• Developing a new generation of careers leaders: An evaluation of the Teach First Careers and Employability Initiative

      Hooley, Tristram; Dodd, Vanessa; Shepherd, Claire; University of Derby (International Centre for Guidance Studies, University of Derby, 2016)
    • Developing a new generation of careers leaders: Executive summary

      Hooley, Tristram; Dodd, Vanessa; Shepherd, Claire; University of Derby (International Centre for Guidance Studies, University of Derby, 2016)
    • Evaluating social pedagogy training and development in Lincolnshire

      Moore, Nicki; Dodd, Vanessa; Sahar, Arif; University of Derby (2016)
      This report presents the findings and recommendations from an evaluation of social pedagogy training and implementation in residential homes in Lincolnshire. The social pedagogy training delivered by Jacaranda training in Spring 2015 was completed by 45 members of staff from three care homes in Lincolnshire
    • Evaluation of the Chrysalis Summer School - 2008-2015

      Hooley, Tristram; Dodd, Vanessa; Sahar, Arif; University of Derby (International Centre for Guidance Studies, University of Derby, 2016-07)
      This report presents a mixed-methods Evaluation of the Chrysalis Summer School’s impact drawing on evaluation data from 2008-2015.
    • Evaluation of the Legacy Careers Project

      Dodd, Vanessa; Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2016-04)
    • Hours spent building skills and employability

      Foster, Rowan; Svanaes, Siv; Howell, Sarah; Neary, Siobhan; Everitt, Julia; Dodd, Vanessa; University of Derby (Department for Education, 2020-07)
      This report summarises findings from a mixed-methods research project conducted by IFF Research, in partnership with the International Centre for Guidance Studies at the University of Derby, to measure the time that young people spend on activities in and outside of education which builds their skills and employability. This research involved two phases. Firstly, a qualitative phase in summer 2017 comprising 15 interviews with education providers and nine focus groups with young people. This phase explored providers’ experiences of planning and recording planned hours, and the activities that young people undertake to build their skills and employability. The second phase of the research involved a quantitative survey of students in March 2018, consisting of a total of 2,024 interviews. The survey sample included students in pre and post-16 education and those in academic and technical courses. Findings suggest pre-16 students, i.e. years 10 and 11, on average participate in 852 qualification hours per year across all their subjects (22.4 per week). This compares to an average of 563 annual hours amongst post-16 students, i.e. years 12 and 13, (15.1 hours per week). There were no significant differences between those in post-16 academic educations and those in post-16 technical education in the average number of qualification hours reported per week (15.0 and 15.1 respectively). Students also engage in a range of non-qualification activities expected to contribute to their wider employability, with careers guidance and exam revision and practice common across all ages. This pattern was also consistent between full and part-time students. Post-16 students doing mainly academic qualifications spend the most amount of time on homework and self-study (nearly 13 hours per week), with post-16 students in technical education spending on average 8 hours on these tasks.
    • NAHT Aspire Pilot Evaluation (Executive Summary)

      Neary, Siobhan; Dodd, Vanessa; Radford, Neil; Institute of Education (2016-01)
      The NAHT Aspire Partner Schools programme is based on a multi-strand approach to school improvement. It utilises a five strand design focusing on, leadership, assessment for learning, learning environment, pedagogy and curriculum, and student and family support. This is delivered within clusters groups, underpinned by distributed leadership and supported by external advisers. The model is aligned with current international research on school improvement and effectiveness. It aims to support schools to progress from a Requires Improvement Ofsted assessment to a Good grading within three years. This evaluation reports on the implementation and the impact of NAHT Aspire at just over the two-year point in the programme (six of the nine term cycles of activity). Participants believe that it has improved their school, has empowered teaching staff and built leadership capacity. In addition, it is cost effective and has provided value for money when compared with the costs of forced academisation.
    • Understanding career management skills: findings from the first phase of the CMS LEADER project

      Neary, Siobhan; Dodd, Vanessa; Hooley, Tristram; International Centre for Guidance Studies (2016)