The specific aims of the study are as follows:

• To conduct a systematic review of research evidence investigating the effects of CEG during Key Stage 4 on the transitions made by young people from Key Stage 4 to post-16 opportunities
• 
  Where CEG has taken place, to assess the influence of internal and external factors, which might include young people's motivation and capabilities, parental involvement, socio-economic constraints, demography, family relationships, support services and environmental factors, on the impact of CEG during Key Stage 4 in relation to the outcomes of transitions
• 
  To relate this to policy developments in CEG since 1988 in England (when the Education Reform Act led to the introduction of the National Curriculum) in order to assess their impact on practice within and outside schools
• 
  To make recommendations based on these findings so that decisions on policy and practice can be evidence-based
• 
  The research question, considered within the context of the reforms to secondary education set out in 14-19: Opportunity and Excellence (DfES, 2003b), is as follows:

What is the impact of CEG policies and practice during Key Stage 4 (ages 14-16) on young people's transitions from Key Stage 4 to post-16 opportunities?

The following sub-question is also considered:

In what ways do internal/external factors influence the effectiveness and outcomes of career education and guidance?

The full text of the review can be downloaded from the EPPI website