Employers play a key role in bringing the workplace into the classroom and in helping young people form positive attitudes towards schooling, further and higher education, and the early stages of employment or self-employment.
Projects CET has supported have benefitted from engaged employers and business volunteers who have inspired and nurtured the abilities of young people:
The 2018 CET publication ‘Lost in Transition‘ highlights the practical steps employers 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.
Tom Ravenscroft believes there is something fundamental missing in education and in his book ‘The Missing Piece’ he reflects on the essential, non-academic skills which will be essential to thrive in the 21st Century. These are teamwork, leadership, problem-solving, creativity, listening, presenting, aiming high and staying positive.
He reflects on a decade of work with Enabling Enterprise (see ‘Recent Grants’), how he identified these skills, and the and the principles of how they can be built and used.
With a future of increasing automation, Tom makes a powerful argument that these skills are going to be vital not just in a school environment but in life in general.
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.
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.
Education providers are key to developing a culture that values skills and business knowledge, as well as academic learning. They are gatekeepers to ensuring…... 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