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WhenW. H. Davies first penned his classic poem Leisure in 1911, there weren’t any smartphones, and mobile coverage was awful…so sitting at the bus stop, you would have little choice but to sit back and surroundings. These days, the first thing we tend to do is smartphones. And that’s just (or sometimes especially) the adults. In a report quoted in the ‘Personality and Individual Differences’ journal, researchers from Baylor University found that people who struggle to put down their mobile phone are more likely to suffer from depression and The report also found a potential link between phone onal instability, as well as a reduced ability to focus on a


to pull out our observe your


addiction and emoti behavioural swings.


given task.


So do we need to protect our young people from something that we don’t take the trouble to combat ourselves? Further research from the NSPCC would seem to indicate so (alongside plenty of anecdotal evidence). The child-protection charity found that it was not uncommon for a teenager to be unable to put their phone down or even turn it off at ni ght for fear of missing something.


But if we express concern at the same time as referring to the online world as ‘not real’, we are missing the point. It is important for teachers and parents to accept that young people growing up in today’s world are very much


Welcome to the realw orld Comment byMARK BENTLEY, London Grid for Learning


digital natives, or perhaps even post-digital natives. No child today has ever askedMum for a lift from the station by giving her a call from the phone box, or pulled out a pocket map to find their way around town.


Returning to the NSPCC study – which is actually about sexting but reveals much about young people’s online behaviour: whilst many teenagers may be wrong when they say they would ‘die’ without their phones, we underestimate the significance of this statement at our peril.


In the same way as many adults make no distinction between offline and online communication with friends, boundaries between our analysis of and reaction to young people’s offline and online behaviour actually need to become blurred. A key oft-repeated mantra at the LGfL Safeguarding Board is that online safety and safeguarding are inseparable. The draft online-safety policies we make available for all schools at os.lgfl.net are not to be seen in isolation to the safeguarding policy, but as a key component of it. The days of referring serious online-safety issues to the ICT technician because “they are the only ones who understand this stuff” should be long past.


That’s the policy area, but practically, on a day-to-day basis, how are we going to get children and young people to “stand and stare” and switch off their smartphones for an hour of the day?


That remains a societal conundrum with no easy answer. However let’s start by embracing the digital world our young people inhabit and acceptin g that responsibility online must be taught as we would teach responsibility in any aspect of the modern world. It’s time we accept the online world for what it is, and remember the real people who inhabit it.


The qualifications may be right – but ar they enough ?


Comment by MICHAEL MERCIECA, chief executive, Young Enterprise Comment byMICHAELMERCIECA, chief executive, Young Enterprise


According to the Office of National Statistics, the three months to February 2016 saw an unemployment rate of 13.7 per cent among 16-24 year-olds in the UK.While this rate is falling year on year, it remains considerably higher than in comparable countries in Europe. Germany, for example, has a seven per cent unemployment rate among its young people, and Denmark 9.9 per cent.


According to the Office of National Statistics, the three months to February 2016 saw an unemployment rate of 13.7 per cent among 16-24 year-olds in the UK. While this rate is falling year on year, it remains considerably higher than in comparable countries in Europe. Germany, for example, has a seven per cent unemployment rate among its young people, and Denmark 9.9 per cent.


A recent study commissioned by Young Enterprise saw 46 per cent of 16-18 year-olds cite the ongoing impact of the recession as a key factor, suggesting that fewer jobs are available as a result. Indeed, 30 per cent expected to wait more than a year after leaving full-time education before securing a full time job.


A recent study commissioned by Young Enterprise saw 46 per cent of 16-18 year-olds cite the ongoing impact of the recession as a key factor, suggesting that fewer jobs are available as a result. Indeed, 30 per cent expected to wait more than a year after leaving full-time education before securing a full time job.


Of those British firms that are recruiting, however, a significant number (69%) believe that the current crop of school leavers is not adequately prepared for work. Conversely, the Young Enterprise study revealed that 90 per cent of young people believe employers’ expectations of them are too high, assuming they should be able to instantly adapt to the world of work and multitask in new environments.


Clearly then, a gap exists between the expectations of employers and the actual readiness of their potential employees.


Clearly then, a gap exists between the expectations of employers and the actual readiness of their potential employees.


Str king the right balance Striking the right balancei


Much has been made recently of the focus on testing at every level of a young person’s school career, from SATs to A-levels and beyond. However, while undeniably important, the question is whether academic qualifications alone are enough to prepare young people for full-time employment.


Much has been made recently of the focus on testing at every level of a young person’ s school career, from SATs to A-levels and beyond. However, while undeniably important, the question is whether academic qualifications alone are enough to prepare young people for full-time employment.


Nearly half of the survey’s respondents (47%) suggested that this was not the case, with a third believing that employers placed too much emphasis on qualifications.Many (58%) believed themselves to be lacking


Nearly half of the survey’s respondents (47%) suggested that this was not the case, with a third believing that employers placed too much emphasis on qualifications. Many (58%) believed themselves to be lacking


Jun e 2016 2016


Of those British firms that are recruiting, however, a significant number (69%) believe that the current crop of school leavers is not adequately prepared for work. Conversely, the Young Enterprise study revealed that 90 per cent of young people believe employers’ expectations of them are too high, assuming they should be able to instantly adapt to the world of work and multitask in new environments.


sufficient experience in work or entrepreneurship, something a third of them felt was expected by employers. 31 per cent suggested they weren’t being taught important real-world skills relating to teamwork, confidence building and problem solving, which a further 22 per cent believed employers saw as being important.


It’s essential therefore that, if we hope to imp finding gainful employment, young people shou


Confidence and a willingness to contribute Confidence and awillingness to contribute


Schools, charities and businesses need to work together to ensure young people have the opportunity to gain experience of the workplace and develop the necessary essential character skills.


Schools, charities and businesses need to work together to ensure young people have the opportunity to gain experience of the workplace and develop the necessary essential character skills.


The proposed extension of the school day for secondary schools as set out in the Government’s recent whitepaper should provide head teachers with the opportunity to focus on character-developing activities, and the DfE’s new Standards for Teachers’ Professional Development should further emphasise the importance of these activities for teachers, as well as provide them with inspiration.


Charitable programmes such as Young Enterprise or the Duke of Edinburgh’s award can offer additional enterprise experience and skills development, but, of perhaps greater importance is the involvement of more business leaders as mentors and role models in schools. Armed with the right combination of qualifications, skills and experience, future school leavers should no longer be facing the future with fear of long-term unemployment, but with confidence and a willingness to contribute to building a strong and productive British workforce.


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Charitable programmes such as Young Enterprise or the Duke of Edinburgh’s award can offer additional enterprise experience and skills development, but, of perhap greater importan ce is the involvement o f more business leaders as mentors and role models in schools. Armed with the right combination of qualifications, skills and experience, future school leavers should no longer be facing the future with fear of long-term unemployment, but with confidence and a to contribute to building a strong and productive British


wwweducation-toda y.co.uk.co.uk 51


The proposed extension of the school day for secondary schools as set out in the Government’s recent whitepaper should provide head teachers with the opportunity to focus on character-developing activities, and the DfE’s new Standards for Teachers’ Professional Development should further emphasise the importance of these activities for teachers, as well as provide them with inspiration.


right balance of academic qualifications, developed character skills an d enterprise experience.


It’s essential therefore that, if we hope to improve their chances of finding gainful employment, young people should leave school with the right balance of academic qualifications, developed character skills and enterprise experience.


ld leave school with the rove their chances of


sufficient experience in work or entrepreneurship, something a third of them felt was expected by employers. 31 per cent suggested they weren’t being taught important real-world skills relating to teamwork, confidence building and problem solving, which a further 22 per cent believed employers saw as being important.


The qualificationsmay be right – but are they enough?


VIEWS & OPINIO N


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