1 | 29

Building Cumulative Impact :

The Case for Investing in

Young People

Evaluation of the Be Enterprising, Be

Successful multiple interventions programme

March 2016

Marianna Lemus

Research & Evaluation Manager

2 | 29

Contents Executive summary ................................................................................................................. 3

Introduction .............................................................................................................................. 4

About the programme ........................................................................................................... 4

1. The Entrepreneurship Masterclass – Baseline ............................................................... 4

2. The Tenner Challenge ..................................................................................................... 4

3. The Summer Activity Challenge .................................................................................... 4

4. The Company Programme............................................................................................. 4

Measuring Employability & Personal Development ........................................................... 6

Project Reach Achieved ........................................................................................................ 7

Methodology ........................................................................................................................... 7

Results and Analysis ................................................................................................................. 7

Stage 1: from the baseline to the Tenner Challenge ..................................................... 8

Employability and Personal Development ................................................................... 8

Destinations ..................................................................................................................... 10

Stage 2: from the baseline to the Summer Activity Challenge ................................... 10

Employability and Personal Development ................................................................. 10

Stage 3: from the baseline to the Company Programme [pre] ................................. 12

Employability and Personal Development ................................................................. 12

The jigsaw effect .................................................................................................................... 13

You don't know what you don’t know ........................................................................... 15

The UK employers skills shortage .......................................................................................... 16

Conclusion .............................................................................................................................. 17

Appendices ............................................................................................................................ 19

Appendix A ......................................................................................................................... 19

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Executive summary

Be Enterprising, Be Successful [BEBS] is a 18 month pilot delivered across ten towns in

England selected for their higher than average NEET destination rates.

The project aims to test the hypothesis that employability skills and career aspirations

can be built up, regardless of whatever challenging start a young person might find

him or herself experiencing.

The programme is composed of four cumulative interventions that build young

people’s capacity to benefit from engaging in long term and sustained

entrepreneurial learning-by-doing activities. The four programmes are

Entrepreneurship Masterclass, Tenner Challenge, Summer Activity Challenge and

Company Programme.

Combining the Entrepreneurship Masterclass and Tenner Challenge results in a

fourteen times higher average in distances travelled across all competencies than

when taking the Tenner Challenge as a stand alone programme.

When comparing distances travelled between the cumulative and stand alone

programmes, percentage differences are on average ten times higher in the BEBS

project. This is especially the case for Organisation, Confidence and Resilience

which for 2015 Tenner Challenge, showed an increase of 2%, 3% and 3% compared

to 32%, 30% and 29% when taking the Tenner Challenge preceded by the

Entrepreneurship Masterclass.

Comparing results pre- and post- by the end of the Summer Activity Challenge with

BEBS, young people show progression across all employability competencies of a

similar magnitude to those demonstrated by the end of the Tenner Challenge.

Comparing percentage differences across competencies, we see that all

competencies show a higher percentage change at the Company Programme

stage (pre) when compared to the baseline – this is especially the case for

Resilience, Confidence and Work Readiness.

Findings suggest that all skills require time and numerous interventions to help young

people reflect upon the learning gained from previous experiences, in order to

subsequently apply this learning to new situations.

Whilst perceptions of capabilities across all competencies increase throughout the

journey, they do not all do so in a linear pattern with some adopting a curvilinear

progression instead.

Averaging scores across all competencies at each stage shows a ‘jigsaw’ up-and-

down pattern with which parallels can be made in terms of the young person’s

learning process – this is understood in two dimensions: awareness of self and

knowledge of the world.

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Introduction

This document is based on findings for young people in cohort 1 of the Be

Enterprising, Be Successful [BEBS] Learner Journey occurring over the period 2013-15.

About the programme

Be Enterprising, Be Successful [BEBS] is an 18 month pilot project, delivered to years

11 and 12, and testing the hypothesis that employability skills and career aspirations

can be built up, regardless of whatever challenging starts young people might find

themselves experiencing.

BEBS was delivered in 10 selected towns across England selected for their higher

than average NEET destination figures1 (see appendix A).

The programme is composed of four interventions gradually introducing young

people to key employability competencies over long-term and sustained

entrepreneurial learning-by-doing activities:

1. The Entrepreneurship Masterclass – Baseline

The Entrepreneurship Masterclass [EMC] is a two days programme [EMCDay1 &

EMCDay2] highly focused seminar giving students insight into how business work. The

EMC features a series of challenges, presentations, activities and discussions

designed to help young people understand the intricate world of business and

develop employability skills. Sessions are brought to life by local business volunteers

who share their experiences first-hand with students. For more information, click HERE.

