Presentation on theme: "Centre for Analysis of Youth Transitions. 2 Team ●Paul Johnson, Director ●Ingrid Schoon, Research Director ●Alissa Goodman, Anna Vignoles and Andy Ross,"— Presentation transcript:
Centre for Analysis of Youth Transitions
2 Team ●Paul Johnson, Director ●Ingrid Schoon, Research Director ●Alissa Goodman, Anna Vignoles and Andy Ross, Deputy Directors
3 Centre for Analysis of Youth Transitions Our knowledge and expertise Multi- disciplinary team Research capability Policy expertise ●Psychology, economics, sociology, education, criminology ●3 highly respected organisations with close working relationships ●Quantitative focus with qualitative capability ●Cutting edge methodologically ●Extensive experience in use of large scale survey and administrative data ●Exceptional track record of advising policy-makers at the very highest level ●Txt Text ●Txt Text
4 Centre for Analysis of Youth Transitions The vision ●Txt Text ●Txt Text Research Themes Education & Employment Risky Behaviours & Positive Activities Disadvantaged & Vulnerable Groups
5 Centre for Analysis of Youth Transitions Education & Employment Transitions Research topics Risky Behaviours & Positive Activities Disadvantaged & Vulnerable Children ●Choices at 16 ●Widening participation in HE ●Aspirations and expectations ●School engagement ●Timing and sequencing of transition experiences ●Combining multiple roles in education, employment and family life ●Returns to education ●Self regulation ●Life styles ●School engagement/ disengagement ●Truancy ●Smoking, drinking and drugs ●Intergenerational relationships governing health and well being ●Youth crime ●Poverty ●Family structure ●Ethnicity ●Teenage mothers ●Early school leavers ●Mental health ●Victims of bullying ●Special Educational Needs ●Txt Text ●Txt Text
6 Centre for Analysis of Youth Transitions Education transitions ●imminent introduction of the age 18 education and training participation age ●rapidly rising youth unemployment rate ●strong focus on improving our understanding of the drivers of education and labour market transitions ●holistic approach to the numerous transitions young people make when moving from adolescence into adulthood ●way in which different types of transition (in education, employment, family life and housing) interact.
7 Centre for Analysis of Youth Transitions Risky behaviour ●risky or anti-social behaviours/ positive behaviours ●how these behaviours interact with one another ●not all young people persist in such behaviours over the long term ●many behaviours are strongly linked with youth identity formation and social interactions ●Costs/ benefits of different strategies □universal versus targeted □when best to intervene.
8 Centre for Analysis of Youth Transitions Disadvantaged and vulnerable groups ●not all young people are affected in the same way by adversity ●many of vulnerable and disadvantaged groups are more likely to be unemployed, to have children outside of marriage, to be socially isolated, to commit crimes, and to live in poverty ●need for better understanding of these specific and cumulative risk effects. ●examine in more detail how disadvantaged and vulnerable youth navigate important transitions
9 Centre for Analysis of Youth Transitions CBA – drugs policy ●evaluation of whether policies based on prevention/communication or those focused on treatment/enforcement are more cost effective ●determine a sensible “balance of intervention” ●CBA Methodology: review of existing literature, use of published data on costs ●monetary values on immediate impacts of programmes through linking those impacts to longer term individual and social benefits ●using available evidence to put estimates on these monetary values
10 Centre for Analysis of Youth Transitions Jobs without training ●significant numbers of young people enter jobs that have no training attached with low pay and short contracts ●most focus on NEETs - less analysis of the JWT group ●yet these young people are a large and important component of the youth labour market ●they make up around two-thirds of those who leave full- time education post-16 ●poor initial job quality likely to have long-lasting effects on future employment, earnings, and skill development