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
- 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
- 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
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.
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.
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:
- Why have you chosen Food & Drink Services?
- What relevant skills do you have?
- Have you any previous work experience in the catering trade?
- Is anyone in your family in the catering trade?
- What would you like to gain from this course?
- Can you name a celebrity chef?
- Can you name a well-known restaurant?
- What food and drink programmes do you watch?
- What dishes have you prepared?
- 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?
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.
- 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
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.
- What was your overall behaviour like at school?
- Did you have any difficulties completing the work set for you at school?
- Did you every get annoyed when tutors chased you for outstanding work?
- Can you think of any reasons or personal commitments that might affect your ability to do course work at home?
- If you have ever truanted from school explain the reason for this.
- If you have ever been excluded from school explain the reason for this.
- If you had a favourite subject at school explain what was good about it.
- Can you give me an example of something you achieved at school?
- 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. (6th 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. (6th 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. (6th Ed.) London: Continuum
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