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Recent UK government figures have shown that despite the overall number of apprenticeships increasing, the number of under 19s starts have stagnated at around 20 per cent. With the support of the Commercial Education Trust (CET), 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?

This report collates evidence from contemporary research literature and governmental reports as well as new quantitative data sources, and in doing so provides new evidence to schools and colleges seeking to optimise their apprenticeship guidance provision and improve the chances of young people making a smooth transition into apprenticeships. Whilst a long-lasting and sustainable strategy is needed to change the way apprenticeships are viewed by schools/colleges, parents and pupils, effective best practice can help to bridge this gap in the interim and go some way to increasing the percentage of school leavers starting apprenticeships.

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This paper provides evidence of the benefits of career-related learning (CRL) for children in primary school. The term 'career-related learning' includes early childhood activities in primary schools designed to give children from an early age a wide range of experiences of, and exposure to, education, transitions and the world of work. The research compiles evidence on the career-related learning of primary aged children's decisions, aspirations and attitudes. In doing so this paper maps key actions being taken by primary schools to support children's transitions to secondary school and beyond. It considers how primary schools approach career-related learning and offers guidance on evidence-based practice. The paper draws evidence from academic and 'grey' literature (such as program evaluation reports and policy papers), and interviews with primary teachers and leading experts. It aims to clarify the impact that can be expected for children taking part in career-related learning activities. The paper highlights lessons that can be drawn from the existing evidence so that children and schools can be effectively supported when embarking on a program of career-related learning.

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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.

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Guest speakers are one key lever among many that schools use to inspire young people about possible futures and what it might take to reach them, as well as broaden students' horizons to see the world outside of their classroom and local community. This report draws on surveys of state schools and colleges from the networks of Education and Employers and Speakers for Schools, surveys with their students, and an interview program with independent schools to understand why teachers who invite guest speakers to give talks keep doing it, how teachers source speakers and run the talks, and how talks relate to changes in attitudes in young people. The research found: (1) the vast majority of young people are positive about the benefits from talks; (2) young people were particularly positive about the talks having helped them understand that everyone had to overcome setbacks; (3) a program of talks can also reduce the number of students feeling their background holds them back, from a significant minority to barely a handful and; (4) 'Free School Meal' (FSM) students typically benefitted more than non-FSM students, positioning talks as an effective tool particularly in schools with higher disadvantage.

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Employability is a contentious issue, and there is no single definition in the context of higher education. The definition of employability as adopted by the UK's Enhancing Student Employability Co-ordination Team (ESECT) in 2005 has been widely accepted. The impact of such Government intervention has resulted in policy-driven strategies being pursued by universities that typically advocate an integrated approach for the enhancement of graduate employability. Definitions of employability as offered by those working at policy level resonate with widely accepted models. The size of the four stakeholder sample groups was carefully considered in order to generate an appropriate level of credible research material. Respondents from the four stakeholder groups agreed that universities do have some level of responsibility to prepare students in terms of graduate employability. An individual working at policy level also highlighted that placements and work experience were beneficial to students in terms of developing their employability.

Abstract from publisher's website.

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

This chapter explores what careers education and work experience is being provided to students, from the student perspective. It focuses on the work-related learning and careers information, advice and guidance (CIAG) aspects of career-related learning and draws on a unique dataset to document current teenage perceptions held of CIAG provision and work experience in England. The chapter highlights a need for policy makers and practitioners to re-evaluate current provision and participation in England. As of 2017, securing independent careers advice for all pupils remains a statutory requirement for secondary schools in England while work experience is strongly encouraged but not mandatory. As M. S. Richardson discusses, equality and diversity issues have not always been sufficiently acknowledged within the careers development literature. Careers education and work experience have the potential to be useful tools for promoting social equity and can be helpful for encouraging social mobility.

Abstract from publisher's website.

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