WORK EXPERIENCE f work experience


They don’t have to put up a front for their mates. Employers can be tough with them. They can say ‘you’re sacked’. They fail time after time in class. This gives them the chance to achieve and to feel good about themselves.” It is the broad cohort of middle-achieving pupils,


and particularly those on the borderline of achieving key attainment targets (such as five GCSEs) who, focus groups argue, are likely to benefit the most. For such pupils, the increase in motivation is


linked to tangible educational objectives. The 2012 NFER survey found that nearly half (46 per cent) of teachers responding agreed that work experience placements increased to some extent the likelihood of borderline pupils reaching key attainment targets.


The doubters


Surveys show that while a significant proportion of teachers do feel that work experience improves the chances of exam success, a similarly sized proportion feels that it does not. More research is required to understand the reasons behind such variation and particularly the extent to which the perceived quality and relevance of work experience placements influences pupil behaviour.


An opportunity cost?


Within this consideration of the link between work experience and attainment, it is important to consider the opportunity costs involved. In essence, can going on a placement reduce the exam success of pupils by taking time which could be spent in the classroom? Available evidence would suggest that this is occa-


sionally, but rarely the case. In the NFER surveys, only five per cent of teachers thought that placements reduced the motivation of pupils or their ability to reach attainment targets.


Related research


The finding that young people may benefit in different ways from their exposure to work experience tallies with insights from a 2008 literature review commissioned by the then Department for Children, Schools and Families. The review looked for evidence of links between


pupil attainment and broadly defined employer engage- ment in educational experiences. It found that comparatively few available studies


were of sufficient quality to allow firm conclusions to be made. However, of the 15 US and UK research projects identified as providing reliable results, none showed a reduction in attainment and eight provided “evidence of a measurable improvement in grades, or other measures of students’ attainment”.


Implications


These research findings raise questions about the delivery of work experience. They suggest, first, that academic benefits stemming from work experience are likely to be optimised where placements are as relevant as possible to pupil career aspirations: the greater the insight into pathways into different occupations, the greater the likelihood of young people being able to take away useful insights into the


connections with education in general and specific qualifications in particular. As one year 11 pupil reflected in a recent focus


group: “You realise that there’s lots of competition. I was told that I need to be on the top of my game.” Pupils seeing a range of related professions and


engaging with a number of people in different occupations, actively discussing entry routes and requirements, are also likely to come away with useful new information. The timing of work experience for the end of


‘


the academic year is likely, moreover, to work against positive motivational benefits being fully realised. And, while the long duration of a two-week work experience placement provides particularly


Ninety to 95 per cent


of my students would not have got a qualification without employer


engagement. They come to us after being kicked out of five different


schools. We’re the last stop before the pupil referral unit


good opportunities to present young people with the trustworthy and reliable information which might serve to change attitudes towards schooling, other employer engagement activities of shorter duration can serve the same ends. Career talks, for example, especially when


’


undertaken at networking events (pupil speed-dating with employers) and job shadowing sessions can focus attention on the educational levels, qualifications and experiences that specific employers are looking for. The results can be profound. As one year 12 pupil


observed on his placement: “I used to think that school was so ridiculous. I hadn’t realised how hard work is and how great school is and that you should work (at school) while you have the chance.” Work experience is changing in England. With


the change, there is a real need to understand better how placements can influence young people and their ultimate progression through education into the world of work. There is still much to learn, but what is already known suggests strongly that the provision and delivery of work experience deserves serious and strategic thought.


SecEd


Can’t speak, can’t learn what’s the impact of non-native speakers in schools?


As experts in assessment we believe it is our duty to provide a forum to debate key educational issues. Our next programme focuses on EAL (English as an additional language).


The number of schoolchildren who do not speak English as their fi rst language is increasing each year. It is hard to spot a ‘gifted and talented’ pupil if they are held back by language challenges.


How can education respond to the increase in EAL to ensure every child can access the whole curriculum?


Join the conversation


To contribute to our debate in May, or explore our other programmes, visit www.cambridgeassessment.org.uk


• Dr Anthony Mann is director of policy and research and Carol Glover communications manager at the Education and Employers Taskforce.


Further information


You can download the full report, Work Experience: Impact and delivery – insights from the evidence, at www.educationandemployers.org/research/taskforce- publications/


Tweets of the week


Prime minister David Cameron says he would like all students to stand when teachers or their parents enter the room


“Cameron thinks students standing when a teacher enters is a sign of discipline! Much better if students feel


visitors are natural.” @terryfish


“Cameron: Pupils should respect teachers. Gove: Teachers are lazy, gold-plated


pension-holding Trots.” @Lokster71


“Cameron wants pupils to stand up for teachers, shame


the govt isn’t!” @bellaale


“Mr Cameron, most children already stand up when their parents walk in the room. To


walk to a different room.” @MattChorley


You can follow SecEd’s latest updates on Twitter @SecEd_Education


SecEd • April 26 2012


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