We evaluate the impact of our programmes in order to measure young people’s progression across key employability competencies, their personal development as well as to improve the quality of our work. We are committed to demonstrating the impact of employability and financial education programmes on young people.
Be Enterprising, Be Successful multiple interventions programme – Building Cumulative Impact: The Case for Investing in Young People
This first year evaluation report investigates the pilot Be Enterprising, Be Successful journey programme, supported by the Big Lottery Fund. The programme consists of a series of enterprise education interventions with young people from relatively deprived areas.
- 4 consecutive enterprise education interventions dramatically increase young people’s employability competencies (please refer to our Employability Competencies Framework)
- Taking the Tenner Challenge preceded by a YE masterclass (rather than as a stand alone programme) increases young people’s employability competencies tenfold; with confidence, resilience, organisation and financial capability showing the largest increase
View the Learner Development Journey Theory of Change – An illustration on how Young Enterprise believes the Learner Development Journey supports young people into making a smooth transition into employment, education and/or training.
2015-16 Company Programme Impact Report
The 2015-16 Company Programme (CP) report shows the significant impact the programme has on young people’s employability skills and attitudes. For the first time this year, we used a control group to compare CP participants’ results with a similar group of young people who did not take part. Comparisons with a control group shows persistent higher gains across all employability competencies – with communication, confidence and resilience showing the highest gains.
This year we also mapped out our centre engagement in England and Wales against the Indices of Multiple Deprivation (2015); which shows that 29% of all CP centres are located in the 30% most deprived areas.
Finally, our longitudinal alumni study shows that in the two years following Company, 95% of young people are in an Education, Employment or Training destination.
2015-16 Key Stats:
- 18,923 young people took part across 1,568 companies
- 95% of young people felt they has improved at least one of the 12 employability competencies tested
- 85% of young people felt that the programme helped me to learn about the strengths and weaknesses
- 93% of teachers agreed that Company increased self-awareness in young people’s own capabilities and potential
- 95% of teacher would recommend the programme to others
Young Enterprise Team Evaluation Report 2016
This report sets out the findings of the Team programme evaluation conducted by the University of Derby International Centre for Guidance Studies (2016). The report highlights the positive impact Team programme has on young people’s knowledge, skills and attitudes; by providing them with the necessary competencies to make a successful transition to learning, work and the adult life. The programme developed effective character traits as outlined by the Department for Education (DfE). These character traits are also part of our employability competencies framework.
The DfE has distilled these character traits into seven strands of character education (DfE 2015). These are:
- Perseverance, resilience and grit
- Confidence and optimism
- Motivation, drive and ambition
- Neighbourliness and community spirit
- Tolerance and respect
- Honesty, integrity and dignity
- Conscientiousness, curiosity and focus
This evaluation has used these character traits as a framework to reflect on the impact of the Team programme. Teachers noted an increase in young people across all character traits with the greatest increases in:
- Resilience (57% increase in score post-programme)
- Confidence (47% increase in score post-programme)
- Communication skills (42% increase in score post-programme)
Fiver Challenge 2016 Evaluation Report
The Fiver Challenge, supported by Virgin Money, is a nationwide programme that challenges young people aged 5 – 11. The
objective is to set up mini-businesses and create products or services they can then sell or deliver at a profit. This report positions the Fiver Challenge in the curriculum (England) via PSHE and the case for enterprise education. It also makes the case that experiences like the Fiver Challenge offer schools opportunities to promote the spiritual, moral, social and cultural development of students, all being statutory requirements for schools under the National Curriculum.
