Engaging The Disengaged

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uk/neets/
Engaging the disengaged

Presentation to DEECD
Tristram Hooley
www.derby.ac.uk/icegs
Overview
What does the research tell us about being NEET and NEET young peoples thinking about career? Policy responses What does the research tell us about effective interventions?
Key points
NEET is not a pathology. It is a lack of opportunity and career resources. NEET is a political category (too young to be unemployed). Young people typically make up a large percentage of unemployed people. Increased length of schooling raises issues
The (UK) NEET population

NEET young people are disproportionately drawn from low socioeconomic backgrounds BUT this can disguise the wide diversity that exists amongst the NEET group. Other forms of disadvantage also contribute to NEET e.g. disability, learning difficulty, care leavers, teen parents. Many NEET young people have multiple barriers. NEET typically includes a number of people for whom working is very difficult due to caring responsibilities, health issues or pregnancy. The diversity of NEETs also means that there are a diversity of support needs. In the UK NEETs are getting older Most NEETness is temporary (the precariat)
Causes of NEETness
Lack of opportunities Disadvantage Bullying Low attainment Competing expectations
Key themes of NEETness

Freedom and flexibility (get me out of the classroom and dont tie me down) Complex family relationships Snakes and ladders career progressions Disenchantment and a lack of optimism Belonging and not belonging Aspiration and lack of aspiration Engagement in the informal economy
NEETs and aspiration

Many would like to be working and to experience progression. Many NEETs have similar aspirations to their peers but lack a plan to realise these aspirations.
Policy responses
UK YOP/YTS Connexions/E2E/Future Jobs Fund/New Deal Youth Contract
Europe Youth Guarantee Example of Denmark
Policy themes
Cross-departmental responsibility (or not) Who does this?
Advice and guidance Training provision Intermediate labour markets Compulsion Benefit conditionality
Targeting and identifying NEETs

Universal + Targeting or Universal vs. Targeting RONIs Pupil Premium Is vocational education the answer?
Building effective interventions

Listen to the voices of young people in the design and development of interventions Provide advice and guidance while still at school Strengths based assessments of young people potential Personalisation Access to professional advice and guidance Sustained relationships with mentors Moving people out of existing circles and making new friends Social pedagogy holistic approach which focuses on what people are learning. Tracking
Typical problems
Long and costly journeys Feeling judged Dropping out and the need for re-engagement
Providing training opportunities

Opportunities to try before you buy with courses and vocational pathways. Flexibility in admissions criteria and assessment methods Family and community learning Alternative learning and alternative work
Focus on developing
Confidence and self-awareness Literacy and numeracy skills Positive social networks Future orientation and career self-efficacy Progression pathways (to HE?)
iCeGS work on this

Borbly-Pecze, T.B. and Hutchinson, J. (2013). The Youth Guarantee and Lifelong Guidance: ELGPN Concept Note No. 4. Jyvskyl: The European Lifelong Guidance Policy Network (ELGPN). Hughes, D., Davies, D., Bright, G. and Dyke, S. (2008). NEET Speaks: Influences Shaping Young People's Choices of Education, Training and Employment. Executive Summary. Derby: International Centre of Guidance Studies (iCeGS), University of Derby. Hutchinson, J., Beck, V & Hooley, T. (Forthcoming). . Hutchinson, J., Korzeniewski, R. and Moore, N. (2011). Career Learning Journeys of Derby and Derbyshire NEETs: Summary. Derby: International Centre for Guidance Studies, University of Derby. Hutchinson, J., Rolfe, H., Moore, N., Bysshe, S. and Bentley, K. (2011). All Things Being Equal? Equality and Diversity in Careers Education, Information, Advice and Guidance. Manchester: Equality and Human Rights Commission. Morgan, S.T. (2013). Social Pedagogy within Key Worker Practice: Community Situated Support for Marginalised Youth. International Journal of Social Pedagogy, 2(1): 17-32. Watts, A.G. (2001). Career Guidance and Social Exclusion: A Cautionary Tale. British Journal of Guidance and Counselling.
Tristram Hooley
Reader in Career Development International Centre for Guidance Studies University of Derby http://www.derby.ac.uk/icegs t.hooley@derby.ac.uk @pigironjoe Blog at http://adventuresincareerdevelopment.wordpress.com

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Image from http://boneidle.blogs.lincoln.ac.

Engaging the disengaged

The (UK) NEET population

Key themes of NEETness

NEETs and aspiration

Targeting and identifying NEETs

Building effective interventions

Providing training opportunities

iCeGS work on this

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