Post on 18-Dec-2015
the institute for employment studies
Re-engaging young people NEET: lessons from research and evaluation
Becci Newton, Senior Research Fellow
Coverage
Young people NEET at 16 and 17Activity Agreement Pilot evaluation
findingsOther youth transitions research
●Youth volunteering in supporting personal and professional development
●Towards an inclusive apprenticeship programme
Some possible lessons
What we know about young people NEET
Diverse group: many & multiple reasons for NEET ● low socio-economic status of families● low qualification levels themselves and
in families● disadvantages and vulnerabilities● also a ‘grey group’ slipping from view
Lifetime risks attach to NEET status at young age
NEET status is not a destination of choice
Activity Agreements & their evaluation
Adviser helped young
people maximise their
experience
Allowance helped to get young people
involved
Activities gave young people a platform for progression
Agreement
underpinned the deal
IMPACT PROCESS
PROGRAMME THEORY
Did AA work? impact assessmentPositive impact on take-up of EET activities
● 13ppt additional effect on training/learning outcomes
Positive impact on attitudes to jobs and learning
Positive impact on skills and confidenceNature of impact varied by prior attainment
(PA):● those with higher PA more likely to move into work-
based training● those with lower PA more likely to re-engage with
learning and work towards a qualification
How AA worked: programme theory
Started Activity
Agreement
Activity Agreement
1
x x x xx xx
3 5 7 9 11
13
Charity work fundraiser
2 4 6 8 10
12
Meeting with Adviser
Introduction to AA
Gym instructor training
Work experience in
CXP office(one-off)
Booked for course equiv.
of GCSE’s
Weeks 14-20
Job search
x
CV 1-2-1 with
adviser
Before AA – left school around 14, was meant to attend college instead (but did not) and did not enter exams.
Adviser meeting work on interests
Forms/ Bank account sorted
How AA worked: programme theory
Started Activity
Agreement
Activity Agreement
1
x x x xx xx
3 5 7 9 11
13
Charity work fundraiser
2 4 6 8 10
12
Meeting with Adviser
Introduction to AA
Gym instructor training
Work experience in
CXP office(one-off)
Booked for course equiv.
of GCSE’s
Weeks 14-20
Job search
x
CV 1-2-1 with
adviser
Before AA – left school at 14 (gifted and talented), unstable home environment, worked for 18 months under false ID (sacked on discovery). Anger management/trust problems. At time of AA offer, applying for hardship benefits, at risk of prison – serious offence
Adviser meeting work on interests
Forms/ Bank account sorted
Building trust, ‘taking the pressure off’
KudosGuidance interview Work on
barriers totraining
Talk tofreelance
gym instructor
Appl’n form gym training
& EMA
1-2-1 angermngt
Basic Skills apptn/a
Anger incidenceat college
Place temp w/d
1-2-1s, apology to college,
able to carry on
Basic Skills appt
canc’d
Basic Skills integrated into
gym training
Ideas for charityfundraiser – devt
enterprise skills AA ended
After AA – progressed into full-time training in week 16, still planning
charity fundraiser, still in touch with adviser
Flexible approaches and pathways Incremental pathways among those who had a
work or learning focus at the start of their AA. Scattergun with the young people trying out
different activities to form a clearer goal idea. Started with a burst of activities which ‘tailed
off’ into adviser meetings and jobsearch. Common among young people set on finding work.
Several weeks to get started common for those with severe problems, low self-confidence and -esteem, and/or facing multiple barriers to progression.
Tailoring AA to meet diverse needs
Young person controls
Tailored & bespoke via
DF
Adviser controls
Brokerage & support
Menu of activities Bespok
e & tailoredactivitie
s
Confidence at the core in AA narratives
Health and -well-being
A goal and objective
Qualifications and skills
Life skills
Stable living environment
ConfidenceNew people and places
Solo/group work
Assertiveness
Interacting with adults
Researching youth volunteering Comparing volunteers (v) and FJF workers (w)
● Sample diverse: age, qualifications, disadvantage, NEET v & w shared instrumental motivations – skills, CV,
qualifications, experience v altruistically motivated – make a difference, give
something back v & w expectations of experience, skills were exceeded but
v also● allowed yp to make a contribution and through this feel
empowered● take control, gain confidence/agency through being trusted
Mentors (key workers?) highly important in v & w but v also offered
● broader/wider support, to develop aspirations and assistance to make transitions
Occupational
stereotypes form
Choices narrow, ideas solidify
Key Stages
1 & 2
Key Stages
3, 4 & 5
Education
Training
Ideas about career entry routes take hold
Traditional training routes impact
Employers
Providers
Pay & Prospects
Confidence to be
different?
Theorising an inclusive apprenticeship programme
Lessons..?
Research and measuring impact: large-scale impact assessment valuable, but complex and resource intensive ● small, intermediate and/or self-declared impacts
are complementary and record ‘small steps’● getting underneath why an approach works is
valuable alongside measurement of impacts Key worker support is effective:
● how best to deliver/organise ● how to ensure the right support, is available at
the right time to all young people
www.employment-studies.co.uk
… thank you