A research project funded by the Framework 7 Research programme of the European Union What do we know? Presenting the baseline facts Dr Claire Cameron

A research project funded by the Framework 7 Research programme of the European Union Young people in care in context Three-fold increase in participation in education after compulsory phase since 1970 Age of transition varies but … Educational participation is becoming normative Affordability varies – free in DK/HU/SE but student debt increasing, especially in UK

A research project funded by the Framework 7 Research programme of the European Union % of young people in education % year olds in education % year olds in education

A research project funded by the Framework 7 Research programme of the European Union Context (ii) Discourse of ‘choice’ Marketisation Social and economic polarisation Unemployment - 20% Culture of individualisation A project of one’s own life

A research project funded by the Framework 7 Research programme of the European Union Survey Aim: to identify what is known about young people from a public care background and their participation in post- compulsory education Planned data sources: 1/3 of relevant agencies in each country; national statistics Difficulties obtaining comparative data – Different organisational structures – Statistics not collected in comparable ways

A research project funded by the Framework 7 Research programme of the European Union Actual data sources EN: 38/150 LAs + national statistics DK: 5 managers + national statistics HU: 20 agencies, 4 managers, national statistics SP: 13 managers, no national statistics SW: 8 LA managers telephone Ivs

A research project funded by the Framework 7 Research programme of the European Union Young people from care - England EN govt: at age 19, 30% are in higher or further education Study survey: at age 18+ At university 9% In further education46% In some kind of training aged 16+54% Recent improvements but not matching all YP

A research project funded by the Framework 7 Research programme of the European Union Denmark 66% of young people in care do not have post-compulsory qualifications 7% have the upper secondary school leaving qualification Education is a neglected issue both in school and in placements Problems in secondary school often means no incentives to study further Normative approach: access to higher education ‘same as everyone else’ Lack of continuity of support

A research project funded by the Framework 7 Research programme of the European Union Hungary Detailed statistics related to children in care under 18; estimates above age 18 Two thirds of YP in after-care accommodation in education, but only an estimated 3-5% in HE More young people in foster care have the national secondary school leaving exam than from residential care Low expectations related to education – the aim is financial independence through work, not further education

A research project funded by the Framework 7 Research programme of the European Union Spain – so far Lack of statistics Catalonia study: by age 16, fewer young people from care finish schooling without having to repeat a course than among general population Need for more focus on education and child- centred perspective among child protection agencies and in schools

A research project funded by the Framework 7 Research programme of the European Union Sweden – main messages Agencies give ‘priority’ to education but few specific programmes & more focus on emotional well-being Foster & residential placements do not compensate for inadequate schooling Normative approach: access to higher education ‘same as everyone else’ Forgotten group: low expectations and limited possibilities Need for more and earlier intervention

A research project funded by the Framework 7 Research programme of the European Union Conclusions Access to higher education becoming more normative and more expensive But, for highly marginalised group : Major problem with lack of information Absence of attention to education by child protection agencies – ideological and disciplinary issue English approach of identification of need and setting targets quite distinct from normative approach elsewhere