- 95% teachers indicated that students developed at least one employability competency
- Teachers were asked the extent to which they felt their students had developed key skill:
- Money Management, Teamwork and Communication were reported as being the most developed (page 11)
- 100% of teachers agreed that Fiver provided an opportunity to raise Self-Employment awareness, 98% for Money Management Learning, followed by 96% for raising World of Work awareness and 83% for Community Engagement
- 100% of teachers would take part in Fiver again
- Average profit £124.00
Tenner Challenge Evaluation Report 2016
The Tenner Challenge is a one month UK-wide competition that challenges young people to take a £10 pledge, do something enterprising, make a difference and give back. Young people taking part in Tenner have the opportunity to set up their own mini-businesses and take on all the challenges thrown up by enterprise, through creating a product, working as a team, and managing a budget. Tenner also helps schools in providing diverse learning opportunities in order to develop those character attributes which underpin success in education and employment. Finally, Tenner activities support PSHE education in England and Personal and Social Education Framework in Wales by providing an opportunity to develop employability, teamworking and leadership skills, and learn about the economic and business environment.
- UK participants: 20,371, UK centres registered: 517
- 82% of students feel Tenner provided a unique opportunity to learn and achieve new things
- 69% of young people experienced a progression in 1 to 5 employability competencies
- 85% of students would recommend Tenner to friends
- 84% of teachers were attracted to the Tenner Challenge for the real experience it offers to young people
JA Worldwide Impact Report
Do we make a difference? This JAWW 2014 report tells the statistics and stories of JA initiatives around the world. It is our first attempt to begin the ongoing and systematic documentation of transformational journeys. The report shows the JA network’s eagerness to expand its reach and scope in a rapidly evolving world.
JA Worldwide glossary of evaluation terms
The JAWW [Junior Achievement Worldwide] glossary of evaluation terms is a collaborative document between Young Enterprise and the Junior Achievement international network. The main objective of this document is to align the understanding of evaluation and impact measurement terminology and bring consistency in the way terms are used in Young Enterprise communication with its stakeholders.
The Company Programme 2013-14 Evaluation Report
This report outlines the research design implemented in 2013 for the systematic monitoring and evaluation of the Company Programme. It demonstrates the positive impact of the Company Programme on young people’s employability competencies, attitudes and career aspirations. Data shows statistically significant key skills development, particularly in communication, problem solving and resilience:
- 21,492 young people and 1,215 companies
- 92% of young people felt they had developed at least one of the 8 employability competencies tested
- 88% of young people felt the programme helped them learn about their strengths and weaknesses
- 94% of teachers agree that participating in the Company Programme increased participants’ self-awareness of their capabilities and potential, and that the programme raised awareness of young people’s personal strengths and weaknesses
An outline of Young Enterprise’s impact measurement approach, centred around key employability competencies. This document defines the outcome currently being measured by the organisation.
The Company Programme’s Logic Model, also known as “intervention logic”, links the intended short, medium and long outcomes with the intervention inputs and learning activities. The logic model clearly identifies key inputs and expected activities, outputs and impacts and is essential in guiding data collection and monitoring processes.
View the Learner Development Journey Theory of Change – an illustration on how Young Enterprise believes the Learner Development Journey supports young people into making a smooth transition into employment, education and/or training.
Young Enterprise Employability Competencies Framework
All our programmes aim to raise awareness and/or further nurture key employability competencies. This is part of the Learner Development Journey approach. Our employability competencies framework is fundamental to YE’s monitoring and evaluation initiatives where we aim to test core employability skills. The additional four competencies are tested in longer journey programmes as the nature of these skills implies longer and consistent learning activities where young people come to realise their own potential at their own pace and through repetitive interventions. All competencies are endorsed by findings from the Confederation of British Industry (CBI) and informed by other employability skills-related research.
Kingston University Business School produced this independent report about the effectiveness of Young Enterprise. It is based on surveys and interviews with 371 Young Enterprise alumni compared to a control group of people who did not do our programmes. Read 50 Years of Young Enterprise.
- More Young Enterprise alumni end up running their own business: 42% of alumni surveyed started firms compared to 26% in the control group of non-alumni
- Alumni firms have a larger turnover: 12% of alumni firms turn over £500,000 compared 3% of the control group’s firms. In fact, 3% of Alumni firms turn over more than 1 million, compared to none of the control group’s firms
- Alumni firms are more innovative: 21.2% of alumni firms were digital and cloud-based firms compared to 3% in the control group.