inspiring

the

next generation

Careers Lab: Inspiring the next generation 32

Careers education in the UK is failing our kids, our businesses and our future prosperity. This was the conclusion that we reached a year ago at the Spectator’s Educating Britain for the 21st Century event where I announced an action plan that started the Careers Lab journey.

Since then we have worked with nearly 30 passionate stakeholders including schools, businesses and organisations like CIPD, City & Guilds, BITC and the Careers Alliance to understand how business can play a real role, develop a solution and see if it worked. This report shares the journey we have been on, what we have learnt and what we think needs to happen next.

Overwhelmingly the feedback at this early stage from schools, businesses and students that have been involved has been positive and that we are heading in the right direction. That is no surprise to those of us that have been closely involved throughout the journey.

What has made the difference? Collaboration for sure, and creating something simple and flexible for schools has definitely helped. However, ultimately getting real people from the world of work into classrooms alongside teachers has been truly inspirational for students.

We have been clear from the start that business involvement cannot be the complete solution but it has a vital role to play. Similarly, Careers Lab on its own does not aim to give students everything they need but it does provide an ideal framework that enables businesses to play their part while encouraging schools to add in the other elements needed to deliver a rounded careers education.

Foreword from Steve Holliday

The vision I have is that every school in the country will use a framework like Careers Lab to encourage businesses of different sizes and from a range of sectors into the classroom – to bring the world of work closer to that of education, to raise aspiration, achievement and ultimately skill levels and employment. Importantly, it will also help address gender stereotyping that is still, unbelievably, holding back the career aspirations of too many female students.

This is a big ambition, we all have a role to play and to support this we have made the following recommendations:

We will do our bit by scaling up Careers Lab, making it available more broadly and offering it directly to more than 600 schools in the next year through the partnerships that we are developing.

We do not have all the answers but it is clear that we cannot afford to take any longer talking about the problem and debating various solutions. We need to take action to join our activities together.

On a small scale this is exactly what the Careers Lab team have tried to do over the last 12 months. Now is the time for us all to come together – in short we simply cannot afford not to.

STEVE HOLLIDAY

Chief Executive, National Grid

To Government… transform how schools are measured to create incentives to set students up for life not just to get the highest grades

To Schools… raise careers education up the agenda

To BusinesSes … support by getting your people into schools

4

What’sthe issue?There is a clear problem facing young people today: careers education in schools falls well short of what business, educators and parents require and what our children deserve. It is failing to inspire and raise the aspirations of secondary school students, resulting in too many young people struggling to secure employment at a time when employers cannot find the skills they need.

This is not just a personal tragedy for the young people involved, but also has damaging social and economic consequences – OECD data shows that young people have been disproportionately affected by job losses during the recession – projections by the UK Commission on Employment and Skills (UKCES) raise serious concerns that skills will act as a barrier to growth in flagship economic sectors like advanced manufacturing, low-carbon technologies and biosciences. By any measure the problem needs urgent attention.

Much has been written about the problem. Since we started the Careers Lab journey last year reports published by the National Careers Council, Ofsted, Engineering UK and the Gatsby Foundation amongst others, have demonstrated the scale of the challenge. The government has also recently published its statutory guidance for schools on careers advice, based on an earlier joint vision statement from the Department of Education and Department for Business Innovation and Skills.

These studies provide useful insight to Britain’s skills challenge and the issues with careers education. They also reinforce the need to get all the stakeholders together to take action and find the right resolution.

The question of STEM

In a globalising, technology-driven world there is a particular demand for STEM-based skills (Science, Technology, Engineering and Maths). The CBI estimates that three-quarters of firms require graduates with STEM skills yet two in five (42%) report difficulties hiring people with STEM skills.

Focus on:

IT & Telecoms

nearly half of It/TelecomS fIrmS sTruGgle to fIll vacancieS

129,000 It recruitS are required each year – twice forecasT average UK job Growth

The numBer taKinG computing a-levels has

declIned 61% Since 2003

Careers Lab: Inspiring the next generation 76

It is now the role of government, teachers, parents and independent careers advisers to help deliver careers education that meets these benchmarks. However, there is a critical role for businesses too: most obviously in providing students encounters with real-life employees and workplace experience; but also in providing insights into local labour markets and helping schools link the curriculum to careers. However, what is currently missing is a framework to help businesses engage in a way that is consistent and practical for schools to access.

