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Dr. G. Lombard, C. Psychol., C.Sci. Director of The Independent Psychological Service <ul><li>SMART & NEET </li></ul><ul><...
<ul><li>TIPS Reviews of 16 – 19 provision for the NEET group in South Wales (2002), Lancashire (2003), Wiltshire (2005) an...
<ul><li>Little or no evidence of detailed initial assessments </li></ul><ul><li>A patchy understanding of soft/skills/soci...
<ul><li>December 2006 – completion of ESF Project in MKOB delivered by TIPS over 30 months </li></ul><ul><li>Aims  - to su...
KEYWORKERS <ul><li>What we did based on analysis from 2006 onwards:- </li></ul><ul><li>Provided detailed assessments that ...
TUTORS <ul><li>What we did based on analysis (2006) onwards: </li></ul><ul><li>Provided environments that enabled learners...
DYSSEMIA <ul><li>The Dyssemia Rating Scale (DRS) measures 10 functional areas of social and personal communication.  It en...
DYSSEMIA <ul><li>The 10 areas of social/personal communication:- </li></ul><ul><li>Understanding time schedules </li></ul>...
NEET Ability Levels <ul><li>Full Scale I.Q.:  overall, in average range (90 – 109) </li></ul><ul><li>(N=170) </li></ul><ul...
NEET Interests ( >  3) <ul><li>Multimedia Animation </li></ul><ul><li>Photography Music Technology </li></ul><ul><li>Psych...
Positive Outcomes <ul><li>i.e. full-time education, employment or WBL </li></ul><ul><li>67% ESF (MKOB) </li></ul><ul><li>7...
Our Learners <ul><li>EBD </li></ul><ul><li>SpLD </li></ul><ul><li>ASD </li></ul><ul><li>Mental Health </li></ul><ul><li>Pl...
Conclusion <ul><li>We can provide all these programmes, “jollies” and ‘initiatives’, but if it is not based on the underly...
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Neet Interests With Textile

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Transcript of "Neet Interests With Textile"

  1. 1. Dr. G. Lombard, C. Psychol., C.Sci. Director of The Independent Psychological Service <ul><li>SMART & NEET </li></ul><ul><li>Peterborough </li></ul><ul><li>31 st October, 2007 </li></ul>
  2. 2. <ul><li>TIPS Reviews of 16 – 19 provision for the NEET group in South Wales (2002), Lancashire (2003), Wiltshire (2005) and Oxfordshire, Buckinghamshire and Milton Keynes (2004-07) found a recurring pattern </li></ul>
  3. 3. <ul><li>Little or no evidence of detailed initial assessments </li></ul><ul><li>A patchy understanding of soft/skills/social and personal skills training </li></ul><ul><li>Targeted employment aims for six areas: </li></ul><ul><li>- Construction </li></ul><ul><li>- Retail </li></ul><ul><li>- I.T. </li></ul><ul><li>- Warehousing </li></ul><ul><li>- Care </li></ul><ul><li>- Motor Vehicle </li></ul><ul><li>Low aspirations of learners’ capabilities </li></ul><ul><li>Decisions often made on their behalf </li></ul><ul><li>Often qualifications driven (“Sausage factory”) </li></ul>
  4. 4. <ul><li>December 2006 – completion of ESF Project in MKOB delivered by TIPS over 30 months </li></ul><ul><li>Aims - to support TPs with the most challenging e2e learners, i.e. non-attenders, uncooperative, no engaging (UNRACT and OVRACT) </li></ul><ul><li>- train screeners in TPs to carry out initial screening and guide learners’ causing concern </li></ul><ul><li>- provide specialist support and advice for TPs and learners </li></ul>
  5. 5. KEYWORKERS <ul><li>What we did based on analysis from 2006 onwards:- </li></ul><ul><li>Provided detailed assessments that measure: </li></ul><ul><li>- ‘switch on’ and ‘switch off’ abilities </li></ul><ul><li>- spatial abilities (design, construction, visual/practical) </li></ul><ul><li>- verbal reasoning (forming and expressing verbal thought </li></ul><ul><li>- acquired knowledge (general knowledge) </li></ul><ul><li>- sequencing skills (memory, sequence,order) </li></ul><ul><li>- general cognitive ability </li></ul><ul><li>- learning needs and disabilities </li></ul><ul><li>- soft skills/social personal skills (dyssemia) </li></ul><ul><li>- literacy/numeracy/IT (essential skills) </li></ul>
