Annual Monitoring of Youth and Community Work Programmes

Annual Monitoring of Youth and Community Work Programmes

Professionally Validated by the

National Youth Agency 2013/2014

Section Content Page

1Background3

2Methodology5

3Response rate6

4Analysis of Data8

4.1Fieldwork Placements8

4.2Recruitment and student numbers9

4.3New student intake – gender10

4.4New student intake – age range10

4.5New student intake – ethnicity11

4.6New student intake – disability11

4.7New student intake – qualifications at entry for

undergraduate programmes12

4.8Retention and completion14

4.9Attendance14

4.10Destination of graduates15

4.11Quality Assurance and qualitative evidence16

4.12Views on areas of development, overall progress and

challengesto the sector17

5Moderation visits18

6Issues to be addressed by the ETS Committee & through

validation working groups as a result of the annual

monitoring 2013/1419

Appendix A – Extract from moderation visit guidance:

Format and categories for visits21

Appendix B – Ethnic origin categories26

About the National Youth Agency27

1.0Background

The objectives of the annual monitoring are:

• To ensure that the programme is operating in accordance with the criteria for professional validation
• To alert the Education and Standards (ETS) Committee to overall patterns and trends in education and training.

This report contains the finding of the annual review of professionally validated programmes 2013/14 pro forma, for both undergraduate and postgraduate programmes.

The National Youth Agency (NYA) ‘Professional Validation: Guidance and Requirements’ document sets out the requirements and the Process for the Professional Validation of Higher Education Programmes which are recognised by the Joint Negotiating Committee (JNC) as conferring professionally qualified status for Youth Workers in England. The NYA’s Annual Monitoring Process is detailed on pages 22 and 23 of the aforementioned document. The Professional Validation Guidelines have been amended and uploaded to the NYA website 2-15

Discussions by the Education Training Standards Committee (ETS) around the processes for all aspects of validation agreed that the approach to validations remains robust. The ETS committee concluded that the approach should be protected to ensure that the model of a working group continues to offer a wide range of skills and knowledge to consider all aspects of programmes,leading to secure judgement and identification of development areas ensuring trust that the programmes validated can operate in accordance with requirements in the period between scheduled validations.

The process continues to request statistical data and some qualitative information, captured by enhanced pro forma. This is online reducing the need for paper copies to be sent and to allow for automated statistical collation. The data is valuable information, which informs this annual monitoring report. The pro forma provides statistical information that may flag concerns to the NYA (withdrawal, poor recruitment, staffing levels etc.) and the NYA contacts any programmes to follow up any concerns.

The NYA operates a moderation process alongside this, visiting three programmes per year using a stratified sampling process to reflect different localities/regions, types of institutions and programmes. The process is managed to ensure programmes only receive one moderation visit every ten years, unless the NYA has cause for concern based on analysis of the statistical data returned. Moderation visits for the annual monitoring process are separate to the required re-validation event, but will not take place immediately before or after a full validation event. The process retains the option of implementing a formal investigative procedure that may result in withdrawal of professionally validated status.

(Participation in the annual monitoring process is a requirement for the continuing professional validated status of a programme).

The Higher Education Institutes (HEI) has the main responsibility for the monitoring and quality assurance of the programme. The NYA monitors programmes in order to retain a view on whether programmes continue to operate in accordance with the requirements of professional validation.

2.0Methodology

Institutions are required to complete the online ‘NYA Annual Monitoring pro forma for each programme that is validated by the NYA. The following quantitative and qualitative information is required;

• Data on admission, progression and completion and the demographic profile of student numbers;
• Data on staffing levels, placements and supervisors;
• Confirmation of quality assurance within the programme with main strengths and development areas highlighted.

Survey Monkey was used for data collection to simplify the process for HEI’s and enable direct data analysis by the NYA.