2. The Tenner Challenge

The Tenner Challenge takes place over 4 weeks during which young people are

pledged £10 from the Tenner Bank and use this start-up capital to get their business

off the ground, working alone or in a group. Participants have a whole month to

make as much profit as they can from their £10. For more information, click HERE.

3. The Summer Activity Challenge

This is a 2-3 days programme of outdoor activities delivered by fully qualified external

providers and supported by the Young Enterprise Educational Manager and business

volunteers. Activities ran focus on helping young people to develop behaviours such

as confidence and resilience through a range of teambuilding and leadership

exercises.

4. The Company Programme

Company Programme [CP] takes place over one academic year and is the

culminating programme in the BEBS journey. In this programme, young people – in

1 Not in Employment, Education or Training. Selection based on destinations of young people in years 2012

and 2013. See official statistic page.

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teams of 6 to 25 – make all the decisions about their business. This goes from

deciding the company name and product, to creating a plan, selling to the public

at trade fairs and ultimately winding up the company and paying YE taxes. This

process is guided by a business volunteer. For more information, click HERE.

BEBS Programme Concept

BEBS is locally managed by a YE Educational Manager whose role is to engage with

centres and collaboratively design journeys through a series of YE programme that

best fit the centre’s teaching objectives. Note that programmes 1-2 form stage 1,

with subsequent programmes forming stages 2-4. The order of interventions is set

within the 18 months journey and culminates with CP – see figure 1.

Figure 1: BEBS cumulative intervention

For more information on the Learner Journey rationale, please consult the leaflet

HERE

We know that CP is an effective way of developing employability skills2. However,

we also know that young people in disadvantaged areas often lack the aspirations,

confidence and resilience to get maximum benefit from the programme. This group

of ‘pushed out learners’ therefore requires a more gradual, incremental

development of their skills.

2 See YE Research webpage for CP evaluation and impact report

Acting as mentors for the

following cohort

Post intervention.

this is the opportunity to embed and reinforce the learning and

skills development

through mentoring of

younger peers

Stage 4

The Company Programme

Applying and further

consolidating employability

skills, confidence.

Define post- 18 career and/or educational

choices

Stage 3

The Summer Activity

Challenge

Building confidence,

resilience and employability

skills

Stage 2

Enterpreneur-

ship MC

+

The Tenner Challenge

Raising aspirations and

awareness

Stage 1

6 | 29

The project is built on the idea that the provision of bite-size ‘chunked’ enterprise

education learning, gradually increasing in duration and challenge, enable young

people to develop and build a range of employability skills that the young person

didn't recognise they were capable of.

The overarching aim of BEBS is therefore the provision of cumulative learning-by-

doing activities [figure 1], designed to unlock young people’s potential as it enable

the participant to develop new skills through the learning framework of plan – do –

review.

The programme supports the continuing realisation that young people are capable

of achieving more than what they originally thought they could regardless of

challenging circumstances they might find themselves into..

Measuring Employability & Personal Development

For consistency purposes in our attempt to learn the most about all of our

programme effectively, YE employability competency framework has been used

throughout the project; that is both in terms of definition of indicators but also

formulation of questions when designing questionnaires.

Figure 2: YE employability competency framework

In addition to these eight competencies, BEBS was also the opportunity for YE to test

the following extra four personal development dimensions:

1. Self-Esteem: The perception of one’s worth and belief in own ability to succeed

7 | 29

2. Aspirations: The ability to define realistic goals for the future and define a path

linking life choices to these goals

3. Career Intentions: The ability to formulate realistic career goals and plans on how

to achieve these

4. Work Readiness: The application of employability skills to search for employment

and effectively present oneself to employers as part of the job search process

Project Reach Achieved

Schools & Colleges engaged: 29 – three in each of the ten towns except for Bristol

with two.

Stages completed: 17 centres completed stages 1, 27 centres completed stages 1-2

and 21 centres completed stages 1-33.

Young people engaged: An estimated 5400 young people took part

Number of students companies: 32 new businesses set up made of 290 students

Methodology

Data was collected using a pre- and post- technique where identical skill and ability

measures are used at the start of the young person’s BEBS journey and at successive

points whilst on the journey.4

Data is collected through paper based questionnaires in which young people

complete a series of statements. In answering the questionnaires, the young person

is asked to position him/herself on a 7 points rating scale [see appendix C].

