Sarah Maughn | What might a 'whole education' town or village look like?


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Sarah Maughn | What might a 'whole education' town or village look like?

  1. 1. NFER Research ProgrammeFrom Education to EmploymentNovember 2012
  2. 2. Segmentation of NEET Young People(Spielhofer et al., 2009)•  ‘Sustained’ NEETs – young people characterised by their negative experience of school, higher levels of truancy and exclusion and lower academic attainment than other NEET young people, and the fact that they are most likely to remain NEET in the medium term.•  ‘Open to learning’ NEETs – likely to re-engage in education or training in the short term and with higher levels of attainment and better attitudes towards school than other NEET young people.•  ‘Undecided’ NEETs – similar in some respects, such as their attainment levels, to those who are ‘open to learning’ NEET, but dissatisfied with available opportunities and their ability to access what they want to do. 2
  3. 3. NFER Reviews•  Approaches to Supporting Young People Not in Education, Employment or Training: a Review•  Employer Involvement in Schools: A Rapid Review of UK and International Evidence•  A Review of Careers Professionals’ Involvement with Schools•  Review of the curriculum and qualification needs of young people who are at risk of disengagement•  Personal factors such as self management, resilience 3
  4. 4. Findings: Effective Interventions 4
  5. 5. Findings: Teaching Related Approaches•  Expert teachers in subject area and pedagogy•  Encouraging learners to take ownership of decision-making related to their learning•  Flexible approaches so that all learners are engaged and stimulated•  Learners develop a relationship with a trusted adult who can help them to ‘keep on track’•  Smaller class sizes to keep those learners at risk of disengagement engaged 5
  6. 6. Findings: Curriculum andQualifications Content•  Provide a wide choice of subjects and courses to suit interests and learning style•  Provide a flexible and personalised curriculum so young people can study the most appropriate qualification at the most appropriate place for them•  Ensure there are good quality vocational, applied and practical qualifications and pathways•  Practical and unit-based assessments, providing the opportunity for incremental progress, flexible in terms of start and completion dates and options to retake courses if needed•  Curricula and qualifications provide opportunities for learners to develop personal, social and employability skills 6
  7. 7. Findings: Employer Engagement 1Types of engagement•  Most frequently is through work experience, school/workplace visits, apprenticeships/ training and mentoring•  Employers/businesses use their skills and experience to support the leadership and governance of schools•  Also involved in supporting the curriculum eg developing curriculum related and lesson resources•  Also work directly with students to develop skills and awareness, this raises student aspirations as well as helping them to develop skills 7
  8. 8. Findings: Employer Engagement 2Ten key features to successful employer involvement•  a clear vision of what all parties want to achieve•  good communication among partners•  partnership•  commitment, cooperation and leadership across all stakeholders•  time to build relationships and for professional development•  flexibility•  focus on curriculum•  well-structured programme design•  consideration of regional economic and development priorities•  early intervention 8
  9. 9. Findings: Employer Engagement 3•  Evidence of the perceived impact of employer involvement•  Employers’ involvement with schools affects young people’s progression to education, employment and training after compulsory education•  Employer involvement has a positive impact on: students’ vocational skills, knowledge and understanding; academic and learning outcomes; health and well-being; enjoyment and engagement; employment, earnings and family life•  Evidence also highlights the potential benefits of employer- school involvement for employers themselves 9
  10. 10. Findings: Career Education•  External advisers or schools’ careers coordinators and teachers deliver careers information, advice and guidance (IAG) in one- to-one interviews with young people•  CE/IAG programmes vary in content and quality between different schools and geographical locations, schools without sixth forms are more likely to provide high quality, impartial advice on all career pathways open to young people•  Good collaborative working between informed stakeholders within schools and with outside agencies is fundamental to providing good careers guidance for all young people•  Good CE/IAG can have a positive effect on ‘soft’ outcomes for young people, such as improved attitudes, self-confidence, aspirations, and decision-making skills 10