2009-Nov
The government published a new careers education strategy. The strategy set out plans for every young person to get careers education up to the age of 18 in line with raising the participation age; for piloting approaches to teaching about careers in primary school; and for every young person to have access to a mentor.
Source: Quality, Choice and Aspiration: A strategy for young people's information, advice and guidance, Department for Children, Schools and Families (0845 602 2260)
Links: Strategy | Hansard | DCSF press release | BBC report
Date: 2009-Oct
A report said that local councils should be given powers to determine who received education maintenance allowances and to decide benefit rules for young people aged under 25 in a local area, in order to help bring more young people into the world of work.
Source: Hidden Talents II: Getting the best out of Britain's young people, Local Government Association (020 7664 3000) and Centre for Social Justice
Links: Report | NIACE press release | Guardian report | Telegraph report | Local Government Chronicle report
Date: 2009-Oct
A report examined the practices adopted to fund and deliver diplomas in their first year of operation. Few consortia had a sustainable approach to funding the central functions required, including the transport of increasing numbers of learners.
Source: Brian Styles, Mick Fletcher, Christian Amadeo, Sarah Cooper and Silvia Munoz, Evaluation of the Funding Models for Diplomas, Learning and Skills Network (020 7297 9000)
Links: Report
Date: 2009-Oct
A survey found that colleges remained committed to the delivery of the new diplomas, with respondents planning to double their student numbers between 2009 and 2010. 83 per cent of staff teaching diplomas were positive about them and said that their students found the courses enjoyable. But there were also a number of challenges, mainly focused on the complexities of delivery, the funding method, and the ability of the qualification to meet the needs of all young people.
Source: AoC Diploma Survey Report: Results, analysis, conclusions and recommendations, Association of Colleges (020 7827 4600)
Links: Report | AOC press release | NASUWT press release | ATL press release | Guardian report
Date: 2009-Oct
A report said that education maintenance allowances had been a successful innovation that could form the basis for a future integrated system of support for young people aged 14-19. Despite proposals to raise the participation age, and despite the crisis in public finances, EMAs should be not only maintained but also increased and extended to all learners.
Source: Mick Fletcher, Should We End the Education Maintenance Allowance?, CfBT Education Trust (0118 902 1000)
Links: Report | Guardian report
Date: 2009-Oct
Researchers examined how children in year 7 (age 12) thought about educational and career issues, and what factors shaped this thinking. Over 85 per cent of the pupils felt that they knew the job they wanted to do in the future, and 65 per cent had held these views for over 2 years. 75 per cent wanted to go to university, believing that it would help them reach their preferred employment destination or give them a better chance of employment.
Source: Graeme Atherton, Eric Cymbir, Ken Roberts, Lionel Page and Richard Remedios, How Young People Formulate Their Views About the Future: Exploratory research, Research Report RR152, Department for Children, Schools and Families (0845 602 2260)
Links: Report | Brief | DCSF press release
Date: 2009-Oct
A report examined support for young people not in employment, education, or training ('NEET'). Government services to tackle the problem were failing the most at-risk children: even before the recession, the proportion of young people who were NEET had remained stubbornly unchanged for more than a decade. Although evidence of what worked to help young people was limited, good programmes provided one-to-one support, helped young people work towards defined goals, and cultivated good relationships with families and schools.
Source: John Copps and Sarah Keen, Getting Back on Track: Helping young people not in employment, education or training in England, New Philanthropy Capital (0207 401 8080)
Date: 2009-Oct
A report examined projects aimed at increasing young people's participation in education and training. Successful programmes provided clear paths of progression, such as: direction to job interviews or work-based schemes, and one-to-one support setting individual plans with key targets and increasing motivation and confidence.
Source: James Kewin, Mark Tucker, Sarah Neat and Mark Corney, Lessons from History: Increasing the number of 16 and 17 year olds in education and training, CfBT Education Trust (0118 902 1000)
Links: Report
Date: 2009-Sep
A report evaluated the early implementation and impact of new diplomas for young people. Higher education institutions of all types in the survey welcomed the breadth of learning inherent in diplomas and their potential to widen participation.