Figure 3: BEBS seven points rating scale

Not at all/I

don’t

know yet

I couldn't

be any

better/I

am fully

aware

⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

Results and Analysis

This section is divided into sub-sections, each containing findings reflecting stages 1-3

[figure 1]. Note that all results, unless stated otherwise, are based on reported

3 Note that the increase between stage and 2 reflects the choice by some centres to skip the

Tenner Challenge and instead take up the Summer Activity Challenge and CP 4 This is also known as the ‘one sample-replicate measure’ in which the young person acts as

his/her own control and differences between the baseline and later periods are measured using

identical criteria at each stage.

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individual scores averaged out for each stage and compared to the baseline i.e.

pre- versus post-.

Stage 1: from the baseline to the Tenner Challenge

A sample of 432 young people took part in the pre- and post- questionnaire, from

the start of the EMC to the end of the Tenner Challenge. By the end of the latter,

young people had experienced three encounters: EMC Day 1, EMC Day 2 and the

Tenner Challenge. Results are based on scores matched to the same individual at

the baseline and at the end of the Tenner Challenge. See appendix B for town

specific results.

Employability and Personal Development

Results show a progression across all competencies with an average difference of

27% pre- to post-, this is compared to 2% when considering the Tenner Challenge as

a stand alone programme and therefore fourteen times higher than when

considering the Tenner Challenge as a stand alone programme.

There is an average improvement of 22% for personal development competencies

[Self-esteem, Aspirations, Intentions and Work Readiness] and the greatest

percentage increase is seen for Financial Capability [Fincap] (39%), Entrepreneurial

Ability (34%), Organisation (32%) and Confidence (30%).

Figure 4: Baseline to the Tenner Challenge5

5 All percentage differences are statically significant at the 95% confidence level (within-subjects

t-test).

1

2

3

4

5

6Teamwork (+17%)

P. solving (+26%)

Fincap (+39%)

Comm. (+25%)

Ent. Ability (+34%)

Organisation (+32%)

Confidence (+30%)

Resilience (+29%)

Self-esteem (+22%)

Aspirations (+20%)

Intentions (+21%)

Work readiness

(+27%)

pre post

9 | 29

When comparing distances travelled between cumulative and stand alone

programmes, percentage differences are persistently higher in BEBS. This is especially

so for Organisation, Confidence and Resilience which based on the 2015 Tenner

Challenge results, showed an increase of 2%, 3% and 3% compared to 32%, 30% and

29% when considering the BEBS Tenner Challenge; thereby making the percentage

differences across competencies on average ten times higher when taking the

Tenner Challenge as part of a cumulative intervention.

Yes the business project (tenner challenge) has helped me realise what is required to

be a successful group leader, and to both listen to others and not to be afraid of

giving my own opinions. The two days of activities helped my confidence – Derby [St

Benedict Catholic Academy]

I think enterprise has improved my skills such as discussing ideas and working as a

team. Doing the activities helped because we really didn’t know our team and the

activities helped us because we had to work as a team – Portsmouth [Fareham

College]

Figure 5 shows the proportion of BEBS participants who by the end of the Tenner

Challenge experienced an increase in self-perception across the 12 competencies

tested. Over 80% of BEBS participants show a progression in Fincap and 78% with

Confidence and Resilience – the latter being at 25% when considering the Tenner

Challenge as a stand alone programme. Furthermore, 81% of individuals show a

progression in at least 6 competencies. This is considerably higher than the

equivalent 48% when considering the Tenner Challenge as a stand alone

programme.

Figure 5: Proportion of BEBS participants showing scores progression [baseline to the

Tenner Challenge]

71%

73%

84%

74%

78%

75%

78%

78%

71%

65%

54%

68%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Teamwork

P.Solving

Fincap

Comm.

Ent. Ability

Organisation

Confidence

Resilience

Self-esteem

Aspirations

Intentions

Work Readiness

10 | 29

Destinations

When testing for intended destinations –with the exceptions of Higher Education,

self-employment and indecisiveness - results show intentions decreasing for all tested

destination. The greatest variation being with ‘going to university’ (+5%).

