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The report presents the evidence on the operation and impact of careers events held in UK schools and colleges. Literature and new data were gathered and analysed to understand the potential impacts and optimal delivery of three related types of careers events aimed at supporting the career decision-making of young people: careers talks, careers carousels and careers fairs. The main questions addressed in the study included: What impacts can be expected from career events in terms of the educational and employment outcomes of young people? Can impact be expected to vary by pupil type (achievement level, occupational ambition, age, gender)? What benefits can be expected from different formats of engagement (careers fairs, careers talks, careers carousels) and how can event design optimise beneficial outcomes? This review was designed to identify evidence within the literature to inform the optimal design of events so the best outcomes can be achieved for the young people taking part.

Edited excerpts from publication.

A related report is available in VOCEDplus at TD/TNC 130.576. Show less

Previous research by Education and Employers highlights the importance of good quality careers education on shaping outcomes later in life. The researchers found that teenagers who have a good understanding of what they need to do to achieve their career ambitions do a lot better economically later in life than their peers. However, teenagers from poorer homes are more likely to be uncertain about the qualifications they need to access their chosen career and get the skills they need. In this current report, the authors have reviewed international research to identify the interventions and approaches for which there is evidence of employers having a positive impact on young people's outcomes, particularly those from disadvantaged backgrounds.

The authors identified four broad areas of employer engagement in education that could benefit young people: (1) boost young people's understanding of jobs and careers - broadening and raising career aspirations and supporting young people to make decisions on what to study, where to study, and how hard to study; (2) providing the knowledge and skills demanded by the contemporary labour market - helping young people to build the skills that modern workplaces need, such as creative problem-solving and team-working; (3) providing the knowledge and skills demanded for successful school-to-work transitions - giving young people relevant work experiences as well as practical insights into how recruitment processes work and contemporary workplaces operate; and (4) enriching education and underpinning pupil attainment - using employers to support teaching resources for the classroom and helping young people to see the connection between what they learn at school and employment outcomes.

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This chapter looks at young adults' recollection of school and college action to prepare them for the working world and, using regression analyses, explores what schools did to help young adults succeed in the adult working world. It considers the responses of 1,744 young British adults who completed a survey created by the Education and Employers Research team working with Prue Huddleston. The chapter outlines the results from a 2016 survey of 1,744 young British adults aged 19-24. Employer engagement has become a commonplace aspect of schooling in Britain. The survey began by asking respondents to describe the types of employer engagement activities in which they took part whilst in secondary education between the ages of 14 and 18. Young adults who had experienced the greatest volume of school-mediated employer engagement activities came, on average, from more privileged backgrounds.

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 report explores the hypothesis that engaging with the world of work through school-mediated employer engagement activities can enhance academic attainment by influencing and enhancing young people's positive attitudes towards education, career choices and themselves. Such engagement can potentially influence attainment over different time frames. Our trial specifically tested the potential to impact attainment over the short-term, looking at how extra career engagement in the months leading up to exams could impact the motivation to revise. The results also shed light on longer-term channels for impact, such as more positive attitudes towards education and shaping education pathway choices.

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This report presents the evidence on the operation and impact of careers events held in UK schools and colleges. Literature and new data were gathered and analysed to understand the potential impacts and optimal delivery of three related types of careers events aimed at supporting the career decision-making of young people: careers talks, careers carousels and careers fairs. The paper draws on a mixture of academic literature and new survey data collected by the Education and Employers research team at careers events. The paper uses data collected from a student feedback survey, testimonies from teachers and employee volunteers as well as a follow up survey of experienced practitioners which tested the insights for best practice gathered from the other sources.

Edited excerpt from publication.