Source: William Richardson and Gill Haynes, National Evaluation of Diplomas: Findings from the 2008 Survey of Higher Education Institutions on Their Implementation and Impact, Research Report RR145, Department for Children, Schools and Families (0845 602 2260)
Links: Report | Brief | DCSF press release | Guardian report
Date: 2009-Aug
A report said that 1 in 5 young people sitting GCSE exams in 2009 could be unemployed by the time they were 21, if trends in the economy were in line with the 1980s recession. (GCSE = General Certificate of Secondary Education)
Source: Danny Dorling, The Prospects of This Year's School Leavers, Prince's Trust (020 7543 1234)
Links: Report | Prince's Trust press release | BBC report | People Management report
Date: 2009-Aug
The proportion of young people aged 16-18 in England classified as 'NEET' – not in employment, education, or training – reached 11.9 per cent in the second quarter of 2009, up 1.3 percentage points from the same period in 2008. This compared with a government target to reduce the figure to 7.6 per cent by 2010.
Source: NEET Statistics: Quarterly Brief, Department for Children, Schools and Families (0845 602 2260)
Links: Report | TUC press release | CBI press release | Local Government Chronicle report | BBC report | Telegraph report | Guardian report | Personnel Today report | FT report
Date: 2009-Aug
The inspectorate for education and children's services in England said that progress in introducing the main subject learning in the new diplomas for young people aged 14-19 was good or better in 14 courses observed, and satisfactory in the remaining 11. Other elements of the diploma, particularly the functional skills of English, mathematics, and information/communications technology, needed to improve. Inspectors also found that the flexible application of a variety of strategies by 14-19 partnership organizations had reduced the number of young people not in education, employment, or training (NEET) in 19 of the 23 areas visited.
Source: Implementation of 14-19 Reforms, Including the Introduction of Diplomas, HMI 080267, Office for Standards in Education, Children's Services and Skills (07002 637833)
Links: Report | OFSTED press release | NASUWT press release | CBI press release | Guardian report | BBC report
Date: 2009-Aug
A report examined the harsh impact of the recession on young people. It said that the existing system for encouraging young people into jobs and training was disjointed, and did not focus enough on the needs of the individual. The policy framework needed to be much more coherent if the needs of young people were to be met. There was also a need for a much stronger recognition that young people's willingness to stay on in education was formed very early, and that family influences were important: low skills could be inherited if more early action were not taken.
Source: Hidden Talents: Re-engaging young people, Local Government Association (020 7664 3000) and Centre for Social Justice
Links: Report
Date: 2009-Jul
The proportion of young people in England aged 16-18 who were in education and training was 79.7 per cent at the end of 2008 – the highest ever rate, and an increase of 1.7 percentage points from 78 per cent at the end of 2007. Nonetheless, the proportion of those not in education, employment, or training ('NEETs') also increased – from 9.7 per cent to 10.3 per cent, due to a fall in the employment rate (among those not in education or training) from 56 to 49 per cent.
Source: Participation in Education, Training and Employment by 16-18 Year Olds in England, Statistical First Release 12/2009, Department for Children, Schools and Families (0870 000 2288)
Links: SFR | ATL press release | Action for Children press release | Conservative Party press release | Telegraph report | Guardian report
Date: 2009-Jun
The final report was published of a major independent review of education and training for young people aged 14-19 in England and Wales. It welcomed the aspiration in England to involve all those aged 16-18 in education and training by 2015; the creation of an 'entitlement' for all young people to a broader range of learning opportunities; the development of collaborative partnerships between schools, colleges, and employers to meet that entitlement; the investment in schools through 'Building Schools for the Future'; and a more holistic and flexible framework for learning through the Welsh Baccalaureate. But it highlighted the need to address the large number of young people who were not in education, employment and training ('NEETs'); and it called for measures to involve all those aged 16-18 in some form of education and training, through incentives rather than coercion.
Source: Richard Pring et al., Education for All: The future of education and training for 14-19 year olds, Routledge (01264 343071)
Links: Summary | Oxford University press release | BBC report | Guardian report
Date: 2009-Jun
A report examined reforms to education for young people aged 14-19 and their likely impact on the higher education system. In England, virtually all young people entering higher education in 2010 would have been assessed in different ways from previous cohorts. Changes to the 14-19 curriculum and qualifications would mean a review of university admissions policies and entry requirements for all programmes. The introduction of diplomas might increase demand for programmes in higher education that had been in decline throughout the previous 10 years.
