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Denise Smith, Rhianne Lilley, Lucy Marris, and Irene Krechowiecka (2005)
A systematic literature review of research (1988 - 2004) into the impact of career education and guidance during Key Stage 4 on young people's transitions into post-16 opportunities
EPPI-Centre
Successful transition through the education system into further work, education and training is central to current United Kingdom Government policies, designed to promote social inclusion as well as economic prosperity through the development of skills. However, by the end of 2000, one in four of all 16-18 year-olds was not in full-time education or training; this was below international averages reported by the Organisation for Economic Co-operation and Development (OECD). Access to high-quality information, advice and guidance tailored to meet young people's needs is crucial to fulfilling Government targets. The review aims to assess existing research evidence concerned with the impact of careers education and guidance (CEG) during Key Stage 4 on the transitions of young people to post-16 opportunities. It also aims to consider the influence of other internal and external factors on the effectiveness of CEG in relation to the outcomes of transitions.