Ian Duckett
LinkedIn: https://www.linkedin.com/in/idcv517/
Award-winning teacher and resourceful education and training professional with comprehensive experience in curriculum planning, design, and partnership development across the 14-19 sector. Skilled in teaching and guiding a broad range of learners from 11 to adult and dealing in intervention, engagement, and NEET programmes. Demonstrated abilities in partnership development, project management, coaching and mentoring, qualification reform and staff development. Known as high quality consultant for various councils, educational organizations, training providers, colleges, schools and academies. Motivated and collaborative leader with a highly successful record of accomplishments, performing various other consultancy works for national agencies, government departments, local authorities and alternative providers.
Phone: 447895419384
Address: Norwich
Award-winning teacher and resourceful education and training professional with comprehensive experience in curriculum planning, design, and partnership development across the 14-19 sector. Skilled in teaching and guiding a broad range of learners from 11 to adult and dealing in intervention, engagement, and NEET programmes. Demonstrated abilities in partnership development, project management, coaching and mentoring, qualification reform and staff development. Known as high quality consultant for various councils, educational organizations, training providers, colleges, schools and academies. Motivated and collaborative leader with a highly successful record of accomplishments, performing various other consultancy works for national agencies, government departments, local authorities and alternative providers.
Phone: 447895419384
Address: Norwich
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In 2009 the Learning and Skills Development Agency (LSDA) and Institute of Education University of London (IoE) undertook research in the best ways of supporting young people described as NEET (not in employment, education or training). This was published as Tackling the NEETs problem Supporting Local Authorities in reducing young people not in employment, education and training. Reducing the amount of 16-18 year old NEETs is the most popular national indicator among local authorities' Local Area Agreement targets. Despite this, the percentage of 16-18 year old NEETs rose from 10.6% last year to 11.9%. The picture is likely to get worse during the third quarter when the end of the school year traditionally sees a peak in the figures. I want to re-visit this research with a greater emphasis on developing a practical strategy to tackle the issues and am seeking collaborators, especially in the east of England. Tackling the NEETs problem Supporting Local Authorities in reducing young people not in employment, education and training: main findings Too many young people between the ages of 16 and 19 find themselves in the category which is usually referred to as NEET. The figure of 10 per cent of the 16-19 cohort nationally is usually cited, but frequently a further six to seven per cent of young people are unaccounted for and, therefore, the figure might be as high as 17 to 20 per cent in some London boroughs. Recent research on young people not in employment, education or training (NEETs) suggests that their number is increasing. Despite 10 years of policy attention and investment, the problems facing disadvantaged groups of young people have not been overcome. Research also suggests that those regarded as NEET comprise several groups, ranging from the most disadvantaged and disengaged to those who become NEET by virtue of dropping out of a course or losing a job. The differentiated nature of those regarded as NEET and the fact that their circumstances are often rooted in local factors requires local authorities and civil society organizations to develop locally sensitive and flexible strategies. Research shows that disengagement at this age is disastrous in personal terms; causes problems in the community in the form of nuisance and crime; leads to long-term costs in increased criminality, welfare dependency, housing and a wide range of social and economic factors. The research presented at a recent Institute of Education conference on this issue and presented in this LSN report, reinforces the understanding that the NEET problem is complex, rooted in a rich mix of social networking, alternative lifestyles and shadow economic activities available in a locality and the increasingly complicated and hidden lives that young people lead. The range of issues associated with young people in the NEET category comprises low educational attainment, homelessness, gang membership, early criminalization, drug culture and dependency, care needs, teenage pregnancy, prostitution and, in many or even most cases, multiple and overlapping disadvantage, for example, pregnancy, drug dependency and crime. Combating this growing problem, which is likely to be exacerbated by the recession, requires thorough research into disengagement in a local area to tease out the particular demands of the locality. This will pave the way for an exploration of the capacity of the locale to respond through creative and targeted provision of individual information, advice and guidance, youth work, more practical and work-based learning, apprenticeships, literacy, ESOL, numeracy and employability programmes and other personalized projects. The effects of the recession, however, may be dramatically changing the landscape and how we see the issue. An unemployment rate for 16-24 year olds of nearly 20 per cent prompted the Guardian (13 August 2009) to run the headline 'The lost