Source: The Impact of the 14-19 Curriculum Reforms on Higher Education, Universities UK (020 7419 5435)
Links: Report | UUK press release | THES report
Date: 2009-Jun
The equality and human rights watchdog examined the education and career aspirations of young people aged 14-18. It found that the 'overwhelming focus on academic achievement' could cause a fear of failure, with options such as vocational training and apprenticeships not sufficiently promoted as alternatives. Almost one-half of girls from a working-class background had a 'profound fear of failure' which was seriously affecting their chances at school and work.
Source: Jason Benetto, Staying On, Equality and Human Rights Commission (020 3117 0235) | Naomi Haywood et al., Engaging All Young People in Meaningful Learning After 16: A Review, Research Report 25, Equality and Human Rights Commission (web publication only) | Gregor Jackson and Annabel Hudson, Engaging All Young People in Meaningful Learning After 16: A Survey, Research Report 24, Equality and Human Rights Commission (web publication only) | Laura McLarty and Rhetta Moran, Engaging All Young People in Meaningful Learning After 16: A Qualitative Study, Research Report 26, Equality and Human Rights Commission (web publication only)
Links: Report | EHRC press release | Research report 25 | Research report 24 | Research report 26 | BBC report | Guardian report
Date: 2009-Jun
A paper examined how to construct an education curriculum for young people that delivered outcomes consistent with the aims stated by government, by schools of different types, and by stakeholders in the system.
Source: Mark Hewlett, Educating Young People for the 21st Century: Constructing an aims-led curriculum, Working Paper 47, Nuffield Review of 14-19 Education and Training/Department of Educational Studies/University of Oxford (01865 274037)
Links: Paper
Date: 2009-May
A think-tank report examined how to prevent children and young people becoming disengaged from learning. It said that education policy had been too 'top-down' over the previous decade, and that it should focus more on supporting charities and other organizations that worked with children in this area rather than 'one-size-fits-all' national initiatives.
Source: Sonia Sodha and Silvia Guglielmi, A Stitch in Time: Tackling educational disengagement – Interim report, Demos, available from Central Books (020 8986 5488)
Links: Report
Date: 2009-May
A report said that young people who wanted to work at age 16 or train in the workplace faced vastly fewer opportunities than a generation previously. It called for vocational courses to be made much more widely available as a positive option for young people aged 14-19, and for more work-based learning to enable young people to gain the skills and experience expected by employers.
Source: Second Chances, Barnardo's (01268 520224)
Links: Barnardo's press release | BBC report
Date: 2009-Mar
A report said that too few teenagers in England were starting apprenticeships, partly because of poor careers guidance. Although the number of apprentices was rising, only 130,000 businesses out of 1.3 million took them on. Very few apprentices were progressing into higher education or advanced further education.
Source: Progression into Apprenticeships, Skills Commission c/o Policy Connect (020 7202 8576)
Links: Report | Summary | DIUS press release | BBC report | Personnel Today report
Date: 2009-Mar
A paper examined the implications for funding arrangements of the government's reforms of the 14-19 phase of education in England. It concluded that in the 16-19 stage the existing national funding formula was compatible with the nature of the reforms, though planned restrictions on the eligibility for funding of a range of qualifications might cause difficulties. In the 14-16 stage there might be similar issues over eligibility: but in addition the formulae operated by local authorities were not sufficiently detailed to deal with a more differentiated curriculum. A single 14-19 funding formula had many potential advantages but also posed significant challenges.
Source: Mick Fletcher, Funding the 14-19 Phase in England, Working Paper 46, Nuffield Review of 14-19 Education and Training/Department of Educational Studies/University of Oxford (01865 274037)
Links: Paper
Date: 2009-Mar
The government responded to a report by a committee of MPs on the Draft Apprenticeships Bill. It said that the new National Apprenticeship Service would actively manage the expansion of apprenticeships to deliver growth at all levels.
Source: Pre-legislative Scrutiny of the Draft Apprenticeships Bill: Government Response to the Seventh Report from the Committee, First Special Report (Session 2008-09), HC 262, House of Commons Innovation, Universities and Skills Select Committee, TSO (0870 600 5522)
Links: Response | MPs report
Date: 2009-Feb
An article examined the introduction of diplomas as part of the 14-19 reforms in England. It questioned whether they could survive the low initial take-up from students, the lack of interest from key parts of the schools sector, and the confusing messages about what sort of qualification they were meant to be. It also asked whether the diplomas would be undermined by a misguided search for 'parity of esteem'.