Figure 6 shows unmatched destinations results as a percentage of young people

indicating the destination choice as a preference. Note the difference in sample

size with 1,700 at the baseline and 432 at the Tenner Challenge.6

Figure 6: Baseline to the Tenner Challenge [destinations]

Get a FT

job

Go to

College

Go to

Universit

y

Get an

apprent

iceship

Other

type of

training

Self-

employ

ed

Undeci-

ded

Baseline

(unmatched) 16% 9% 56% 11% 4% 3% 14%

Tenner Challenge 15% 6% 61% 10% 3% 4% 15%

Be Enterprising, Be Successful has helped me to think of the certain job roles to

proceed and work on. Helps me build up team work and progress in the future –

Knowsley [Hugh Baird Community College]

Stage 2: from the baseline to the Summer Activity Challenge

A sample of 190 young people took part in the pre- and post- questionnaire, starting

at the EMC to the end of the Summer Challenge where by the end of the latter,

young people have experienced four encounters: EMC Day 1, EMC Day 2, the

Tenner Challenge and 2-3 days in the Summer Activity Challenge. See appendix B

for town specific results.

Employability and Personal Development

Results are based on scores matched to the same individual at the baseline and

end of the Summer Activity Challenge. They show a progression across all

competencies, with an average improvement of 25% pre- to post-. Note that as the

Summer Activity Challenge offers activities aimed at building up Confidence,

Resilience and Teamwork, the questionnaires did not ask for all of the personal

development competencies-based questions, with only Self-Esteem being tested as

part of this cluster of competencies at this stage. Note that the questionnaire did

not test destinations.

6 This reduction in sample size represents the attrition rate experienced between stages 1 – 2

which is unavoidable in this type of intervention due to young people being particularly

transitional, centres deciding to stop the programme at a certain stage and/or other unforeseen

logistical constraints and obstacles resulting in a loss of young people remaining on the

programme. YE is incorporating the learning this first cohort into future journey programmes in

order to mitigate this attrition risk.

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Figure 7: Baseline to the Summer Activity Challenge5

Comparing results pre- and post- by the end of the fourth interaction with BEBS,

young people show progression across all employability competencies and of a

similar magnitude to those demonstrated by the end of the Tenner Challenge. This is

except for Fincap which now shows an increase of 28% compared to 39% at the

Tenner Challenge. As the Summer Activity Challenge is based on nurturing young

people’s confidence in own abilities but also the ability to work with others, it is

unsurprising that Fincap did not benefit from comparable distance travelled at this

stage.

When considering the material delivered at both stages, it is clear that Tenner

Challenge is more geared towards the development of an ability to analyse and

interpret financial interpretation, as opposed of the Summer Activity Challenge

which is a lot more geared towards engaging with teammates, the YE Educational

Manager and external practitioners in order to build on Confidence and Teamwork.

One would therefore expect a significant variation with Teamwork and Self-Esteem,

which is precisely what the data shows with an increase of 19% in Teamwork –

previously 17% by the end of the Tenner Challenge – and Self-Esteem at +23%

compared to +22% at the Tenner Challenge [see figure 4].

I feel that this has helped everyone to work in a team. However, this is not something

I am used to – Wolverhampton [Heath Park School]

1

2

3

4

5

6

Teamwork (+19%)

P. solving (+21%)

Fincap (+28%)

Comm. (+24%)

Ent. Ability (+30%)Organisation (+26%)

Confidence (+29%)

Resilience (+30%)

self-esteem (+23%)

pre post

12 | 29

Made me work in a team better by listening to other people and letting them take

the lead more – Portsmouth [South Downs College]

After completing the ten pound challenge with team members I got to know a few

different people but now we have ventured on the UKSA trip it has given me the

opportunity to meet lots of different people with many different personalities –

Portsmouth [Fareham College]

Stage 3: from the baseline to the Company Programme [pre]

A sample of 86 young people took part in the CP pre- online evaluation. Results in

this section refer to matched scores for the same individual at both the baseline and

CP pre- stage.. See appendix B for town specific results.

Employability and Personal Development

Data shows a progression across all competencies, with an average improvement of

33% between the start of EMC and CP pre. This is higher by 8% than the baseline to

Summer Activity Challenge and by 6% than the baseline to tenner Challenge

equivalent measures [see figures 7 & 4].

Figure 8: Baseline to the Company Programme5

Comparing percentage differences across competencies, we see that all

competencies show a higher percentage change at stage 3 when compared to

stage 1 – this is especially the case for Resilience, Confidence and Work Readiness

which as competencies are harder characteristics to develop.

