Conversation as Experiential Learning with NEET Learners

The following is a handout given to a class of BA students on Experiential Learning and Reflection. This handout together with the PowerPoint presentation was a joint effort by myself and Des Rodney.

A PowerPoint presentation relating to this post can be viewed on Slide-Share.

Warm-up exercise

Look at the diagram. Can you place the text in the correct order and can you name the theorist?

1. Forming abstract concepts
   
2. Concrete experience
   
3. Testing in new situations
   
4. Observation and reflection

The following is taken from Chapter Four: Conversation as Experiential Learning in Baker, A., Jensen, P.J. and Kolb, D.A. (2002) Chapter Four. Conversational Learning An Experiential Approach to Knowledge Creation. Westport, Connecticut: Quorum Books

Additional pictures and diagrams have been added to aid understand for myself and the reader. However it is recommended that the reader also use the link provided for further reading. To access web location of any image used via a link can be found at the end of this post.

What is Conversation as Experiential Learning?

• Grounded in the theory of experiential learning (ELT)
  
• Theoretical framework for conversational learning
  
• A process whereby learners construct meaning and transform experiences into knowledge through conversation.
  
• Experiential Learning Theory (ELT) provides the holistic model of the learning process.
  

"...the process whereby knowledge is created through the transformation of experience." Kolb (1984:p.41)

Intellectual origins of Conversation as Experiential Learning

Dialectic related modes of ELT

In grasping experience new information is perceived in either of the following ways:

Experiencing the concrete, tangible, felt qualities of the work, relying on senses and immersing oneself in concrete reality or;

• Taking hold of new information through symbolic representation or abstract conceptualization, thinking about, analyzing, or systematically planning, rather than using sensation as a guide
  

In transforming or processing experience new information is received through:

Carefully watching others involved in the experience and reflect on what happens or;

Jumping right in and immediately start doing things

Experiential Learning Theory:

• Four-stage experiential learning cycle
  
• learners resolve the tension of two dialectically opposite learning dimensions in a cyclical fashion
  

1. Cycle begins with immediate or concrete experiences

2. CE's serve as the basis for observations and reflections

3. Reflection are assimilated into abstract concepts

4. AC's prove the basis from which new implications for action can be drawn

• These implications can be actively tested and serve as guides in creating new experiences for the next cycle
  

Conversation as Experiential Learning:

• Experiential learning process occurs in conversation
  
• Same cyclical process experience, reflection, abstracting and acting
  
• Meaning and understanding constructed from experiences in conversation
  

The theoretical framework is based on five process dialectics, where participants engage in conversation by embracing the differences across these dialectics, the boundaries of these dialectics open a conversation space.

First Process: the dialectic of the knowing dimensions of experiential learning theory - apprehension and comprehension.

Second Process: the dialectic of praxis that incorporates tech integration of intention/reflection and of extension /action is explored

Third Process: the dialectical tension between the epistemological/discursive process (theory of existence/repeatedly applying function to itself)

Fourth Process: dialectic of individuality and relationality that contrasts conversation as inside-out and outside-in

Fifth Process: dialectic of status and solidarity describes the ranking and linking dynamics that shape the social realm of conversation

A closer look at the five dialectical processes

• A conversational space is opened within which opposing ideas can be explored, resolved or embraced though conversations.
  
• The conversational space can be equated to the autopoietic (self-making/maintaining system) process of a living system
  
• Self-organized, autonomous system by specifying its laws and determining what is proper to its existence
  
• Governed by two primary tasks

1. To regenerate and realize the network of processes that enables its existence through their continuous interactions and transformations (mind mapping through conversations)
   
2. To specify the boundary of its realization as a concrete unity in the space they exist (understanding with definition)

• These are not separate sequential processes, but two different dimensions of the same phenomenon.
  
• The five dialectics serves as a network of dynamic processes that opens up a conversational space
  

Apprehension and Comprehension: concrete knowing and abstract knowing

• Concrete knowing is called apprehension – an immediate, feeling-oriented, tacit, subjective process
  
• Abstract knowing is called comprehension – a linguistic, conceptual, interpretative process
  
• Learning based o the complex inter-relationship of these two knowing processes.
  

1. Knowledge of acquaintance based on direct perception (apprehension)
   
2. Knowledge about based on mediating conception (comprehension)
   
3. Perception is solely of the hear and now
   
4. Conception is of the like and unlike, of the future, and of the past, and of the far away
   

• Conversation is more than an exchange of concepts; it is a perceptual process as well

Intension and extension: reflection and action

• Simple perception of experience alone is not sufficient for learning; something must be done with it.
  
• Transformation alone cannot represent learning, there must be something to be transformed
  
• Learning is like breathing; if follows a rhythm of taking in and putting out
  
• Incorporating ideas and experience to find meaning
  
• Expressing that meaning in thought, speech and action
  

Thinking and making sense of something by attaching it to another concrete experience. The doing has to be active and fun. The experience needs to be such that the recipient of that experience will want to take it further.