Source: Mike Baker, 'Crunch time for the diplomas: will they survive?', FORUM: for promoting 3-19 comprehensive education, Volume 51 Number 1
Links: Abstract
Date: 2009-Feb
The government responded to a report by a committee of MPs on the Draft Apprenticeships Bill. It said that it agreed that more needed to be done to tackle inequalities in the apprenticeship system.
Source: The Draft Apprenticeships Bill: Government Response to the Committee's Fourth Report, First Special Report (Session 2008-09), HC 259, House of Commons Children, Schools and Families Select Committee, TSO (0870 600 5522)
Links: Response | MPs report
Date: 2009-Feb
The Apprenticeships, Skills, Children and Learning Bill was published, and given a second reading. The Bill was primarily designed to reform the skills system. Every suitable young person who wanted an apprenticeship would be entitled to one by 2013. The Learning and Skills Council would be replaced by two new bodies: the Skills Funding Agency and the Young People's Learning Agency. The former would service adult education and training. The latter would support local authorities, which would be given responsibility for funding education for young people aged 16-19. People were to be given the right to ask for time off from work to do training, although employers would not be required to grant a request. Children's trusts – bringing together social services, schools, family doctors, and police – would be placed on a statutory basis.
Source: Apprenticeships, Skills, Children and Learning Bill, Department for Children, Schools and Families, TSO (0870 600 5522) | House of Commons Hansard, Debate 23 February 2009, columns 23-123, TSO (0870 600 5522)
Links:
Links: Text of Bill | Summary and Impact Assessments | HOC research brief 1 | HOC research brief 2 | Hansard | DCSF press release | DIUS press release | NUT press release | Guardian report | Telegraph report (1) | Telegraph report (2)
Date: 2009-Feb
Researchers examined the characteristics and experiences of young people who were not in education, employment, or training (NEET) or in jobs without training. The research suggested that, in order to increase participation, young people needed better information, advice, and guidance in order to increase their awareness of the learning options available to them. There was also a need for more flexible and appropriate post-16 provision suitable for all young people aged 16 and 17 in terms of content, delivery, and timing.
Source: Thomas Spielhofer et al., Increasing Participation: Understanding young people who do not participate in education or training at 16 or 17, Research Report RR072, Department for Children, Schools and Families (0845 602 2260)
Date: 2009-Jan
Researchers examined the planning and preparation for the new diplomas (for young people aged 14-19) prior to their introduction in September 2008. The new qualification was welcomed overall, particularly for the varied learning experience and transferable skills learners would gain: but the take-up of diplomas had been lower than expected.
Source: Lisa O'Donnell et al., National Evaluation of Diplomas: Preparation for 2008 Delivery, Research Report RW079, Department for Children, Schools and Families (0845 602 2260)
Links: Report | Brief | Telegraph report
Date: 2009-Jan
Researchers evaluated learning agreements – a joint initiative between Connexions and Learning and Skills Councils, piloting financial incentives for young people aged 16-17 who were working but not engaged in any accredited training. The impact of the agreements among those involved was 'significant': the level of formal learning among participants was 32 percentage points higher than it would have been otherwise.
Source: Jim Hillage et al., Learning Agreement Pilots Evaluation: Synthesis Report, Research Report RR071, Department for Children, Schools and Families (0845 602 2260)
Date: 2009-Jan
Researchers examined the design and development process for the new diploma qualifications for young people aged 14-19.
Source: Hubert Ertl et al., Reviewing Diploma Development: Evaluation of the design of the diploma qualifications, Research Report RW080, Department for Children, Schools and Families (0845 602 2260)
Links: Report | Brief | Telegraph report
Date: 2009-Jan
A manifesto proposed a series of policy steps designed to raise the status of practical and vocational learning. According to an accompanying survey, 74 per cent of young people felt that the existing education system needed to be changed to better meet their needs: 43 per cent found school boring or irrelevant.
Source: Six Steps to Change Manifesto 2009, Edge Foundation (020 7734 6434)
Links: Manifesto | Edge press release (1) | Edge press release (2) | ATL press release | NASUWT press release
Date: 2009-Jan
