An investigation into the Information, Advice and Guidance (IAG) provided for Year 11 students regarding their post-16 options
LEAD ORGANISATION
University of Reading Institute of Education
PROJECT SUMMARY
This research explored Year 11 students' perspectives of IAG provision, as well as their attitudes to the new Diploma and to vocational education and training. It made recommendations for IAG in the school context, particularly IAG specific to the Diploma in the light of apparent lack of clarity around what this is and its potential as a progression route.
A questionnaire was completed by 412 school students in Year 11 at the beginning of the 2008-09 academic year. The students came from 11 schools, evenly distributed across the spectrum in terms of the national average for five A*-C attainment at GCSE. A second questionnaire was then completed by 212 of the same students later the same academic year, prior to the start of the GCSE examination period. Following the second questionnaire, five focus groups were held in three schools, in which 23 volunteer students participated.
The questionnaire collected data on students' post-16 intentions, how informed students felt they were in making their post-16 decisions, who they relied on for IAG as well as their attitudes to IAG provision and various post-16 routes more generally. Focus groups were then carried out to explore some of the survey questions in more depth, including reasons behind students' post-16 intentions as well as their views on vocational versus academic routes. Focus groups also provided an opportunity to discuss the IAG the students had received and the perceived strengths and weaknesses of IAG provision in the students' own schools.
IMPACT
Data from the questionnaires indicated that the majority of the young people intended to remain in education post-16, with AS and A-levels being the preferred route. The focus groups suggested that this preference reflected broader ideas associated with perceptions of the tradition and academic credibility associated with A-levels. Alternatives to A-level, while seen as having value, were largely viewed as options for less academic students.
In terms of current IAG provision there was a feeling among the students surveyed that what is currently offered is not always helpful nor is it personalised to reflect the needs, interests and strengths of the student. While current IAG provision was considered to be satisfactory for those with clear post-16 pathways, it was felt to be less so for those who are unsure which route to take or what is most appropriate for them. For students in need of greater direction, it may be that the onus for IAG will need to shift onto tutors/teachers in school, as teachers' greater knowledge of their students may make them best placed to deliver the personalised IAG that some students feel they need. However, a dependency on teachers for IAG will raise issues in terms of teachers' capacity, skills and training needs.
The results of this study suggest that parents are the primary source for student IAG. Therefore, it is crucial that parents have access to sources of information that will enable them to offer informed advice. Utilizing Parents' Evenings to, for example, inform parents and carers about the Diploma will be necessary - however, issues will remain in terms of those families that are traditionally harder to reach. As many of the post-16 options now available will not be familiar to most parents, information sheets specifically written for parents may be one way of providing an overview of the many routes now available. This is likely to be a key short term challenge of particular importance if government is to achieve its targets on participation rates for the new diplomas and apprenticeships.
The results of this study suggest that if the Diploma is to be seen as a credible post-16 route then much work needs to be done in terms of informing young people and their parents as to both the course content and its higher education and work-related benefits. The students in this study were not clear about what Diploma study involved, felt that it was narrowly job specific and was seen by many as a vocational qualification not suited to more academic pupils who were aiming for university. In order to prevent an academic divide in terms of different post-16 routes, better IAG regarding Diplomas needs to be targeted at all students and parents. As A level study is the accepted route into higher education, it is likely that only when the Diploma is collectively acknowledged as a good alternative route to university will it achieve parity with other, more traditional, post-16 qualifications.
LINK TO FULLER REPORT