Centre for Analysis of Youth Transitions<br />
Team<br />Paul Johnson, Director<br />Ingrid Schoon, Research Director<br />Alissa Goodman, Anna Vignoles and Andy Ross, D...
Our knowledge and expertise<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<b...
3 highly respected organisations with close working relationships
Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />Research capability<br /><ul><li>Quan...
Cutting edge methodologically
Extensive experience in use of large scale survey and administrative data
Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />Policy expertise<br /><ul><li>Exceptional track record of advising p...
<ul><li>Txt</li></ul>Text<br />Research topics<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />Educatio...
Widening participation in HE
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Centre for Analysis of Youth Transitions

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Centre for Analysis of Youth Transitions

  1. 1. Centre for Analysis of Youth Transitions<br />
  2. 2. Team<br />Paul Johnson, Director<br />Ingrid Schoon, Research Director<br />Alissa Goodman, Anna Vignoles and Andy Ross, Deputy Directors<br />
  3. 3. Our knowledge and expertise<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />Multi-disciplinary team<br /><ul><li>Psychology, economics, sociology, education, criminology
  4. 4. 3 highly respected organisations with close working relationships
  5. 5. Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />Research capability<br /><ul><li>Quantitative focus with qualitative capability
  6. 6. Cutting edge methodologically
  7. 7. Extensive experience in use of large scale survey and administrative data
  8. 8. Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />Policy expertise<br /><ul><li>Exceptional track record of advising policy-makers at the very highest level</li></li></ul><li>The vision <br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />Research Themes<br /><ul><li>Txt</li></ul>Text<br />Education <br />& Employment<br />Risky Behaviours <br />& Positive Activities<br />Disadvantaged <br />& Vulnerable Groups<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />
  9. 9. <ul><li>Txt</li></ul>Text<br />Research topics<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />Education & Employment Transitions<br />Risky Behaviours & Positive Activities<br />Disadvantaged & Vulnerable Children<br /><ul><li>Choices at 16
  10. 10. Widening participation in HE
  11. 11. Aspirations and expectations
  12. 12. School engagement
  13. 13. Timing and sequencing of transition experiences
  14. 14. Combining multiple roles in education, employment and family life
  15. 15. Returns to education
  16. 16. Self regulation
  17. 17. Life styles
  18. 18. School engagement/ disengagement
  19. 19. Truancy
  20. 20. Smoking, drinking and drugs
  21. 21. Intergenerational relationships governing health and well being
  22. 22. Youth crime
  23. 23. Poverty
  24. 24. Family structure
  25. 25. Ethnicity
  26. 26. Teenage mothers
  27. 27. Early school leavers
  28. 28. Mental health
  29. 29. Victims of bullying
  30. 30. Special Educational Needs
  31. 31. Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br /><ul><li>Txt</li></ul>Text<br />
  32. 32. Education transitions<br />imminent introduction of the age 18 education and training participation age<br />rapidly rising youth unemployment rate<br />strong focus on improving our understanding of the drivers of education and labour market transitions <br />holistic approach to the numerous transitions young people make when moving from adolescence into adulthood <br />way in which different types of transition (in education, employment, family life and housing) interact. <br />
  33. 33. Risky behaviour<br />risky or anti-social behaviours/ positive behaviours<br />how these behaviours interact with one another<br />not all young people persist in such behaviours over the long term<br />many behaviours are strongly linked with youth identity formation and social interactions<br />Costs/ benefits of different strategies<br />universal versus targeted<br />when best to intervene.<br />
  34. 34. Disadvantaged and vulnerable groups<br />not all young people are affected in the same way by adversity <br />many of vulnerable and disadvantaged groups are more likely to be unemployed, to have children outside of marriage, to be socially isolated, to commit crimes, and to live in poverty <br />need for better understanding of these specific and cumulative risk effects. <br />examine in more detail how disadvantaged and vulnerable youth navigate important transitions<br />
  35. 35. CBA – drugs policy<br />evaluation of whether policies based on prevention/communication or those focused on treatment/enforcement are more cost effective<br />determine a sensible “balance of intervention” <br />CBA Methodology: review of existing literature, use of published data on costs<br />monetary values on immediate impacts of programmes through linking those impacts to longer term individual and social benefits<br />using available evidence to put estimates on these monetary values<br />
  36. 36. Jobs without training<br />significant numbers of young people enter jobs that have no training attached with low pay and short contracts <br />most focus on NEETs - less analysis of the JWT group <br />yet these young people are a large and important component of the youth labour market<br />they make up around two-thirds of those who leave full-time education post-16 <br />poor initial job quality likely to have long-lasting effects on future employment, earnings, and skill development<br />

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