A key challenge is that teachers are not experts about business or how companies recruit, and nor should they be. Employer contact alongside professional guidance is needed to fill in this gap for the students but, faced with numerous initiatives from an array of businesses and business groups, schools often do not know where to turn.

In a recent survey of 60 schools Ofsted found that four-fifths were failing to provide adequate careers advice, noting that “links with employers were the weakest aspect of career guidance”. One in four students leaves school having had no employer contact at all.

This is an incredible missed opportunity. Employers can bring variety and dynamism into the classroom, supporting teachers who very often feel under-qualified to discuss the world of work outside their own experience. Several studies have shown that employer

contact can have a very positive impact on young people’s lives, including better job prospects, higher wages and greater confidence about their careers.

Conclusion: Businesses need to get more involved in careers education and schools need a simpler means of contacting and engaging the right employers to augment their curriculum and help make improvements for students.

“We’re constantly bombarded with programmes but what we’re looking for is more creative and innovative ways of getting that message across.”

Teacher

What’s goingwrong?The persistent problem of youth unemployment and skills shortages demonstrates that there is something fundamentally wrong with the transition from school to work.

According to the National Careers Council the problem is that there exists a “significant mismatch between the career aspirations of young people and the reality of the jobs market”. A recent study by UKCES, B-Live and the EETF supports this conclusion, finding that demand for jobs in some career pathways (eg. culture, media and sport) outnumbers actual vacancies by a factor of 10 to 1.

Perceptions also matter in the issue of gender stereotyping which remains pervasive. Studies show that children as young as six years old are already classifying certain jobs as male and female – a phenomenon which is particularly acute for STEM subjects. More worrying is that negative gender stereotypes are often reinforced by teachers and parents. In one study carried out by National Grid, 30% of parents admitted that they believed engineering is a career better suited to men than women.

It is the role of careers education to help young people avoid these false and negative perceptions about the world of work. However it is clear that employers believe that current activities fall short of what they need. The challenge is that there are many factors involved which require action from different stakeholders to improve.

Recent statutory guidance from government provides insight into how schools can improve their delivery of careers advice to students, although many feel this does not go far enough. The work of the Gatsby Foundation provides a more comprehensive understanding of what makes good careers education. Their recent report lists eight internationally-tested benchmarks that can help schools think about their careers curriculum:

1. A stable careers programme

2. Learning from career and labour market information

3. Addressing the needs of each pupil

4. Linking curriculum learning to careers

5. Encounters with employers and employees

6. Experience of workplaces

7. Encounters with further & higher education

8. Personal guidance

8

What isbusiness doing?In recognition of the role they need to play, companies are stepping up.

The CBI found that 85% of its members now have some type of link with a school or college. Most firms currently engage in bilateral partnerships with individual schools but do so in an uncoordinated fashion.

To help businesses engage more there is a range of existing and emerging schemes available, including Barclays Life Skills, Inspiring the Future, Not on the Dole, Skills for Care, Career Academies, Founders4Schools, Good Careers Guide and Business Class, as well as online platforms such as PlotR and U-Explore.

However the landscape is confusing and often requires the end customer (i.e. the student or school) to know where to start. Very often what is on offer is not linked back to what is happening in the broader school curriculum.

Where are the gaps?

As we set out on the Careers Lab journey we saw some important gaps in the landscape and opportunities to make a difference.

At the time we embarked on this project, the National Careers Service was not adequately addressing the careers needs of school students in years 7-11. The focus has been on young adults, offenders and lower-level careers advice.

While there is an array of programmes available to schools there is a significant lack of focus on students under the age of 13. This is a critical phase to educate and inspire young people about the world of work long before focus begins to turn towards securing qualifications.

The market for careers initiatives is a plethora of varied quality, free and chargeable tools, and resources that overlap or duplicate. None provide a nationally consistent and progressive learning experience from the age of 11 through to 16.

There is no overarching framework to ensure all schools and pupils in the UK have fair and equitable access to business and local industry, making it very hard for businesses – particularly small businesses – to know how to get involved. Co-ordination is entirely absent and the landscape is characterised by schools who are overwhelmed with support or schools who get absolutely nothing.

These gaps were our inspiration for action. Over the last year we have brought together representatives from nearly 30 organisations, including businesses, schools and careers professionals, to create and test a new way forward, working together to put students at the centre of the solution – and so Careers Lab was born.

