Young People and Opportunity; A Vision for London

WELCOME

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

Welcome and Chair’s remarks: The challenges facing young people in

London

Ann Hodgson Institute of Education

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

The challenges facing young people in London

Ann Hodgson Assistant Director (London)

4

Education and training ‘push’ factors

1. Raising of the Participation Age legislation

2. An accessible and motivational curriculum and assessment system?– E Bac, changes to National Curriculum, GCSEs and A levels, more emphasis on external assessment, downplaying of vocational awards and changes to performance tables

3. Collaboration between providers to offer a wide range of provision? – institutional diversity and competition

4. High quality and impartial careers education and information, advice and guidance? – school-based and all-age careers service

5. Funding for student programmes and for student participation? – removal of entitlement funding and EMA

5

Education and training ‘pull’ factors

1. Access to higher education and good returns for learning? – rise in fees and possible reduction in places – highly competitive and likely to become more stratified

2. Availability of apprenticeships? – strong strand of government policy but difficulties during current economic climate and poor availability in London

3. Employment opportunities for young people? – high levels of youth unemployment and continuing recession

6

Education and training: some key London statistics

• 61% 16 year olds achieved 5+ A*-Cs including maths and English in 2011 (58.3% nationally) but big attainment gaps (e.g. SEN, FSM, looked-after)

• 4.7% of 16-18 year olds were NEET in August 2011 (7,655 young people) – lower than national average but drop out at 17+ higher than national average

• 6,300 young people were in employment without training in 2010 • Approximately 75% of provision for 16-19 year olds was at L3 in 2010 – but L3

enrolments in colleges down (44-42%) and E/L1 up (26-30%) • School sixth forms and academies – 81% A/AS and 89% L3 • Average points score per candidate at A Level is lowest in the country • Lowest apprenticeship delivery nationally • FE L2 and L3 success rates below national average (SFCs perform well) • Apprenticeship success rates below national average • Attainment by 19 at L2 and L3 above national average • University applications in London down by 70,000 (9%)

7

The wider context: some key statistics

• Of those 465 10-17 year olds (59% in London) brought before the courts for offences related to the riots: ,

– 42% FSMs,

– 66% SEN,

– 36% at least one fixed period exclusion,

– 11% achieved 5 A*-Cs at GCSE incl. English and Maths • 39% (600,000) of children live in poverty – highest of all UK regions • 22.1% of children living in workless households in 2010 and rising (16.5%

nationally) • Unemployment rate of 16-24 year olds is highest of all regions in UK – 23.6%

(117,800 young people) • Employers less likely to recruit from school/college level in London • Strongest growth areas for London: Business services, Creative & cultural,

Hotels & restaurants, Retail, Transport & communications, Low carbon

Key questions for the conference 1. How do we ensure that all young Londoners still see staying on in

education and training as important given the current balance of push and pull factors?

2. What examples of good practice in terms of education provision and support for transition into the workplace are there out there?

3. Do we have the right balance of provision for young people across London and who is overseeing this at the local and regional levels?

4. What role can each of the key stakeholders in London play in boosting participation, attainment, progression and transition into higher education and the workplace?

8

Key Note: London, a global city

Gus John Institute of Education

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

Young People and Global London

8 November 2011

Gus John

Honorary Fellow & Associate Professor

London – Global City Education either functions as an instrument

which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world

Paulo Freire

London – Global City

In fact, while most of the rioters were second generation immigrant youths, the underlying issues were far more complex, involving social and economic exclusion, racial discrimination, and most importantly the capacity of the French Republic to respond to these challenges while maintaining its distinctive model of and formal commitment to the social integration of individuals, no matter what their color or creed.

