Post-16 Education and Training Provision for Young People Involved in Crime: literature review
| Title | Post-16 Education and Training Provision for Young People Involved in Crime: literature review |
| Author(s) | Laura Brazier, Jane Hurry, Anita Wilson |
| Organisation | NRDC |
| Date | October 2010 |
| No. of pages | 58 |
| Key words | 16-19; crime; basic skills; youth unemployment; training; labour market; educational underachievement; peer influence; teaching and learning styles; barriers to learning; personalised learning |
| Description | This literature review forms part of a wider NRDC research project on improving the literacy, language and numeracy (LLN) skills of young people involved in, or at risk of becoming involved in, youth crime. |
| Select quotations | “It is clear that exclusion from school is related to offending behaviour.” “Effective programmes tend to be multi-model, e.g. able to address young people with multiple needs such as substances misuse, offending behaviour, housing issues as well as education and training.” “It is likely that there is a threshold of contact hours for programmes to be effective but the number of hours is debated in the literature and ranges from 75 to 150.” “In particular, a more complex understanding of the combination of factors affecting how adults learn is emphasised. Central to this approach is the conceptualisation of the agency or self-direction of adult learners. This indicates a more strategic and individualised approach to learning which takes full account of learners’ particular characteristics and circumstances.” “Adult oriented pedagogy employing less formal teaching methods may work better for young people with a history of disengagement.” “Informal learning with socially excluded young people reports that LLN skills embedded in real-life activities and contextualised tends to work best.” “Having a range of teaching strategies in place to plan lessons, teach in the classroom and asses outcomes, is highlighted as effective practice. This includes teaching practices such as developing Individual Learning Plans (ILPs), using SMART targets, developing schemes of work, developing lesson plans and having regular individual tutorials.” “Understanding how young people involved in offending interpret and construct their own learning is critical to providing effective provision.” |
| Link | www.nrdc.org.uk/publications_details.asp?ID=183# |