In essence: Read it, hear it, experience it and gain better understanding by talking about it

Epistemological Discourse and Ontological Recourse: doing and being

Conversational learning occurs within two distinct by interconnected temporal dimensions: linear time and cyclical time

• The discursive process is guided by linear time
  
• The recursive process follows a rhythm of cyclical time
  
• The discursive process is an epistemological manifestation of individuals’ ideas and experiences that are made explicit in conversations
  
• Recursive proces is an ontological and subjective manifestation of the desire to return to the same ideas and experiences generated in conversations
  

The discursive process follows a linear time progression from pre-course, discourse to post-course

• Pre-course – reflecting back on what has been previously discussed and sets the structure and ground rules for conversation
  
• Discourse – the framing and naming or aims and objectives
  
• Post-course – the process of sorting what to keep and what to throw away, which then becomes the pre-course for future conversations
  

Individuality and Relationality: inside-out and outside-in

• Tension between individual
  
• The balance of maintaining a sense of self while being aware of and open to the influence of others
  
• Combining together the stands of rational and emotive thought
  
• Intergrating objective and subjective knowing
  
• Being able to enter into dialogue with another and allowing oneselve to be carried along further by the dialogue
  

Status and Solidarity: ranking and linking

• Requires mutual respect and understanidng toward one another
  
• Status refers to positional ranking in the group
  
• Solidarity refers to interpersonal link within a network or relationships
  
• Both status and solidarity required to sustain conversation
  
• Without status conversation can lose direction
  
• Without solidarity can lose connection and relevance

The Conversational Learning Space

Polar extremes:

• Can occur in many dimensions
  
• Dialectic dominants impede conversational learning
  
• Dual knowledge dialectic opens conversational space
  
• Speaking without listening or listening without speaking is futile
  
• Reflection without action is just idle chatter
  
• Activism by itself become just action for action’s sake
  
• Discourse without recourse is just brute force
  
• Extreme individualism results in alienation
  
• Total relatedness leads to conversations that go nowhere
  
• Totalitarianism crushes other voices
  
• Laissez faire egalitarianism produces aimless talk
  

Polar similarities:

• As conversation progresses normative core values and structure develops
  
• Boundaries that define the conversational learning space are created
  
• These norms determine
  

1. What can be said and not said
   
2. Who has a voice and who does not have a voice
   

• These norms create boundaries that define
  

1. Who is in and out of the conversation
   
2. Exclusion for those who do not know or who refuse to abide or participate by the rules
   

“From this perspective, boundaries are not con fines by ‘shape-givers’ that can provide us with healthy space to grow… boundaries are not prisons, rather, they serve an essential function to make our existence more alive and vibrant” (Wyss, 1997)

References:

Baker, A., Jensen, P.J. and Kolb, D.A. (2002) Chapter 4. Conversational Learning An Experiential Approach to Knowledge Creation. Westport, Connecticut: Quorum Books [Online] Available from: http://www.learningfromexperience.com/research-library/

Kolb, D.A. (1984) Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall

Images in order of appearance:

• Tree: www.livingearthgatherings.org/images/tree_roots.gif
  
• Dewey: http://dewey.pragmatism.org/dewey.gif
  
• Freire: http://www.livingearthgatherings.org/images/tree_roots.gif
  
• James: http://vcencyclopedia.vassar.edu/index.php/Vassar_Visitors
  
• Lewin: http://www.nndb.com/people/353/000117999/kurt-lewin-3-sized.jpg
  
• Piaget: http://www.ucc.ie/acad/appsoc/tmp_store/mia/Library/reference/subject/philosophy/images/
  
• Handshake: http://www.relaxedpolitics.com/wordpress/wp-content/uploads/2009/03/handshake.jpg
  
• Transformer: http://myflix.files.wordpress.com/2008/02/transformers-soundwave.jpg
  
• Conversation: http://www.conversationagent.com/images/2007/12/14/conversations.jpg
  

Teaching & Learning Module: Assignment Structure

This is a 5,000 core module which engages with the issues surrounding teaching and learning practice. The assessment strategy clearly states that as students we are expected to do a piece of action research, which should be presented in a form of a report. I propose therefore, to use the previous module guidelines and set out the structure of the assignment as follows:

Introduction (300 words)

• Content of action research (100)
  
• Research focus (100)
  
• hypothesis or main questions to be addressed (100)
  

Description of the action research project (600)

• Type of research (150)
  
• Research paradigm (150)
  
• Purpose of research (150)
  
• Type(s) of data (150)
  

Review of literature (2,100 words)

• Evaluate and critically appraise the effectiveness of key pedagogical and androgogical concepts and approaches to chosen area of research  (300)
  
• Evaluate and critically appraise theories of teaching and learning, including those advocated by the schools of behaviourism, cognitivism and humanism in the context of ones own teaching practice (300)
  
• Discuss the role of ICT in teaching and learning in relation to ones own teaching practice and the facilitation of learning for students in ones own practice(300)
  
• Discuss the benefits and strategies used for reflective practice for both the teacher and learner in ones own practice(300)
  
• Discuss how preferred learning styles of your students influence ones delivery of pedagogy to make learning more effective (300)
  
• Discuss the use of reflective practice in a professional context to critically evaluate the effectiveness of delivery and learning(300)
  
• Discuss the link between the learning process and motivation in respect of social, cultural and institutional contexts (300)
  

Methodology (1,500 words)

• Demonstrate the use of reflective practice to critically evaluate current learning and professional practice
  
• develop, apply and critique ones own hypotheses to teaching methods within their own professional contexts to extend practice
  

Conclusion and Solution (500 words)

• Synopsis of action research of the teaching and learning methods used
  
• Justification of the strategies taken
  
• Outcomes and suggestions for further development
  
• Demonstrate how this will advance practitioner methods and skills
  

Further Education and the NEET Learner: making informed choices - Revised 13th June 2009

Having met with a critical friend the following post has been revised. Question formats of interview questions were reconsidered using the advice from a workshop presentation given by Therese Seibert Ph.D. of the Community Research Centre at Keene State College on the 24^th July 2002: Designing surveys that count.

