Académique Documents
Professionnel Documents
Culture Documents
Contents
Introduction
Context Trends in Youth Development
Drivers in Successful Youth Transitions
Where Policy Intervenes
Principles from the Evidence
Introduction
We will
Look at the demands from
employers of new labour
market entrants.
What attributes do
adolescents need to develop?
Further
We take stock of how adolescents develop the skills for adulthood, and explain the
challenges they encounter.
We define the role of Government in supporting the development of young people.
We consider whether the fact that the lives of young people are changing rapidly matters
for adolescent development, or has significant policy implications.
Introduction
Structure of Report
Trends
Drivers
Role of
Government
Principles
Middle
adolescence
Age 14 to 16
Late adolescence
Age 17 to 19
Introduction
Changes
Physical
Brain
Development
Intellectual
Psycho-social
Introduction
Contents
Introduction
Context Trends in Youth Development
Drivers in Successful Youth Transitions
Where Policy Intervenes
Principles from the Evidence
We briefly look at trends in some of the main changes that have occurred in
the lives of young people and how they view life today.
Trends in Youth
Development
Demographic
Attainment at age 16 has risen steeply yearon-year for over the last 20 years since the
introduction of GCSEs
Trends in GCSE/O-level attainment 1963-2009
Trends in Youth
Development
Learning
GCSEs
introduced
Source: GCSE and Equivalent Results in England, 2008/09 and DCSF time series
DCSF Level 2 and 3 Attainment by Young People in England Measured Using Matched
Administrative Data: Attainment by Age 19 in 2008
10
Trends in Youth
Development
Learning
1 in 5 young people in the poorest households gain 5 or more A*-C GCSEs (inc.
English & Maths) compared to three quarters of those from the richest homes - a
gap of over 50% pts.
GCSE threshold attainment by parental income quintile
Source: Chowdry et al. (2009), Drivers and Barriers to Educational Success - Evidence from the Longitudinal Study of Young People in England. DCSF-RR102
11
Trends in Youth
Development
Learning
SEG
NS-SEC
Sources: Participation in Education, Training and Employment by 16-18 Year Olds in England SFR 12/2009; YCS cohorts 3 to 13
Gregg and Macmillan (2009) Family Income and Education in the Next Generation: Exploring the income gradients in education for the current cohorts of youth. CMPO Working Paper 09/223
12
Trends in Youth
Development
Learning
Here the LSYPE & YCS have been used to categorise the routes
taken by young people in the two years following compulsory
education. This pie chart represents eight stereotypical pathways
based on individual monthly activity data.
13
Trends in Youth
Development
Economic
Recession
Recession
14
Trends in Youth
Development
Social
15
Trends in Youth
Development
Social
16
Digital age has profoundly changed what young people do, how
they see themselves and communicate with one another...
90%
55%
75%
45%
32%
82%
37%
Trends in Youth
Development
Technological
Media Literacy Audit, Ofcom (2009); Youthnets Life Support: Young peoples needs in a digital age report.
Twitter.com
17
...but despite this technological change, what 14-19 year olds say
most worries them feels remarkably familiar.
Trends in Youth
Development
Voice of Young People
Education
Net 74%
Careers
Net 34%
Relationships
Net 44%
Health
Net 20%
Driving lessons/learning to drive,
growing up, travel
Source: DCSF Digital Comms presentation, quant online survey of 1000 14-19s
78%
55%
78%
56%
60%
Agree
Community
Cohesion
Statement
Trends in Youth
Development
19
Contents
Introduction
Context Trends in Youth Development
Drivers in Successful Youth Transitions
Where Policy Intervenes
Principles from the Evidence
20
Childhood
14
Drivers in successful
Youth Transitions
Employers Demands
16
19
Social and
emotional skills
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic and wider
Outcomes
Young Person's
Attitudes and Behaviours
Parental Attitudes
Family Resources
Community
School
21
Optimism
Confidence / self confidence
Perseverance and persistence
Planning and organising
Dependability
Self-esteem
Emotional intelligence
Self management
Team work
Locus of control
Managing relationships
Managing stress
Self-efficacy
22
Economic
Outcomes
Vocational degrees
include professional
qualifications such as
accountancy, law, etc.
Academic
Vocational
*Wage returns are interpreted as the average percentage increase in wages or the chance of being employed as result of holding a particular qualification
compared to other people that do not hold that qualification. They are a more sophisticated way to analyse the economic value of skills as they take account of
other factors that also might affect wages or employment chances. Examples of these include, gender, age, ethnicity, hours worked and region.
