Tackling local youth Worklessness through a whole area approach
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Tackling local youth Worklessness through a whole area approach Rob Williamson Skills and Employability Team. Raising the Participation Age.

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Tackling local youth Worklessness through a whole area approach Rob Williamson Skills and Employability Team

Raising the Participation Age

  • From summer 2013, young people will be required to continue in education or training until the end of the academic year in which they turn 17. From 2015, they will be required to continue until their 18th birthday.

  • Young people will choose how they participate post-16, which could be through:

    • Full-time education, such as school or college

    • Part-time education or training if they are employed, an apprenticeship self employed or volunteering for 20 hours or more a week.

      Source: DfE, Facts for LAs – Jan 2012

How many young people will be affected by RPA?

Activities of 16-18 cohort November 2011

Key questions for schools and other pre 16 providers:

Have sufficient arrangements been made to secure independent impartial careers guidance for all pupils in Year 9-11?

How do schools ensure their learners are equipped to successfully participate and progress beyond 18, whichever pathway they choose at 16?

Are there clear 14-19 pathways that learners can easily understand?

Are robust partnerships in place to deliver the 14-19 pathways?

How will this effect employers?

If employers employ a 16 or 17 year old for 20 hours or more a week,

and for eight or more weeks in a row they have two duties.

To take reasonable steps to check young person has made arrangements to participate in education or training or arrange accredited training for them.

To permit the young person to participate in education or training.

Employers will not:

Be responsible for monitoring the young person’s attendance.

Have to pay for the training or the wages while they are not at work.

The young person’s training should be at least 280 guided hours per year, but can be taken flexibly.

A DFE consultation is currently underway on whether employers should be financially penalised if they breach duties.

New ways of working to deliver RPA in Kent – roles and responsibilities

The role of the LA through the Employability and Skills Team is to

provide leadership, influence and Strategic direction to help

providers develop their own local solutions.

Delivering RPA will be dependant on local providers developing

solutions in partnership with others in their area.

To support this process the Employability and Skills Team is

planning to run a RPA pilot based on the development of

four district centres of good practice.

RPA key issues

The Skills and Employability Team has undertaken a detailed analysis

of the 16-8 cohort and identified barriers to participation. The initial

findings have identified a number of key issues:

Early intervention

Tracking young people

Supporting vulnerable learners

Raising Achievement

Raising Aspiration, Achievement and Attitude through CEIAG

Realigning the post 16 offer

Improving engagement in the Year 13 age group

Employer engagement

Communication with young people, parents, carers and employers

Next steps

To understand the implications of the following consultations and their impact on RPA:

National curriculum review, 16-19 Programme of study review, 16-19 Funding review, Work related learning consultation, Changes in the Education Act 2011and Bursary funding

2. Restructure local partnerships to deliver RPA

3. Support the transition from the universal careers service to the

provision of impartial guidance by schools from September 2012

4. RPA consultation ends April 13th 2012

5. Planning for RPA pilots running April 2012- March 2013

The Key Stage 4 Measure

  • What the measure might look like:

  • School A had 90 per cent of pupils who progressed to a positive destination within one year of ending Key Stage 4. Of these pupils:

  • 50 per cent entered further education in School Sixth Form

  • 20 per cent entered further education in Further Education College

  • 10 per cent  entered work-based learning or an Apprenticeship

  • 10 per cent entered employment

  • Other options we considered, but dismissed, for development of KS4 measures were:

    • Attainment

    • Higher Education

    • Source: DfE October 2011

The Key Stage 5 Measure

What the measures might look like:

College B had 70 per cent of students who progressed to a positive destination within one year of their 16-18 learning. Of these pupils:

40 per cent entered higher education at University (the DfE may then break this down into top Universities)

20 per cent continued in further education.

10 per cent entered employment

Subject to data testing, the KS5 destination measure will be published alongside the KS5 Performance Tables.

There are specific challenges facing the development of the KS5 measure.

Source: DfE October 2011

Kent Employment Programme – Supporting Kent’s Employers to Grow, Creating Opportunities for Young People

For further info please contact:

Wayne Gough

[email protected]

07921 037399

Why we are right to act now on youth unemployment…..

2008 Financial Crisis and Recession

The impact of the Future Job Fund

KCC’s response:

Draw together and focus 2 million pounds of funding from several funding streams to provide grants for employers to support long term work based training for those who are:

  • Work Programme Clients (9months + unemployed)

  • JCP Clients (3 – 9 months unemployed)

Next Steps

  • Media briefing in March

  • Go Live 1st April

  • Launch to business at Kent 2020 on 19th April

  • Marketing surrounding events and on-going over 2 year period

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