Report of Impact Measures
Students’ Perceptions of Work Experience by the National Support Group for
Work Experience
Rationale
The National Support Group for Work Experience is a national group of practitioners
funded by DCSF which undertakes development work each year. In 2006/7 it was
decided, as part of this development work, to look at drawing together common reporting
methods which could be used to show the impact of work experience for students.
The drivers for this were:
There are a number of misconceptions and myths around work experience
Most surveys of work experience only involve small numbers of students in their
samples
There was a need to demonstrate to employers how students benefit from work
experience
The numbers of students going out was measured, but not the impact
A number of organisers used local forms, but nothing was nationally collated
Methodology
The group first held a development day to look at examples of forms used locally for
evaluation purposes and to decide which might be the best as a basis for the new forms.
The group looked initially at a triangular approach involving the student, employer and
teachers‟ perspectives. A parental questionnaire was also considered, but not pursued.
These three forms were then discussed with the consultative group, which is the policy
and strategy group for work experience, and many useful suggestions were contributed
at this stage.
Further work then took place on the detail of the forms and pilot work was undertaken
using the draft forms with 2/3 schools in the pilot regions. This was to check that the
wording was at the correct pitch for the students, and the overall workability of the
paperwork. When the findings of this first pilot were analysed there was a consistency of
results, with over 85 % enjoying their work experience with noticeable increases in use
of initiative and confidence.
The work was also discussed at the work experience conference in November when
Charmian Roberts, Chair of the Group, and Jenny Asher, Development Manager for the
National Education Business Partnership Network, ran a workshop and received further
valuable and constructive comments from delegates.
As a result of this pilot it was decided to concentrate only on students as the initial plans
had been too ambitious.
The open-ended questions were dropped as these were impossible to collate in large
numbers. It was also decided to involve Professor Andy Miller in the design of the forms
to ensure robustness. Professor Miller‟s full report, presented in February 2007, is
attached at appendix1.
2
The Process
The roll-out was approved by the then DfES with the proviso that there were links made
to the CBI employability framework from the “Time Well Spent” report. An employability
chart, based on the “Time Well Spent” document was therefore devised to accompany
the questionnaire, to be presented to students before they completed the form (see
appendix 2). The aim was to capture at least 15,000 returns from March 2007 to April
2008. The intention was to ask teachers to collate their own students‟ responses and
together with the brokers use to improve local practices. These would then be collated
in areas, then regions then nationally by NEBPN, the contracting body for this work. The
guidance for local organisers on this process is attached as appendix 3.
It was decided that the questionnaire could be supplemented by additional questions if
required locally, but that the core 16 questions had to remain as standard. It was felt that
by aligning the questions with the CBI survey, the questionnaire would be focusing on
recording the skills which employers had said they were looking for. It was designed so
that it could be used for diploma students, when these are introduced in 2008.
The Findings
A work experience conference was organised for employers by the group in January
2008 and it was decided to present the interim figures to the delegates, which was then
based on 8,438 student returns.
Findings from interim( January) analysis were extremely positive:
• 78% thought their work experience was very or mostly enjoyable. A further 13%
said they had some enjoyment from it
• 89% were satisfied, quite satisfied or satisfied with their work experience
• The most positive response was to question 7 “I was able to show a positive
attitude at work” with a total of 93%
• The least positive was Q16. “I am clearer about what I want to do in my future
education and career (post-16)” =74%
By May 2008 15,025 students had returned the questionnaire and this was again
analysed. The findings very closely matched those from the interim survey. The overall
collated results are shown in appendix 4 and comparisons with the January figures
shown in appendix 5.
3
Impact Survey Student Responses March 2007-April 2008
(Based on 15,025 returns)
Total of very enjoyable and mostly enjoyable = 80%
In addition 13% recorded some enjoyment
How much did you enjoy your work placement?
31%
13%
4%
3%
49%
Very enjoyable
Mostly enjoyable
Some enjoyment
Not enjoyable
Did not respond
4
Total of Satisfied comments (very, quite and satisfied) = 92%
Responses to Questions 1-16
0
10
20
30
40
50
60
Stongly agree Agree Disagree Strongly
disagree
Percentage of responses
How satisfied were you with your
work experience?
30%
12%
4%
2%
2%
50%
Very satisfied
Quite satisfied
Satisfied
Slightly dissatisfied
Dissatisfied
Did not respond
5
Totals Q1-16
Totalling positive responses (strongly agree and agree) and negative responses
(disagree and strongly disagree)
The range is between 76% - 96% agree or strongly agree
The range is between 3% - 24% disagree or strongly disagree
Most positive response is to question 7: I was able to show a positive attitude at work =
96% positive
Least positive response is to question 16: I am clearer about what I want to do in my
future education and career = 76% positive
Thanks to the members of the National Support Group for Work Experience for their
work on this survey. The group are:
Charmian Roberts, Chair
Reg Chick, North West
Yvonne Catlin, North-East
Pete Walthorne and Tony Pitchers, West Midlands
Sue Hunter, London
Simon Raven, East
Brian Webb, East Midlands
Anna Morrissey, Yorkshire and the Humber
Kate Smith, South-East
Jenny Asher, Contract Manager, NEBPN
6
Appendix 1
Pre-16 Work Experience
Impact Assessment Tool
A report by Andrew Miller
for the National Support Group for Work Experience
February 2007
7
Report on National Support Group for Work Experience:
Impact Assessment Tool
1. Background
The purpose of the project is to develop a simple tool that can be used to collect
evidence of the impact of pre-16 work experience upon learners across the NEBPN
membership. If central work experience organisers and schools used the same
impact assessment tools, then this information could be collated to produce a
baseline measure against which to judge future quality improvements.
The NEBPN has developed a draft impact assessment tool for students with
accompanying questionnaires for teachers and employers. The tools have been
tested in a number of EBP areas, and a revised tool was developed and trialled in
Wolverhampton. Andrew Miller was invited to review this work in the light of
feedback from workshops held at the national conference for central work experience
organisers in 2006.
2. Impact assessment
„Impact assessment‟ is concerned with measuring the effects of an educational
activity or process upon learners, i.e. trying to establish in what ways their knowledge
and understanding, skills, qualities, experience, attitudes and attributes have
changed. The most common (and probably only feasible way) of establishing such
impact measures is to ask learners through some form of self-assessment process.
Given the potentially large numbers involved and the likelihood of the „sub-
contracting‟ of the process to teachers, it is important that the impact assessment tool
is simple, clear and robust.
A common research tool to measure the impact of an intervention on learners is to
seek to establish distance travelled through „before and after‟ tests. However, this is
only appropriate when there is a more objective attempt to measure „knowledge‟
which is more amenable to pencil and paper testing. It is also more difficult to
achieve as it relies on schools testing learners twice. It would be hard to control
exactly when learners were tested prior to placements and results would be affected
by where they were in their preparation programme.
For these reasons most evaluations of the impact of work experience on learners
have used a reflective self-assessment process, i.e. asking students to consider the
extent to which work experience has affected their knowledge, skills etc. This is
clearly, and inevitably, a subjective process.
3. Previous evaluations of impact
Previous evaluations using student questionnaires to elicit impact assessment
include: Ofsted (May 2004) Increased flexibility programme: improving work
experience, HMI 2220; Institute for Employment Studies (2001) Pre-16 Work
Experience Practice in England: An Evaluation: Research report RR263, DfEE; and
Pike, G (1999) Skills for Work: The Effects of Work Experience, Focus Central
London. The tools used in their data collection are discussed in this section.