1

2

3

4

5

6Teamwork (+24%)

P. solving (+34%)

Fincap (+39%)

Comm. (+31%)

Ent. Ability (+40%)

Organisation

(+29%)

Confidence

(+32%)

Resilience (+38%)

self-esteem

(+31%)

Aspirations (+25%)

Intentions (+35%)

Work readiness

(+36%)

pre post

13 | 29

Furthermore, when comparing scores as part of the BEBS journey with equivalents

taken from a standard CP, scores at the pre CP stage are persistently lower; thereby

suggesting that young people in BEBS have revised by stage 3 their perceptions in

light of what each competency truly means. This highlights the learning and

reflection process that young people go through as part of the BEBS Learner Journey

compared to a standard CP [see Jigsaw Effect section below].

The jigsaw effect

When considering each competency, we would expect by each incremental stage

to see young people demonstrating higher perceived development of their own

capacity; that is both in terms of employability, but also personal development.

However, results from stages 1-3 show is that this journey is not always linear.

For example, when considering Teamwork, we see that the average difference goes

from 17% at stage 1, dipping to 19% at stage 2 before increasing to 24% at stage 3. A

similar pattern emerges for Self-esteem, with average differences between stages 1-

3 of 22% 23% 31%. However, when looking at Problem Solving, results show an

initial increase at stage 1 of 26%, followed by a decrease to 21% at stage 2 before

going back up to 34% at stage 3.

In other words, whilst perceptions across all competencies increase throughout the

journey, they do not all do so in a linear pattern. We can therefore, for example, talk

of linear progression for Teamwork, Self-esteem, Resilience but curvilinear

progression for Communication, Entrepreneurial Ability and Organisation.

This is a phenomenon to which previous research has alluded. For instance, the 2010

Fairbridge’s Back from the Brink report describes this paradox as:

(…) ‘two steps forward and one step back’. This phenomenon is quite common in

life – indeed we are all aware that progress is rarely a straightforward upward

process and we backslide when we try to improve ourselves through new years’

resolutions or dieting. Such fluctuations in progress are called ‘polynomial’7.

Figure 9 shows the aggregated picture when averaging each stage’s scores across

all competencies and offers an illustration of this jigsaw effect: initial steep gains

between EMC and the Tenner Challenge, persistent gains of a lesser magnitude for

most competencies between the Tenner Challenge and the Summer Activity

Challenge, which are then followed by a dip or stagnation between the Summer

Challenge and the first stage of CP.

Figure 9: All competencies percentage differences across stages 1-3

7 Knight, B. (2010) Back from the Brink – How Fairbridge transforms the lives of disadvantaged

young people, Fairbridge

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Looking at each employability competency, figure 10 shows how not all experience

the same ups and downs.

Figure 10: Employability competencies percentage differences across stages 1-3

For example, Fincap first goes up and down to then continuously upwards as of the

Summer Activity Challenge – similar to entrepreneurial ability. However, Organisation

takes more intervention to see perceptions of young people increase with the latter

occurring at the CP pre stage. Other competencies such teamwork, problem

3

4

5

6

Base (n=1770) Tenner (n=432) Summer (n=190) CP pre (n=86) CP post (n=18)

3

4

5

6

Base (n=1770) Tenner (n=432) Summer (n=190) CP pre (n=86) CP post (n=18)

Teamwork P. solving Fincap

Comm. Ent. Ability Organisation

Confidence Resilience Self-esteem

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solving, self-esteem, resilience and confidence exhibit in the first instance diminishing

gains when compared with initial steep gains, followed by lesser gains between the

Tenner and the Summer Activity Challenges, then a dip at the CP pre stage followed

by steep increases in the final CP post stages.

Note that results for CP post stage is shown here for illustration only. Indeed, the

sample size of 18 students is too small to reach solid conclusions. However, YE is

addressing this attrition risk and has invested in resources in order to mitigate it for

cohort 2 where we hope to further demonstrate the ‘jigsaw’ hypothesis [see next

section]. For competencies specific scores and graphs, see Appendix D.

You don't know what you don’t know

The knowing and not knowing aspect of a young person’s learning process can be

understood in two dimensions [see figure 11]:

1. Awareness of self, (represented by the vertical red line in the diagram below)

2. Knowledge of the world (the horizontal blue line)

Figure 11: Knowing and not knowing

The theory states that young people start from the top right quadrant, from the

position that they don’t know that they don’t know i.e. ignorance is bliss. The first step

therefore consists of making them aware of this ignorance and, therefore move

clockwise and transpose her or his own perceptions of her/himself to the world. This

requires a captive audience and is a crucial step in developing motivation to learn.

