Search Results

Building on new theories about the meaning of employability in the twenty-first century and the power of social and cultural capital in enabling access to economic opportunities, this book considers how employer engagement is delivered and explores the employment and attainment outcomes linked to participation. The book is a companion volume to 'Understanding employer engagement in education' (Mann, Stanley and Archer, 2014) [available in VOCEDplus at TD/TNC 117.1548]. Introducing international policy, research and conceptual approaches, contributors to the volume illustrate the role of employer engagement within schooling and the life courses of young people. The book considers employer engagement within economic and educational contexts and its delivery and impact from a global perspective. The work explores strategic approaches to the engagement of employers in education and concludes with a discussion of the implications for policy, practice and future research.

Abstract from publisher's website with additional information.

The contents are as follows: Preface / Andreas Schleicher; Introduction / Anthony Mann; 'Employers at the heart of the system?': the role of employers in qualification development / Prue Huddleston and Andrea Laczik; Investigating how benefits of an industry-school partnership vary between industry sectors / Kerry Lee, Fatima Abdulghani and John Hope; Who is getting prepared?: Year 11 students' views on careers education and work experience in English secondary schools / Julie Moote and Louise Archer; Competences, capabilities and capitals: conceptual paradigms in the educational-employment relationship / Michael Tomlinson; Socialised social capital?: the capacity of schools to use careers provision to compensate for social capital deficiencies among teenagers / Anthony Mann, Elnaz Kashefpakdel and Christian Percy; Tell it like it is: education and employer engagement, freelance and self-employment / Prue Huddleston and Heidi Ashton;

'Selling the dream': stakeholder perceptions of the translation of employability policy into university strategy / Roy Priest; 'My brother's football teammate's dad was a pathologist': serendipity and employer engagement in medical careers / Steven Jones, Anthony Mann, Elnaz Kashefpakdel and Rachael McKeown; Someone in your life who really believes in you: evidence and practice in employer mentoring / Tristram Hooley and Jonathan Boys; Aligning school to work: assessing the impact of employer engagement in young people's transition from education to work / Terence Hogarth and Lynn Gambin; Ethnographies of work and possible futures: new ways for young people to learn about work and choose a meaningful first career / Nancy Hoffman with Tobie Baker Wright and Mary Gatta; What impact can employer engagement have on student attitudes towards school and their academic achievement?: an analysis of OECD PISA data / Elnaz Kashefpakdel, Jordan Redhill and Matteo Schleicher; Young people in the labour market: how teenage employer engagement makes a difference to adult outcomes / Elnaz Kashefpakdel, Anthony Mann, Rachael McKeown and Jordan Redhill; Insiders or outsiders, who do you trust?: engaging employers in school-based career activities / Christian Percy and Elnaz Kashefpakdel; Between two worlds: linking education and employment / Simon Field; Conclusions: implications for policy, practice and research / Prue Huddleston. Show less

This paper focuses on how generic skills can be developed to enable young adults to best utilise them in making transitions into the labour market. Drawing on the literature and a Commercial Education Trust study of practices which encourage employer engagement in skills development, it is argued that 'putting skills to work' is not automatic or unproblematic. It is not simply a matter of 'skills transfer', but a 'continuous, contextually-embedded and transformative process' during which individuals, supported by partners, learn how to recontextualise skills to suit different activities and environments. It may be tempting to distil employability into a list of so-called 'soft skills', but context matters. It requires more than that which can be taught in Education. Support is needed in the workplace through mentoring, for example, to help recruits acquire knowledge of workplace culture, norms and practices, situational understanding, and apply metacognitive strategies for bringing together this knowledge and a range of different skills and personal attributes in productive application. Further research is needed to explore the inter-relationships between skills supply, demand and utilisation, including ways in which employers can better recognise young recruits' skills and provide 'expansive' working environments that maximise their capabilities and potential for development.

Published abstract reprinted by permission of the copyright owner. Show less

This report, published with support from Lifeskills created with Barclays, sets out findings from a survey of 1,744 young British adults aged 19-24. The survey undertaken on behalf of Education and Employers by YouGov investigates the experiences of respondents as they engage in transitions which take them from education towards the working world. The focus of the report is on work related activities commonly undertaken by schools and colleges to help prepare them for such transitions, relating specifically to employer engagement in education. The report sets out the recollections of these young adults on actions taken by educational institutions to prepare them for the working world; their perceptions of the quality of their experiences; where they feel greater preparation would have been valued; and, using statistical regression analysis, what it was that schools and colleges did which actually helped with those transitions.

Excerpt from publisher's website. Show less

This chapter explores the longstanding exhortations from government for employers to engage with the education system within England, in particular the drive to encourage employers to become involved in the development of qualifications within the compulsory phase. It describes history and rationale for such an approach within the later stages of secondary education between the ages of 14 and 19 years. The chapter suggests that the recurring policy rhetoric has been couched in the same terms, with encouragement for employers to be 'key partners from the outset', to jump 'in the driving seat', to 'sit at the heart of the system'. Employers are being asked to design and develop the content of technical qualifications, to give their imprimatur to every technical qualification before sign off, even to contribute to assessment. The chapter concludes that while there may be a role for employers in qualification development, the nature and extent of this should be clearly articulated from the outset.

Abstract from publisher's website.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 133.717. Show less

Calls for employer engagement within education are nothing new; the clarion call has gone out for over a century fuelled by complaints from employers concerning the lack of preparedness of young people for entering the labour market. This chapter argues that the creative and cultural sector is a rich source of evidence and expertise, often providing role models to which young people can relate, and reflecting the realities of much of the modern labour market. It makes a significant contribution to the UK economy. The chapter draws on data from a group of workers predominantly located within the music, performing and visual arts sub-sector of the creative industries to examine the range of skills developed. In contrast to the organisation of the school curriculum, particularly since the introduction of the post-2010 curriculum reforms, those working in the creative and cultural sector are required to work across boundaries, not in subject silos.

Abstract from publisher's website.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 133.717. Show less