Peter Sahlins, SSRC Director of Academic Programs, 2006

London – Global City

“At a time in which ethnic borders are too often being reinforced rather than relaxed, London’s ability to be at ease with itself and its complex history carries huge potential value”

Naseem Khan - Mayor’s Commission on African

and Asian Heritage(2004)

London – Global City We root our identity in our knowledge

of our past, in the spiritual traditions of our ancestors, in the profile that their struggles, achievements and advances earn for succeeding generations, and in the sense we have of the quality of our own contribution to the present

London – Global City

The Ministry of Justice analysis of official statistics has since revealed that only 13% of the 1931 people charged or cautioned for crimes connected with the unrest in August had any involvement with gangs and that poverty, not ‘gang culture’ was the main underlying cause behind the riots

London – Global City

100 Black Men of London which provides leadership development and mentoring and support to young people and their parents and facilitates dialogue between them about parenting and the challenges facing black young people in school, peer group and community

London – Global City

National Black Boys Can and their offshoots such as Options for Change (Streatham, South London) that works to support the emotional, social, cultural and academic development of young people and to give parenting support and guidance to their parents as necessary

London – Global City

Origin in Clapham North which runs a ‘Rites of Passage’ programme for pre-pubescent boys and provides parenting support and guidance for the fathers of those boys, irrespective of whether or not those fathers share a home with the boys and their mothers

London – Global City

Eastside and Westside Young Leaders Academies that provide leadership training for young black boys with a focus on self management, academic achievement and the development of advanced social and life skills

London – Global City

From Boyhood to Manhood Foundation that targets young people on the periphery of gangs, those vulnerable to pressure to join gangs, those wishing to leave gangs and those who are good at self management, are disciplined learners and high achievers with high ambitions, or who are in employment, post-16 education or training who wish to act as peer mentors and give support to their peers who face multiple challenges

London – Global City

The Communities Empowerment Network and its campaigning arm, Parents and Students Empowerment, established some twelve years ago to provide advocacy representation, support and training for parents and young people in response to the high levels of school exclusion among black school students. CEN deals with an annual average of 1,000 exclusion cases. It also works with schools to put in place strategies for eliminating school exclusions

London – Global City

The report notes that African and Asian people make up 1 in 13 of the UK population and that over the past 20 years they have accounted for two-thirds of the growth of the total UK population.

Ethnic Minorities and the Labour Market (produced by

the Strategy Unit in the Cabinet Office in 2004)

London – Global City

• problem-solving skills • adaptability • flexibility • confidence - including the

confidence that comes from being able to communicate effectively

London – Global City

• lateral thinking • effective communication through

proficient use of ICT

London – Global City

‘The greatest problem that there are too many teachers who are killers, cold blooded murderers. They kill children’s dreams. That is why after all these years of compulsory schooling the nation is still full of, the jails are still bulging with, young people who see nothing ahead of them but hopelessness and despair’

Geraldine Connor (1952 -2011)

London – Global City

60% of global majority (GM) students in England are concentrated in London’s post-1992 Universities

London – Global City

There are more students of Black Caribbean origin at London Metropolitan University than at all the 20 Russell Group Universities put together

London – Global City

Russell group universities with the highest GM participation rates (between 30% and 47%) are: UCL, Imperial, LSE and Kings, all located in London where approximately half the GM population in the UK lives

London – Global City

People from GM backgrounds have a greater Higher Education Initial Participation Rate (HEIPR) than people of White backgrounds. 2001/02 data showed that people of Black African and Indian backgrounds had the Highest HEIPR (both above 70%, as compared to students from Bangladeshi and Black Caribbean backgrounds with the lowest (39% and 35% respectively)

Source: Jessica Sims, Runnymede Trust 2007

London – Global City

the entitlement of non-traditional students

(GM , working class, etc): • To progress to University • To choose Oxbridge and the Russell

Group, not just post-1992 institutions

London – Global City

... redouble their efforts to restore hope and dignity to young people and actively equip them with the knowledge, understanding, skills and capacities for building, managing and sustaining an equitable, fair, just and socially cohesive capital city

