Transcript Slide 1

Youth Transitions
and the Labour Market
Planning for Choice and Changes
Skills Development
Scotland
Curriculum for Excellence & LMI
Responsibility
for All
Numeracy across
learning
Literacy across learning
Responsibility
for All
Health & Wellbeing
across learning
Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland
Numeracy across
learning
Literacy across learning
Responsibility
for All
Health & Wellbeing
across learning
Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland
Physical activity and
sport
Mental, emotional, social and
physical wellbeing
Health & Wellbeing
across learning
Planning for choice and
changes
Relationships
Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland
Across the Curriculum
Expressive Arts
Technologies
Social Studies
Health & Wellbeing
Experiences
and Outcomes
Sciences
Languages
Maths
Religious and Moral
Education
Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland
EARLY
In everyday activity
and play, I explore
and make choices
to develop my
learning and
interests. I am
encouraged to use
and share my
learning
HWB 0-19a
FIRST
Through taking part
in a variety of
events and
activities, I am
learning to
recognise my own
skills and abilities
as well as those of
others.
HWB 1-19a
SECOND
Opportunities to
carry out different
activities and roles
in a variety of
settings have
enabled me to
identify my
achievements,
skills and areas for
development. This
will help me to
prepare for the next
stage in my life and
learning.
HWB 2-19a
THIRD
I am developing
the skills and
attributes which I
will need for
learning, life and
work. I am gaining
understanding of
the relevance of
my current learning
to future
opportunities. This
is helping me to
make informed
choices about my
life and learning.
HWB 3-19a
FOURTH
Based on my
interests, skills,
strengths and
preferences, I am
supported to make
suitable, realistic
and informed
choices, set
manageable goals
and plan for my
further transitions.
HWB 4-19a
Responsibility of all
I can describe some of the kinds of
work that people do and I am finding
out about the wider world of work.
HWB 0-1-20a
I am investigating different careers/occupations, ways of working,
and learning and training paths. I am gaining experience
that helps me recognise the relevance of my learning, skills and
interests to my future life. HWB 2-4-20a
Across the curriculum
In everyday activity
and play, I explore
and make choices
to develop my
learning and
interests. I am
encouraged to use
and share my
learning
HWB 0-19a
Through taking part
in a variety of
events and
activities, I am
learning to
recognise my
own skills and
abilities as well as
those of others.
HWB 1-19a
I can describe some of the kinds of
work that people do and I am finding
out about the wider world of work.
HWB 0-1-20a;
Opportunities to
carry out different
activities and roles
in a variety of
settings have
enabled me to
identify my
achievements,
skills and areas for
development. This
will help me to
prepare for the
next stage in my
life and learning.
HWB 2-19a
I am developing
the skills and
attributes which I
will need for
learning, life and
work. I am gaining
understanding of
the relevance of
my current learning
to future
opportunities.
This is helping me
to make informed
choices alearning.
HWB 3-19a
Based on my
interests, skills,
strengths and
preferences, I am
supported to make
suitable, realistic
and informed
choices, set
manageable goals
and plan for my
further
transitions.
I am investigating different careers/occupations, ways of working,
and learning and training paths. I am gaining experience
that helps me recognise the relevance of my learning, skills
and interests to my future life. HWB 2-4-20a
School-to-Work
Transitions
Question:
In 1976, 74% of 18 year olds went straight into
employment. How many went into employment
in 2009?
60%
50%
40%

40 years ago, 7 out of 10 young people
went straight into jobs
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
1976
2009
Now it’s only
4 out of 10
Source: Wolf, A. (2011) Review of Vocational Education - The Wolf Report, Department for Education
Question:
Where are pupils most likely to go after they
leave school?
Higher Education
Further Education
Training

Question:
Where are pupils most likely to go after they
leave school?
40
37
30
27
20
% 20
10
5
0
Higher Education
Further Education
Employment
Source: National School Leaver Destinations (Initial Destinations), 2011-12, Skills Development Scotland
Training
Question:
How much more do you earn if you have
Highers, compared to someone with no
qualifications?
52%
32%
12%

Degree
79%
Higher Education
40%
Higher
12%
Standard grade 1-3
0%
Base to compare
32%
Other qualifications
-13%
No qualification
-20%
Source: Labour Force Survey, Jan-Mar 2014, UK
Note: Calculated from UK median gross hourly pay rates. (22-64). Original data uses English qualifications; adapted with Scottish equivalents:
• A-Levels or equivalent (e.g. Higher)
• GCSE grades A* - C or equivalent (e.g. Standard Grade 1-3)
Statement:
The fewer qualifications you have the more
likely it is that you will be unemployed
TRUE
FALSE

