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