23
Source: Jenkins et al (2007): The Returns to Qualifications in England, Updating the Evidence
Base on Level 2 and Level 3 Vocational Qualifications. CEE Discussion Paper no. 89.
Economic
Outcomes
24
and demand for cognitive and social and emotional skills is likely
to continue.
Sources: Felstead et al (2006) Skills at work; IER estimates base on Census and LFS data
Employers demands
Economic
Outcomes
25
Employers demands
Economic
Outcomes
Personal attributes are defined in NESS as: Lack of motivation/enthusiasm/commitment; work ethic/poor attitude to work; time keeping skills/punctuality;
poor attitude (inc. manners/respect); not prepared to work long hours; discipline; social/people skills; common sense; initiative; confidence; responsibility;
personal appearance/presentation.
26
Cognitive
Estimated coefficient
Marginal effect
Cognitive skills
1) Feinstein (2000), The relative importance of academic, psychological and behavioural attributes developed in
1) Duncan et al, 'School Readiness and Later Achievement.', Developmental Psychology 43:6. Filled triangles indicate statistically
childhood. 2) Carneiro et al, (2007), The Impact of Early Cognitive and social and emotional Skills on Later
significant coefficients (2008). Results based on results from 6 surveys across different countries.
Outcomes;
27
Young peoples attitudes and behaviours are key and they are
shaped by a variety of influences
A conceptual model
Childhood
14
Drivers in successful
Youth Transitions
Employers Demands
16
19
Social and
emotional skills
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic and wider
Outcomes
Young Person's
Attitudes and Behaviours
Parental Attitudes
Family Resources
Community
School
28
29
Source: LSYPE
Internalising
Behaviour
Exteranalising
behaviour
However, multiple
engagement in risky
behaviours is associated with
up to a 20% reduction in
GCSE points. A reduction in
8-12 entire GCSE grades.
-0.8
-4.5
-50.3
3
1
-5.5
-3.1
-3.3
-72.1
-80
-70
-60
-50
-40
-30
-20
-10
Note: 6 points represent 1 grade in 1 subject, although 16 points are given for the lowest pass (grade G)
30
Source: LSYPE
Note: 6 points represent 1 grade in 1 subject, although 16 points are given for the lowest pass (grade G)
31
Parental Attitudes
32
Parental Attitudes
33
percentage
Parental Attitudes
0
P
Sources: Schoon and Polek (2009) High Hopes in a Changing World: Social disadvantage and educational expectations in three age cohorts
34
Parental Attitudes
proportion
percentage
4
V
N
0
Source: LSYPE
35
Family Resources
Chowdry et al. (2009), Drivers and Barriers to Educational Success - Evidence from the
Longitudinal Study of Young People in England. DCSF-RR102
36
As young people get older they spend more time with their peers,
particularly those from more socially disadvantaged groups.
During adolescence, young people want to
spend more time with peers.
percentage
percentage
37
38
percentage
percentage
39
40
Community
Source: Chowdry et al. (2009), Drivers and Barriers to Educational Success Evidence from the Longitudinal Study of Young People in England. DCSF-RR102
41
41
percentage
School
42
42
School
Source: Burgess et al (2009) Do teachers matter? Measuring the variation in teacher effectiveness in England
43
School
44
School
45
Contents
Introduction
Context Trends in Youth Development
Drivers in Successful Youth Transitions
Where Policy Intervenes
Principles from the Evidence
46
This section looks at how current policy intervention acts on each of those
drivers to produce better and more equal outcomes.
14
Childhood
Prior
Attainment
Social and
emotional skills
Cognitive Skills
16
19
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic
Outcomes
Young Person's
Attitudes and Behaviours
Policy
interventions
Parental Attitudes
Family Resources
Community
School
47
Childhood
Prior
Attainment
percentage
Feinstein, L (1999) The relative economic importance of academic, psychological and behavioural attributes developed in childhood Source: Feinstein (2003). Inequality in the Early Cognitive Development of British Children in the 1970
Cohort, Economica, p73-97. Blanden and Machin (2007) Recent Changes in Intergenerational Mobility *Gregg and Macmillan (2009) Family Income and Education in the Next Generation: Exploring the income gradients in education for the
current cohorts of youth. CMPO Working Paper 09/223
48
Childhood
Prior
Attainment
Goodman and Gregg [eds] (2010) Childrens educational outcomes: the role of attitudes and behaviours,
from early childhood to late adolescence.