As this learning/realisation of one’s place in relation to the world takes place, young

people move further into the quadrant and now reach a position of knowing that

they don’t know. Prompting the transition is what most learning and hence teaching

is all about.

16 | 29

This first move is often a difficult step and period in the learning journey as it involves

challenging young people to take risks by embracing unknown territories and

thereby question current perceptions and awareness. Care must be given at this

stage to provide young people with positive encouragement in recognising their

existing strengths.

The move from this stage to knowing that you know is, however, where most of the

learning and teaching take place. At this point, an acceptance of one’s own

capacity and ability to reflect is required, and this is where the competencies of

Confidence, Resilience and Self-esteem are tested the most.

Finally, young people move into the final top left quadrant, in the region of not know

that they know where further consolidation work is required to keep them engaged

and not demotivated to learn more about themselves.

I think the programme has helped build my confidence more and I have really

enjoyed the programme so far. I have learnt loads of new skills that I didn't know I

could do – Bristol [Brislington Enterprise College]

The UK employers skills shortage

In order to understand the wider societal benefits of providing young people with

opportunities to develop, test and showcase employability skills, it is important to

make the link between the UK employers’ skills expectations, the Labour Market

productivity - the amount of economic output that is produced by a unit of labour

input - and national economic performance.

Indeed, whilst there seems to be an overall improvement in youth unemployment

levels, this is deceptive as an increasing number of employers have unfilled jobs due

to their inability to find people with the right skills. The January 2016 UK Commission’s

Employer Skills Survey highlights the shortage of skills and brings to the fore the need

to address deep-rooted structural skills and employment challenges – particularly in

respect of youth employment - in order to ensure that conditions are created for a

prolonged, balanced structural recovery8.

In addition to the immediate cost to employers of having unfilled vacancies, the

cost of skills shortages is also in terms of productivity for employers. First estimates for

2014 suggests that output per hour in the UK was 20 percentage points below the

average for the rest of the major G7 advanced economies, the widest productivity

gap since comparable estimates began in 19919.

Skills are one driver of productivity, which in turn influence economic performance.

Skills can influence productivity into two ways. First, workforce skills have a direct

impact as they define the capabilities that the labour force can contribute to the

8 UKCES (2016) The Employer Skill Survey 2015: UK Results. UK Commission For Employment and Skills

9 ONS (2015). International Comparisons of Productivity – First Estimates, 2014. ONS. Available: HERE

17 | 29

production process. Secondly, contribution of skills is also mediated through other

channels, for example enterprise and innovation.

In the context of ailing productivity levels, Young Enterprise believes that one cannot

solely rely on formal education to ensure young people develop the capabilities to

contribute to the production process. This has a personal characteristic dimension

which goes beyond what formal education can offer and instead enters into the

realms of informal training and experiences.

Interventions like BEBS enable young people to acquire such experiences, thereby

helping the skills development process. This in turns raises awareness of the key

capabilities and skills required to effectively make the transition into the workforce

and contribute to national productivity levels and output.

Conclusion

The BEBS Learner Development Journey validates the hypothesis that longer and

gradual learning-by-doing interventions can raise young disadvantaged people’s

perceptions about their employability skills, self-esteem and ultimately have a

positive impact on their intended destinations regardless of the challenging

circumstances from which they might start their journey.

Data analysis for stage 1 [EMC to Tenner Challenge] shows the highest progression in

pre- to post- scores across all competencies tested when both programmes are

taken as part of the same sustained journey as opposed to stand alone interventions.

These findings are particularly valuable in helping Young Enterprise empower young

people to discover, develop and celebrate their skills and potential in order to

ensure all young people are given the best chances for a rewarding future in work

and life.

The BEBS Learner Development Journey places itself into the young person’s learning

process and makes a clear contribution to raising awareness of self and knowledge

of the world. It therefore contributes to the young person’s development by

providing a platform where they can establish and showcase their skills, whilst

continuing to acquire experiences that will further push their abilities and develop

their employability skills. These attributes are developed through a reflective learning

framework that young people can continue to apply as they keep learning

throughout their lives.

Another important aspect of empowering young people through sustained learning-

by-doing programmes is that they help to address the shortage of skills currently

experienced by employers throughout the UK.

This combines the impact of BEBS at a personal and a societal level, helping to

conceptualise the longer term return on investment regarding labour productivity

18 | 29

and economic performance on the employer’s side and well-being and job

satisfaction on the individual’s side.