The collection of quantitative data is not perfect, with some HEI’s still not providing all information for all students in a consistent way across programmes. This means that there are different totals for data on different categories – for example; the gender ratios do not match recruitment totals. To ensure that analysis is as robust as possible, calculations are based on those who answered a particular question. This has always been the case but is highlighted here in the methodology, as some caution is needed, particularly around trends overtime. On the whole, percentages are quoted in the report, as they are more useful than absolute numbers. The intention is to continue to work with Higher Education Institutes to improve consistency of data collected across HEI’s for future reporting.

Three moderation visits are scheduled to take place over the summer each year, conducted by an NYA Officer. Programmes are provided with guidance of the rationale and expectations for the moderation visits and asked to submit copied of the latest programme review documentation and external examiner reports one week prior to the visit day. This along with the current statistical pro forma allows the officer to consider provision in line with the annual monitoring criteria (as used in the previous analysis of submissions) and highlight lines of enquiry. The agenda and criteria are included for information in appendix A.

All visits will take place between June and October 2015 for the Annual Monitoring period 2013/14.

3.0Response Rate 2013/14

Pro-forma’swere disseminated to institutions who, in the previous year had been offering 57 programmes, with a request for completed forms to be returned by January 2015. There were some late and non-respondents for a variety of reasons, which have not been included in the on-line data submissions (or the analysis described in this report) as they do not fit within the same reporting structure.

Figure 1 below shows the number of HEI’s and validated programmes. The number of HEI’s has increased by 2 andthe number of programmes offered in England has increased by 1 to 58.

Figure 1: Number of Programmes and HEI’s

A total of 52 submissions were received from 41 HEI’s, which gives a response rate of 90% HEI’s and 86% of programmes. As mentioned previously, many submissions contained incomplete data, however all relevant data provided has been included in the analysis. The nature of the Open University data distorts the overall picture of the programmes and as such is excluded from the analysis reported here. From here on, data from 51 programmes have been considered throughout the report.

Figure 2 below shows the number of programmes by qualification.

The charts below show a slight decrease in the number of validated BA (Hons) programmes to 35. Postgraduate programmes have increased bringing its total this year to 23 Postgraduate programmes.

Figure 2: Number of programmes by qualification

Regional analysis of HEI’s has been included here to allow a picture to be presented of the location of new students. There is a slight decrease of programmes nationally, most significantly Eastern regions now has no programmes. There also appears to be a transition with more HEI’s offering multiple programmes.

Figure 3 provides an overview of the comparative share of programmes by region. London, Yorkshire & Humberside and the North West have the largest share of programmes with 77% of the national share.

The Eastern region no longer has a programme. Figures on regions must be treated with caution as some programmes do allow distance-learning students that recruit outside their region.

4.0Analysis of Data

4.1Fieldwork Placements

The average number of placements and fieldwork supervisors within the programmes recorded for the last six years is shown in figure 4 below:

Figure 4: Numbers of placements and supervisors

2008/9 / 2009/10 / 2010/11 / 2011/12 / 2012/13 / 2013/14
Placements / 45 / 37 / 43 / 45 / 42 / 40
Supervisors / 42 / 36 / 43 / 43 / 38 / 34

The average number of placements has droppedagain since 2012/13. These figures show that the number of placements has fallen by 2 and the number of supervisors has dropped by 4. HEI’s have reported group supervision asan additional layer of supervision being implemented to address the JNC shortfall. Where needed or additional support implemented by University JNC staff.

Figure 5 (below) shows the average percentage of supervisors with JNC qualifications. Figures have risen by 2% to 76% in the percentage of supervisors who are JNC Qualification, which is positive for the experience of the student.

Figure 5: Average percentage of supervisors with JNC qualifications

Whilst 100% JNC qualified supervisors is still the aim, some flexibility around this is now incorporated into the system. Higher Education Institutes have reported continued challenges in identifying JNC placement supervisors and placements specific to enable JNC professional formation.

For those programmes, which have lower numbers of JNC qualified staff, various external lecturers and associates are used. A number of respondents note the use of internal lecturers from different departments; associate lecturers, visiting lecturers and former JNC qualified students.

