Journal of Youth Studies, vol.13, 2010, p. 317-333
The policy commitment to raise the school leaving age in England to 17 from 2013 and 18 from 2015 brings with it responsibility for ensuring that education and training are available, accessible and relevant to all young people, including those who leave school at 16 and enter jobs without training. In recent years the needs of this group have been ignored as the policy focus has been on engaging with young people not in education, employment or training. Consequently, there is little understanding of their transition into the labour market or their aspirations. This article seeks to fill this gap drawing on the findings of two studies: first a qualitative study of young people in jobs without training, their parents and employers in two local labour markets; and second an evaluation of the Learning Agreement Pilots, which was the first policy initiative in England targeted on this group.
The Independent, May 13th 2010, p. 22
According to the National Institute for Adult and Continuing Education's (NIACE) annual survey, the economic climate is prompting thousands of adults to return to the classroom to learn new skills. The rise among those in disadvantaged groups is unprecedented - up six percentage points to 30 per cent - and is the highest figure in 20 years.
Children and Young People Now, May 11th-17th 2010, p. 16-17
Introduces a programme run by the charity Futurversity to help prepare young people to enter the world of work. After years of compulsory schooling, many young people do not know how to write a CV, dress smartly or sell themselves at interview. The programme trains them in interpersonal skills, basic literacy and IT, CV writing and interview techniques.
R. Lawy, J. Quinn and K. Diment
Journal of Youth Studies, vol. 13, 2010, p. 335-352
Little has been written about young people who leave school at 16 without formal qualifications and enter the labour market. Although they are in work these young people are regarded as 'dead end kids in dead end jobs', with low levels of functional literacy and numeracy, and a paucity of life and vocational skills. This research explored the experiences of this group of marginalised youth as they moved into and out of work over the period of a year. Results showed that these young people had had negative experiences at school but were not averse to learning 'on-the-job' skills in the workplace. They valued advice and support but saw services such as Connexions as invasive and redolent of school. They were not ready to benefit from the support available at the age of 16, but needed routes back into education and training at and beyond 19.