 

The research proposal highlighted a need to review the way young people in the NEET group are interviewed for the e2e programme, as well as other short courses at the institution where research is taking place.

The case for a more in-depth interview to address individual barriers to learning was in response to the strategies advocated by the DCSF (2009) report: Increasing Participation: Understanding Young People who do not Participate in Education or Training. It is this report and other literature that will argue the case for certain questions to be asked of students at interview, to ensure all options have been explored to facilitate them making not only the right choice but also an informed one.

The report is based on research from three sources, a literature review, statistical analysis of Youth Cohort Study data and interviews with 120 young people and 39 professionals. The literature review is qualitative in nature and therefore considered to be less reliable. The studies were small scale and whilst they give an interesting insight of young people classified as NEET, one cannot assume characteristics and barriers identified are true of all who fall into this group. However McNiff et al (2003:102) suggests that any data collected only becomes evidence when it can substantiate a line of reasoning, from supposition to certainty in practice.

Not all NEETs can be classified as a homogenous group: the report details the segmentation analysis carried out on young people who the government define as JWT or NEET, which they constitute as an overall group deemed not to be in education or training (NET). Their findings were as follows: out of the one hundred and twenty young people interviewed, NFER came to the conclusion that within the NET group there were six sub-groups as shown in the following diagram, DCSF (2009: p.19).

Characteristics and support needs of NEET's

Before looking at the proposed questions for interview, it would be prudent to first examine the significant characteristics and support needs of groups that are of interest to the researcher. The three segments of interest are those described as ‘open to learning NEET’, 'sustained NEET' and 'undecided NEET'.

Open to learning NEET

• most likely to have attained Level 2 by the end of year 11
• motivated and likely to engage in learning
• in need of good support and impartial career advice
• all option to be explore to facilitate informed choices
• choice of course must be their decision and not as a result of external pressure

Sustained NEET

• most likely to have no qualifications or to have achieved below level 1
• do not like to be put in situations that they perceive to be threatening
• disrupted and negative educational history
• experience of exclusion
• lack of timely careers advice
• no idea of future career
• earning money is viewed as a priority over further education and training
• realize that qualifications are the key to finding employment
• negative perception to learning
• in need of a lot of support to over come barriers in order to start a course in the first instance
• aspire to more informal learning pathways
• further support will be required in order to make the transition from informal learning to more structure courses successful

Undecided NEET

• lack of direction and commitment
• lack of future career aspirations
• motivated by money
• do not value formal qualifications
• disillusioned with formal learning
• easily knocked off-track by barriers or challenges
• personal attitude, perceptions and dissatisfactions become barriers to re-engagement 
• intensive support required to aid understanding of the importance of qualifications
• need to learn how to make positive and realistic decisions about their future
• will need support to engage in suitable work-based learning opportunities

Initial Assessment

Whilst some interviewees might perceive initial assessment as a threatening or challenging situation, its value and purpose could be explained on a one-to-one basis. This could be especially important for those who fall into the ‘sustained NEET’ and for some who come under the ‘undecided NEET’ group. 

It is the researcher’s opinion that this assessment takes place after initial interview. Skinner states: 

‘Learning is, in essence, the result of the creation of conditioned connections between the learner’s operant behaviour and its reinforcement: it involves a change in the form or probability of the learner’s responses’ Skinner in Curzon (2003:p.73).

However, if the individual has banked a number of experiences, which have been negative reinforcers, the subsequent respondent behaviour will reflect this. Any perceived examination of one’s own capabilities can provoke a ‘fright or flight’, response even from those deemed academically able. For learners who have experienced exclusion from school for whatever reason, or who have left with little or no qualifications, this will be an intense emotion to deal with. Tolman (1886-1959) talks of ‘latent learning’ a particular consequence of which is the outworking of a particular behaviour. Curzon’s explains further: 

‘We ‘learn’ when we establish a seris of expectations concerning the contiguity of events based on repeated past experiences of their appearance in sequence’ Curzon (2003:p.p.58-62).

Changing entrenched learnt behaviour takes time. These type of learners need to feel a connection with the interviewer. They need to know the interviewer is interested in what they have to say and has put aside quality time to listen.

Creating a Safe Environment

It is of the researcher’s opinion that interview be on a one-to-one basis and in an environment which is void of distraction.

If parents accompany the learner, then the interviewer should address questions to, and elicit answers from, the interviewee not the parent(s). It is their future in question, not the parents. By doing so, it starts the process of change from unlearning entrenched behaviour to preparing the ground for learning new behaviour and how to make positive responses.

Those NEET’s described as ‘sustained’, or ‘undecided’ will often display ‘least- effort’ interaction (Lin, 2001:pp. 46-51). Whilst parents will display the reciprocal homophilous interaction, NEET’s will naturally exhibit a heterophilous interaction if they perceive they are being coerced or having a decision made for them. Whether alone or accompanied interviewees may also clam-up if they feel threatened or do not understand what is required of them.