London – Global City

‘It must be borne in mind that the tragedy

of life doesn’t lie in not reaching your goal The tragedy lies in having no goal to reach It is not a calamity to die with dreams

unfulfilled But it is a calamity not to dream

London – Global City

It is not a disaster to be unable to capture your ideal

But it is a disaster to have no ideal to capture

It is not a disgrace not to reach for the stars

But it is a disgrace not to have stars to reach for

London – Global City

Not failure, but low aim is a sin - Dr Benjamin Elijah Mays (1894-1984)

Professor Gus John 07539 476041 profgusjohn@gmail.com www.gusjohn.co.uk

Community, cohesion and engagement

Cllr Rachel Heywood – Cabinet member for

Communities and Community Safety, Lambeth Council

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

The next few years

Mike Pettifer YPLA Regional Director for London

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

Championing Young People’s Learning

IOE – London Region Post 14 Network The Next Few Years Mike Pettifer Director of Young People – London & the South East YPLA

Championing Young People’s Learning

Championing Young People’s Learning

“Before you look down, it’s often helpful to look up”

Championing Young People’s Learning

Nick Gibb Speech

Overarching Principles

Freedom – from bureaucracy to make own decisions

Fairness – across institutions, across young people

Responsibility – for your own decisions and the consequences

Overarching, overarching principle: Simplification

Championing Young People’s Learning

Vision? Yes Prescription? No

What is the vision? Education White Paper – the importance of teaching Alison Wolf – review of vocational education Sarah Teather – Support and Aspiration What does the vision look like? Simplification Removal of unnecessary bureaucracy Focus on the learner Freedom of the provider Equity in the system Joined up services

Championing Young People’s Learning

“Say what you will about the Ten Commandments, you must

always come back to the pleasant fact that there are only ten of them.”

~H.L. Mencken

Simplification – what does it actually mean?

Championing Young People’s Learning

The first rule of chess, exchange and simplify…

Championing Young People’s Learning

DCSF

Learning & Skills Council

BECTA

GTC JACQA QCDA GOs

Audit Commission

TDA

Schools Food Trust

Performance Curriculum Quality Systems

Capital Allocations

Funding

Process

RDAs

Regional Priorities

Sub-regional offices

National Priorities

Partnership Teams

Regional Planning Groups

OFSTED

Local Priorities

Local Authorities

PROVIDERS

DFE BIS Skills Funding Agency EFA

PROVIDERS – PROVIDERS - PROVIDERS

Skills Investment Strategy Funding Statement

data derived automated funding system

CUSTOMERS - CHOICE - CUSTOMERS

OFSTED

PERFORMANCE – RESULTS – PERFORMANCE - RESULTS

ACCESSIBLE DATA TRANSPARENT DATA

Accountability

LAs

Championing Young People’s Learning

Yes, but what does it all mean? What will it all look like? How will it all work?

Championing Young People’s Learning

Rules based automated funding system

Transparent information & data

Freedom

Needs based collaboration Entrepreneurial spirit/innovation

(Informed) Choice

Empowerment

Employers (apprenticeships/work experience) – LAs (Gaps/Failure/Advocacy)

OFSTED

Academies (traditional & converter)

University Technical Colleges

Studio Schools

School Sixth Form

Free Schools

Hybrid Schools

Hard & Soft Federations

General Further Education College

Sixth Form College

Independent Provider

Independent Specialist Provider

Championing Young People’s Learning

Some of the challenges/opportunities ahead

Balance between attainment and progression measures Balance between raw and mediated data Balance between self-service and personalised IAG Balance between choice and budget Balance between vocational and academic RPA Raising aspirations and achievement of disadvantaged young people

Championing Young People’s Learning

What about London? Some trends…

Championing Young People’s Learning

London Aerial View £s 10/11 allocation £951m 11/12 allocation £945m Places 09/10 planned 178,616 10/11 planned 182,913 11/12 planned 182,700 Budget for 11/12 (-£6m = -0.63%) Places for 11/12 (-213 = -0.12%)

Championing Young People’s Learning

FE places in London

Championing Young People’s Learning

Sixth Form Places in London

Championing Young People’s Learning

Changing Market Share in London

Plenary – Towards a vision for London

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

Workshops

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

1. Hackney, Helen McNulty Drama Studio 2. Islington - Creative Engagement &

Progression, All Change; Suzanne Lee Room 822 (8th Floor) 3. Citizens UK; Sebastien Chapleau Clarke Hall (3rd Floor)

Partnership in Hackney

Collaborating for Success

What we have achieved?