Several Universities indicated payment of JNC mentor in addition to placement supervisor to ensure professional formation from an appropriate JNC worker. This has helped programmes ensure a good level of JNC level input onto programmes.

Some programmes report that students were able to undertake ‘limited’ optional modules with other departments to broader learning experience of the sectors work. Such examples noted are from Theology, Safeguarding Education and Law backgrounds.

4.2Recruitment and student numbers

The target total for student recruitment onto professionally validated programmes was 811 and actual recruitment was 701. As figure 6 below shows this year recruitment however, several failed to report this section. Despite sector changes HEI’s have managed to still recruit 80% of expected target, many indicate recruitment continuing throughout the year and mechanisms being introduced to increase recruitment.

Figure 6: recruitment to programmes (student numbers)

2007 / 2008 / 2009 / 2010 / 2011 / 2012 / 2013
Actual / 1380 / 1470 / 1277 / 1135 / 951 / 825 / 701
Target / 1398 / 1509 / 1214 / 1152 / 1013 / 1037 / 811
%of target achieved / 99% / 97% / 105% / 99% / 94% / 80% / 86%

Of these programmes 21% exceeded their target and 10% met the target. Of the remaining programmes 69% achieved lower than their targets with only 13% achieved 80% or higher of their target.

Visits and anecdotal evidence from Higher Education Institutions (HEI’s) highlighted continued challenges for recruitment for HEI’s, some included:

• Recruitment and retention of experienced practitioners
• Employment opportunities within the sector has altered influencing recruitment routes and employment possibilities post qualification
• A reduction in services related to public sector cuts
• Barriers to recruitment linked to tuition fees for Youth Work

4.3New Student intake – gender

The gender profile of new students – shown in Figure 7 below – continues the trend of a higher proportion of female students than male. Similar to previous years, the trend remains consistent, with roughly two-thirds female and one third male.

In 2013/14, the proportion of male entrants onto programmes has increased slightly from 2012/13, with 35% of new student’s male and 65% female.

Figure 7: Percentage of new students by gender

4.4New student intake – age range

Figure 8 shows the age profile of new entrants to youth work programmes by age group over the last ten years. Compared to the previous year average age profiles have increased. Figures of those aged under 21 years old at the start of the study has decreased by 8%. In contrast there has been an increase aged between 21- 34 years old. Those aged over 34 years old remained constant.

Figure 8: Percentage of new students by age

Readers are reminded here that the submission from the Open University (OU) has been excluded from the analysis as the large number of students from one institution with a distinctly different business model skews the overall picture.

Feedback from HEI’s indicates that the age range is increasing with students returning to learning or remaining in HEI progressing from BA to PG programmes for several reasons including improving employment potential and enhanced their ability to work in diverse settings.

Two HEI’s indicated that they had over 24’s who had joined their programme to improve their employability in a contracting marketplace.

4.5New student intake – ethnicity

Data about ethnicity is collected in accordance with the categories recommended by the Commission for Racial Equality, based on the Census. Information is requested under sixteen categories of ethnic origin which can be summarised into five main groupings. The full list of sixteen categories is included as Appendix B and the data is summarised under the five broad groupings in Figure 9, below. Information on ethnicity was received for 687 new students.

With regards to ethnicity there has been very little change from the previous year. The largest category is ‘white2’ which has increased by 4% this year, accounting for 68% of new students. There was also a slight increase in the third largest category (‘Asian’ or ‘Asian British’) with an increase of 2%. There were slight falls in the second largest category (‘Black or Black British‘) with a -4% decrease. This year, 9 students were identified as ‘other’ (1%) and 2% as ‘unknown’. 0 students were identified as ‘Chinese’.

Figure 9: New student intake by ethnicity

4.6New student intake – disability

In 2014 16% of the overall recruited students are identified as having a disability with those registered as disabled account for 5% of the new student intake. This represents a 3% increase in comparison to 2013 figures.

4.7New student intake – qualifications at entry for undergraduate programmes

There is six years’ data pertaining to qualifications at entry for undergraduate programmes and this is shown in Figure 10, below.