Careers Lab: Inspiring the next generation 1110

1

3

24

So what isCareers Lab?

Careers Lab is about business stepping up to provide inspiring solutions to make a real difference to careers education in UK schools.

The programme consists of four key elements:

Co-ordinating framework

Careers Lab provides a simple framework for schools to engage business to support and bring to life their careers education. It is designed to enable schools to engage businesses, large and small, in a range of sectors and is flexible to fit with the school’s needs and preferences for delivery. To maximise the value for students it should be joined up with other career activities including professional careers advice (see integrating with other initiatives diagram on page 14).

Business Ambassadors

The companies involved in Careers Lab provide talented employees to act as Business Ambassadors in schools. They are at the heart of Careers Lab, acting as role models and bringing real-life examples and a different perspective from that of the teacher. Crucial to the success of the session is that the teacher and Business Ambassador act as a team, delivering the sessions together, and learning from each other.

Teaching materials

There are four modules designed to run sequentially for students in years 7-11, helping students conduct a process of discovery across inspiration, aspiration, exploration and action. Each module was professionally designed by the National Schools Partnership and comes with a range of exercises, presentations and worksheets which give structure to the session, while Business Ambassadors provide real examples that bring the topics to life for the students. The modules can be adapted for different ages and session structure.

Brokerage & Support

Schools and businesses need an interface that makes it easy to match schools’ requirements with the skills and experience brought by different Business Ambassadors. Careers Lab provides a brokerage function that helps achieve this. During the pilot this was provided by the Careers Lab team but to support the scaling up of the programme we are exploring partnering with an online brokerage service and using local business networks to provide continued on-the-ground support.

Schools Business

Teaching Materials

Supporting Resources ■ Online Careers Websites

■ Business & Sector Programmes

■ Professional Careers Advice

■ External visits to work places & fairs

■ Free

■ Flexible delivery

■ Connecting with other careers education activities

■ Range of sectors

■ Large and small

■ Real jobs students can aspire to

Brokerage & Support

Business Ambassadors

Inspire Aspire Explore Action

12

The fourmodulesModule Student objective Business Ambassador role

Inspire Think about their interests and how they might relate to future careers

Reflect on their skills/qualities and the types of occupations they might be suited to

Communicate the skills/qualities needed in their role

Explain how their role fits into the wider industry and economy

Share role models

Aspire Develop a sense of control of their own career pathway and the range of options available, including University Technical Colleges and apprenticeships

Understand how school subjects are linked to future career pathways

Motivate to explore favoured career options

Discuss school subjects that help in everyday work life

Explain their own career pathway and the reasons behind specific choices

Explore Understand the day-to-day reality of working life and the types of roles that might suit them

Be able to identify a network of ‘encouragers’ and helpful resources available to them

Explain their working day and typical activities

Provide examples of own skills/qualities

Talk about supporters and influencers through their career journey

Action Understand how a candidate can promote strengths to an employer

Recognise how employers select candidates based on skills and experience

Give insight into skills/qualities employers look for in job interviews

Share best practice for interviews

Explain recruitment process for entry-level positions in their company

Provide mock interviews

14

careers laB was

pIloTed in five SchoolS in the midlands, carefully choSen to repreSenT a broad range

of demoGraphic and SocIo-economIc BacKgrounds as well as academic achievement. In total approximately 1,400 sTudentS acroSs ageS 11-16 wIll have Taken parT in aT leasT one careerS lab module. Surveys were conducted of StudenTs, teachers and BusinesS ambaSsadorS to help measure The impacT of the pilot. Two roundtables, one wIth participantS and one

wIth indusTry and educational bodies were also conducted To Gain qualItaTive feedBacK.

pIloT proGramme

Integrating withother initiativesCareers Lab is designed to provide a framework for integrating activities in a way that delivers a richer experience for the student. The matrix below is an illustrative example of how Careers Lab could co-ordinate with other major current initiatives

to bring the programme to life. It should be noted that some initiatives span age groups, so this has been provided as an example rather than an endorsement to any particular initiative.