2006 2007 2008 2009 2010 2011 LBH 523.6 542.5 552.3 625.4 649.1 680.3 Inner London 606.5 618.8 621.5 644.1 642.8 National 721.5 731.2 740.0 739.1 744.8

450.0

500.0

550.0

600.0

650.0

700.0

750.0

800.0 Hackney P16 APS/Student 2006-2011

5ACEM up 56.5% - up 1.2%

Just below national; 57.9% for maintained schools

5AC 73.6% - up 2.5%

5AGEM up 94.9%, (1.1% above national 93.8%)

How we work together?

14-19 Executive

14-19 Partnership

RPA Task & Finish Group

Post 16 Network

Post 16 Subject

Networks

Participation & Progression

Group

14-19 Learning Solutions

14-19 Executive

14-19 Partnership

RPA Task & Finish Group

Post 16 Network

Post 16 Subject

Networks

Participation & Progression

Group

14-19 Learning Solutions

Maintained School Head, Academy & College Principal, LA reps

Heads of Sixth & Colleges

LA Commissioners, Vulnerable Learners Leads of Service e.g. CLA Virtual Head

Provider Network Post 16 Subject Teachers

Providers, Connexions, LA Data Rep, Attendance Service, Young Hackney Service

Schools, Colleges, Providers, HE, EBP, LA

Strategic Aim 1; To increase effective participation for all Hackney Young People aged 14-19.

Strategic Aim 2; To increase achievement for all Hackney Young People aged 14-19.

Strategic Aim 3; To increase progression for all Hackney Young People aged 14-19.

Strategic Aim 4; For our quality assurance and improvement programme to support the continued significant progress at KS4 and KS5

Strategic Aim 5; For Hackney young people to have highly developed skills in intelligent management of life

Our KPIs • L2 & L3 @ 19 NI 79 & 80) • Participation (NI 117) • Post 16 Level 3 Performance (APS per

student and per entry) • HE Progression (applications & acceptances) • Apprenticeship Progression (in development) • Children’s Services Inspection Post 16

Outcomes

Our Focus- Corporate Pushy Parent

What do our vulnerable learners do post 16 and post learning?

• Those who drop out at 17 or 19 or 20… • Our care leavers • YP who have accessed alternative

provision • Learners with SEND • YP from worklessness homes

Anyone who is vulnerable….

Hackney now

• Deprived, but also polarized • Unemployment rate falling, with static &

slightly increasing numbers of worklessness including IB claimants

• Tech City dramatic increase in digital media & clothing designers – coupled with support industries internet cafés & workspaces

• Population increasing dramatically

What we need to do…

• Ensure sustained improvement at all stages & levels

• Add more pathways for YP • Increase Oxbridge & Russell Group

Progression • Maintain independent high quality IAG • Bring Apprenticeships to the forefront • In partnership with local LAs increase

provision for learners with SEND • Increase quantity of places

Identified changes in practice since the change in government

• Self determined rather than imposed partnerships e.g. post 16 & progression agreements

• Need for easy accessible information electronically or `breakfast briefing’ formats

• Lead institutions offering services e.g. BSix college BSeven HE Progression programme

• Demand for SIP Programme, Traded Services, Foundation Learning Support

Collaborating for Success

• Shared use of data (14-19 Data Officer) • Focus on Teaching & Learning • Used Academy building & BSF programmes • Increased healthy competition • Learning lessons from each other • Interborough collaboration

Employer engagement in a global city

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

Dr Anthony Mann Director of Research and Policy at the Education and Employers Taskforce

Anthony Mann

Education and Employers Taskforce

www.educationandemployers.org

YouGov poll: Methodology • Survey administered by YouGov Polling (pro-bono)

• Sample size: 987 people

• Location: Great Britain

• Age: 19-24

• Fieldwork: February, 2011

• Statistical analysis via SPSS 16.0

• Testing at 10% significance level

YouGov Survey

• Survey designed to identify extent to which young people engage and perceive four key types of employer engagement activity useful in: deciding on a career, getting a job and getting in to HE

• Sample large enough to segment by school type, age,

gender and geographical location • Key questions addressed in presentation: Is there

variation across school types and age groups in terms of the usefulness of WEX and careers advice? Correlations with labour market outcomes?