Ofsted (May 2004) Increased flexibility programme: improving work experience, HMI
2220
8
This Ofsted investigation included a student questionnaire that was completed by
1,800 Y10 pupils in 17 schools that were part of IFP partnerships. The questionnaire
asked several contextual questions. There were four statements on impact and
students were given four possible responses: Strongly agree, tend to agree, tend to
disagree, strongly disagree (i.e. no middle ground allowed). These covered:
Understanding the world of work
„Work experience helped me understand the world of work‟
„I found out a lot about how the employer‟s business works‟
Motivation at school
„Since work experience I have tried harder at school‟
(Probably related to motivation – which is more likely if they see greater relevance of
school work)
„I can see how school work is useful in the world of work‟
Institute for Employment Studies (2001) Pre-16 Work Experience Practice in England:
An Evaluation: Research report RR263, DfEE
The second national evaluation of the pre-16 work experience funding was conducted
in 2000/01. Student questionnaires were completed by 1,154 students in 24 case
study schools after their work experience. There were general questionnaires asking
about students‟ knowledge and attitudes towards work and a post-work experience
questionnaire. Students were asked to respond to a series of 19 statements on a
five-point, Likert scale, and these ranged from strongly agree to strongly disagree.
Only eight questions related to impact, and these were grouped as follows:
Statements related to the nature of the experience
„I was given the opportunity to show people what I can do‟
„I found my placement challenging‟
„I was give the opportunities to take responsibility at work‟
Career education
„The placement helped me decide about my career‟
„I don‟t want to end up doing the same job when I finish my education‟
9
Motivation at school
„After my placement I felt more interested in doing well at school‟
„My work experience was relevant to my school classwork‟
Understanding the world of work
„My placement gave me a good idea of what work is like‟
Pike, G (1999) Skills for Work: The Effects of Work Experience, Focus Central
London.
This three-year longitudinal study was commissioned by Focus Central London (when
AM was education manager). The impact measures focused on key skills, knowledge
and understanding of the world of work, motivation and confidence, and post-16
decision making.
Development of key skills – focusing on doing tasks
„Work well in teams with other people‟ (Working With others)
„Get to work on time and meet deadlines‟ (Improving Own learning and Performance)
„Using computers‟ (IT)
„Using the telephone‟
„Do things on my own‟
„Talk confidently with different people‟ (Communication)
„Asking people how to do things‟
„Taking responsibility for what I do‟
Knowledge and understanding of the world of work (improving the following)
„Knowledge of the workplace‟
„How to behave at work‟
„What it might be like to go to work‟
„Understanding equal opportunities at work‟
„How businesses work‟
10
Student motivation and confidence
„Do more homework‟
„Usually hand my homework in on time‟
„Positive towards school‟
„School is a good way to prepare for the future‟
„Keen to get good grades in GCSEs‟
„Less worried about going for a job interview‟
4. Analysis against national guidance
Annex 1 analyses the trial impact measures against:
an established set of work experience aims (Watts, A G (1991) Rethinking Work
Experience, Falmer Press);
QCA‟s nine elements of work-related learning taken from their non-statutory
guidance (2004);
QCA‟s draft key stage 4 programme of study for economic well-being (January
2007).
A review of the table suggests the following conclusions:
The five-point response scale is biased towards agreement as the middle
response is „Agree slightly‟ rather than „Neither agree nor disagree‟ or „Unsure‟
There are six statements about employability, but five of these are
„understanding‟ statements and one is about improved skills.
Only IT is mentioned from the functional skills.
There is limited focus on enterprise skills, i.e. importance of using initiative.
The motivational statements (2) do not include impact on motivation at school.
The maturational statements (3) cover two aspects of personal and social
development – ability to get on with adults and self-confidence.
There are three statements under the investigative aim covering understanding of
the running of companies (so excludes public and voluntary sector), IT in the
workplace and health and safety.
The statements do not capture the impact on their experience, e.g. of working
environments and working practices.
There are no statements about work roles and identities, and rights and
responsibilities at work.
There is only one direct statement about careers which is at a high level of
generality.
The anticipatory aim (8) has two statements (which could feature with other basic
employability statements) on time management and finishing tasks.
Statement 17 relates to the students‟ views on school follow-up work rather than
impact upon them.
11
Other questions on the student questionnaire provide contextual data:
whether or not there was a pre-meeting (indicator % of students having pre-
meetings) and whether or not it was useful (% of students finding pre-
meeting useful)
whether they would consider running their own business in the future – self-
employment question unrelated to the work experience impact measures (%
of key stage 4 students saying they are interested in running their own
business
whether or not the placement was linked to a course of study (students may
need help in interpreting what that „course of study‟ means) and what they
course of study was
whether or not they enjoyed the placement (% saying they enjoyed the
placement)
an open-ended question asking for the three most enjoyable experiences –
these often yield unhelpful responses such as „the people‟.
