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This chapter addresses the difficulties faced by many UK secondary school students in securing meaningful workplace experience in a medical context and which specifically explores job shadowing as an option for resolving this problem. It focuses on the problem identified in the study: inequitable access to periods of work experience of value in progression to highly selective courses of study at elite universities. The chapter seeks to add to a growing literature exploring the issue of equity in employer engagement in education. It reveals a situation whereby links between secondary school students and employees within the National Health Service (NHS) are numerous but are clearly patterned by social relationships which are rooted in social class. In the medical profession, imbalance in the distribution of social capital is compounded by more structural educational inequality, such as universities offering places only to students with demonstrable workplace experience.

Abstract from publisher's website.

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

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 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

Young people face a daunting prospect in making the transition from school to work in the UK. Youth unemployment and not in education, employment or training (NEET) rates remain relatively high following the financial crisis in 2007-2008 when they rapidly increased to levels from which they are only slowly recovering. Youth unemployment and the percentage of young people NEET is relatively high compared with those countries that have relatively well developed vocational education and training (VET) systems, such as Germany, and in comparison with the average in the European Union. The principal benefit of education-business programmes such as Business Class is that it engages young people in a range of activities designed to open their eyes to the world of work. The evidence provided indicates the way in which education-business partnerships, such as Business Class, can support young people to develop the skills - in the widest sense of the term - to make an efficient and effective transition into the labour market.

Abstract from publisher's website.

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