Activity participation rates by school type

Work

Experience

14 – 19 Non-selective Grammar Independent with sixth Form with sixth Form with sixth Form N Yes 90.0% 86.1% 84.8% 649 No 10.0% 13.9% 15.2% 82 N 530 122 79 731 P-Value 0.229

School type attended between 14-19 * Work experience participation rates

School type attended between 14-19 * Percentage receiving employer careers advice

Careers Advice

14 – 19 Non-selective Grammar Independent with sixth Form with sixth Form with sixth Form N Yes 43.8% 48.4% 57.0% 336 No 56.2% 51.6% 43.0% 395 N 530 122 79 731 P-Value 0.076

Perceived impacts of activities School type attended between 14-19 * Work Experience participation rate

14-19* deciding on a Job getting a job getting into HE Non-selective 54% (16%) 27% (9%) 25% (6%) 441-470 Grammar 59% (19%) 31% (10%) 28% (11%) 94-105 Independent 81% (36%) 47% (15%) 42% (13%) 53-67 P-Value 0.000 0.036 0.032 (Including a sixth form or college)

School type attended between 14-19 * Percentage receiving careers advice

14-19* deciding on a Job getting a job getting into HE Non-selective 58% (10%) 39% (7%) 37% (10%) 223-232 Grammar 62% (12%) 38% (7%) 46% (7%) 55-58 Independent 81% (28%) 56% (13%) 37% (17%) 40-47 P-Value 0.003 0.389 0.122 (Including a sixth form or college)

Age Pupil age and the usefulness of work experience deciding on career getting a job getting into HE N Age WE was Useful Useful Useful undertaken 14 to 16 50% (13%) 25% (7%) 19% (4%) 588-609 16 to 19 74% (29%) 48% (21%) 47% (18%) 104-123 Did it at both ages 76% (31%) 47% (20%) 51% (24%) 81-96 P-Value 0.000 0.000 0.000 Pupil age and the usefulness of careers advice deciding on career getting a job getting into HE N Age CA was Useful Useful Useful undertaken 14 to 16 54% (9%) 40% (8%) 30% (8%) 130-136 16 to 19 70% (16%) 53% (15%) 53% (16%) 181-190 Did it at both ages 69% (17%) 39% (10%) 43% (9%) 94-101 P-Value 0.016 0.122 0.02

NEETs

Some schools and colleges arrange for their students (aged between 14 and 19) to take part in activities which involve

employers or local business people providing things like work experience, mentoring, enterprise activity, careers advice, CV or

interview practice. On how many different occasions do you remember such employer involvement in your education?

0 1 2 3 4 or more Which of the

following BEST applies to you?

NEETs 26.1% 23.4% 16.6% 15.6% 4.3%

Non-NEET 73.9% 76.6% 83.4% 84.4% 95.7%

Weighted Base 272 350 145 64 69

Correlation between NEET status at 19-24 and number of employer engagement activities undertaken whilst in education (aged 14-19)

Kendall’s Tau C P value = 0.001

Future perceptions and employer engagement activity intensity

Some schools and colleges arrange for their students (aged between 14 and 19) to take part in activities which involve employers or local business people providing things like work experience, mentoring, enterprise activity, careers advice, CV or

interview practice. On how many different occasions do you remember such employer involvement in your education?

0 1 2 3 4 or more Thinking about the sort of job you’d like to be doing in 5 to 10 years time, how useful do you think what you are doing now is as a way of achieving this?