  6. 6. TUTORS <ul><li>What we did based on analysis (2006) onwards: </li></ul><ul><li>Provided environments that enabled learners to learn by doing and using a scientific problem-solving approach to leaning (observe, hypothesise, test, review, observe, etc.) unconstrained by qualifications. </li></ul><ul><li>Provided all tutors with guidance from keyworkers based on detailed assessments, e.g. interests, abilities, learning and support needs. </li></ul><ul><li>Provided all tutors with soft skills action plans for learners (based on dyssemia assessments). </li></ul><ul><li>Provided all tutors with essential skills action plan, i.e. teach basic skills by stealth based on learners’ interests and needs. </li></ul><ul><li>Gave ownership of planning decisions to the learner throughout the process, including opting in to relevant qualifications. </li></ul>
  7. 7. DYSSEMIA <ul><li>The Dyssemia Rating Scale (DRS) measures 10 functional areas of social and personal communication. It enables an objective </li></ul><ul><li>multi-rate assessment to determine the settings of mutual targets between the keyworker and learner. </li></ul>
  8. 8. DYSSEMIA <ul><li>The 10 areas of social/personal communication:- </li></ul><ul><li>Understanding time schedules </li></ul><ul><li>Paralanguage (voice tone/volume) </li></ul><ul><li>Fashion (personal hygiene) </li></ul><ul><li>Body language </li></ul><ul><li>Gaze/eye contact </li></ul><ul><li>Social distancing </li></ul><ul><li>Gestures </li></ul><ul><li>Social norms (rules) </li></ul><ul><li>Rhythm of conversation </li></ul><ul><li>Non-verbal communication </li></ul>
  9. 9. NEET Ability Levels <ul><li>Full Scale I.Q.: overall, in average range (90 – 109) </li></ul><ul><li>(N=170) </li></ul><ul><li>Learning Style : 1% verbal only (i.e. one learner) </li></ul><ul><li>(N=170) 64% visual/practical </li></ul><ul><li> 20% practical/visual/verbal </li></ul><ul><li> 14% practical only </li></ul><ul><li> 6% visual only </li></ul><ul><li>I.Q. range : 70 (borderline) to 155 (very superior) </li></ul><ul><li>(N=170) </li></ul><ul><li>Median I.Q. : 105 (average range = 90 – 109) </li></ul><ul><li>(N=170) </li></ul>
  10. 10. NEET Interests ( > 3) <ul><li>Multimedia Animation </li></ul><ul><li>Photography Music Technology </li></ul><ul><li>Psychology Charity Work </li></ul><ul><li>Computer Repair Public Services </li></ul><ul><li>Web design I.T. (data input/programming) </li></ul><ul><li>Games design Illustration </li></ul><ul><li>3D Packaging design Pottery/ceramics </li></ul><ul><li>Motor Vehicle Design Engineering </li></ul><ul><li>Fashion Retail </li></ul><ul><li>Textiles Hairdressing </li></ul><ul><li>Film Care </li></ul><ul><li>Performing Arts Youth Work </li></ul><ul><li>Construction Warehousing </li></ul><ul><li>Horticulture Agriculture </li></ul><ul><li>Animal Care Paint/Chemical </li></ul><ul><li>CAD Driving </li></ul><ul><li>Sports Instruction Catering </li></ul>
  11. 11. Positive Outcomes <ul><li>i.e. full-time education, employment or WBL </li></ul><ul><li>67% ESF (MKOB) </li></ul><ul><li>74% e2e (Oxon e2e) </li></ul><ul><li>91%-100% (3 Wiltshire F.E. colleges) </li></ul>
  12. 12. Our Learners <ul><li>EBD </li></ul><ul><li>SpLD </li></ul><ul><li>ASD </li></ul><ul><li>Mental Health </li></ul><ul><li>Plus </li></ul><ul><li>Young mothers/fathers </li></ul><ul><li>In care </li></ul><ul><li>YOS </li></ul><ul><li>Homeless </li></ul><ul><li>Caring for parents </li></ul><ul><li>Drugs, alcohol </li></ul><ul><li>Bereavement/murder </li></ul>
  13. 13. Conclusion <ul><li>We can provide all these programmes, “jollies” and ‘initiatives’, but if it is not based on the underlying reasons why the learners are not achieving their potential, they will go around the ‘revolving doors’ again. </li></ul><ul><li>[email_address] </li></ul>
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