Having something to talk about

Interviews are stressful: our mind can go blank and we become tongue-tied. Waiting for you turn can also add to the tension. For this reason the e2e team created contextualized induction questions for each vocational area. An example of which is given below:

Food & Drink Induction Questions:

1. Why have you chosen Food & Drink Services?
2. What relevant skills do you have?
3. Have you any previous work experience in the catering trade?
4. Is anyone in your family in the catering trade?
5. What would you like to gain from this course?
6. Can you name a celebrity chef?
7. Can you name a well-known restaurant?
8. What food and drink programmes do you watch?
9. What dishes have you prepared?
10. As a worker in the food and drink industry it is very important to be aware of health and safety. Can you explain your understanding of health and safety relating to the food and drink industry?

By asking these questions you will quickly establish whether or not their choice of course is of their own making.

Interview Questions

It should be pointed out that whilst some questions may seem personal and intrusive, they do act at indicators of possible barriers to learning. If potential barriers are established early on appropriate support can be put in place as a preventative measure, giving the learner every possible opportunity to succeed and complete the course. However, in pursuit of a fact-finding exercise, it is better to extrapolate this information in a less direct manner by starting with an open question such as:

“Are there any current situations in your personal life that might affect your attendance”

Some may not recognize or know what are barriers to learning, however, another approach is to show them a list of barriers and ask:

“Is there one or more points on that list you might want to discuss now or at a later date?”

If an affirmative response is given, ask them to tick the points they are ready to discuss there and then and underline those they wish to discuss at a later date. It is in the opinion of the researcher that a holistic and empathetic approach is needed to win the interviewee’s trust, but be warned any promises made in relation to bonuses or monetary incentives must be followed up, as many of these young people may have faced rejection and broken promises in one form or another.

Barriers to learning:

• Truancy at school
• Bullying victim/perpetrator 
• Expulsion or exclusion from school
• Time in a Pupil Referral Unit
• Responsibility of caring for relative(s) or younger sibling(s)
• Being a young parent
• Impending motherhood / fatherhood
• Divorce
• Homelessness
• Parents who are unemployed
• Financial difficulties
• Parents who do not speak English
• Not having a good relationship with parent(s)/carer(s) or other sibling(s)
• Friends who are still NEET's
• Previous engagement in criminal activity
• Ongoing/impending community service
• Ongoing/impending court cases
  
• Physical or psychological illness
• Feeling stressed /depressed 
• Overwhelming personal problems
• Drugs or alcohol dependency - yourself/parent 

The above barriers do not lend to being included in a pre-interview questionnaire, especially when asking about criminal activity or impending court cases. However, most NEET's at the institute of research have been surprisingly candid at interview.

Reviewing the DCSF (2009) has led to a reflective process of evaluating the effectiveness of resources used for interview and the researcher has created the following questionnaire in the table below to be used either in interview or to be incorporated within induction as a means to generating group discussions on barriers to learning. The image can be enlarged by clicking on it.

These questions should help the interviewer to establish what the individual barriers to learning are. For example question 2 generates an opening to ask further questions about issues relating to family situations by asking the same of their relationship with parents or carers.

Questions 5, 6, 7 and 8 could help to establish which NEET segmentation the interviewee falls into and whether or not they have made an informed choice and whether or not subsequent advice from Connexions or indeed the College has been appropriate and useful. One should remember however, that each individual is different and whilst indicators highlighted by the report may be true of some, they will not be true of others.

The following are open questions that could be given to the interviewee prior to interview or alternatively they could be asked during the interview process.

1. What was your overall behaviour like at school?
   
2. Did you have any difficulties completing the work set for you at school?
   
3. Did you every get annoyed when tutors chased you for outstanding work?
4. Can you think of any reasons or personal commitments that might affect your ability to do course work at home?
5. If you have ever truanted from school explain the reason for this.
   
6. If you have ever been excluded from school explain the reason for this.
   
7. If you had a favourite subject at school explain what was good about it.
   
8. Can you give me an example of something you achieved at school?
   
9. Can you give me an example of something you have achieved that you are proud of?
   

These questions will allow the interviewer to explore any requirements for additional learning/support to be planned for, or to generate a flexible/tailored timetable to meet individual needs and ensure retention, attendance and successful achievement of learner outcomes.

Below is another table of questions that need to be considered with the above, for their appropriateness and effectiveness with the current e2e team at the institute of research.

Comments on the above would be very much appreciated.

References:

Curzon, L.B. (2003)Teaching in Further Education: An Outline of Principles and Practices. (6^th Ed.) London: Continuum

DCSF (2009) Increasing Participation: Understanding Young People who do not Participate in Education or Training at 16 and 17. Research Brief: DCSF-RR072. London: Department for Children, Schools and Families

McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project. (2nd Ed). Oxon, RoutledgeFalmer

Lin, N. (2001) Social Capital: A Theory of Social Structure and Action.  Cambridge: University Press

Skinner, B. (1669) Chapter 5. The Neo-behaviourist School (2). In: Curzon, L.B. (2003) Teaching in Further Education: An Outline of Principles and Practices. (6^th Ed.) London: Continuum

Tolman, E. (1886-1959) Chapter 4. The Neo-behaviourist School (1). In: Curzon, L.B. (2003)Teaching in Further Education: An Outline of Principles and Practices. (6^th Ed.) London: Continuum

Breaking the cycle: exploring Ways of improving retention, attendance and learner cohesion of NEETs

Introduction:

Introduction‘At the end of 2006, 454,600 young people between the ages of 16 and 18 were classified as not being in any form of education and training (NET), with 206,200 of these classified as NEET (not in education, employment or training).’ (National Foundation for Educational Research (NFER), 2008)

It is the researcher’s intention to explore ways of improving commitment and engagement of learners, who prior to enrolment were classified as not in education employment or training (NEET). The research will take place in a further education college, where the researcher is a lecturer of NEET students on an entry to employment programme (e2e).