Very Useful 35.7% 38.0% 40.7% 45.8% 54.4% Useful 31.6% 32.5% 37.2% 25.4% 30.9%

Not that Useful 15.8% 13.3% 10.3% 11.9% 7.4%

Not at all Useful 16.9% 16.2% 11.7% 16.9% 7.4%

Weighted Base 266 345 145 59 68

Correlation between number of employer engagement activities undertaken whilst in education (aged 14-19) and perceptions as a young adult (aged 19-24) of usefulness of current activity to

future career aspirations.

Kendall’s Tau C P Value = 0.002

Wage Premiums I

• 176 report annual salaries bounded between £10k and £30k in £1k ranges

• Predominantly 20-24 with L3 as highest qualification

• Correlating against number of employer engagement activities recalled

• Controlling for effects of gender, age, ethnicity, school type, regional area and highest level of qualification attained

Wage Premiums II

• Positive correlations exist (94.5% certain not due to chance, p = 0.055) (as number of emp eng act increase so do wages, were 95% sure that this is not due to chance)

• Each additional employer engagement activity is linked on average with an extra £750 (4%) increase in annual salary

• Confirmed by DfE analysts

What is happening?

Textual analysis of written comments to a general

question on value (if any) of employer engagement

activity, suggests that human capital accumulation

rarely occurs. Rather, interventions serve to increase

social capital resource (access to non-redundant,

trusted information) which serves to change attitudes,

ambitions, self-perceptions (cultural capital).

More is more

Frequency of careers advice and its usefulness in...

deciding on career getting a job getting into HE

1-2 times 69% (15%) 55% (14%) 49% (13%)

3+ times 85% (26%) 77% (28%) 75% (22%)

N 47-80 43-78 45-76

P-Value 0.016 0.000 0.006

www.inspiringthefuture.org

www.speakers4schools.org

http://www.educationandemployers.org/research.aspx

Anthony.Mann@educationandemployers.org

The experience of learners at the sharp end

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

Gemma Painter Head of Further Education, NUS

A national rescue plan for young people – what would it mean for London?

A Network for Lifelong Learning:

an initiative of the Institute of Education

A LONDON REGION POST-14 NETWORK CONFERENCE

Ken Spours Institute of Education

The need for Plan B for education, training & employment What would it mean for London?

Ken Spours Centre for Post-14 Research and Innovation

The squeezed middle and bottom

• 1 million 16-24 year olds unemployed (20+%) • Contagion will spread to 14-19 year olds with the

reversal of PPT push/pull factors and future dips in 16+ participation progression and transition (PPT)

• Policy is fuelling the crisis – curriculum, organisation and labour market

• Middle and lower attainers will be particularly affected - those on Level 1 pre-16 and L2 and below post-16

Plan B for education, training & employment • Employment and growth – National Investment Bank; tax on

banks for youth employment schemes; expansion of apprenticeships (more flexible?); framework for internships; expansion of vocational HE linked to regeneration

• Curriculum and qualifications – more balanced 14+ curriculum framework; knowledge and skill; more innovative, technological curriculum for all; more opportunities for vocational learning up to and including HE – need a full bac system

• Ecological vision of organisation – high opportunity progression eco-systems, bringing all the social and economic partners together, committed to the PPT of 100 per cent of learners in an area.

Action points for London • New types of provider agreement and collaboration (bottom-up) rather

than top-down that promotes efficiency and curriculum choice

• Harnessing the learner voice and community-based participation

• Idea of 14+ Progression and Transition Boards that has an economic, organisational collaboration and curriculum agenda

– Vertical integration of educationalists, employers, regeneration agencies and community organisations

– Developing provision for the underserved particularly middle and lower attaining learners

– Progression routes pre- and post-16

– Transitions at 17 and 18+ and removing barriers to labour market and apprenticeship opportunities

• Rebuilding a pan-London vision that unites providers in their diversity and poses question of role of local and regional agencies as brokers

88

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