Outcomes map: Enterprise education and employability

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1 Outcomes map: Enterprise education and employability January 2015 Version 1 Prepared by: Marianna Lemus YE Research & Evaluation Manager 1 9

2 Mapping outcomes for enterprise education This document describes Young Enterprise s impact measurement approach and defines the outcomes currently being measured by the organisation. This document is intended to provide a more detailed explanation of our monitoring and evaluation rationale in measuring the effect of enterprise education on young people s employability and entrepreneurial competencies. This document is not intended to be definitive as the iterative nature of impact measurement implies ongoing development and adjustment to the series of outcomes and indicators measured. If you have any feedback or suggestions, please get in touch by ing Founded in 1962, Young Enterprise is the UK s leading enterprise education charity. For over 50 years we have been working with young people across the UK to enable them to develop the knowledge, skills and attitudes they need for the world of work. Our vision We want every young person in the UK to leave education with the knowledge, skills and attitudes to succeed in work and in life. Our mission To inspire and equip all young people for life through enterprise 2 9

3 Measurement overview Enterprise education Enterprise education is the application of creative ideas to practical situations. It aims to raise awareness of the mind-set and skills required to respond to opportunities, needs and challenges such as problem solving, teamwork, communication, creativity and resilience. It can be applied across the curriculum, extending beyond business to a wide range of practical and social skills. Employability The ability of an individual to gain and sustain work. Various factors are involved in determining an individual s employability levels. Whilst these relate to an extent to social and personal circumstances, along with the particular economic context, the focus of this document is the set of skills and aptitudes that an individual can gain and / or improved as part of their education journey. As such, the concept of employability is herewith defined by three elements: 1. The ability to get a job 2. The ability to retain employment 3. The ability to make career decisions leading to quality of work (obtain new employment when desired and job satisfaction) Employability skills Employability skills can be defined as the skills that almost everyone needs to do almost any job. 1 These include general and functional skills (numeracy, literacy, IT skills), interpersonal skills (communication, teamwork) as well as self-confidence and resilience. For the purpose of this outcomes map review, employability skills are defined as the skills and capabilities acquired and / or improved on as a result of participating in Young Enterprise programmes and Enterprise Education learning. These do not include academic qualifications or personal wellbeing. The Young Enterprise evaluation framework tests the following eight employability competencies and corresponding skills (figure 1). 1 NPC (2013) Outcomes Map: Employment and Training 3 9

4 Figure 1: Young Enterprise employability competencies framework Entrepreneurial The ability of an individual to take responsibility in the organisation, operation and taking-on of risks of new projects and / or business ventures. There are various factors, both internal and context specific, that affect an individual s desire to be selfemployed but also determine the readiness to launch into new projects. Entrepreneurial skills Young Enterprise believes that the causality link runs from an enhanced employability potential to entrepreneurial capabilities. As such, our monitoring and evaluation efforts during the course of programme delivery focuses on measuring competency type progression as part of the employability competencies tested (see figure 1). Furthermore, the ability of Young Enterprise programmes to have a profound effect is contingent on a sustained and / or repeated intervention. This takes the shape of the Company Programme (nine months long) or the Learner Development Journey (see section below of the same name). Specific testing of Young Enterprise s impact on entrepreneurial spirits is instead relegated to the alumni strategy, which is outside the scope of this document. Indeed, it takes time and maturity both emotional but also in terms of ideas formulation to set up a business and effectively launch into the business world. As 4 9

5 such, Young Enterprise relies on longitudinal long-term studies to investigate the extent to which its programmes have resulted in self-employment. The first systematic review will take place in with destination analyses of the cohort of Company Programme participants. Context The skills gap The annual Education and Skills survey carried out by the Confederation of British Industry [CBI] shows year on year how employers rate school and college leavers attitudes and aptitudes as their top priority. 2 Furthermore, while employers value academic results and chosen topics of study, they have raised concerns with a declining level of work readiness, which helps businesses to thrive. The 2014 survey shows that what employers value the most is young people s attitudes to work (85%), followed by aptitudes to work (63%). Approximately only a third mention academic results (30%) as the most important factors. The 2014 CBI and Pearson Education and Skills Survey is accessible HERE. This apprehensive outlook on the next wave of economically active people is further corroborated by the Prince s Trust who in its 2014 Skills Crunch Report indicate that 73% of business leaders believe a skills crisis will hit the UK within the next three years. Another 32% said they face skills shortages for entry-level positions. The 2014 Prince s Trust Report is accessible HERE. Addressing the structural problem Fixing the UK s skills mismatch in young recruits requires sustained structural reforms addressing both the inefficient linkages between education and the world of work. The aims of such reforms must be the long term benefits to the wellbeing of young people be making an effective transition between education and the world of work but also the UK economy. Undeniably, the globalisation phenomenon requires a productive and responsive work force able to take on and / or adapt to the jobs of tomorrow, thereby contributing to the maintenance of the UK s competitive edge and strengthening the economy. Young Enterprise believes that part of the solution is enterprise education which through its practical learning-by-doing approach, enables young people to apply theoretical learning to real-life problems whilst developing key skills and behaviours. 2 The survey pooled responses from 291 UK employers, collectively employing over 1.4 million people. Participant organisations are drawn form all sectors of the economy and are of all sizes. 5 9