Following BEBS cohort 1 journey, Young Enterprise aims to test the journey concept

by alternating the order in which programmes take place.

19 | 29

Appendices

Appendix A

The following towns were targeted by BEBS:

Location Percentage of project

delivery per location

Hackney 10%

Bristol 10%

Leeds 10%

Ipswich 10%

Portsmouth 10%

Derby 10%

Wolverhampton 10%

Northampton 10%

Knowsley 10%

Newcastle Upon Tyne 10%

Appendix B

Stage 1: from the baseline to the Tenner Challenge (at the baseline)

The dotted line reflects the overall average pre line in figure 4. The bar reflect

average pre scores for all individuals belonging to the ten towns.

1

2

3

4

5

6

Baseline to Tenner - At the baseline

Derby (n=72) Hackney (n=16)Ipswich (n=38) Knowsley (n=11)Leeds (n=61) Newcastle (n=96)Portsmouth (n=49) Wolverhampton (n=89)All (n=432)

20 | 29

Stage 1: from the baseline to the Tenner Challenge (at the Tenner)

The dotted line reflects the overall average post line in figure 4. The bar reflect

average post scores for all individuals belonging to the ten towns.

Stage 2: from the baseline to the Summer Activity Challenge (at baseline)

The dotted line reflects the overall average pre line in figure 7. The bar reflect

average pre scores for all individuals belonging to the ten towns.

1

2

3

4

5

6

Baseline to Tenner - At Tenner end

Derby (n=72) Hackney (n=16)

Ipswich (n=38) Knowsley (n=11)

Leeds (n=61) Newcastle (n=96)

Portsmouth (n=49) Wolverhampton (n=89)

1

2

3

4

5

6

Baseline to Summer - At the baseline

Bristol (n=12) Derby (n=5)Hackney (n=15) Ipswich (n=32)Knowsley (n=14) Leeds (n=16)Newcastle (n=31) Northampton (n=18)Portsmouth (n=20) Wolverhampton (n=27)All (n=190)

21 | 29

Stage 2: from the baseline to the Summer Activity Challenge (at summer end)

The dotted line reflects the overall average post line in figure 7. The bar reflect

average post scores for all individuals belonging to the ten towns.

Appendix C

Questionnaires (stages 1-3)

I can work in a team and I get involved in team discussions

I can explain myself and listen to other people’s ideas

I can handle my feelings and respect other people’s opinions

I can identify creative ways to overcome problems with available resources

I can come up with new ideas (brainstorming)

I can create and manage a budget (keeping track of credits and debits)

I can read and interpret financial statements

I can manage incoming and outgoing costs for projects

I know about bookkeeping (keeping records of sales, purchases, calculating

VAT and operating profit)

I can talk and present my ideas to groups of people and members of the

public

I can use computers to present ideas clearly (Excel spreadsheets, Powerpoint

presentations)

I can talk to people in authority (teachers, local businesses, etc.)

I can network (i.e. making contact and exchanging information with others)

I can carry out market research and analyse findings to understand my

customer base

1

2

3

4

5

6

Bristol (n=12) Derby (n=5)Hackney (n=15) Ipswich (n=32)Knowsley (n=14) Leeds (n=16)Newcastle (n=31) Northampton (n=18)Portsmouth (n=20) Wolverhampton (n=27)

22 | 29

I can evaluate risks and consider the pros and cons for each option (trade off

between risk and return)

I can think ahead and manage my time across different projects

I can design a timeline to achieve goals

I do not let day-to-day problems affect my motivation to do things well and

succeed

I can be proactive and take the lead

I am confident and can offer my ideas and abilities forward

I can work productively under continuous pressure and conflict

I persist when facing setbacks

I know my strengths and weaknesses

I feel I am in control of whether I am going to have success in what I do

What I do now will influence my future

I feel positive about myself most of the time

On the whole, I am satisfied with myself

I know what career I want

I know what qualifications/education I need to get to where I want to be

I am confident in my future and know I can succeed

I am motivated to keep going and work hard

I am clear about what I want to do in my future education and career [post-

18]

I know which personal qualities employers think are important

I know about the employability skills employers are looking for

Where do you see yourself once you finish school/college? (multiple choice)

Get a full time job

Go to college [further education]

Go to University [higher education]

