1. NFER Research Programme
From Education to Employment
November 2012

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.
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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
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4. Findings: Effective Interventions
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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
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6. Findings: Curriculum and
Qualifications 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
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7. Findings: Employer Engagement 1
Types 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
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8. Findings: Employer Engagement 2
Ten 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
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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
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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
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