Age Group School Curriculum

Careers Lab Module

Example additional activities

Potential supporting organisations

Pre-Secondary

Greater linkage

between curriculum activities

and career destinations

Inspiration ▪ Introduction to career pathways

▪ Career talks

▪ Primary Futures

▪ Inspiring the Future

▪ Founders 4 SchoolsYear 7

Year 8 Aspiration ▪ Focused careers talks

▪ Working life skills seminar

▪ Industry ‘Open Days’

▪ Barclays Life Skills

▪ STEMNET

▪ Tomorrow’s Engineers

Year 9 Exploration ▪ Introduction to career web sites

▪ Education about the local labour market

▪ School visits to science fairs

▪ Workplace visits

▪ Big Bang Science Fair

▪ The Skills Show

▪ Inspiring Futures Foundation

▪ Plotr

▪ U-Explore

▪ Careers Academies

Year 10 Action ▪ Work experience

▪ Mock interviews

▪ CV practice

▪ Mentoring

▪ Professional careers guidance

▪ Business Class

▪ Ahead Partnership ‘Make the Grade’ programme

▪ National Careers Service

▪ Company & sector outreach programmes, eg. Believe in Young People

Year 11

Post GCSE ▪ Career fairs

▪ Contact with FE/HE institutions

▪ University fairs

▪ Milkround

Careers Lab: Inspiring the next generation 1716

35%

35%

21%

9%5

4

3

2

1

35%

35%

21%

9%5

4

3

2

170%

27%

3%Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree 70%

27%

3%Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

33%

56%

11%Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

33%

56%

11%Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

11%

33%33%

22%5

4

3

2

1

11%

33%33%

22%5

4

3

2

1

Before AfterStudents

▪ Before the Careers Lab events student responses highlighted a need for more regular careers education. Approximately half could not say how often they received careers education and of those that could, the majority said once a term or less.

▪ However, the students’ responses suggested that they were aware of alternative sources of information, with almost seven in ten (68%) reporting that they know where to go for more information or advice on careers.

▪ Nearly four in five students (79%) agreed that the Careers Lab module taught them a lot about the jobs and opportunities that are available to them

▪ 74% agreed that Careers Lab has given them a better understanding of how their choices at school will affect their future career.

Teachers ▪ Teachers’ confidence in delivering careers

education was very mixed, with just 44% saying that they were confident and none feeling that they had a high level of understanding of career opportunities within STEM subjects.

▪ The perceived value of business involvement in the delivery of careers provision in schools was very high, with all teachers agreeing that this would add value.

▪ The Careers Lab materials were considered an improvement on the current materials that are provided in schools – particularly in terms of being effective.

▪ Results were also positive in terms of the perceived level of engagement from students – teachers reported that the level of engagement was higher for Careers Lab than for current careers provision.

▪ All teachers agreed that Careers Lab adds value to careers provision and 89% of teachers agreed that it addresses perceived gaps.

Business Ambassadors ▪ Motivation to volunteer for the role of Business

Ambassador in the Careers Lab programme was primarily driven by the desire to share knowledge with young people, cited by nearly two thirds of Business Ambassadors (65%).

▪ While just over half of Business Ambassadors were initially confident in their ability to deliver careers education in schools, almost all (97%) agreed that the involvement of individuals from business/industry in careers provision was an important goal.

▪ Four in five Business Ambassadors (79%) agreed that the experience contributed to their professional development

▪ 85% agreed that the experience benefited their organisation, for example by helping to position the business as an attractive employer for school leavers and graduates.

▪ Most Business Ambassadors (70%) felt that the partnership between the school and teacher worked with ease during the pilot phase.

How often do you have a careers lesson? After completing the module I am:

The Careers Lab programme addresses gaps in existing careers provision within my school

I believe that greater involvement of individuals from business/industry in the delivery of careers provision in school will add value to that provision

* Percentages may not add up to 100% due to rounding

On a scale of 1 to 5 where 1 = very difficult and 5 = straightforward how would you rate the ease with which you were able to work in partnership with the school and partnering teacher?

On a scale of 1 to 5 where 1 = low and 5 = very high how do you rate your level of confidence in delivering career based learning to young people?

12%

2%

23%

14%

49%

Once a week

Once a fortnight

Once a term

Less than once a term

Don’t know

74%

15%

6%

6%

More clear about the how my choices atschool will affect my future career

Neither more nor less clear about how mychoices at school will affect my future

career

Less clear about how my choices at schoolwill affect my future career

No response

Careers Lab: Inspiring the next generation 1918

2

logistics and delivering the programme on the ground. A number of participants confirmed the value of this support and the concept of ‘anchor companies’ was born to maintain on-the-ground support in the scaled-up version of Careers Lab. These companies would offer to be a local co-ordinating partner for Careers Lab, using the direct relationships they already have with schools to provide an opportunity for smaller businesses and their broader supply chain to get involved.

