New Directions: What young people’s and parent’s views of vocational education and training tell us about education choices after 16 Heidi Agbenyo November 2012

Web: Introduction About the City & Guilds Centre for Skills Development (CSD) Context, challenges and big debates About the research Key findings and recommendations

Web: About CSD The City & Guilds Centre for Skills Development is an independent, not for profit research and development body for vocational education and training. It works to influence and improve skills policy and practice worldwide through an evidence-based approach. It is part of the City & Guilds Group.

Web: Context, challenges and big debates 4 Youth unemployment is at an all time high: Are young people equipped to compete in today’s labour market? University is becoming too expensive; vocational education is set to benefit. Information, advice and guidance: Will changes to provision improve access and effectiveness?

Web: About the research: What did we investigate? Young people’s and parents’ views of vocational education and training Influences behind young people’s choices of career/qualification path The role of information advice and guidance on influencing education (both general and vocational education) and careers choices Young people’s and parents’ views on encouraging the take up of vocational options.

Web: About the research: Methodology Quantitative online survey  Survey of 1,620 young people aged between 15 and 19, and 1,693 parents of children in this age group.  Within this sample, 1,231 young people and their parents completed a paired questionnaire Qualitative discussion surveys  Two follow up online discussions with young people. (vocational and general qualifications).

Web: About the research: The sample UK-wide  England (85%), Wales (5%), Northern Ireland (3%), Scotland (3%)  80% of young people were studying or recently completed qualifications GCSE’s and A levels  31% were studying or recently completed vocational qualifications (including BTECs, City & Guilds, apprenticeships and diplomas) Gender  53% young people were male; 53% parents were female Ethnic group  14% young people and parents were from black and ethnic minority groups. 7

Web: Making choices 8

Web: Making choices contd. 9

Web: Making choices ‘I thought about what would most likely keep my options open and was ‘academically’ acceptable.. And kept in mind what I would find interesting.’ Male, 18, general qualifications Majority of young people said they chose subjects that they are interested in (74%) or good at (59%). Less than two-thirds (61%) said they had a career or job in mind. Only 23% of young people chose vocational courses to help them get a job. but  Older groups and people from BME groups were more likely to chose qualifications based on future plans. 10

Web: Access, sources and effectiveness of information advice and guidance

Web: Access, sources and effectiveness of information advice and guidance contd. 12

Web: Access, sources and effectiveness of careers advice and guidance: Meet the parents 38% of parents said they weren’t confident about giving their children advice Those most likely to be confident giving information and advice about education and employment were most likely to have:  A higher level of education  Have children who were in employment, education or training (61% were confident compared with 51% of parents of young people not in education, employment or training). Only 37% of parents felt confident providing their children with advice on vocational qualifications, including apprenticeships compared to other routes. 13

Web: Awareness and understanding of vocational education Parents and young people had similar levels of awareness of the term ‘vocational education’ but 17% of parents and 23% young people struggled to define the term Young people on general routes made little effort to find out about vocational qualifications. Young people (general and vocational routes) felt that vocational qualifications:  W ere narrower than A levels  Were less transferable than general qualifications  Provided less opportunities for progression and access to higher skilled jobs.

Web: Encouraging take up of vocational options 15 More information needed on the range of options available for vocational qualifications and the implications in terms of progression on to university and employment. Call for direct information experiences such as work experience, information from employers and taster sessions.

Web: Conclusions and recommendations Awarding bodies and learning providers should equip parents and teachers and advisers to support young people’s vocational education choices. Careers advice resources should be targeted to redress the balance of resources available to young people on different routes. Information and advice that emphasises the transferability of skills and knowledge gained through vocational courses is needed.

Thank you Web: Twitter: