CEIAG news and research

Summaries of the latest news and research in CEIAG

Changes to DfE Performance Tables for 16-18 study

  • Destinations data to include students studying unapproved qualifications at levels 3, 2 and below. Therefore, schools are held accountable for all their 16-18 students.
  • Destinations data will also include students who reach the end of 16-18 study without attending an institution in their final year. Their outcome will be attached to their most recent institution.
  • Further education destinations will be broken down by level.
  • There will be a new ‘progression to level 4 or higher’ measure. From January 2020, performance tables will show percentages of L3 students moving to L4+ and if this represents good progress based to the student’s prior attainment and qualification type. There will also be a breakdown for students going to Russell Group and the top third of higher education institutions.

Read more on 2019 School and College Performance Tables: Statement of Intent.

Socialised social capital? The capacity of schools to use careers provision to compensate for social capital deficiencies among teenagers

  • Mann, A., Huddleston, P. and Kashefpakdel, E. (eds.). (2018). Essays on Employer Engagement.  London: Routledge.
  • How exposure to careers talks/employers bridges the gap between higher and lower socio-economic groups.

The essay makes two key definitions:

  • Real Social Capital – contacts through family and friends who could help a young person get a job. (Often higher socio-economic groups)
  • Proxy Social Capital – taking part in careers talks with outside speakers organised by their schools.

Those with real social capital confidence at age 16 earned on average 4.3% more ten years later that those without confidence in their real social capital.

Those without real social capital but took part in school mediated careers activities (proxy social capital) at ages 14-15 earned on average 8.5% more at age 26 than those with real social capital.

Those with real social capital who were exposed to proxy social capital had no significant increase in their average earnings. These finding hold true when controlled for academic achievement, background characteristics and local environment. Therefore, proxy social capital is far more beneficial for young people from the lowest social economic backgrounds. This suggests that access to reliable, authentic, diverse sources of new and useful information about the labour market drives change.

The study suggests that young people from lower socio-economic groups have the most to gain from participation in school mediated talks.