The final pieces of data required are:
name
school and year group
date of the placement
type of placement, e.g. retail, office
type of company (again, assumes private sector), e.g. bank, building
company.
5. Student impact measurement form: West Mids
A second assessment tool was examined which had been developed in Sandwell as
part of the pre-pilot phase.
„As a result of my work experience‟ was replaced with ‟What are the strongest
qualities to help you in the working world‟?. The focus is on what students think
are the most important skills and qualities required by employers and how this
changed before and after their placement.
A six-point scale is used with „Agree slightly‟ accompanied in the middle
response range with „Disagree slightly‟.
The wording has been changed and the meaning is altered in some cases, e.g. „I
feel I am better able to get on with adults‟ becomes „I get on well with people‟.
The before and after design means that the questionnaire has to be completed
twice and students need their original questionnaire back if it is to be meaningful.
The fact that it has to be completed twice means that the response and return
rate is likely to fall.
More analysis is required on completed forms to identify any changes before and
after work experience.
This would yield data such as 5% more students said they got on well with
people following their work experience, as opposed to 50% agreed or strongly
agreed that as a result of work experience they are better able to get on with
adults in the original tool.
12
6. Suggested revisions
At the 2006 national work experience conference for work experience organisers
delegates commented on the forms in a workshop session. The comments fell into a
number of categories:
Technical comments
- Use a scale of 4/6 so they cannot sit in the middle – agree and would
prefer on balance the Ofsted formula of the four-point scale.
- Regroup questions for better flow – agree questions should be grouped
for ease of analysis and completion.
- Overuse of the word ‘understanding’ – agree that there is an emphasis
on understanding as knowledge at the expense of skills, qualities and
experience.
- Ensure anonymity – this is important when circulating forms and
improving students‟ honesty about their views on impact.
Contextual data
- Break down into male and female – this is relatively easy to do and does
not add to the burden – however it is only useful if those analysing the
data are prepared and have the resources for cross-tabulations to
examine male and female differences in impact.
- Did they have a briefing, Did they have phone contact, Were they own
find placements - all these are descriptive background features of the
programme but the focus of the tool is on outcomes not processes. It is
also not a piece of research aiming to establish correlations between
particular processes and particular outcomes.
Desire for more narrative information
- If they didn’t improve why not?; Ask for examples/evidence; Important to
capture flavour of memorable things to prove businesses that it isn’t
about photocopying etc. This type of information is hard to analyse and
will add to the length and complexity of the tool.
7. Conclusions
It is easier to add statements and questions than to take them away. It is
important that the impact tool is simple, easy to use, clear and focuses on a
limited number of key outcomes.
The outcomes should be linked to current national priority areas and guidance.
This would mean linking statements closely to QCA„s Work-related learning and
Economic well-being guidance.
It should also be acknowledged that work experience has other impacts in areas
of the curriculum such as PSHE.
The tool should be on one side of A4 only for ease of copying. The number of
statements is less important than the size of the form.
Contextual questions are not important unless cross tabulations are to be
undertaken.
A four point scale should be used to prevent some students opting for the
„Unsure‟ option and the range should follow Ofsted - Strongly agree, tend to
agree, tend to disagree, strongly disagree‟.
13
8. Revised form
The revised form has 15 statements to which students are asked to respond in order to
get a measure of the impact of work experience. The table below offers a commentary
on the relevance of each of the impact statements.