Get an apprenticeship

Do some other type of training

Be self-employed

Undecided about it

Appendix D

Teamwork

The ability to build team engagement, collaborate, share knowledge and explain ideas to

others whilst managing personal feelings

1. I can work in a team and I get involved in team discussions

2. I can explain myself and listen to other people’s ideas

3. I can handle my feelings and respect other people’s opinions

23 | 29

Problem solving

The ability to collect and examine information, think creatively, and analyse situations to

generate solutions to problems

1. I can identify creative ways to overcome problems with available resources

2. I can come up with new ideas (brainstorming)

Financial capability

The ability to analyse financial information, manage money well, and make informed

decisions to plan successful financial futures

1. I can create and manage a budget (keeping track of credits and debits)

2. I can read and interpret financial statements

3. I can manage incoming and outgoing costs for projects

4.394

5.299 5.461 5.213

5.741

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Teamwork

3.870

5.060 5.295

4.907 5.306

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Problem solving

24 | 29

4. I know about bookkeeping (keeping records of sales, purchases, calculating VAT and

operating profit)

Communication

The ability to listen, write and speak effectively to present and exchange information and

ideas in a clear and concise manner

1. I can talk and present my ideas to groups of people and members of the public

2. I can use computers to present ideas clearly (Excel spreadsheets, PowerPoint

presentations)

3. I can talk to people in authority (teachers, local businesses, etc.)

3.121

4.690 4.266

4.578

5.222

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Fincap

3.841

5.048 4.926 5.008

5.722

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Communication

25 | 29

Entrepreneurial ability

The ability to take initiative, evaluate and calculate risks, and do more than is required in

the pursuit of successful outcomes

1. I can network (i.e. making contact and exchanging information with others)

2. I can carry out market research and analyse findings to understand my customer

base

3. I can evaluate risks and consider the pros and cons for each option (trade off

between risk and return)

Organisation

The ability to effectively manage tasks, plan and prioritise actions within a timed schedule,

and set smart goals

1. I can think ahead and manage my time across different projects

2. I can design a timeline to achieve goals

3.434

4.850 4.653

4.849

5.593

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Ent. Ability

26 | 29

Confidence

The self-motivation and ability to generate and retain strong self-belief in personal skills,

capabilities and likelihood of success

1. I do not let day-to-day problems affect my motivation to do things well and succeed

2. I can be proactive and take the lead

3. I am confident and can offer my ideas and abilities forward

Resilience

The ability to persist when facing setbacks whilst adjusting to pressure and adapting to

changes in varying circumstances

1. I can work productively under continuous pressure and conflict

2. I persist when facing setbacks

3.536

4.892 4.708 4.541

5.500

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Organisation

3.662

4.908 5.002 4.826

5.537

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Confidence

27 | 29

3. I know my strengths and weaknesses

Self-Esteem

The perception of one’s worth and belief in own ability to succeed

1. I feel I am in control of whether I am going to have success in what I do

2. What I do now will influence my future

3. I feel positive about myself most of the time

4. On the whole, I am satisfied with myself

Aspirations

The ability to define realistic goals for the future and define a path linking life choices to

these goals

3.754

4.998 5.035 4.934

5.704

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Resilience

3.960

4.971 5.168 5.029

5.722

1

2

3

4

5

6

7

Base (1770) Tenner (432) Summer (190) CP (pre) (86) CP (post) (18)

Self-esteem

28 | 29

1. I know what career I want

2. I know what qualifications/education I need to get to where I want to be

3. I am confident in my future and know I can succeed

4. I am motivated to keep going and work hard

Intentions

The ability to formulate realistic career goals and life plans on how to achieve these

1. I am clear about what I want to do in my future education and career [post- 18]

Where do you see yourself once you finish school/college?

1. Get a full time job

2. Go to college [further education]

4.115

5.111 4.903

5.296

1

2

3

4

5

6

7

Base (1770) Tenner (432) CP (pre) (86) CP (post) (18)

Aspirations

3.950

5.032 5.058

5.611

1

2

3

4

5

6

7

Base (1770) Tenner (432) CP (pre) (86) CP (post) (18)

Intentions

29 | 29

3. Go to University [higher education]

4. Get an apprenticeship

5. Do some other type of training

6. Be self-employed

7. Undecided about it

Work readiness

The application of employability skills to search for employment and effectively present

oneself, as part of the job search process but also job applications

1. I know which personal qualities employers think are important

2. I know about the employability skills employers are looking for

3.928

5.228 5.140

5.778

0

1

2

3

4

5

6

7

Base (1770) Tenner (432) CP (pre) (86) CP (post) (18)

Work readiness