Education providers are key to developing a culture that values skills and business knowledge, as well as academic learning. They are gatekeepers to ensuring students have opportunities from early on in their education to develop the capabilities needed to meet changing work requirements.
Projects CET has supported have enabled schools, colleges and universities to develop the personal and professional skills in young people that employers say they want. They have also enabled teachers to build and maintain relationships with local business partners and former students who can bring the world of work into the classroom and offer direct experience of the workplace and of enterprise.
The 2018 CET publication ‘Lost in Transition‘ highlights the practical steps educators can make to help young adults make a successful transition from education to work. It suggests that we need a long-term and co-ordinated approach involving a range of stakeholders to address the skills challenge of today and tomorrow.
Lost in Transition explores the challenges of preparing young people for work. It concludes that developing skills in young people is one thing but being able to apply and utilise these skills is another. It argues that we have known for some time what skills are.....
needed for the workplace but that delivery is patchy and a co-ordinated approach is now needed to help young adults make a successful transition from education to work.
Based on case studies which show how design, content, context and teaching methods can be part of a shift from ‘more’ to ‘better’. With recommendations for employers, educators and policy-makers. Lost in Transition is a summary of research conducted in 2017 by Trisha Fettes entitled ‘Putting Skills to Work’.
This research explores the link between participation in career development activities (careers events such as talks or presentations) and improved education outcomes including exam results. Education and Employers hope to show that through encounters with the world of work young people start seeing value in education, demonstrate positive attitudes towards what they are taught in school and become more motivated in their study.
The research will involve groups of Year 11 students who will receive extra career development activities on top of their usual provision as well as a control group which continues to receive the usual support which their schools can provide. The findings of this study will be available in early 2019.
Only an estimated 10% of schools provide adequate careers advice to their students, most of it online, leaving few opportunities for face-to-face guidance that is highly recommended for supporting young people from disadvantaged backgrounds.
Future Frontiers works primarily in London but also in areas of high deprivation on the South Coast of England, delivering one-to-one careers coaching alongside a range of meaningful employer interactions that are aligned to the aspirations of young people. It currently works in 15 schools, supporting over 1,300 pupils, with over 470 university students and business professionals as career coaches.
CET grant support is for an external evaluation of the Future Frontiers coaching programme in two parts, to be undertaken by two research universities. The evaluation will test the programme’s effectiveness as well as track pupil destinations.
Professional Pathways is an enhanced programme of study targeted at students aged 16-18 with the aim of preparing them for the professional world. It equips students with in-depth knowledge of a growth employment sector, builds their employability skills and business networks, provides tailored network opportunities with corporate partners, and provides career advice for students not following an academic post-school route.
ARK currently runs 35 schools educating more than 21,000 pupils: all of the schools are non-selective and in areas with high levels of economic disadvantage or educational need.
The evaluation will look at the long-term impact of the Professional Pathways programme on student destinations and has the potential to create greater parity of esteem between vocational and academic pathways.
This project funds an evaluation of Career Colleges scheduled to complete in April 2019. Career Colleges, supported by the Career Colleges Trust, offer a choice in vocational education opportunities for 14-19-year-old young people. The research will investigate their genesis, curriculum, stakeholder perception, employer engagement as well as a monitoring tool to drive improvement.
The research will also enable the identification of wider policy implications in relation to 14-19 education, early specialisation in a vocational field and other issues relating to further education, employer engagement, commercial education, skills development and social mobility. The research is co-funded with the Edge Foundation.
There has been a long history of identifying skills needed to perform well in the labour market, but employers have been persistent in voicing concern that those leaving education are not ‘ready’ for work. ‘Putting Skills To Work’ is a study by academic researcher Trisha Fettes which explores practical examples of programmes which incorporate commercial education and how they can improve individuals’ ability to apply the skills, knowledge and know-how they learn in education, as they transition into work.
Internship has attracted considerable attention for a number of years and yet until 2011 had rarely been the subject of serious research. In this guide, Prof. David Guile and Ann Lahiff look at the differences between internship, structured work-place learning, and unpaid work experience. They explore how employers offer access to internship and what models of learning are associated with best practice internships. They also offer recommendations for policymakers, companies, stakeholders and for interns/prospective interns.
Recent Government figures have shown that despite the overall number of apprenticeships increasing, the number of under 19s starts have stagnated at around 20%. This project explores the characteristics of schools and individuals who buck the trend and asks: what distinguishes schools which guide significant numbers of pupils into apprenticeships from those which do not? What distinguishes young people who express an interest in apprenticeships in their mid-teens and go on to secure one from those who do not?
The study concludes that apprenticeships suffer from an image problem due to a shortage of knowledge and information and that support should be provided to schools and colleges to further raise the confidence of school staff in providing advice to interested students. It also advocates for more apprenticeship events involving employers; for schools and colleges should do more to engage parents; and for awareness of apprenticeships to be raised at a younger age. It also notes that schools and colleges should do more to challenge gender stereotypes and broaden the aspirations of young women who are thinking about apprenticeships.
This study harnessed insights from UK longitudinal studies to help careers professionals and other school teaching staff identify and prioritise pupils who require greater levels of careers provision as they approach key decision-making points.
Importantly, the study identifies attitudes and experiences (‘indicators’) which schools can influence in order to better prepare their young people for adult working life. The approach adopted is primarily designed to allow schools to identify students requiring greater levels of support to help them become well prepared.
A questionnaire and scoring system was developed resulting in a toolkit which has been designed to be comprehensive – relevant to students at all attainment levels – by making use of robust UK longitudinal data which compares students of similar characteristics (for example, socio-economic background, geographical area, attainment levels) to identify which factors which make a difference to economic outcomes (earnings and employment) in later life. It is available from the Education and Employers website.
Drawing the Future is a survey which asked primary school children aged seven to eleven to draw a picture of the job they want to do when they grew up: over 20,000 entries were received from the UK and internationally. To determine the factors influencing career choices, the survey asked participants whether they personally knew anyone who did the job, and if not, how they knew about the job, as well as their favourite subject.
The survey findings highlight that children from an early age often have some sophisticated and thought through ideas about who they want to become when they grow up. They also show that from a young age children often stereotype jobs according to gender and their career choices are based on these assumptions with the majority of boys wanting to be sportsmen and girls wanting to be teachers. Additionally, children’s career aspirations are most influenced by who they know – their parents and friends of parents and the TV and media. Worryingly, less than 1% of children have heard about the jobs through people from the world of work coming to their school. And the survey shows clearly for the first time that this is a global issue.
Putting Knowledge to Work challenges conventional notions of academic knowledge as context-free and it demonstrates that there are complex processes of ‘re-contextualising’ knowledge through the design and implementation of work-based learning at higher education levels.
On the 5th and 6th July 2018 in London, Education and Employers and the Edge Foundation brought together leading researchers, practitioners and policy makers from around the world to present recent research and discuss employer engagement in education, policy development and delivery and provide a platform to inform governments with innovative policy and leadership in the field.
This two-day event, focussed on employer engagement in education and training and how it relates to the Government’s plans for social mobility improvement, the implementation of its Industrial Strategy and improving the flow of skills into the labour market post Brexit.
The Education and Employers website holds comprehensive information on this conference with videos and short interviews.
Employers play a key role in bringing the workplace into the classroom and in helping young people form positive attitudes towards schooling, further and…... Read more
There are real benefits to students engaging in commercial education activities which develop their personal skills; provide guidance on career options; give them work…... Read more