This area of interest emanates from a recent college initiative for fast-track courses to address the shortfall of students enrolled in September 2008. The shortfall was met by inviting NEETs to enrol on a January Starts programme. The required target for retention was not achieved. However, of the five courses offered, some had better retention levels than other. The researcher aims to explore the reasons why.

Retention, attendance and learner cohesion are currently high within the current e2e cohort at the college forming part of this research. The researcher believes this is due to a specific two-week induction programme, together with a holistic and student centred approach from the e2e team. Research will explore the extent to which this is true and, if so, whether the successes of the e2e induction can be replicated or adapted across college to be of institutional benefit. The researcher’s hypothesis is: if improvement of retention, attendance and learner cohesion of NEETs are supported by undertaking a bespoke induction programme, then following such a programme will increase learner outcomes.

Research Description:

Research undertaken will consist of different types of research. The first phase will be retrospective: an analytical study of quantitative data comprised of statistical evidence pertaining to retention and attendance of learners held by the institute and a comparative study of induction resources used. In this respect analysis can be categorized as positivist in approach.

The second phase will be explorative: a study of ethnographic literature to present a perspective that expands the researcher’s understanding of NEETs. This will lead to qualitative research paradigms, where questionnaires will be created, and interviews undertaken if necessary, to obtain perceptions, views and reflections of participants involved in the planning and delivery of the January Start courses as well as views on learner cohesion. Cohen, Manion and Morrison’s (2007) planning model of ethnography will be used for guidance.

This phase will also look for emergent issues, whilst aiming to remain objective to avoid generalisation. Consideration will be given to ethics and participant wellbeing including the option to withdraw, see Appendix A: letter of consent. The researcher is aware of the weaknesses of this type of research, namely that of the researcher’s personal bias and subjectivity as well as the ability to identify relationships between independent and dependent variables (Cohen et al, 2007:p.p.272-296). The overall category of this phase is therefore interpretivist in approach. For guidance the Cohen et al (2207) action research model will be used see box 2.2.

The third phase will be analytically based, focusing on the triangulation of evidence from different sources. It may become evident that more than three sources are required for reliability. It will be important to ensure that qualitative data used for triangulation are comparable and balanced. It could also be found that instead of looking for just similar emerging elements to add validity and credibility, a different set of questions could be applied to the same data to see if the same trends emerge.

It was the researcher’s intention within the fourth phase to perform a controlled test, to assess and measure success of using a specific two-week induction programme. However, this would not be ethical as it is simply setting-up students and lecturers for possible failure. Furthermore it does not comply with the college’s ethos of parity and equity. Therefore, research will become predictive at this stage and a proposal will be put forward for induction across college to embrace characteristics of the specific e2e induction programme. If accepted, a second cycle of research will be undertaken, incorporating statistical and analytical study of quantitative and qualitative data to make a comparison with initial research to establish if the researcher’s hypothesis is correct.

Literature Review:

In the months from November 2008 to January 2009, Connexions identified 9,956 NEETs aged 16, 17 or 18 in the borough of Croydon (Department for Children, Schools and Families, (DCSF, 2009a). As a practitioner in the field of education specifically aimed at NEET learners, it is the interest of the researcher to look at ways of improving the retention, attendance and learner cohesion of NEET students. In order to do this effectively, it is the intention to first expand ones personal understanding of the ethnography, societal background and multiple complex needs of NEETs.

The literature review will look at qualitative and quantitative data within NFER’s (DCSF, 2009b) research report: Increasing Participation: Understanding Young People who do not Participate in Education or Training at 16 and 17, which was commissioned by the Department for Children, Schools and Families (DCSF) to explore the characteristics and experiences of NEETs and young people who were in jobs without training (JWT) and therefore at risk of becoming NEET. The researcher will also draw upon another DCSF (2008) report and its findings of two surveys: the Youth Cohort Study (YCS) and the Longitudinal Study of Young People in England (LSYPE) which carried out four ‘waves’ of interviews with the same cohort of young people from Spring 2004 to Spring 2007. From this report the researcher hopes to gain a better understanding of the ‘behaviours, experiences, and attitudes both of young people and their families’ (DCSF, 2008 p.1.1)

It will also look at qualitative and statistical data from theses and reports such as those produced by Yuji (2006), on Japanese NEETs where the definition covers a larger age range than those defined in the United Kingdom, and Chen (2009) who explores Taiwan’s NEETs. The review will also consider findings from Maguire and Thompson (2007) on future government policy and Dunn and Layard’s (2009) recently published report on childhood for the Children’s Society, together with a briefing paper by Petrie et al., to explore ‘social pedagogy’ (TCRU, 2008).

NEET students often arrive at the institute for intended research with multiple complex needs. Bad prior learning experiences, educational gaps, exclusion, teenage pregnancy or time in a pupil referral unit are just some of the events/circumstances that contribute toward learner disengagement. The current e2e cohort of twenty-six students includes some who live independently or who are in care as a result of a dysfunctional family. There are others who have suffered sexual abuse or who are self-harmers for a number of reasons. Some are young mums or mums to be. There are also students who are currently of no fixed abode; too old for care and too young to be housed. Many have mental health issues and most of who have either been put forward for, or are receiving, counselling from within or outside the college. However whilst this could be true of many learner groups, particularly in city areas, it is a common feature of e2e students at the institute for intended research.