The higher qualified you are, the more likely
you are to be employed...
Levels
1,500,000
1,000,000
Employed
ILO Unemployed
Inactive
500,000
No qualifications
Other qualifications
Standard Grades A*-C Scottish Highers or
or equivalent
equivalent
Source: Labour Force Survey, Jan-Mar 2014, Scotland
Higher Education,
degree or equivalent
...and are likely to earn
more.
Both with academic qualifications...
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Level 1 (Gen Std Grade)
Level 2 (Cred. Std Grade)
Level 3 (3+ Highers)
Source: Futureskills Scotland/Walker & Zhu (2007)
Level 4 (1st Degree)
Above Level 4 (PhD, MSc)
100%
...and vocational
qualifications.
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Level 1 (Gen Std Grade)
Level 2 (Cred. Std Grade)
Level 3 (3+ Highers)
Source: Futureskills Scotland/Walker & Zhu (2007)
Level 4 (1st Degree)
Above Level 4 (PhD, MSc)
Question:
How many employers thought the school
leavers they recruited were well prepared for
the world of work?
1 in 2

2 in 3

3 in 4


This perceived preparedness increases with
the time spent in education, with university
leavers seen as better prepared than school
leavers.
100%
80%
60%
90%
40%
78%
64%
Well prepared
20%
Poorly prepared
0%
-10%
-22%
-20%
-36%
-40%
-60%
School leavers
FE college leavers
HE graduates
UK Commission’s Employer Skills Survey 2011, Scotland Results. December 2012
Question:
How many times is someone in their early 20s to
30s likely to change jobs?
0
3
7

Over the period 1998-2008, those in their 20s to early 30s and in
employment changed:
3.5 times
Job
Occupation
Sector
2.5 times
1.8 times
In the cohort of employed young people born in 1991:
62%
40%
changed sector in the one year interval
between age 17/18 and 18/19.
also changed their broad occupational level.
Source: Review of Vocational Education – The Wolf Report, 2011: 37
Number of jobs held over a lifetime...
11.3
jobs
50%
18yrs
24yrs
46yrs
Source: U.S. Bureau of Statistics (2012), Number of Jobs Held, Labor Market Activity, and Earnings Growth
among the Youngest Baby Boomers: Results from a Longitudinal Survey
In other words, young people change what
they are doing frequently, and the changes
are major ones.
Source: Review of Vocational Education – The Wolf Report, 2011: 36
Until the 1970s Britain’s school-leavers did
not need any qualifications in order to
obtain employment…
Source: Roberts, K. and Atherton, G., Career development among young people in Britain today: Poverty of
aspiration or poverty of opportunity?, International Journal of Education Administration and Policy Studies
Vol. 3(5), 2011: 62
Demand and
employment patterns
are changing…
Take Home Point
Young people’s transitions are getting longer and more
complex. New skills are needed to manage this extended
process.
Career
Management
Skills
“The concept of CMS recognises that
career development is based on
individuals moving around in a fluid
labour market.”
Source: Career Management Skills (CMS) Framework for Scotland, Skills Development
Scotland 2012
3. Horizons
Being aware of the
opportunities out there
2. Strengths

1. Self You
Who you are
What you’re good at
4. Networks
Being aware of who
can help you

The World
of Work
Source: Career Management Skills (CMS) Framework for Scotland, Skills Development Scotland 2012
4. Networks
3. Horizons
2. Strengths
meet challenges,
manage change and
build relationships
learn about where to find
help and resources to inform
choices
reflect on my strengths and
skills to help me make informed
choices when planning my next
steps

1. Self You
develop my self-awareness, self-worth and respect for others

The World
of Work
Source: Curriculum for Excellence: Health and wellbeing : Experiences and Outcomes , p1, Learning & Teaching Scotland
Curriculum
for
Excellence

Planning
for Choice
and
Changes
The world of
work








Career
Management
Skills
Take Home Point
Planning for Choice and Changes is CMS applied
to the world of work
School Leavers
and the World of
Work...
Nothing in
Common?
Question:
According to a 2009 report*, what was the top
occupational preference of those in S1
Teacher
Performing Arts
(Singer/Dancer/Artist)