A related report is available in VOCEDplus at TD/TNC 129.866. Show less

This publication presents contributions from the 2016 International Conference on Employer Engagement in Education and Training. The conference was the fourth hosted by Education and Employers Taskforce, the third by the Edge Foundation and the first joint event by the two organisations, with the sponsorship of LifeSkills created with Barclays. Speakers shared perspectives on what happens when the world of education and training engages with employers and how any positives emerging from the interaction could be optimised. The publication begins with a full transcript of an interview with the OECD's Andreas Schleicher exploring issues of skills mismatch, the limitations of qualifications and the importance of careers education. The remaining 11 contributions summarise insights from papers selected on the basis of the quality of the research approaches they had adopted to explore questions of particular relevance to professionals working in UK schools and colleges. All the summaries focus in different ways on the implications for practice stemming from research studies.

Edited excerpts from publisher's website.

The contents are as follows: Introduction: the point of partnership / Anthony Mann; The changing relationship between education and employment / Sean Coughlan interviews Andreas Schleicher; A systematic review of current understandings of employability / Stella Williams; An international literature review: careers education / Deirdre Hughes, Anthony Mann, Sally-Anne Barnes, Beate Baldauf and Rachael McKeown; Enterprise, employability and employer engagement: the findings of Ofsted's thematic survey / Adrian Lyons; Who is getting advice?: Year 11 students' views on careers education and work experience in English secondary schools / Julie Moote, Louise Archer and Emily MacLeod; How access to the medical profession is conceptualised by key stakeholders: evidence from a case study of NHS 'work tasters' / Steven Jones; A military approach to inclusive work experience activity: bespoke STEM placements / Jill Collins and Glynis Dean; Young people's transitions: how employers make a difference / Tami McCrone and Susan Bamford; Technology and the ability to learn through failure: a virtual business enterprise team / Angela Richardson and Paul Bocij; What makes a career talk sing: under what school delivery circumstances or student attitudinal contexts are career talks associated with optimal, long-term wage outcomes? / Christian Percy and Elnaz T. Kashefpakdel; Aligning school to work: assessing the impact of employer engagement with schools in assisting young people make the transition from school to work / Lynn Gambin and Terence Hogarth; Post-compulsory education in England: choices and implications / Claudia Hupkau, Sandra McNally, Jenifer Ruiz-Valenzuela and Guglielmo Ventura. Show less

This publication presents contributions from the 2018 International Conference on Employer Engagement in Education and Training. The conference was the fifth hosted by Education and Employers, the fourth by the Edge Foundation and the second joint event by the two organisations. In this paper you will find summaries of eight contributions from the conference, which present research findings on different aspects of employer engagement, reflecting the multiplicity of ways in which the worlds of education and employment intersect. All the summaries focus, in different ways, on the implications for practice stemming from research studies.

Introduction: Making the most of employer engagement; what the research tells us / Prue Huddleston (pages 3-6); Putting skills to work: it's not so much the what, or even the why, but how... / Trisha Fettes, Karen Evans and Elnaz Kashefpakdel (pages 7-8); The role of school leadership in increasing engineer employer engagement among teachers / Janet Hanson and Bill Lucas (pages 9-12); Employer engagement: too little, too late? / Maria Turkenburg-van Diepen and Pam Hanley (pages 13-14); Project-based learning in university technical colleges: how are employers engaged? / Tami McCrone and David Sims (pages 15-17); Examining the use of technical qualifications within Key Stage 5 programmes of study / Joanna Williamson and Matthew Carroll (pages 18-20); Insiders or outsiders, who do you trust?: engaging employers in school-based career activities / Christian Percy and Elnaz Kashefpakdel (pages 21-23); 'With a degree I'll get a good job': a role for employers in UCAS decision-making? / Susan McGrath (pages 24-26); Vulnerable young people, employers and VET / Morag MacDonald, David Kane and James Williams (pages 27-29); Measuring the wider impacts of apprenticeships: the Apprenticeship Wellbeing Survey / Gillian Wylie, Lynne Robson and Patrick Watt (pages 30-31).

Edited excerpts from publication and publisher's website. Show less