Skills Development Scotland

and the Labour MarketPlanning for Choice and

Changes

Youth Transitions

Curriculum for Excellence & LMI

Responsibility for All Health & Wellbeing

across learningLiteracy across

learning

Numeracy across learning

Responsibility for All

Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland

Responsibility for All Health & Wellbeing

across learningLiteracy across

learning

Numeracy across learning

Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland

Planning for choice and changes

Mental, emotional, social and physical wellbeing

Physical activity and sport

Relationships

Health & Wellbeing across learning

Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland

Experiences and

Outcomes

Technologies Health & Wellbeing

Sciences Maths

Expressive Arts

Religious and Moral Education

Social Studies Languages

Across the Curriculum

Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland

Responsibility of all

EARLY

FIRST

SECOND THIRD

FOURTH

In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my learningHWB 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

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 about my life and learning. 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. HWB 4-19a

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

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 learningHWB 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

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 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

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%

20091976

40 years ago, 7 out of 10 young people went straight into jobs

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?

Higher Education Further Education Employment Training 0

10

20

30

4037

27

20

5

%

Source: National School Leaver Destinations (Initial Destinations), 2011-12, Skills Development Scotland

Question:

How much more do you earn if you have Highers, compared to someone with no qualifications?

52%

32%

12%

32%

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)

Higher

Higher Education

Degree

Other qualifications

No qualification

79%

40%

12%

-13%

-20%

Standard grade 1-3 0% Base to compare

Source: Labour Force Survey, Jan-Mar 2014, UK

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...

Source: Labour Force Survey, Jan-Mar 2014, Scotland

Levels1,500,000

1,000,000

500,000

No qualifications Other qualifications Standard Grades A*-C or equivalent

Scottish Highers or equivalent

Higher Education, degree or equivalent

Employed

ILO Unemployed

Inactive

Level 1 (Gen Std Grade) Level 2 (Cred. Std Grade) Level 3 (3+ Highers) Level 4 (1st Degree) Above Level 4 (PhD, MSc)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

...and are likely to earn more. Both with academic qualifications...

Source: Futureskills Scotland/Walker & Zhu (2007)

Level 1 (Gen Std Grade) Level 2 (Cred. Std Grade) Level 3 (3+ Highers) Level 4 (1st Degree) Above Level 4 (PhD, MSc)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

...and vocational qualifications.

Source: Futureskills Scotland/Walker & Zhu (2007)

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.

School leavers FE college leavers HE graduates-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

-36%-22%

-10%

64%78%

90%

Well preparedPoorly prepared

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

Job

Occupation

Sector

3.5 times

2.5 times

1.8 times

Over the period 1998-2008, those in their 20s to early 30s and in employment changed:

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

18yrs

11.3 jobs

46yrs

24yrs

50%

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

Number of jobs held over a lifetime...

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.

1

Career Manageme

nt 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

1. Self

2. Strengths

4. Networks

3. Horizons

You The World

of Work

What you’re good at

Who you are

Being aware of the opportunities out there Being aware of

who can help you

Source: Career Management Skills (CMS) Framework for Scotland, Skills Development Scotland 2012

1. Self

2. Strengths

4. Networks

3. Horizons

You The World

of Work

reflect on my strengths and skills to help me make informed choices when planning my next steps

develop my self-awareness, self-worth and respect for others

learn about where to find help and resources to inform choices

meet challenges, manage change and build relationships

Source: Curriculum for Excellence: Health and wellbeing : Experiences and Outcomes , p1, Learning & Teaching Scotland

Curriculum for Excellence

The world of work

Planning for Choice and Changes

Career Management Skills

Take Home Point

Planning for Choice and Changes is CMS applied to the world of work

2

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.

Energy & Water

Agriculture & Fishing

Construction

Others

Transport & Communication

Manufacturing

Banking, Finance & Insurance

Distribution, Hotels & restaurants

Public Admin, Education & Health

0% 20% 40% 60% 80% 100%

1%

1%

5%

5%

6%

11%

21%

24%

27%

0%

0%

5%

46%

6%

0%

3%

2%

36%

% of Year 7 choosing these careers % employed in that industry

Supply and Demand

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.

Energy & Water

Agriculture & Fishing

Construction

Others

Transport & Communication

Manufacturing

Banking, Finance & Insurance

Distribution, Hotels & restaurants

Public Admin, Education & Health

0% 20% 40% 60% 80% 100%

1%

1%

5%

5%

6%

11%

21%

24%

27%

0%

0%

5%

46%

6%

0%

3%

2%

36%

% of Year 7 choosing these careers % employed in that industry

Supply and Demand

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.

The World of Work

You

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.

“there was little correspondence between young people’s aspirations

and expectations...

...[and] the structure of [local] labour markets”

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.

Students are not fully aware of the diversity of jobs available in different

sectors.

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.

3

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...

23 42

The longer unemployed when young...

The bigger the reduction in wages...

More than 6 months unemployment before the age of 23...

...damages the wage at 42

Not unemployed when young

Unemployed when young

£ Earns 13-21% less

Source: Gregg, P. & Tominey, E. (2004) The Wage Scar from Youth Unemployment, CMPO, The University of Bristol

50

50

“Youth unemployme

nt lowers wages and happiness over thirty-

five years later...

...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

...and at

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 longoutcomes.”

NEET = Not in Employment, Education or TrainingSource: 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.

2. Strengths

What you’re good at

1. Self

Who you are

3. Horizons

Being aware of the opportunities out there

4. Networks

Being aware of who can help you

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 anddelivery.”

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

Skills Development Scotland

and the Labour MarketPlanning for Choice and

Changes

Youth Transitions