Research examines learning needs of the disengaged Thursday, July 8, 2010 - 17:20

The document available to download, reports on a seminar - attended by John Hayes MP, Minister of State for Further Education Skills and Lifelong Learning, BIS and a number of providers that took part in the research - that:

• provided an opportunity for dialogue about emerging policy and developing practice in relation to young people and adults not in education, employment or training;

• examined the research evidence gathered first hand from the sector and considered the implications for practice; and

• considered the implications of the research findings for future policy and for the improvement services offered by LSIS.

After recognising the rising social and economic need to reduce numbers of young people and adults not in education, employment or training, LSIS commissioned NIACE to carry out the research - to improve understanding of the motivations, aspirations and behaviours - in order to be in a position to develop effective support services for the sector.

Some 2,500 young people and adults not in employment, education or training took part in the research. The young people had been through mixed experiences at school with many realising the value of learning only later in life. Many regretted not having better qualifications but cited problems such as bullying, poor relationships with teachers, falling in with the wrong crowd, suspension or expulsion as having clouded their early education.

One young woman said:

"I haven't really got any [experience of school] because I had to look after my brothers...I had to bring them up since I was about 10 and then when I did go to school I just got bullied so I didn't bother with it, and the teachers never helped." 

For adults, those with the lowest skills found it hardest to find sustainable work, and displacement from the labour market seriously damaged future life chances. The majority had a positive attitude to learning despite having struggled at school.

One 30 year-old man told researchers:

"I think that the learning experience at the college suited me, the different authority style of not being told what to do, it was your choice."

The impact of the research approach and the key findings has important implications for policy and practice. It will help build capacity in colleges and providers themselves to understand their actual learners.

Alan Tuckett, Chief Executive of NIACE

Now the findings are being put to good use by both LSIS and NIACE, and providers that carried out the research, to develop sustainable strategies to support young and adult NEETs.

Alan Tuckett, Chief Executive of NIACE, said:

"The impact of the research approach and the key findings has important implications for policy and practice. It will help build capacity in colleges and providers themselves to understand their actual learners. It will help them to develop systematic approaches to really talking and listening to learners in order to gather detailed evidence of real lives and experiences, so they can look at how to shape their offer around the real needs of learners."

Dr David Collins, Chief executive of LSIS, said:

"We designed the research with NIACE deliberately to build capacity in colleges and providers themselves enabling them to understand their actual learners and to develop systematic approaches to talking and listening to them. This will help providers gather detailed evidence of actual lives and experiences and look at how to shape their offer around the real needs of learners. So, in addition to the evidence generated by the research, the project has also had other positive outputs. Many providers have commented on the learning they have gained by engaging directly in the research process and with the young people and adults who were the subject of the research".

John Hayes, the Business, Innovation and Skills Minister, welcomed the report and its findings and said:

"I am impressed by the evidence presented at the seminar and I appreciate the opportunity for dialogue about policy and practice in relation to this important priority for society. The research will help us all - government and the learning and skills system - to shape future policy and have a real impact on reducing the number of people not in education, employment and training."

"The way that providers have developed their strategic relationships in their localities through the research has been a particular benefit. I am convinced that multi-agency collaboration is an essential element of a successful strategy to respond to the multiple needs and challenges that people face. Colleges and providers can be critical leaders in developing such whole service strategies."

"The government's view is that less central prescription and greater freedom and autonomy for providers will enable them to respond more effectively. I invited the seminar participants to identify additional freedoms that would specifically assist them in working more effectively with NEETs and, looking to the future, I am challenging LSIS and the sector to provide evidence about where current systems get in the way of effective professional practice."

NIACE identified 15 early lessons from the first part of this research project at the 5 July seminar. They are available to download in the document below.