New funding to evaluate University of Exeter work to reduce NEET numbers in the South West
Researchers are supporting teenagers to have free access to GCSE maths and English exams so they can move on to employment or study
Experts will evaluate the impact of University of Exeter work to help children not in school to take GCSE exams.
Researchers are supporting teenagers to have free access to GCSE maths and English exams so they can move on to employment or study.
Academics who are part of the TASO project (Transforming Access and Student Outcomes in Higher Education) have been awarded funding from the Evaluation Accelerator Fund for assess the impact of this work, which aims to reduce numbers of young people in the South West not in education, employment or training.
A group from the Policy Institute, King’s College London, led by Johnny Runge, will carry out the evaluation of the impact on those who take part, the barriers and enablers to attending the exam centre, and the feasibility of scaling the project nationally.
The exam centre was set up by Dr Luke Graham and Professor Anna Zimdars, in partnership with Exeter College.
Devon and Cornwall have some of the highest rates of young people out of school in England. Some of those involved in the University of Exeter exam centre had withdrawn from education due to challenges associated with their special educational needs and disabilities.
Without a school place it is difficult and expensive for young people not in school to sit GCSE exams. Having no formal qualifications can prevent or delay them starting the course they would most like to at college and can be a barrier to them moving on to an apprenticeship or employment.
This year 25 young people on the project’s pilot sat English and maths GCSEs after studying themselves at home, with Exeter College giving exam preparation support and acting as the exam centre.
All learners achieved a grade in their maths GCSE, with almost half of them gaining at least a grade 4. In English GCSE all learners gained a graded qualification, with an incredible 62 per cent getting a 4 or above and almost one in five getting the highest GCSE grades of 6 to 9.
Young people taking part in the project had the opportunity to sit mock exams with feedback from Exeter College teachers. On average their grades rose from the mock to the GCSE exam by a grade for maths and over two grades for English.
All of those involved now have a progression route for the next academic year – mostly at Exeter College with some starting training.
Dr Omar Khan, Chief Executive of TASO, said: “We are delighted to receive funding from the Evaluation Accelerator Fund to carry out this vitally important work. With an increasing number of young people missing out on sitting GCSEs, assessing this promising project has wide implications. Good GCSE results can improve young people’s employment prospects and wellbeing, while opening up a wider range of educational pathways. Ensuring that all young people can take GCSEs – regardless of background and other barriers they face – is important in tackling persistent inequalities, including in access to higher education.”
Dr Graham said: “This exam centre is a lifeline for young people who physically, geographically or financially can’t access GCSE examinations. Understanding how these centres can be scaled up nationally will help to reduce incidences of NEET for those who are furthest away from continuing education or from employment.”
Mr Runge said: “We are pleased to be leading the independent evaluation of the Exeter Exam Centre. We look forward to testing the feasibility and scalability of this model so it can serve as a national blueprint for universities, colleges, and local authorities working together to improve access and opportunity for young people outside of mainstream education.“
The Evaluation Accelerator Fund – administered by the Cabinet Office – supports evaluation across the UK government to transform understanding of the impact of activity in priority policy areas. The fund aims to accelerate evaluation activity and create actionable evidence in UK government priority areas and tackle evidence gaps.
