Our Evaluation Model
We have developed an evaluation model to measure the impact of our sustained and progressive outreach interventions. This has been done by creating a locally adapted version of the Network for Evaluating and Researching University Participation Interventions (NERUPI) framework. This framework integrates theory and practice in order to inform thoughtful delivery that maximises impact. Its five key principles: know, choose, become, practise and understand are embedded in our programme culture.
You can find out more about the NERUPI framework here.
Our Progression Framework
The Inspiring Choices Progression Framework illustrates how participation in sustained and interlocking outreach interventions can support young people to make better informed decisions about their future education and career. All our activity is mapped against the five NERUPI principles and the eight Gatsby Benchmarks. There is a different level for students in Years 9 to 11, a further level for those in post-16 education and parental engagement is mapped against the framework too.
The Progression Framework can be found here.
The Gatsby Benchmarks, which are eight principles of best practice, have been mapped against our activities. This is a nationally recognised framework for good careers guidance.
|1. A Stable Careers Programme
|Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, teachers, governors and employers
|2. Learning from Career & Labour Market Information
|Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities.
|3. Addressing the Needs of Each Pupil
|Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
|4. Linking Curriculum Learning to Careers
|All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career paths.
|5. Encounters with Employers & Employees
|Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.
|6. Experiences of Workplaces
|Every pupil should have first-hand experience of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks.
|7. Encounters with Further and Higher Education
|All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.
|8. Personal Guidance
|Every pupil should have opportunities for guidance interviews with a career adviser, provided that they are trained to an appropriate level.
You can find out more about Gatsby Benchmarks here.
To find out more about what we do with the data we collect, please download our Privacy Notice.