The inquiry report, A Good Childhood (Dunn and Layard’s 2009), highlights the link between poverty, broken homes and poor academic achievement and depression and low self-esteem. ‘Children need above all to be loved. Unless they are loved they will not feel good about themselves, and will in turn find it difficult to love others’ (ibid: p.15). The report further states that where there is a void of parental love, the result is ‘emotional narrowing’, ‘an empathy deficit’ and/or an inability to ‘empathise’, which the authors warn will often have ‘disastrous results in adolescence and early adulthood’ (ibid: p.173).

Performance promotes the basis for identity and value. It is the measure by which we judge ourselves against others. It is also others’ judgment of our effectiveness that shapes our self-esteem. When self-perception is damaged through negative reinforcement, our emotions and feelings begin to tell us that we are worthless. The consequence of which can lead us to become that self-fulfilling prophecy, immobilized by fear. An experience many can identify with, as can the researcher, which reaffirms the researcher’s belief of the need for a holistic and caring approach toward NEET learners from lecturers, together with a comprehensive interview process and specific two-week induction programme that allows service providers to quickly identify those who are at risk of dropping out education or training due to a variety of factors.

Interestingly, Yuji (2007) suggests that type-two NEETs who Japan classify as ‘non-seekers’ of work but who have experienced work at least once, may have ‘quitted because of intense pressures arising from their firms shifting from the seniority rule to merit-based assessment’ (2007: p.7). If we expect NEET learners to perform on day one of a fast-track course in order to meet a tight scheme of work to fulfil a qualification need, then we are setting them up to fail.

Not all NEETs can be classified as a homogenous group: NFER’s (DCSF, 2009b) report details the segmentation analysis carried out on young people who the government define as JWT or NEET, which they constitute as an overall group deemed not to be in education or training (NET). Their findings were as follows: out of the one hundred and twenty young people interviewed, NFER came to the conclusion that within the NET group there were six sub-groups. One of which were young people who due to negative experiences at school were reluctant to partake in education or training. The report further stated that within the NEET group there were about forty-one percent who were open to learning. In summary, it is suggested that there is a need for more flexible and appropriate post-16 provision, with more informal learning opportunities that will help them to appreciate the value of learning in a non-threatening way (ibid).

It is the researcher’s aim to look at these sub-groups together with NFER’s suggestion of: ‘…differentiated policies’ that ‘may be appropriate to assist these young people in re-engaging’ with education (DCSF, 2009b: p.25). The ‘differentiated policies’ advocated by NFER have already started to shape and influence the current thinking of the researcher, highlighting a need to review the way potential students are interviewed for e2e as well as those young people in the NET group targeted for future courses at the institution where research is taking place.

There are themes throughout the report that echo the findings of Dunn and Layard (2009): namely that education is affected by personal circumstances and external factors. The current cohort at the Institute of Research also represented this, some of whom are periodically absent due to housing meetings: the uncertainty of not having a very basic need met is emotionally debilitating, leaving a young person feeling unwanted and worthless.

This further emphasises the need, in the researcher’s eyes, for an in-depth interview and longer induction to allow individual barriers to learning to be addressed, giving time for trust to be gained from NEETs so that in-house welfare, guidance and counselling can take place. In doing so, this will allow learners a real opportunity to learn as their physical and emotional needs are met. Maguire and Thompson (2007) also highlight: ‘the importance of establishing personal and trusting relationships between young people and their advisors as an effective tool for re-engagement’ (2007: p.1).

By having a longer induction that focuses on the emotional and physical barriers to learning, learners will also be able to overcome another barrier: that of learner cohesion through specific resources, strategies and workshops. Chen’s report about learners participating in the Flying Young Programme in Taiwan, points out that they come with ‘different intentions and backgrounds’. He suggests that just because they are NEETs, one cannot automatically assume learner cohesion. Stating that ‘…such group dynamics resemble their previous experiences in school’ (2009: p.23).

The literature review will look to either support or disprove the researcher’s hypothesis. Unfortunately, the researcher has yet to find theory or research relating specifically to ideal induction programmes to re-engage NEET learners.

Methodology:

For the purpose of keeping an audit trail of thought, direction and progress of research, the researcher has started a diary and set up a weblog to act as an aide-memoire for later reflection on ideas to be revisited and explored further. McNiff’s (1988:p.45) visual model 3.1 below aptly depicts the researcher’s messy way of thinking.

McNiff, Lomax and Whitehead (2003) state:

‘The most useful models represent the idea of practice as non-linear, showing that people are unpredictable and creative, and that life seldom follows a straightforward path.’ (2003:p.59)

It has been difficult to find a research model that typifies the researcher’s current and more methodical approach to keeping a blog diary. This may change once the proposal has been marked and action research starts. However, to attempt to explain the present approach to understanding and direction of development has created the following diagram:

To determine which methods would be appropriate for the type of research required, table 4.3 below was designed by the researcher to categorise what facts the researcher was trying to establish. Through taking this approach the researcher was able to ascertain the methods required to collect evidence, as outlined above.

