Preparing youngsters for the rapidly-evolving world of work is a difficult task


‘If subjects are taught in a more contextual way, they are more interesting, and students can see the relevance of what they are learning and are more motivated’


• Every student, and their parents and/or guardians, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.


• Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout.


• All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a range of future career paths.


• Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.


• Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks.


• All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.


• Every student should have opportunities for guidance interviews with a career adviser, who could be internal or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made.


A key part of the strategy is dependent on positive engagement between schools and businesses and we must ensure that we, as business, “step up to the mark” to ensure we see a marked improvement in the skills and attributes of young people required by business, as well as academic achievement. Secondly, the new Ofsted inspection framework puts


more emphasis on careers and enterprise which should ensure that schools are measured in a more holistic way. Thirdly, the Government has recognised the importance


of good practical maths skills in the workplace by launching a new mathematics qualification, Core Maths, perhaps better described as maths for work, life and study. It teaches maths in a way that relates to real world situations and I hear from both teachers and students that it is both more enjoyable and useful than traditionally-taught maths. Maths skills underpin analytical and problem-solving skills which are essential in so many jobs these days. For businesses to be agile, responsibility needs to be delegated as far down the organisation as possible and the skills developed through studying Core Maths will enable that to happen. Perhaps the wider lesson is that if subjects are taught in


a more contextual way, they are more interesting, and students can see the relevance of what they are learning and are more motivated. Fourthly, the introduction of T level qualifications which


will be offered at FE colleges and some schools from September 2020 as an alternative to the traditional academic A level option. Both these options can lead to either university or higher/degree level apprenticeships.


business network April 2019 59


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