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LITERATURE REVIEW OF THE NEET GROUP

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APPENDIX 7: REPORT ANALYSIS FRAMEWORK

Literature Review: Report/Analysis FrameworkNEET

The report will cover six key themes as follows:

1. Document Details

2. Numbers and Classification

3. Barriers Faced by ' NEET' groups

4. Policy Map - How does this intervention connect to national policy?

  • Scotland
  • England

5. Policy Overview:

  • Intervention type / activity
  • Evidence of impact/effectiveness
  • Gaps in policy/intervention
  • Issues re: strategy/cohesion/partnership etc
  • Good practice/success factors - what works?

    6. Review Summary and Comment

    (The key questions/issues to address for each of the five themes are outlined in the table overleaf.)

    NEET Literature Review: Report/Analysis Framework

      1. Document Details

      2. Numbers and Classification:NEET sub-group - who are they and how are they being defined? How many people deemed to be in this sub-group, across Scotland / % of total NEET group

      1. General
      2. At-risk (specify, but likely to be from category h)
      3. Young care leavers
      4. Young carers
      5. Additional support needs - including disabilities; learning needs; language / communication disorder; social / emotional needs; individuals where first language isn't English / bilingual (specify)
      6. Young offenders
      7. Drug / substance misusers
      8. Low attainment / education disaffection / truancy / school exclusion
      9. Teenage parents
      10. Limiting long-term illness ( LLTI)
      11. Asylum seekers
      12. Ethnic minorities
      13. Educational attainment of parents /socio-economic status of parents ( i.e. inter-generational impact)
      14. EBP group (emotional and behavioural difficulties)

      Further NEET classification:

      1. 'positive' NEET ( i.e. chosen NEET status such as gap year / voluntary work) - this group should not form part of the analysis but - if picked up in literature or likely to be part of sample (due to problems with extracting them), need to mention
      2. 'barely' NEET ( i.e. young people currently classified as NEET but 'close' to the labour market. Therefore, likely to require minimal support)
      3. \inactive group ( e.g. carers; disabilities)
      4. residual NEET (facing multiple barriers; likely to be repeatedly NEET / NEET recidivists)

      3. Barriers Faced by ' NEET' groups. Identify the type/nature of the barriers and difficulties faced by NEETs generally and for specific sub-groups - different issues needing different interventions for example?

      The literature review to build up a picture of the range of issues/difficulties and how they might vary by group/areas? Types of barrier might be, for example:

      4. Attainment levels;

      5. Needs/interest not engaged at school/in education environment (eg. Due to lack of vocational options?)

      6. Personal Circumstances (home life, caring responsibilities etc)

      7. Attitudes/Culture/Peer Influence

      8. Benefits/Financial constraints/incentives

      9. Language

      10. Self-perceptions/others' perceptions

      11. Finance

      12. Equalities issues

      4.Policy Overview: How does this policy intervention 'connect' to the national picture?

      (1) National policy and funding? - Smart, Successful Scotland; Closing the Opportunity Gap; Lifelong Learning Strategy, Beattie, DtS, role of Careers Scotland etc (compared to Connexions/ Personal Advisor role in England for example)

      (2) What is the title of the intervention? - EMAs, New Deal

      (3) Who delivers?- responsible agencies/partners - Careers Scotland, schools, LAs, etc?

      (4) How is the intervention delivered? For example:

      a. guidance/support (Careers/Connexions type support);

      b. finance ( EMAs type support)

      c. community/outreach work;

      d. home tuition/alternative provision

      e. prevention (ie working with the "at risk group")

      f. wider education options - introduction of vocational provision

      g. incentive schemes ( e.g. connexions card in England)

      h. equalities issues

      5.Policy Review: Identify evidence to address the following questions:

      1. What is the impact/effectiveness?

      2. Are there/where are there gaps in policy/intervention?

      3. What are the issues and lessons? What doesn't work so well? For example cohesive strategy, partnership working, joint working across agencies, data/information; equalities issues?…..

      4. What are the success factors and good practice - what works well?

      5. What are the unknown factors? (what the literature doesn't say)

      6. Review Summary And Comment:

      NEET Literature Review: Document Review Template

      Reviewer:

      A) Document Details:

      Title

      Author

      Publisher

      Date

      Type/Nature of study

      [Strategy/Policy; Research; Evaluation - Qualitative and/or Quantitative; Data Report/Analysis]

      Sampling and data sources

      How sampling undertaken; data sources used ( e.g.SSLS; LFS)

      Reliability Rating/Issues (based on type and sampling)

      1 = reliable; 2 = somewhat reliable; 3 = questionable reliability

      Country of origin

      B) Numbers & Classifications - Findings:

      Questions to Address:

      • Numbers in the NEET group?
      • % of cohort?
      • What are the sub-groups? How are they defined?
      • No. in sub-groups; % of overall NEET
      • Patterns/issues across Scotland - Rural/urban etc
      • Unknown factors - what the literature doesn't say/answer

      C) Barriers Faced - Findings:

      Questions to Address:

      • Identify the barriers faced by NEET generally and by sub-group
      • Different issues for different sub-groups?
      • Different issues need different interventions?
      • Unknown factors - what the literature doesn't say/answer

      Egs of barriers - Attainment levels; Needs/interest not engaged at school/in education environment (eg. Due to lack of vocational options?); Personal Circumstances (home life, caring responsibilities etc); Attitudes/Culture/Peer Influence; Benefits/Financial constraints/incentives; Language; Self-perceptions/others' perceptions; Finance; Equalities issues

      D) Policy Overview - Findings:

      Questions to Address:

      • Connect to national policy and funding?
      • Title of intervention?
      • Who delivers?
      • How is intervention delivered? (see below)

      Egs of type of support/intervention: guidance/support (Careers/Connexions type support); finance ( EMAs type support); community/outreach work; home tuition/alternative provision; prevention (ie working with the "at risk group"); wider education options - introduction of vocational provision; incentive schemes ( e.g. connexions card in England); equalities issues

      E) Policy Review - Findings:

      Questions to Address:

      • What is the impact/effectiveness? (Include a reliability comment on the research undertaken)
      • Are there/where are there gaps in policy/intervention?
      • What are the issues and lessons? What doesn't work so well?
      • What are the success factors and good practice?
      • Unknown factors - what the literature doesn't say/answer

      F) Reviewer Summary and Comment:

      Questions to Address:

      • Key message/issues/conclusion
      • other emerging issues; patterns based on other literature
      • Recommendations for:
      • future data ( e.g. different sources; longitudinal; boosted sample sizes)
      • future research ( e.g. further studies with specific sub-groups / review of policy interventions)
      • future policy development / practice ( e.g. specific changes to policies; roles and responsibilities for delivery agents)
      • unknown factors - what the literature doesn't say/answer

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          Page updated: Thursday, October 27, 2005