Impact assessment statement
Commentary
1. I understand the skills employers are looking for
ECM – understanding skills for employability
2. I know which personal qualities employers think
are important
ECM – understanding qualities for employability
3. I was able to show my initiative in a workplace
ECM/QCA WRL – enterprise skills, personal
employability qualities, stronger than „importance
of showing initiative‟
4. I have developed some new skills that
employers value
Incorporates WRL element 1 and preparatory
aim – higher level of generality than individual
„skills‟ in trial tool – skills could be added in
longer local versions (e.g. IT skills – noting that
many placements do not give much opportunity
for this)
5. I developed my spoken communication skills,
e.g. talking to adults
Key/functional skill omitted from trial tool, made
more concrete by reference to spoken
communication and example
6. I know I can work well with a team of adults
Key skill and PLT skill, incorporates getting on
with adults, emphasises experience of successful
team working
7. I was able to show a positive attitude at work
Key element of employability and enterprise
capability – „can do attitude‟
8. I feel more confident in handling new situations
Personal and social skills, self-confidence is a
key aspect of maturation
9. I have a better understanding of my own
strengths and weaknesses
Self awareness in a key process in ECM
economic well-being and careers education
10. I understand better why it is important to do
well at school
Impact on motivation to succeed at school is very
important benefit omitted from trial tool
11. I am more prepared to work hard in lessons
and in homework for my GCSEs
Second statement on motivation translating
understanding into potential actions
12. I understand better how workplaces are
organised
Basic „learning about work‟ (part of statutory
WRL) which avoids reference to companies or
businesses which exclude many placements
13. I have experience of working with people who
have different roles
Experience is an important outcome for young
people from work experience which is reflected in
QCA element 7
14. I have a better understanding of people‟s rights
and responsibilities at work, e.g. health and safety
& equal opportunities
Part of the citizenship programme of study and
now incorporated into ECM economic well-being
guidance but omitted in trial tool
15. I am clearer about what I want to do in my
future education and career (post-16)
Careers education question about impact on post
school destinations – it allows for students job
tasting and having preferences confirmed or
undermined by the placement experience
14
In addition, there are two measures for enjoyability (following the trial question) and
satisfaction (following workshop recommendation). The data on gender, year group,
dates, and type of placement are only useful if the plan is to cross tabulate in which case
data would need to be inputted into Excel or Access databases for analysis. This could
show differences between males and females in outcomes or in different outcomes
between different types of placement (but it would be a lot more work). I have also not
referred to the collation of this data in the teacher guidance. The revised draft guidance
tool is in a separate file.
15
Annex 1: Work experience impact assessment: analysis
Possible aims
(Watts)
Definition
QCA WRL elements
ECM/QCA economic
well-being
Work experience outcome
statements
1. Enhancing
To enable students to deepen their
understanding of concepts learned
in classroom settings, and to apply
skills learned in such settings
(applied learning)
1. Recognise, develop and
apply their skills for
enterprise & employability
6. Undertake tasks and
activities set in work contexts
Understanding the
qualities and skills
needed for employability
Exploring what it means
to be enterprising
Show leadership,
management, drive and
self-reliance when
working on tasks and in
teams
Key skills for
employability include
functional skills and
PLTS
7. My IT skills have
improved
8. I understand that it is
important to be able to
solve problems at work
and use initiative
16. I understand how
important it is to work as
part in a team
10. I have a better
understanding of how
important it is to be able to
complete work on time
11. I understand why
company beforehand is
important
12. I understand how
important it is to plan and
organise tasks
2. Motivational
To make the school curriculum more
meaningful and significant to
students, so improving their
academic attainment
Show positive personal
qualities, such as
positive attitudes to work,
confidence and
persistence
6. I have a better
understanding of some
subjects in school and how
they are used at work
9. I understand that a
positive attitude is needed
at work
3. Maturational
To facilitate students‟ personal and
social development
7. Learn from contact with
personnel from different
employment sectors
1. I feel I am better able to
get on with adults
2. I feel more confident in
coping with new situations
16
Possible aims
(Watts)
Definition
QCA WRL elements
ECM/QCA economic
well-being
Work experience
outcomes
4. Investigative
To enable students to develop their
knowledge and understanding of the
world of work
2. Use their experience of
work to extend their
understanding of work