Professional Sports Player
Source: Atherton, G., Cymbir, E., Roberts, R., Page, L. & Remedios, R. 2009. How Young People Formulate their Views about the Future – exploratory
research. London: Department for Children, Schools and Families.
Supply and Demand
% of Year 7 choosing these careers
36%
Public Admin, Education & Health
27%
2%
Distribution, Hotels & restaurants
24%
3%
Banking, Finance & Insurance
Manufacturing
% employed in that industry
21%
0%
11%
6%
6%
Transport & Communication
46%
Others
5%
Construction
5%
5%
Agriculture & Fishing
0%
1%
Energy & Water
0%
1%
0%
20%
40%
60%
80%
Source: Atherton, G., Cymbir, E., Roberts, R., Page, L. & Remedios, R. 2009. How Young People Formulate their Views about the Future – exploratory
research. London: Department for Children, Schools and Families.
Supply and Demand
% of Year 7 choosing these careers
36%
Public Admin, Education & Health
27%
2%
Distribution, Hotels & restaurants
24%
3%
Banking, Finance & Insurance
Manufacturing
% employed in that industry
21%
0%
11%
6%
6%
Transport & Communication
46%
Others
5%
Construction
5%
5%
Agriculture & Fishing
0%
1%
Energy & Water
0%
1%
0%
20%
40%
60%
80%
Source: Atherton, G., Cymbir, E., Roberts, R., Page, L. & Remedios, R. 2009. How Young People Formulate their Views about the Future – exploratory
research. London: Department for Children, Schools and Families.
You
The World
of Work


“there was little correspondence
between young people’s
aspirations and expectations...
...[and] the structure of [local]
labour markets”
Source: St Clair, R., Kintrea, K. & Houston, M. 2011., The influence of parents, places and poverty on educational attitudes and aspirations. York: Joseph
Rowntree Foundation.
Students are not fully aware of the diversity of
jobs available in different sectors.

This leads them to develop aspirations that are neither determined by
their ability nor based on a comprehensive understanding of the types of
jobs available.
Source: Norris, E. 2011. Not enough capital. Exploring Education and Employment Progression in Further Education. London: Royal Society of Arts
Take Home Point
If young people develop aspirations without also
developing a knowledge of the world of work, they
may fail to experience smooth school-to-work
transitions.
Partnership Working
Statement:
More than 6 months unemployment before the
age of 23 reduces the wage at 42 by...
5%
10%
20%

Source: Gregg, P. & Tominey, E. (2004) The Wage Scar from Youth Unemployment, CMPO, The University of Bristol
Long term consequences of youth
unemployment...
More than 6 months
unemployment before the age
of 23...
...damages the wage
at 42
Not unemployed
when young
Unemployed when
young
£

 
23
The longer unemployed when
young...
Earns
13-21%
less
42
The bigger the reduction in
wages...
Source: Gregg, P. & Tominey, E. (2004) The Wage Scar from Youth Unemployment, CMPO, The University of Bristol
...and at
“Youth
unemployment
lowers wages
and happiness
over thirty-five
years later...
50

50
...and the more months of unemployment when young, the bigger the effects.”
Source: Bell, D.N.F. and Blanchflower, D.G., Youth Unemployment in Europe and the United States, IZA Discussion Paper No. 5673, April 2011
Destination, Destination, Destination
“Being NEET has a long
run, persistent effect. Being
in any kind of work… is
better than being NEET in
terms of individuals’ long
run, decade long
outcomes.”
NEET = Not in Employment, Education or Training
Source: Wolf, A. (2011) Review of Vocational Education - The Wolf Report, Department for Education
Teachers & Parents are the biggest
influence on career choice from a very
young age in terms of exposure.
Foskett, Nicholas and Hemsley-Brown, Jane (2001) Choosing Futures: Young people's decision-making in education, training
and careers markets, London, UK, RoutledgeFalmer, 244pp.
4. Networks
Being aware of who
can help you
3. Horizons
Being aware of the
opportunities out there
2. Strengths
What you’re good at
1. Self
Who you are
Source: Career Management Skills (CMS) Framework for Scotland, Skills Development Scotland 2012
“Career Management skills should
be set within establishments’ wider
approach to learning, skills
development and personal
development”
Source: Building the Curriculum 4: Skills for
learning, skills for life and skills for work
The Curriculum for Excellence
Management Board
“...the senior phase
can only be successful
if local authorities,
schools, colleges and
their partners work
together on the
planning and
delivery.”
Source: Curriculum for Excellence – the Senior Phase: A Statement from the Curriculum for Excellence Management Board
Summary Points
1. School-to-work transitions are getting longer and
more complex
2. Without being aware of the world of work, these
transitions are potentially problematic
3. Career Management Skills help plan for
transitions into and through the world of work
4. Careers advisers and teachers working together
can help secure positive transitions and
destinations for young people
Youth Transitions
and the Labour Market
Planning for Choice and Changes
Skills Development
Scotland