6 Young Enterprise s intervention Young Enterprise delivers a number of different programmes revolving around the enterprise education concept and varying in depth and length. These programmes cover the whole of the education cycle, from primary through to higher and further education. All interventions are designed with the objective of having an impact on awareness and/or ability of young people s own capabilities and employability potential. See the Learner Development Journey section below for more details on Young Enterprise s programmes. Key Outcomes Young Enterprise has four main priority outcomes, targeted through our series of enterprise education programmes all ages from 4 upwards: 1. Raising self-awareness in young people around the skills and attitudes required for employment 2. Developing skilled and adaptable young people through practical experience and learning intervention-specific skills 3. Tackling barriers to employment by raising the quality of skills and capacity of young people to effectively present these to employers through CVs and cover letter but also demonstrate them with examples when face-to-face. 4. Enhance young people s entrepreneurial potential by raising young people s confidence levels and helping them to believe in their own potential Each of these outcomes has a detailed framework of target outputs and outcomes dependent on: 1. The programme type a. Day programme b. 4 weeks programme i.e. The Tenner and Fiver Challenge c. 1 academic year long programme i.e. Company Programme 2. Learning activities a. World of work b. Life mapping c. Entrepreneurial 3. Age a. Age determines the numbers and degree of complexity in questions asked Theory of change Core to our monitoring and evaluation processes is the belief that enterprise education is a facilitator of practical learning by doing, resulting in the development of young people s key employability competencies. Figure 2 shows the causality links 6 9

7 underpinning the delivery of Young Enterprise programmes and intended short, medium and long term outcomes. Figure 2: Theory of change Current approach to measurement Measures of individual employability Over the course of the academic year , Young Enterprise has developed and piloted a series of tailored evaluation systems of measurement aimed at impact measurement specifically. The tool that has proven most effective is that of a self- 7 9

8 assessment questionnaire pre & post intervention asking young people to rate their perceived capabilities in carrying out a series of tasks directly linked to the programme content and learning outcomes. This tool enables Young Enterprise to track perceptions of the distance travelled by the individual over a series of indicators covering the eight employability competencies (figure 1). Young Enterprise recognises that there are many interacting factors that influence young people s employability potential, thereby making it difficult to map a linear path of causal factors and to measure progress towards employment, education and/or training. As such, in addition to the young people self-assessment questionnaire, we are also asking centre leads and volunteers to provide feedback on their perceived progression of young people following the programme intervention (data triangulation). Measures of destinations Part of Young Enterprise s alumni strategy includes tracking participants into their employment, education and / or training choices. Young Enterprise s alumni strategy is currently being defined with a number of data capture tools and methods being investigated. Employment statistics A number of key official statistics as measured by the Office for National Statistics (ONS) are regularly consulted by Young Enterprise in order to add context to programmes launched, improvement and / or delivery. 3 These statistics, analysed at the regional level also enable Young Enterprise to target interventions, for example, to areas of multiple deprivation. The Learner Development Journey As a result of data collections and analyses, Young Enterprise noticed the benefits of repeated exposure to enterprise education on young people s employability competencies and self-awareness. This led to the creation of the Learner Development Journey. The journey takes young people from stage 1 raising awareness of employability competencies, through to stage 4 where they model key competencies through real-life experience. Figure 3 outlines where each of our programmes typically sit on the Learner Development Journey. 3 A comprehensive document covering terminology, methodology and frequency of the ONS Labour Market data is available online: 8 9

9 Figure 3: The Learner Development Journey (stages) As demonstrated above, the 9 months long Company Programme is the concluding stage to young people s exposure to enterprise education. Young Enterprise is currently collecting data aimed at evaluating the impact of Journey type interventions where stage 4 will occur in Q Consequently, data will be analysed and published in Q If you have any feedback or suggestions, please get in touch by ing 9 9

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