• The D2N2 employability framework: Employers and schools supporting young people's routes to work

      Hutchinson, Jo; Dickinson, Berni; Vickers, Rob; Hooley, Tristram; University of Derby (D2N2, 2015)
      The D2N2 Employability Framework provides the methodology by which we can significantly improve the employability and life skills of our young people regardless of academic ability or which career pathway they chose to take. Collectively schools, colleges, training providers, wealth creating companies, social enterprises and the public sector have a duty to ensure that we give our young people the best chances in gaining employment and at the same time addressing the skills needs of employers within our area.
    • Delivering NEET policy packages? A decade of NEET policy in England

      Hutchinson, Jo; Beck, Vanessa; Hooley, Tristram; University of Derby; University of Leicester (Taylor and Francis, 2015)
      This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET.
    • Developing business. developing careers: how and why employers are supporting the career development of their employees.

      Hutchinson, Jo; Devins, David; Hooley, Tristram; Kelsey, Sarah; University of Derby, iCeGS; Leeds Metropolitan University, Policy Research Institute (PRI) (UKCES, 2012)
    • Evaluation of the NAHT Aspire

      Hutchinson, Jo; Neary, Siobhan; Hooley, Tristram; Hewitt, Des; Mieschbuehler, Ruth; Dodd, Vanessa; Langley, Emma; University of Derby, College of Education (International Centre for Guidance Studies, University of Derby, 2015-01)
      Data collected for this second interim report through a survey, telephone interviews and site visits indicates that the NAHT Aspire Partner Schools Programme has over a short period of time demonstrated an effective approach to school improvement. Significant is that 14 schools have been rated ‘Good’ by Ofsted. Schools have particularly welcomed and benefited from the adopted approach which emphasises; • Distributed leadership which empowers staff to take on a leadership role for the five strands; • Achievement Teams which build problem focused solutions, a positive climate for staff to feel valued and improved use of data within schools; • A whole school approach to school improvement through adoption and implementation of core values; • Peer support provided through Network Days and in school through Development Days; and • Staff development through training, coaching and the 2-6-2 meeting models. Survey evidence suggested that school leaders and teachers have a lot of confidence now that their school will change for the better (97% agreed or strongly agreed with this statement). Furthermore they reported that they have the right strategy and short term priorities to effect change that will impact upon teaching and pupil attainment. There was overall a high level of confidence (99%) that teaching and pupil’s learning would improve as a result of involvement in the programme. The dedicated support provided by NAHT Aspire Achievement Advisers offers a unique and valued aspect to the programme which provides localised bespoke training and consultancy to schools in the programme. Leadership capacity was identified as a concern by Ofsted in the three pilot schools that were judged to be ‘Inadequate’ and this factor was reflected in termly reviews of the schools’ success in implementing NAHT Aspire prior to the inspections. The programme is considered to provide value for money by schools, and may represent especially good value when compared with the costs of academisation. There have been a few withdrawals to date and these have been predominantly as a result of Ofsted inspections where schools have been judged ‘Good’ or have moved to ‘Special Measures’. It would be interesting to continue to monitor the outcomes of the programme over the coming years and to assess progression from ‘Good’ to ‘Outstanding.’
    • Supporting STEM students into STEM careers: A practical introduction for academics

      Hooley, Tristram; Hutchinson, Jo; Neary, Siobhan; University of Derby (iCeGS, University of Derby, 2012)
      Graduate employability is increasingly becoming a selection criteria used by students in their choice of university and discipline. It is also used as a metric for the quality assessment of institutions and the construction of the various league tables produced by newspapers and other media outlets. In addition to identifying levels of employment, further study and unemployment, graduates’ employment destinations are classified as “graduate” or “non-graduate” jobs. The distinction between “graduate” and “non-graduate” is also important for the various metrics that are produced from the destinations data.6 To evidence that a particular course or discipline supports graduate employability it is therefore important not only that graduates are able to find work, but also that they can find work of an appropriate level. A STEM degree should be a clear asset in achieving this aim of finding graduate level employment.