3. Learn about the way
business enterprises
operate, working roles and
conditions, and rights and
responsibilities at work
8. Have experience of
working practices and
working environments
The characteristics of
employment
Understanding the way
business operates
Work roles and identities;
rights and responsibilities
at work
4. I have a better
understanding of how
organised
5. I have a better
understanding of how IT is
used in the workplace
15. I have a better
understanding of health
and safety in the
workplace
5. Expansive
To broaden the range of
occupations that students are
prepared to consider in terms of
personal career planning
4. Develop awareness of the
extent and diversity of local
and national employment
opportunities
6. Sampling
To enable students to test their
vocational preference before
committing themselves to it
5. Relate their own abilities,
attributes and achievements
to career intentions and
make informed choices
based on an understanding
of alternatives
3. I feel better informed
about career choices
(post-16)
7. Preparatory
To help students acquire skills and
knowledge related to a particular
occupational area, which they will
be able to apply if they wish to enter
employment in that area
8. Anticipatory
To enable students to experience
some of the strains of work so that
they will be able to manage the
transition to work more comfortably
13. I can manage my time
better/I am more organised
14. I feel I am better able
to complete tasks
17
Possible aims
(Watts)
Definition
QCA WRL elements
ECM/QCA economic
well-being
Work experience
outcomes
9. Placing
To enable students to establish a
relationship with a particular
employer which may lead to the
offer of a full-time job
10. Custodial
To transfer some responsibility for
particular students for a period
18
Appendix 2
What employability means
Employability means the skills, personal qualities and knowledge needed by all young people so that
they can be effective in the workplace, which benefits the young people, employers and the wider
community. Listed below are the competencies.
19
Appendix 3
Guidance Notes re Work Experience Impact Forms
Process
1) Regional rep requests support from work experience organisers
2) W/ex organisers ask schools in their area to participate.
3) School asks students to complete questionnaire in conjunction with the employability chart
4) School or work experience organiser collates questionnaire on feedback form using actual
numbers of students. See example attached.
5) Collated forms are emailed or posted to regional rep
6) Designated member of staff enters data on master spreadsheet for the region, one row per
school, and saving/backing up on regular basis.
7) Master spreadsheet is emailed to [email protected]g one week prior to each work experience
national meeting.
8) Work experience group reviews progress against targets at national meetings and feeds back
to region.(Target is 15,000 by March)
9) New sheet started for term 2 or if preferred can continue on existing spreadsheet. Process
repeated for term 2 etc.
10) NEBPN collates all figures (April) into national statistics also giving regional and termly
breakdown.
11) Regional payments are made and report compiled for DfES
12) Group considers further refinements and requests funding for year 2.
20
Appendix 4
Work Experience: Student – Trainee Feedback Form – Collation
Based on 15,025 student responses – figures are %
How much did you enjoy your
work placement?
Very
enjoyable
Mostly
enjoyable
Some
enjoyment
Not
enjoyable
49
31
13
4
How satisfied were you with
your work experience?
Very
satisfied
Quite
satisfied
Satisfied
Slightly
dissatisfied
Dissatisfied
50
30
12
4
2
AS A RESULT OF MY WORK
EXPERIENCE:
Strongly
agree
agree
disagree
Strongly
disagree
1. I better understand the skills employers
are looking for (please refer to the chart)
34
60
4
1
2. I know which personal qualities
employers think are important
37
57
5
1
3. I was able to show my initiative in a
workplace
45
48
6
1
4. I have developed some new skills that
employers value(e g customer awareness,
and use of IT)
42
45
10
2
5. I developed my spoken communication
skills, e.g. talking to adults
51
42
6
1
6. I know I can work well with a team of
adults
54
41
4
1
7. I was able to show a positive attitude at
work
60
37
2
1
8. I feel more confident in handling new
situations
45
48
6
1
9. I have a better understanding of my own
strengths and weaknesses
35
53
10
1
10) Do you understand better the
importance of problem solving at work?
29
53
10
1
11. I understand better why it is important
to do well at school
50
40
7
2
12. I am more prepared to work hard in
lessons and my coursework
42
47
9
2
13. I understand better how workplaces are
organised
41
51
6
1
14. I have experience of working with
people who have different roles
47
45
6
1
15. I have a better understanding of
people‟s rights and responsibilities at work,
e.g. health and safety & equal opportunities
40
50
8
1
16. I am clearer about what I want to do in
my future education and career (post-16)
37
38
18
6
Male
Female
Dates of work experience
From: To:
21
Total Number pupils taking part= 8438(Jan)
Total Number pupils taking part= 15,025(April) inclusive of Jan’s figures
Question
% Jan
%April
Percentage
integer(April)
How much did you enjoy your work placement?