The instrument for quantitative data collection of Figure 4.3 Point 1 Retention and Attendance of learners will be statistical and the methodology used will be an analytical survey of statistical data belonging to the Institute of Research. For this reason the researcher will need to define what are considered public data as described by the Freedom of Information Act (OPSI, 2000: c.36) and/or request permission from the institute to gain access to relevant data and/or publish any findings pertinent to the purpose of research. Outcomes will be documented in a visual format like pie charts that lends itself to percentages. It is important for the researcher to acknowledge that as an employee of the Institute of Research, access privileges to data as a staff member should not override research ethics.

For Figure 4.3, Point 4 Type of Induction the instruments for data collection will be documents and questionnaires. The methodology used will be a case study of three cohorts of learners: two groups on fast-track courses together with a current e2e cohort as a control group. This will equate to thirty to forty-five learners. Analysis of resources, strategies and itinerary for induction will be compared with those used by the e2e team to establish any trends. 

Ideally it would be prudent to make comparisons of all five fast-track courses with the current e2e cohort to give weight to validity of research, however due to the research time-frame and constraints of the researcher’s other commitments, whilst highly desirable, it is not feasible. Therefore the two learner groups to be studied will be determined from statistical data analysis of retention and attendance, looking to compare one with a high percentage to another with a lower percentage as well as comparable analysis of learners.

The researcher is interested to find out if the group profiles of the three cohorts represent the sub-groups identified in NFERs report for DCSF (2009b). If a similar segmentation does emerge, the researcher will review the strategies advocated in the report by NFER. Group profile analysis for the e2e cohort will be drawn from information collected through the current robust interview process. Depending upon interview processes of other cohorts, this may prove to be more difficult if individual learner profiles have not already been established at the start of the course. It may therefore be necessary to conduct a survey of the other cohorts through questionnaires to learners to build an overall profile of the learner group.

But by the very nature of the learners in question, NEETs, this is not a desirable option for the following reasons: the wellbeing of the learner may be compromised as such research may lead to individuals having to address physical and situational difficulties and buried emotions. If the relationship between the enquirer and learner is not good, it can make them feel uncomfortable, as there is no trust. Furthermore, if any needs that surface through enquiry are not effectively addressed and followed up by personal tutors with referral to the institute’s welfare, counselling and guidance services, this may create a barrier to learning for the individual and a feeling of vulnerability.

The instrument for qualitative data collection of Figure 4.3 Point 3 Learner Cohesion will be questionnaires containing both open and closed questions. The methodology will be action research. It will be important for the researcher to establish what constitutes learner cohesion and success, as this can be defined in many ways. To find out what the institute regards as successful and what the paradigms for measurement are, and to consider if they are realistic in terms of what can be expected of NEET students and of tutors of NEET students, in consideration of current availability and criteria for assessing and funding learning support assistants within the institute. It is the researcher’s belief that both the current and previous cohort of e2e learners has benefited from having additional in-class support.

For Figure 4.3 Point 2 Type of Learner: methodology will be an evaluation of previous empirical research from documents, reports and theses of other academics’ in-depth analysis of ethnographic literature pertaining to NEETs.

Lastly, if the institute accepts the recommendations proposed, the last phase of research will be predictive, with methodology being testing and assessment of strategies relevant to interview, enrolment, induction and resources for NEET learners. Cohen et al’s (2007) testing and assessment model will be used for guidance see box 4.4.

This research has to be contained to avoid the scope and breadth of intended methods of data collection becoming unmanageable as highlighted above. For this reason the researcher intends to conduct a survey of opinions using ‘purposive sampling’ (Denscombe 2003:p.p.15-16). The researcher will pick participants deemed ‘critical for the research’ (ibid), as it is the researcher’s aim to gather evidence to establish an overall picture of the initial planning stages and demography of different learner groups on the fast-track courses. If any interesting trends emerge then interviews will be conducted. The researcher has also created a timetable to assist with management of time allocated for research see Appendix B.

The questions will be carefully constructed to avoid leading the participants. Hall’s (1990) thoughts on reflexivity in emancipatory action research will be borne-in-mind, as well as her views on the privileged position of the researcher when looking for the signifier of what has been signified (1990: p.p.28-48). A critical friend will be sought to help the researcher maintain impartiality and develop bias-free practice. This will also facilitate toward ensuring systematic collection of data and acknowledgement of variables that influence validity and reliability that need to be taken into account. For example, even when elements and characteristics of learner groups look comparable, the overall diversity of participants can manifest very different results if repeated. Hopkins (2008) states:

‘…if the various threats to validity are not taken into account, then one cannot claim that one’s interpretation is correct. The existence of possible sources of invalidity potentially offer plausible, rival interpretations to our findings when we do not account for them.’ (Hopkins 2008: p.140)

McCormick and James (1989) state:

‘Basically reliability is concerned with consistency in the production of results and refers to the requirement that, at least in principle, another researcher, or the same researcher on the same occasion, should be able to replicate the same piece of research and achieve comparable evidence and results.’ (McCormick and James 1989: p.188)

Another aspect for consideration is that of reliability. Reliable action research employs a process of methods that can replicate evidence, which is constant in its equivalence over a span of time if carried out on a comparable learner group.

Establishing what the overall outcomes, agreed by all stakeholders, for the January Starts initiative were will help with validity of triangulation in the next phase. Denscombe seems to suggest that if participants who are reflecting on the same issue independently highlight the same element from their perspective, this will give weight and validity to evidence used for triangulation (2003: p.p.131-143).

