« Previous | Contents | Next »
Listen
CHAPTER FIVE CONCLUSIONS AND KEY MESSAGES
5.1 This chapter presents the main conclusions of this study and presents key considerations arising from the research related to the future development of policy aimed at the "at risk" group.
Needs of the "at risk" group
5.2 The study has shown that the "at risk" group is not homogeneous and that it includes young people with a variety of, and at times complex, support needs which have to be addressed in different ways. This means that provision needs to be both flexible and diverse. It also cannot rely on one type of provider alone, but should involve a variety of organisations and agencies which have the skills and expertise to address young people's needs in a professional way. Schools, in conjunction - where appropriate - with other providers and agencies should work closely together to provide a continuous and consistent service to this vulnerable group of young people. Further research may be required to explore the approaches adopted and provision made by other organisations and agencies such as Careers Scotland for the "at risk" group.
LA strategic issues
5.3 The study set out to examine the impact DtS had had on engendering activities and projects aimed at young people at risk of becoming NEET. It has shown that while DtS had (at the time of the study, February - October 2005) enabled some authorities to expand, and in some cases initiate new, provision, progress had been varied and not uniform across LAs. Not all authorities had established DtS targets for reducing the number of young people who become NEET or implemented DtS specific provision aimed at this group. The lack of focus on addressing the NEET issue through DtS was hardly surprising, given the fact that the recommendations of the Review of Education for Work and Enterprise (Scottish Executive, 2002) did not contain any specific targets relating to those at risk of becoming NEET.
5.4 The main reasons given for the lack of focus on developing provision aimed at the "at risk" group differed across LAs. Some authorities were still at an early DtS implementation stage and had focused most of their resources on building up strategic and operational structures. There was evidence that some of these LAs were planning to put more emphasis on addressing the needs of young people at risk of becoming NEET in subsequent years. In other areas, there was a view that DtS activities should be offered to all pupils and not just to the disaffected ones. However, some of these authorities contended that even though not targeted at them, many of the DtS-funded activities or curricular changes were particularly suitable or beneficial for the "at risk" group. Furthermore, most LAs believed that DtS complemented and supported other existing strategies and initiatives aimed at the target group, including, for example, the Activate programme 5 and the flexible curriculum 6.
5.5 Evidence from the case study visits and the LA staff interviews showed that not all authorities had implemented 'joined up' approaches to addressing the needs of those at risk of becoming NEET. In particular, not all authorities appeared to have established clear cross-departmental strategies targeted at the "at risk" group. Furthermore, in some LAs there seemed to be a lack of coordination of activities and communication between those with responsibility for pre-16 and post-16 provision.
Best practice at an operational level
5.6 This study has confirmed many of the findings of previous research relating to good practice in the delivery of projects and activities for young people at risk of becoming NEET. In particular, it has shown that the key factors enabling disaffected learners to become re-engaged and achieve successful outcomes include:
- Offering them activities which are meaningful and relevant to them and which they can participate in on a voluntary basis
- Delivering learning in an alternative environment, which is not like school
- Providing one-to-one support to young people, which is tailored to their individual needs and circumstances
- Employing project staff who have the skills and qualities to develop meaningful and supportive relationships with the young people, many of whom have negative previous experiences of adults and people in authority
- Establishing strong links with schools and other agencies to support young people's transition beyond their involvement in the project or activities.
Considerations for the Scottish Executive
5.7 The Scottish Executive may want to consider the extent to which all LAs should be required to develop DtS actions to implement specific provision - whether in a mainstream or alternative setting - aimed at young people at risk of becoming NEET. It may also consider putting in place additional support structures for those LAs with less experience or expertise in this area.
5.8 The Scottish Executive may need to consider working with LAs to establish more joined up approaches and strategies for monitoring and addressing the needs of the "at risk" group before and after leaving school. As part of this, it should also encourage LAs to ensure that all relevant stakeholders are made aware of the DtS strategy and how it can be used to develop and expand provision for those at risk of becoming NEET.
5.9 The Scottish Executive needs to consider how the best practice approaches identified by the research relating to discrete projects or activities can be embedded into mainstream provision and practice.
« Previous | Contents | Next »