Schools need a senior careers ‘champion’. The pilot worked best where there was a dedicated member of the senior teaching staff appointed to liaise with the Careers Lab project manager and to take overall responsibility for the delivery of careers education in the school – this enabled space to be created in the school’s busy timetable. We also heard that teachers were not natural experts about company recruitment or the world of business, so having a dedicated liaison offers an opportunity for teachers to learn and develop that skill set through direct contact and networking with business groups.

Multi-company involvement provides real value. The pilot schools were familiar with business initiatives to improve careers education but found it hard to strike the right balance of who to involve when there were many initiatives to choose from. An important strength for Careers Lab was that schools can go to one place to get multiple companies involved across a broad range of business sectors.

Targets are hindering improvement. The pilot found that teachers are aware of the importance of careers education but felt ill-equipped to meet the requirements. A key reason for this was that government targets place a strong emphasis on meeting GCSE grade targets, rather than the employment destination of their students. Careers Lab benefited from the incredible support of the participating teachers in the pilot programme but it was clear that employment preparation often fell second to exam preparation.

The pilot deliberately focused on a representative but manageable sample of students in its first year to test the core concept of Careers Lab. The response from all participants, both on the ground and in the various meetings with stakeholders, was extremely positive and there has been unanimous encouragement to scale up the programme further. Drawing together the feedback from the surveys, roundtables and meetings with other organisations, we determined six important lessons for the next phase:

The Careers Lab model works. The teachers, Business Ambassadors and students involved in Careers Lab each reported high levels of satisfaction with their participation in the programme. The presence of Business Ambassadors, working alongside teachers in the classroom, was an important difference for students who generally felt confident about where to find information but reported little enthusiasm for careers education in their schools. Representatives at the roundtables spoke about a ‘buzz’ created amongst students who had been inspired by the visiting businesses. There was widespread support from all the organisations involved and a strong desire to help take Careers Lab forward to reach a greater number of students.

The framework enables collaboration. Teachers and employers spoke about being ‘bombarded’ with initiatives and struggling to make sense of which to choose or how they might fit together. A key benefit of Careers Lab is the programme’s ability to provide a co-ordinating framework which simplifies this interaction as well as the connections with other initiatives that schools may find useful. It is, in essence, a collaborative endeavour which thrives on forging partnerships to make it workable for both schools and employers. The majority of organisations involved in the pilot programme agreed that the best way to achieve scale quickly was to deliver Careers Lab through partner organisations.

Local support makes it work. Local project management provided by the Careers Lab team was fundamental to explaining the concept to schools, arranging

Lessons fromthe pilot

“I loved it. The information was easy to use, we pick it up, you have a good overview, the teachers were very enthusiastic and welcomed the Business Ambassadors into the class and the kids were really curious, so they asked all sorts of things”

Business Ambassador

“A teacher can only do so much.We’ve got a textbook, we’ve got our own input from other areas, but actually getting first hand evidence from someone in the industry is incredible.”

Teacher

“For the first time I’ve really thought about myself, what am I good at, what are my qualities, what are my skills?”

Student

1 64

53

20

Making Careers Lab a reality relies on multiple elements co-ordinating in a way they have not previously. It can become the ‘missing link’ between the existing careers initiatives and schools, creating a collaborative space where partnerships can flourish and new organisations can join the effort. Ultimately we want to see all businesses actively working with schools on the delivery of careers education.

The vision of the Careers Lab supporters is to make Careers Lab the starting point for all schools and businesses that want to work with each other on careers education. Through it, relationships can be built between every school and a number of businesses to enhance a co-ordinated careers curriculum. A broad range of economic sectors would be represented with ambassadors provided from the very largest businesses to the very smallest. Schools would have access to a simple and effective brokerage, delivered online as well as on the ground, which can help them identify the Business Ambassadors who most suit the needs of their pupils.