Hopkins (2008) states:

'…if the various threats to validity are not taken into account, then one cannot claim that one's interpretation is correct. The existence of possible sources of invalidity potentially offer plausible, rival interpretations to our findings when we do not account for them.' (Hopkins 2008 p.140)

Proposed Solution:

It is predicted by the researcher that by adopting a more thorough approach to the interview process and type of induction given to NEETs learner outcomes can only improve. The researcher’s solution will include a comprehensive questionnaire to be worked through with the potential NEET learners at interview, for the purpose of identifying potential barriers to learning, and to ensure individual learning needs are promptly met through an assessment of additional needs by Learner Services and the subsequent provision of appropriate support, provided without any delay, by Learner Services. It will also be suggested by the researcher that the institute adopts a longer bespoke induction programme that includes regular assessment and feedback to NEET learner, of their attainment, attitude, behaviour and commitment toward learning.

Conclusion:

It is the researcher’s aim to encourage collaboration in the place of work, by ensuring that this area of research leads to improving the overall delivery of professional practice in relation to engagement of NEET learners on courses. Eames states:

'...action research is of immense importance to the professionalism of teachers. It's a form of knowledge produced by teachers, and primarily aimed at communicating with teachers, and at being used by teachers.' (Eames, 1990, In, McNiff, 1993:p.71)

This links with Hannan's (2006) thoughts about 'beginning research':

'...action research is likely to be better appreciated and used by teachers because it is done by them and for them and that insights generated by such work are more likely to influence teachers' practice than the theories produced by external experts.' Hannan, P. (2006)

The researcher does not in any way claim to be an expert on the pedagogy of NEET students, but awareness toward their needs is innate as she is one who has experienced a dysfunctional upbringing. As parents we are in the privileged position of responsibility to silently but lovingly shape the next generation. However, not every child is in a place where they are the recipients of good parenting. So whose responsibility is it? As teachers we can either take a pro-active role or remain passive, but we must be mindful that it is the next generation that will be responsible for making decisions about our future. NEETs are worthy of investment.

Appendices:

References:

ReferencesChen, Y., (2009) Once ‘NEET’, Always ‘NEET’? Experiences of Employment and Unemployment of Youth Participating in a Job Training Program in Taiwan
Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education. (6th Ed). London, RoutledgeFalmer. p.86
DCSF (2008) Youth Cohort Study & Longitudinal Study of Young People in England: The Activities and Experiences of 16 year olds: England 2007. Statistical Bulletin. London: Department for Children, Schools and Families.
DCSF (2009a). 14-19 education and skills: NEET figures for Local Authority areas 2008). London: Department for Children, Schools and Families.
DCSF (2009b) Increasing Participation: Understanding Young People who do not Participate in Education or Training at 16 and 17. Research Brief: DCSF-RR072. London: Department for Children, Schools and Families.
Denscombe, M. (2003) The Good Research Guide: for small-scale social research projects. (2nd Ed). Berkshire, Open University Press.
Dunn, J., and Layard, R. (2009) A Good Childhood: Searching for Values in a Competitive Age. London: Penguin Books
Eames, K. (1990) Growing your own. In: McNiff, J. (1993) Teaching as learning: an action research approach. Oxon: RoutledgeHopkins, D. (2008) A Tearcher’s Guide to Classroom Research. (2nd Ed.). London: RoutledgeFalmer
Hall, S. (1990) Chapter 3. Reflexivity in Emancipatory Action Research: illustrating the researcher’s constitutiveness in Zuber-Skerritt, O., (1996) New Directions in Action Research. London: The Falmer Press
Hannan, A. (2006) Beginning Research. University of Plymouth. [Online] Available from: http://www.edu.plymouth.ac.uk/resined/beginning/begresed.htm [Accessed 1st March 2009]
Hopkins, D. (2008) A Tearcher’s Guide to Classroom Research. (2nd Ed.). London: RoutledgeFalmer
Maguire, S., and Thompson, J. (2007) Young people not in education, employment or training (NEET): Where is Government policy taking us now? Youth and Policy Journal. [Online] Available from: http://wrap.warwick.ac.uk/446/1/WRAP_Maguire_ YOUTH_ POLICY_FINAL_1st_June.pdf [Accessed 17th March 2009]
McCormick, R. and James, M. (1989) Curriculum Action Research. (2nd Ed). London: RoutledgeFalmer
McNiff, J. (1988) Action Research: Principles and Practice. Basingstoke: Macmillan
McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project. (2nd Ed). London: RoutledgeFalmer
NFER (2008). Informal learning offer and positive activities for young people. [Online] Available from: http://www. nfer.ac.uk /research-areas/pims-data/outlines/informal-learning-offer-and-positive-activities-for-young-people.cfm [Accessed 2nd February 2009]
OPSI (2000:c.36) Freedom of Information Act. [Online] Available from: http://www.opsi.gov.uk/Acts/acts2000/ukpga_20000036_en_1
Petrie, P., Boddy, J., Cameron, Claire, Heptinstal, E., McQuail, S., Simon. A. and Wigfall, V. (2008) Pedagogy – a holistic, personal approach to work with children and young people, across services. London: Institute of Education University of London.
Yuji, G. (2006) Jobless Youths and the NEET Problem in Japan. Social Science Japan Journal. University of Tokyo [Online] Available from: http://ssjj.oxfordjournals.org/ cgi/reprint/jym029v1 [Accessed: 30th March 2009]