The data indicates that undergraduate level qualifications still favour traditional academic entry routes of A Level with 30% gaining access this way. However, NVQ3 and NVQ2 are now accounting for 25% of access requirement; this is significant as NVQ2 has not previously been reported. Access routes have also risen from 6% to 10% in the same period.

For Post Graduate level 90% entered with a degree, foundation degree or postgraduate degree.

Figure 10: Qualification at entry – undergraduate students (% of new students)

Note: Each graph has independent axis values

4.8Retention and completion

Figure 11 shows the completion and retention rates over the last 6 years. Figures for 2013/14 show substantial increases in completion figures to 85%.

Figure 11: Overall percentage of students completing each level

The percentage completion rates for 2013/14 for Post Graduate part time programmes has twice the drop out rate compared to full time routes which was 24% compared to 50% of overall programmes at post graduate level.

Reasons given for non-completion have been reviewed across all levels for full time/part time students. Withdrawal does not indicate student failure at under graduate level as the main reason but more likely to be due to caring or work life balance.Postgraduate programmes also follow similar trends, with deferral as most popular reason for non-completionat 29%.

4.9Attendance

Figure 12 shows all bar the post-graduate part time route attendance levels reaching above the 80% attendance target. The lowest percentage of students achieving above 80% attendance is postgraduate part-time, at 76% and the strongest attendance is atpostgraduate level full time at 97%. Figures are broadly comparable with those for the previous year and have increased across all levels.

Full time / Part time
80% + / <80% / 80% + / <80%
Level 4 / 88% / 12% / 83% / 17%
Level 5 / 85% / 15% / 93% / 7%
Level 6 / 90% / 10% / 86% / 14%
PG / 97% / 3% / 76% / 24%

4.10Destination of graduates

Information on the destination of graduates is incomplete but has improved since 2012/13. For annual monitoring 2013/14, destination information was submitted for 709 leavers.

Figure 13 below shows trends in recorded destinations over the last six years. Students going into statutory youth services continued to decline with only 17.5%, the number going into voluntary youth sector roles remains strong with 32%. The area that shows a marked increase is students remaining in further education with an increase of 4%, this may be a result of current employment opportunities or access to Higher Education; this will be investigated further over the next year.

Figure 13: Recorded destinations

Comments on the destination of students vary. A handful of respondents reported that the students on their programmes had good career prospects. Such comments include: ‘Many of our students secure part time and full time jobs following their placements particularly in the second and third year and go onto secure full time employment post qualification.

One programme report that many students use skills gained in course to develop their own social enterprise and initiate new youth work in their city. In addition,appointing staff and supporting student placements.

4.11Quality Assurance and qualitative evidence

The questionnaire asked programmes to confirm whether the main quality assurance processes have been carried out for this annual monitoring period. The returns indicated that all programmes have completed both academic and field external examiner reports. Within the reports indication was made of the following positive areas:

• the quality of the programme was of high standard
• the programme is current and relevant to the work within the sector
• Feedback given to students was of a high standard

Feedback from the questionnaires also indicated some areas for development including:

• Ensure opportunities for learning in sector emerging opportunities
• Ensure visiting lecturers are briefed properly and their work is moderated

4.12Views on areas of development, overall progress and challenges to the sector

Programme leaders’ views on areas for development, overall progress of the programme and challenges to the sector during the year was analysed in this report. In terms of area for development, the following was reported:

• continued move towards online recording of fieldwork helpful for students and tutors

• continued work on student representation at all appropriate levels;

• increased expectations by placements organisations on students need careful monitoring and increased professional support to ensure appropriate expectations on students

• Need to consider additional curriculum areas, to support work roles undertaken by graduates including fund raising, bid writing etc.

The questionnaire revealed mixed perceptions on overall progress across programmes over the last year. Programmes remain positive about their progress with many describing co-delivery with broader faculty as enhancing learners’ ability to think broadly about youth work. One course even indicated that they have received teaching awards, several talked about having good retention rates and clear consultation with a course committee in order to keep their programmes updated and relevant.