By Stacey Dingwall
While there are many areas in which there are indications of recovery since the recession, the scale of youth unemployment is a persistent problem. According to the latest labour market figures from the Office for National Statistics (ONS), published on the 14th of October and covering the period July-August 2015, the unemployment rate for 16-24 year olds in the UK is currently 14.8%, compared to an overall unemployment rate of 5.4% for all 16-64 year olds who are eligible for work.
The youth (un)employment problem
Recent research has focused on the importance of improving the employability of young people in order to enhance their job prospects. Numerous employer surveys carried out by organisations including the Chartered Institute for Personnel Development (CIPD) and the UK Commission for Employment and Skills (UKCES) have indicated that employers are frequently unimpressed by the ‘work readiness’ of young people who apply for jobs with them. According to the UKCES, this can partly be attributed to the ‘death of the Saturday job’, and diminishing numbers of young people gaining valuable skills and experience for their future careers.
In its recent publications, Careers England has highlighted the important role of careers advice and education in tackling the youth unemployment rate. Their research highlights both the economic benefits of careers guidance, as well as those for the individual, including enhanced social capital.
Careers guidance, it is argued, “can play an important role in providing individuals with access to information and intelligence that is outside of their immediate social network, offsetting some of the disadvantages offered by inequalities in social capital”. Furthermore, it is suggested that those in receipt of careers guidance will be further aided by it as their working life continues, as it enables them to recognise the importance of networking to their career progression.
Good practice: Scotland
Over the summer, the Scottish Government announced a range of measures and initiatives to boost the employability prospects of the country’s young people. Alongside the announcement of over £5 million in funding for local government to help young people prepare for the world of work (as part of the Developing the Young Workforce youth employment strategy) came the promise of £1.5 million to support schools to provide careers advice to pupils from their first year of secondary school.
These announcements form part of the Scottish Government’s push to reduce youth employment in the country by 40% come 2021. Early indicators that this can be achieved look promising: figures released by the ONS in September covering the period May-July 2015 indicated that the youth unemployment rate in Scotland was at its lowest for this quarter since 2008, with the youth employment rate increasing by 25,000 to reach its highest level since the same period in 2005.
A particular careers guidance related programme that has been successful is My World of Work (MyWoW), an online careers service managed by Skills Development Scotland (SDS). A recent evaluation of the service by Education Scotland found that the value of the service is recognised by schools and colleges alike, with many FE support and teaching staff using it effectively and increasingly to engage learners in researching career options and exploring opportunities for further learning.
A key factor of the service is also its delivery online; as young people are used to engaging online, it is important that information is provided to them in their preferred format, as opposed to the traditional face-to-face interview with a careers advisor. Outside of the UK, countries including Finland have started to trial using social media in their delivery of career guidance.
An English ‘postcode lottery’?
In England, where responsibility for career guidance was devolved to schools in 2011, the landscape is currently a bit more fragmented. An evaluation of careers provision in schools and colleges published this year by Cascaid, a provider of careers information and guidance solutions, found that only 8% of schools/colleges have a systematic approach to integrating careers into the wider curriculum, while just over a third have a programme of activities with local universities and colleges.
English career guidance provision has also come under fire from the government: a 2013 inquiry into provision by the Commons Education Committee raised concerns over “the consistency, quality, independence and impartiality of careers guidance now being offered to young people”; and an Ofsted review following the devolution of responsibility to schools made criticisms including that provision was too “narrow” and not sufficiently coordinated so that all pupils were receiving appropriate guidance. Concerns about the inequity of career guidance have also been raised by the Sutton Trust, whose 2014 Advancing Ambitions report suggested that there was a ‘postcode lottery’ of provision in England.
The new Careers and Enterprise Company has been set up this year with £20 million of initial government funding, and it announced in September the nationwide roll-out of a network of Enterprise Advisers. These volunteers from employers will work directly with
school and college leaders to bridge the gap between the worlds of education and employment.
Providing evidence to the Education Committee’s inquiry, the then Education Secretary Michael Gove suggested that careers advisors may not be an essential part of future careers guidance provision. Research has also indicated that pupils prefer to speak to someone they know, particularly subject teachers, with regards to their career ambitions. However, Ofsted’s review also found that the teachers in the schools they evaluated had not received sufficient training to provide information to pupils on the full range of options available to them. This is especially true of vocational education and career paths.
Considering the future of careers work in England, careers education and guidance consultant David Andrews proposes an option that could solve the problems raised above: schools employing resident careers development advisors with the responsibility of providing face-to-face guidance and working with teachers to deliver focused careers education programmes. Presumably this would include building links with local colleges and employers, something that has been identified as vital to increasing the youth employment rate, yet an area in which efforts have also been found to be lacking: per Ofsted, links between careers education and local employment opportunities in England remain “weak”.
Andrews also recommends the provision of an ‘all-age’ careers service in England. What is clear is that the careers education of the future must aspire to joined-up provision, involving clear communication between all parties. The provision of quality careers guidance is essential for not only the individual’s outcomes, but for the economy/society as a whole.
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