Dickinson, Peter and Cullen, Mairi Ann (2018) Work experience and vocational/technical provision for young people on SEN support : a rapid evidence assessment. London, UK: Government Social Research.

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Abstract

This rapid evidence assessment (REA) focuses on young people aged 16-19 with less complex special educational needs and disabilities (SEND) who are studying vocational or technical study programmes in the further education (FE) or training sectors. ‘Less complex SEND’ here refers to needs that, in England, would be supported at the SEN support level under the SEND Code of Practice1: that is, the needs of young people with identified SEND but without a statement of SEN or Education, Health and Care (EHC) plan.
The aim of this REA is to identify evidence on the benefits (or otherwise) of work experience for these young people as they prepare to enter paid employment.
Within this overall aim, the REA seeks to answer three overarching research questions (RQs):
1. What evidence is available about the benefits of work experience or substantial work placements for the population of interest in terms of preparing them for and helping them get paid employment?
2. What evidence is available on the effectiveness of education or training provision to help these young people secure a job/career?
3. For the questions above, is there any difference in evidence for young people studying at (i) level 3, (ii) level 2 and (iii) below level 2?
Four evidence sources are used to address these questions:
• A focused review of peer-reviewed articles published in English in scholarly journals from 01 January 2000 to 28 February 2018.
• A focused review of grey literature published on websites of relevant national and international organisations
• New analysis of the Next Steps Survey4 to help answer RQ1
• New analysis of the Labour Force Survey (LFS)/Annual Population Survey (APS) to help answer RQ2

Item Type:	Report
Subjects:	L Education > LC Special aspects of education
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) Faculty of Social Sciences > Institute for Employment Research
Publisher:	Government Social Research
Place of Publication:	London, UK
Official Date:	December 2018
Dates:	Date Event December 2018 Published
Number of Pages:	74
Status:	Not Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access
Copyright Holders:	Government Social Research
Funder:	Department for Education
Open Access Version:	Publisher

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