Education and Work
Local Evaluation of TVEI
The Lancaster TVEI Evaluation Programme represented the largest and longest-running consortium in the country for local TVEI evaluation. Based upon a collaboration with 15 LEAs during the TVEI pilot, it included both quantitative and qualitative studies at local, regional and national levels. In the course of TVEI Extension, CSET staff also played a significant role in evaluation training and consultancy for schools, colleges and LEAs. Towards the end of the programme, studies of the impact of TVEI were also undertaken. (Further details of TVEI studies are included below.)
1. Effects of the TVEI Pilot upon Student Outcomes (1984-1990)
The aim of this study was to investigate the effects of the TVEI Pilot projects in preparing students for continued education, training and work by comparing the responses of TVEI and non-TVEI students. The work involved a longitudinal study of some 7,000 students over a four year period, from age 14 to 18.
Publications and Reports:
Student Outcomes in 12 Pilot LEAs. (1990) Gill Helsby and Paul Bagguley.
The initial work was funded by a consortium of LEAs, but the Employment Department subsequently commissioned a further analysis of the data.
2. Preparing Students for Adult and Working Life (1991-93)
The aim of this study was to investigate how well experiences in school had helped to prepare students for adult and working life. Data were gathered through a questionnaire targeted at Year 10 and Year 11 students, firstly in 1991 and again in 1993. Some of the questions were drawn from earlier student surveys, allowing an additional element of comparison over time, and included items on attitudes to schoolwork, on careers education and guidance and upon job expectations and preferences.
Publications and reports:
i) Report on Fifth Years' Responses in 17 Secondary Schools. (1991) Gill Helsby
ii) Preparing for Work: Views of Year 10 Students. (1993) Gill Helsby
Funded by Dudley TVEI
3. Change and Influence in the 14-19 Curriculum (1991-93)
Commissioned by three LEAs, this major study of teachers' perceptions of, and responses to, recent curriculum changes aimed to identify both the short-term and probable long-term effects of TVEI. Data were gathered through a large scale teacher survey, which elicited over 2,000 responses, and through one-to-one interviews with some 200 teachers. Specific areas covered by the questions included teaching and learning styles, curriculum, assessment and recording, external links (including education-industry links), professional support and evaluation.
Publications and reports
i) Change and Influence: The View from the Front Line. (1992) Gill Helsby and Murray Saunders
ii) Responding to Change: Teachers' Perceptions of Competing Influences. (1993). Gill Helsby and Murray Saunders.
iii) Change and Influence in a TVEI Context. (1993) Gill Helsby
Funded by Bolton, Wigan and Dudley LEAs.
Also, the following three articles appear in Helsby, G. (ed) The Influence and Legacy of TVEI: Special Edition of Evaluation and Research in Education, Vol.7, No.2, 1993:
- Evaluating the Influence and Legacy of TVEI. Gill Helsby and Murray Saunders
- TVEI and the National Curriculum: Culture Clash Between Use and Exchange Value. Murray Saunders.
- Creating the Autonomous Professional or the Trained Technician?: Current Directions in In-Service Teacher Support. Gill Helsby
The Work-Related Curriculum (1993-94)
The purpose of this study is to explore the management and implementation of the work-related curriculum in secondary schools and colleges with a view to identifying elements of good practice which might be sustainable in the future, especially after the end of TVEI funding. A questionnaire was used to identify the major elements of policy and practice in secondary schools, and interviews were conducted with a range of staff in four case study schools. In the next stage of the investigation data were gathered on student experiences and perceptions in schools, and interviews conducted with staff and students in post-16 institutions.
Publications and Reports:
Managing the Work-Related Curriculum in Tameside: A Survey of Views and Experiences. (1993) Gill Helsby and Murray Saunders.
Preparing for Work: Students' Experiences of the Work-Related Curriculum,
(1994) Gill Helsby and Murray Saunders.
Funded by Thameside LEA.
Saunders M, (2000) Understanding Education and Work; Themes and Issues in the Routledge International Companion to Education (Routledge, London)
A Study of Education Business Partnership in Coventry
In order to help develop the Education Business Partnership Centres in Coventry the study looked at the expectations of business, schools and colleges in respect of EBPCs, and also assessed the extent to which these expectations were satisfied in practice. It also investigated gains made by student visits to EBPCs and offered suggestions for further developments of the Centres.
Funded by Coventry Education Business Partnership 1993
Preliminary Study of Advanced GNVQs
This study aimed to explore the perceptions of students, teachers and curriculum managers of the implementation of Advanced level GNVQs and of their 'exchange value' in Higher Education and employment.
Gill Helsby, Peter Knight and Murray Saunders (1998) Preparing Students for the New Work Order: The Case of Advanced GNVQs, British Educational Research Journal (forthcoming).
Peter Knight, Gill Helsby and Murray Saunders (1998) Independence and Prescriptioon in Learning: Researching the Paradox of Advanced GNVQs, British Journal of Educational Sudies (forthcoming).
Developing Literacy and Adult Basic Education in the Workplace: An Investigation
of Employer Attitudes and Practices
This project has investigated recent developments in basic education in the workplace, by means of a general review of the national and international context, case studies of programmes within companies and a survey of employers in the North West of England. We used a variety of methods in this project: observation, interviews, questionnaires and telephone interviews. In addition residential writing and video-making weekends brought together students from different workplaces to compare and document their experiences.
Publications and reports:
i) Not Just a Number: The Role of Basic Skills Programmes in the Changing workplace. Fiona Frank & Mary Hamilton, Final Report to the Leverhulme Trust, June 1993.
ii) Not Just a Number: Writings about Workplace Learning,
Fiona Frank (ed). CSET Lancaster University and LAWTEC 1992
iii) Not Just a Number: Adult Basic Education at Work.
Fiona Frank and Kathryn Jones (eds) (Video) CSET, Lancaster University, May 1993.
iv) Kind Hearts or Cool Business? Attitudes to Basic Skills Programmes Among Smaller Employers in the North West of England,
Fiona Frank & Mary Hamilton. Paper presented at the International Conference on Developing a Learning Workforce, University of Leeds, July 1993.
Funded by the Leverhulme Trust 1991-1993.
Progression routes and workplace basic skills programmes : a follow-up
This project examined the learning journeys followed between 1991 and 1996 by some of the students on the original workplace Basic Skills Training case studies in the above project.
Publications and Reports:
Like a Cork Flying Out of a Bottle
Fiona Frank, 1996
Workplace Strategies for Lifelong Learning: what next after a workplace basic skills training programme? In 4th International Conference on Learning and Research in Working Life - 1-4 July 1996, Steyr, Austria. Conference Proceedings, TUC Upper Austria, 1997.
Funded by Lancaster University and the DfEE, 1995/96
9. SRB Challenge Fund: Raising Achievement Enhancing Employability (1996-2000) Gill Helsby, Murray Saunders, Gilly McHugh and Joan Machell
The aim of this study is to investigate the development and implementation of strategies to identify and help under-achieving students in secondary schools.
Funded by the SRB Challenge Fund
Good Practice in Employee Development Schemes
A consultancy project assisting two organisations in the SOLOTEC area of South London to increase participation in their Employee Development schemes by employees with basic skills difficulties
Funded by the DfEE