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Education

The longer-term impact of creative partnerships on the attainment of young people: results from 2005

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The longer-term impact of creative partnerships on the attainment of young people: results from 2005 and 2006

Creative Partnerships is the Government’s creative learning programme, designed to develop the skills of young people across England, raising their aspirations and achievements, and opening up more opportunities for their futures. Between Autumn 2002 and Summer 2004, NFER conducted a programme-level evaluation of Creative Partnerships, focusing on measuring changes in self-confidence, self-esteem and attitudes to learning amongst young people who took part in Creative Partnerships activity. A later study examined the relationship between attendance at Creative Partnership schools and activities and national assessment results, for young people reaching the end of key stages 2, 3 or 4 (i.e. those young people in Years 6, 9 or 11) in 2003 and 2004. The study indicated some small but statistically significant positive associations between attending Creative Partnership activities and attainment.


By NFER UK.


Education Policy Resource.


Non-formal learning: good practice in re-engaging young people who are NEET

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Non-formal learning: good practice in re-engaging young people who are NEET

The Local Government Association (LGA) commissioned the NFER working with the National Youth Agency (NYA) to conduct a research study aimed at examining good practice in the provision of non-formal learning aimed at re-engaging young people aged 16-18 who are NEET. The research involved visits to eight projects, which had been identified by Connexions, local authority and other contacts as exhibiting good practice in such provision. Interviews with 16 projects workers and 12 project participants were used to explore the key principles of good practice in re-engaging young people who are NEET through non-formal learning approaches, which are presented in a guidance document aimed at developing and commissioning non-formal learning programmes.


By NFER UK.


Education Policy Resource.


Evaluation of the GTC's Teacher Learning Academy (TLA): impacts on teachers, pupils and schools

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Evaluation of the GTC's Teacher Learning Academy (TLA): impacts on teachers, pupils and schools

The GTC’s Teacher Learning Academy (TLA) offers professional recognition of teachers’ learning and practice development. Through enquiry-based and reflective learning, teachers plan, review and evaluate their projects and the implications for themselves, their colleagues, their pupils and their school. The GTC, with additional support from the TDA, commissioned the NFER to undertake an innovative evaluation of the TLA, using an ‘impact trail’ methodology to go beyond the simple ‘black box’ model of inputs and outputs with assumed attribution and causation.


By NFER, UK..


Education Policy Resource.