Very enjoyable
48.42
49.39
49
Mostly enjoyable
30.07
30.97
31
Some enjoyment
12.75
13.45
13
Not enjoyable
3.44
3.72
4
How satisfied were you with your work experience
Very satisfied
49.04
49.67
50
Quite satisfied
28.75
29.91
30
Satisfied
10.94
11.65
12
Slightly dissatisfied
3.45
3.58
4
Dissatisfied
2.43
2.41
2
1. I better understand the skills employers are looking for
Strongly agree
34.07
33.88
34
Agree
56.59
59.85
60
Disagree
5.33
4.47
4
Strongly disagree
0.69
0.74
1
2. I know which personal qualities employers think are important
Strongly agree
35.50
36.95
37
Agree
54.71
56.59
57
Disagree
5.56
4.81
5
Strongly disagree
0.62
0.59
1
3. I was able to show my initiative in a workplace
Strongly agree
42.34
44.81
45
Agree
46.54
48.19
48
Disagree
6.02
5.67
6
Strongly disagree
0.86
1.01
1
22
Question
% Jan
%April
Percentage
integer(April)
4. I have developed some new skills that employers value
Strongly agree
40.18
42.20
42
Agree
44.11
45.40
45
Disagree
10.15
10.20
10
Strongly disagree
1.94
1.97
2
5. I developed my spoken communication skills e.g. talking to adults
Strongly agree
48.86
50.80
51
Agree
40.53
42.10
42
Disagree
6.13
5.83
6
Strongly disagree
1.16
1.20
1
6. I know I can work well with team of adults
Strongly agree
51.87
54.00
54
Agree
39.95
41.35
41
Disagree
4.10
3.72
4
Strongly disagree
0.65
0.65
1
7. I was able to show a positive attitude at work
Strongly agree
58.14
59.69
60
Agree
35.35
36.54
37
Disagree
2.54
2.31
2
Strongly disagree
0.51
0.65
1
8. I feel more confident in handling new situations
Strongly agree
42.99
44.76
45
Agree
46.14
48.05
48
Disagree
6.28
5.89
6
Strongly disagree
0.81
0.85
1
9. I have a better understanding of my strengths and weaknesses
Strongly agree
33.36
35.03
35
Agree
50.87
52.90
53
Disagree
10.62
10.28
10
Strongly disagree
1.44
1.40
1
23
Question
% Jan
%April
Percentage
integer(April)
10. I understand better the importance of problem solving at work
Strongly agree
27.33
28.60
29
Agree
51.46
53.43
53
Disagree
10.23
9.96
10
Strongly disagree
1.21
1.19
1
11. I understand better why it is important to do well at school
Strongly agree
48.52
50.44
50
Agree
38.59
40.29
40
Disagree
7.54
7.29
7
Strongly disagree
1.58
1.52
2
12. I am more prepared to work hard in lessons and my coursework
Strongly agree
40.97
42.11
42
Agree
44.80
47.42
47
Disagree
8.67
8.52
9
Strongly disagree
1.76
1.64
2
13. I understand better how workplaces are organised
Strongly agree
39.38
40.90
41
Agree
49.20
51.29
51
Disagree
6.09
6.10
6
Strongly disagree
1.20
1.07
1
14. I have experience with working with people who have different roles
Strongly agree
44.01
46.70
47
Agree
43.78
45.23
45
Disagree
6.28
5.84
6
Strongly disagree
1.06
1.00
1
24
Question
% Jan
%April
Percentage
integer(April)
15. I have a better understanding of people's rights and responsibilities at
work
Strongly agree
37.95
40.42
40
Agree
48.53
49.95
50
Disagree
8.50
7.90
8
Strongly disagree
1.28
1.44
1
16. I am clearer about what I want to do in my future education and
career
Strongly agree
36.59
37.32
37
Agree
37.44
38.22
38
Disagree
18.30
18.05
18
Strongly disagree
5.17
5.55
6