Careers Lab would be supported by a digital platform that provides information, resources and training, as well as connections to other careers programmes, available to teachers, parents, students and businesses. Careers Lab will link into a broad range of sector-specific activities to further enhance the offering to students and achieve the programme’s core goals:

Vision forthe Future

“iTunes is democratising music. That’s the model. Careers education has a similar need to democratise advice and information, it has a similar number of stakeholders, it’s every young person, every parent, every employer, every teacher”Roundtable participant

To give all young people an equal chance to hear from inspirational people in business and learn about the varied career pathways available to them

To help them aspire to careers or professions that they may not be familiar with or which may seem unobtainable, particularly overcoming gender stereotypes

To enhance their decision-making capabilities by giving them real-life examples of how businesses think about recruitment

To provide transferable life skills that lead to continuous self-improvement and help young people take control of their career choices

To smooth the transition from school into continued education, training and ultimately into fulfilling and enriching careers

22

The pilot programme has been the first step on a journey and it will take many more to achieve the ultimate vision of Careers Lab. But what we now have, for the first time, is a model for co-ordination that has been co-created between education and businesses.

Based on the findings of the pilot, the task now is to get Careers Lab into more schools, involving more businesses and reaching more students. The model and partnerships required to take the programme to the next level in the 2014/15 academic year is now being developed.

However, to make the step change that is required across the UK others need to play their part too. These recommendations for key stakeholders will enable and accelerate the scale and quality of careers education that students deserve and business needs.

Government

1. The government should radically change its approach to measuring school performance by including student ‘destination’ data in school league tables and, critically, giving it equal importance to traditional academic achievement metrics (i.e. 5 A*-Cs). This is a fundamental shift in the way school performance is measured and will help teachers give classroom priority to securing a wider range of positive outcomes for students.

2. Building on its statutory guidance, the government should endorse appropriate quality standards which schools can use to help judge which careers initiatives are worthwhile

Schools

3. Every secondary school needs to appoint a senior member of their leadership team to lead and be responsible for careers; to be a ‘careers champion’. That person’s role will be to ensure that careers education is integrated across the curriculum, in accordance with the Gatsby Foundation’s international best-practice benchmarks and the recent statutory guidance from the Department for Education.

4. Schools should adopt a framework, such as Careers Lab, to get a wider range of businesses involved in careers education in the classroom.

Recommendations

Business

5. Every business should encourage their employees to take part in relevant careers education in schools for a minimum of one hour in the classroom each year, whether through Careers Lab or a similar programme.

6. Larger businesses or business network groups should act as co-ordinators for their sectors and localities (“anchor companies”), with the aim of encouraging as many businesses as possible, particularly SMEs, to participate in the classroom and help schools understand what business has to offer.

“I think it needs some of us to put aside the things that we’re doing locally and sign up to something that’s going to contribute to the greater good”

Roundtable participant

24

We are grateful to all of the following organisations who have supported and particpated in Careers Lab in its first phase:

Steering group:

Further participants:

Careers LabSupporters

Birmingham Employment and

Skills Board

Brunswick Group

City & Guilds

Energy & Utility Skills HS2 Limited

National Schools Partnership

Business in the Community

Campion School, Leamington Spa

Compass Group

Enzen Global

Monroe Engineering

PwC

Capgemini

Chipping Campden School, Chipping

Campden

Costain

Fire Protection Association

South Bromsgrove Community High,

Bromsgrove

Stoke Park School, Coventry

Washwood Heath Academy,

Birmingham

Careers Sector Stakeholders Alliance

CSV

Hodge Hill Sports and Enterprise College,

Birmingham

GE Aviation Systems

Whitbread Hotels & Restaurants

Chartered Institute of Personnel

and Development

Dolby Laboratories

National Grid

Wates

The Good Careers Guide

26

the model is a

progressive programme

starting at age

11 through to

16.

Sources for infographic

House of Commons Library Notes

1. NEETs

2. Youth Unemployment Statistics

UKCES/b-live/Education & Employers Trust: Nothing in Common

Careers Lab data

Guardian Early Careers Summit

UKCES Employer Skills Survey 2013

CBI/Pearson Education and Skills Survey 2013

Engineering UK Report 2014

Education and Employers Trust:It’s who you meet

Further reading

Gatsby Foundation:Good Career Guidance

Department for Educations:Careers guidance and inspiration for young people in schools

Ofsted:Going in the Right Direction?

Pearson:Making Education Work

National Careers Council: An Aspirational Nation

Professor John Perkin’s Review of Engineering Skills

IPPR:European Jobs and Skills Review

National Grid:Engineering Our Future

Careers Alliance:Briefing Note 13

References

www.careerslab.org.uk