In 2009 the Learning and Skills Development Agency (LSDA) and Institute of Education University of London (IoE) undertook research in the best ways of supporting young people described as NEET (not in employment, education or training). This was published as Tackling the NEETs problem Supporting Local Authorities in reducing young people not in employment, education and training. Reducing the amount of 16-18 year old NEETs is the most popular national indicator among local authorities' Local Area Agreement targets. Despite this, the percentage of 16-18 year old NEETs rose from 10.6% last year to 11.9%. The picture is likely to get worse during the third quarter when the end of the school year traditionally sees a peak in the figures. I want to re-visit this research with a greater emphasis on developing a practical strategy to tackle the issues and am seeking collaborators, especially in the east of England. Tackling the NEETs problem Supporting Local Authorities in reducing young people not in employment, education and training: main findings Too many young people between the ages of 16 and 19 find themselves in the category which is usually referred to as NEET. The figure of 10 per cent of the 16-19 cohort nationally is usually cited, but frequently a further six to seven per cent of young people are unaccounted for and, therefore, the figure might be as high as 17 to 20 per cent in some London boroughs. Recent research on young people not in employment, education or training (NEETs) suggests that their number is increasing. Despite 10 years of policy attention and investment, the problems facing disadvantaged groups of young people have not been overcome. Research also suggests that those regarded as NEET comprise several groups, ranging from the most disadvantaged and disengaged to those who become NEET by virtue of dropping out of a course or losing a job. The differentiated nature of those regarded as NEET and the fact that their circumstances are often rooted in local factors requires local authorities and civil society organizations to develop locally sensitive and flexible strategies. Research shows that disengagement at this age is disastrous in personal terms; causes problems in the community in the form of nuisance and crime; leads to long-term costs in increased criminality, welfare dependency, housing and a wide range of social and economic factors. The research presented at a recent Institute of Education conference on this issue and presented in this LSN report, reinforces the understanding that the NEET problem is complex, rooted in a rich mix of social networking, alternative lifestyles and shadow economic activities available in a locality and the increasingly complicated and hidden lives that young people lead. The range of issues associated with young people in the NEET category comprises low educational attainment, homelessness, gang membership, early criminalization, drug culture and dependency, care needs, teenage pregnancy, prostitution and, in many or even most cases, multiple and overlapping disadvantage, for example, pregnancy, drug dependency and crime. Combating this growing problem, which is likely to be exacerbated by the recession, requires thorough research into disengagement in a local area to tease out the particular demands of the locality. This will pave the way for an exploration of the capacity of the locale to respond through creative and targeted provision of individual information, advice and guidance, youth work, more practical and work-based learning, apprenticeships, literacy, ESOL, numeracy and employability programmes and other personalized projects. The effects of the recession, however, may be dramatically changing the landscape and how we see the issue. An unemployment rate for 16-24 year olds of nearly 20 per cent prompted the Guardian (13 August 2009) to run the headline 'The lost
mainstream provision, posing the question: “Why no pedagogy in England?” This
raised the argument for a more robust teacher training programme, encouraging many
to question how our European counterparts had indeed been successful in their interpretation
and implementation of a teaching pedagogy where we had failed. Indeed,
forty years on, the question remains all the more pertinent for thosewithin the Further
Education (FE) sector. Simon (1981) argued that the English education system had
failed to develop pedagogy because of social class division. I will argue, over the
past forty years, this has been enhanced by the failure to address parity of esteem
issues between the academic and vocational curriculum, which makes the absence of
a real pedagogy in Further Education (FE) and alternative provision (AP) even more
profound than it is perhaps within mainstream compulsory sector. While there have
been substantial changes since 1981, Simon’s basic contention and the question of
why no pedagogy in England remains to be the case. Teacher education and professionalism
essentially relate to what it means to be a ‘professional’ and link to the
relevant theoretical concepts of teacher education This is all the more pertinent in FE
given the diverse nature of the sector and the responsibility that teaching practitioners
(qualified or other) have towards students, especially those with special educational
needs and disabilities (SEND), those who are vulnerable and English for speakers of
other languages (ESOL) requirements. This chapter provides a personal and reflective
approach as a former FE teacher educator regarding pedagogy associated with
skills development in FE in-service initial teacher education (ITE), the impact on
the FE ITE curriculum and vocational education and training VET, and how it may
be possible to learn from that history and move forwards with an improved future
curriculum. The analysis of existing FE in-service ITE models will provide a framework
for the study. The nature of the research project is observational and rooted in reflective practice of five phases of development. In the discussion, I explore employability
and vocational learning along with the skills agenda and place them within a
practical application of the theoretical framework to create a radical teacher education/
training and mentoring scheme. The distinction between teaching and learning
is breaking down and learner autonomy is enhanced not only by advances in information
learning technology (ILT), but by project and problem-solving based approaches.
They represent a more radical, meaningful and dynamic approach to teacher training
and mentoring for teachers and learners of the future and a personalised approach to
pedagogy and curriculum design.
Edited by Louise Regan and Ian Duckett
Manifesto Press