49
Where Policy
Intervenes
14
Childhood
Prior
Attainment
Social and
emotional skills
Cognitive Skills
16
19
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic
Outcomes
Young Person's
Attitudes and Behaviours
Parental Attitudes
Family Resources
Community
School
Preventing
Disengagement
Technological
Access
Tackling Risky
Behaviours
Helping post-16
transitions
Developing social
and emotional
attributes
50
Where Policy
Intervenes
14
Childhood
Prior
Attainment
Social and
emotional skills
Cognitive Skills
16
19
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic
Outcomes
Young Person's
Attitudes and Behaviours
Parental Attitudes
Family Resources
Community
School
Preventing
Disengagement
51
percentage
Where Policy
Intervenes
Many young people first their gain Level 2 qualification between ages 16 and
19. This underlines that young people can achieve and that early disengaging
young people are failing to reach their potential.
Ross, A. (2009) Disengagement from education among 14-16 year olds. DCSF-RR178 .
Chowdry, H. et al. (2009), Drivers and Barriers to Educational Success - Evidence from the Longitudinal Study of Young People in England. DCSF-RR102
52
Where Policy
Intervenes
Callanan, M. Kinsella, R. Graham, J. Turczuk, O. and Finch, S. (2009) Pupils with Declining Attainment at Key
Stages 3 and 4: Profiles and impacts of underachievement and disengagement. DCSF Research Report 086
53
Where Policy
Intervenes
54
Positive relationships
with teachers
Study support
Engaging curriculum
Supervision of
homework
Preventing bullying
Extra-curricula
activities
Where Policy
Intervenes
Ross, A. (2009) Disengagement from education among 14-16 year olds. DCSF-RR178 .
55
Where Policy
Intervenes
14
Childhood
Prior
Attainment
Social and
emotional skills
Cognitive Skills
16
19
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic
Outcomes
Young Person's
Attitudes and Behaviours
Parental Attitudes
Family Resources
Community
School
Technological
Access
56
percentage
Where Policy
Intervenes
Chowdry, H. et al. (2009), Drivers and Barriers to Educational Success - Evidence from the Longitudinal Study of Young People in England. DCSF-RR102
57
Where Policy
Intervenes
14
Childhood
Prior
Attainment
Social and
emotional skills
Cognitive Skills
16
19
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic
Outcomes
Young Person's
Attitudes and Behaviours
Parental Attitudes
Family Resources
Community
School
Tackling Risky
Behaviours
58
Where Policy
Intervenes
59
Where Policy
Intervenes
Prevention
What matters most around risky behaviours is not engaging in them from outset.
The most important anchor points to effective policy intervention are: young persons attitude
to school; the relationships with family; and the influence of peers
Participation in self-development activities associated with reduced risky
behaviours socialising activities (just hanging out around town / going out with
friends) associated with increased risky behaviours).
So important to encourage desired activities e.g. youth facilities policies; positive
activities.
Remedy
60
Where Policy
Intervenes
14
Childhood
Prior
Attainment
Social and
emotional skills
Cognitive Skills
16
19
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic
Outcomes
Young Person's
Attitudes and Behaviours
Parental Attitudes
Family Resources
Community
School
Helping post-16
transitions
61
Where Policy
Intervenes
percentage
62
Where Policy
Intervenes
14
Childhood
Prior
Attainment
Social and
emotional skills
Cognitive Skills
16
19
Social and
emotional skills
Social and
emotional skills
Cognitive Skills
Cognitive Skills
Adulthood
Economic
Outcomes
Young Person's
Attitudes and Behaviours
Parental Attitudes
Family Resources
Community
School
Developing social
and emotional
attributes
63
Where Policy
Intervenes
Jackson, M., Goldthorpe, J. H. and Mills, C. (2005), Education, Employers and Class
Mobility, Research in Social Stratification and Mobility, 23: 1-30.
MacBeath, J. et al (2001) The Impact of Study Support DfES Research Report 273
MORI (2004) Study Support Survey. DfES Research Report 591
64
Contents
Introduction
Context Trends in Youth Development
Drivers in Successful Youth Transitions
Where Policy Intervenes
Principles from the Evidence
65
Be inclusive but
proportionate
Use the
strongest drivers
and levers
Engaging and
enriching
Relevant &
responsive
Use
opportunities
and incentives
66
Prevention better
than cure
Precision of
targeting
67
69
Next Steps
Many of this conclusions from this evidence update support the direction
of travel within recent major policy change for young people
72