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E NHANCING E MPLOYABILITY : T RANSFORMING STUDENTS PERCEPTION OF THE CONCEPT OF AN 'E DUCATIONAL P ROFESSIONAL ’ Anesa Hosein, Namrata Rao and Pat Hughes.

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Presentation on theme: "E NHANCING E MPLOYABILITY : T RANSFORMING STUDENTS PERCEPTION OF THE CONCEPT OF AN 'E DUCATIONAL P ROFESSIONAL ’ Anesa Hosein, Namrata Rao and Pat Hughes."— Presentation transcript:

1 E NHANCING E MPLOYABILITY : T RANSFORMING STUDENTS PERCEPTION OF THE CONCEPT OF AN 'E DUCATIONAL P ROFESSIONAL ’ Anesa Hosein, Namrata Rao and Pat Hughes

2 O UTLINE OF P RESENTATION Destinations/ Employability of Education Studies Graduate at Liverpool Hope University Background of the Study Methods of Data Collection Preliminary Results Conclusions Where Next?

3 LHU E D. S TUDIES G RADUATE D ESTINATION (2008/2009) DestinationPercentage Unemployed6% Studying Only19% Working & Studying15% Working Only56% Total96% Less than 35% go onto study, of which 19% are study only The 19% study only would include those who probably go onto do a PGCE

4 LHU E DUCATION S TUDIES G RADUATE J OBS (2008/2009) Graduate job Non-graduate job Liverpool Hope28%72% No. Of Universities (> 60%)735 Total Universities 42 Most of the graduates work in the non-graduate sector However, in 35 other universities over 60% of their graduates in Ed. Studies degrees also go onto to do non- graduate work

5 LHU E D. S TUDIES E MPLOYMENT Liverpool HopeF/TP/T Caring personal service occupations58%50% Teaching professionals13%20% Social welfare associate professionals6%10% Sales assistants and retail cashiers5% Elementary occupations3% Customer service occupations2% Secretarial and related occupations1% Health associate professionals1% Public service professionals1%5% Public service and other associate professionals1% Admin. occupations: Gov’t and related5% Total91%90%

6 B ACKGROUND OF S TUDY The challenge: Students on an Education Studies programme see mainly one end job (our belief!): To become a teacher Purpose: enhance employability of these Education Studies students Method: Through one of the courses here at Hope: Educational Professional course Raise awareness of different job prospects within the field of education Help to cultivate an attitude of thinking about possible different jobs and their requirements

7 B ACKGROUND OF S TUDY Students take this course in their 2 nd Year The purpose of the course is to: Enhancing the awareness of the different professions within education Roles: teachers, education and training in the community, and the wider children’s workforce, life- long learning A push to creating a personal development plan

8 P ERSONAL D EVELOPMENT P LANS At the beginning of the course, students are required to: Create/ update their curriculum vitae Prepare an action or personal development plan Optional: Look at job profiles on the internet or newspapers Lecture on creating and keeping a reflective journal

9 L ECTURES IN E DUCATIONAL P ROFESSIONAL Lectures designed to raise awareness of possible employment opportunities within the education sector: Course Lectures Role of teachers: primary and secondary Role of teaching assistant and learning mentors Extended school services External Lectures/ Activities Museum Education Further Education Prison Education Family and Community Education

10 P URPOSE OF S TUDY To ascertain what are the career choices of students on the Educational Professional course To ascertain how they view an Educational Professional i.e. Do the students mainly view an educational professional as someone who is a teacher? If so, to modify their view of an educational professional in order to consider other career options

11 D EFINITION OF AN E DUCATIONAL P ROFESSIONAL This presentation takes and extends the definition of an educational professional from Hughes (2009) An educational professional is defined as any person who has a role and responsibility with working with children in schools and adults in life long educational settings. These roles may be multi-professional (e.g. health officer, police officer) as well as multi-agency (e.g. health trusts, police force).

12 S TUDY Two Phases Phase 1: Longitudinal Survey (completed) Survey 1: Beginning of the academic year Survey 2: End of the academic year Phase 2: Interviews (to start)

13 S TUDY M ETHODS : S URVEY 1 Beginning of the course, Education Professional: students filled in a questionnaire. Students were asked three questions: What job or career (or other activity) are you planning on pursuing at the end of your degree? Why this job or career (or activity)? What is your idea of an educational professional?

14 S URVEY 2: E ND OF T HE A CADEMIC Y EAR End of the academic year Filled in the questionnaire with the same three questions Additional set of questions on international and cultural perspectives of an educational professional

15 P RELIMINARY R ESULTS : S URVEY 1 Educational Professional Class 74 female students: 71% 30 male students: 29% 78 responses (approximately: 75% response rate) 63 female students: 81% 15 male students: 19% 69 (88%) of the respondents indicated they were considering a job in teaching or becoming a teacher Of which 32 (46%) specifically indicated they wanted to become a primary school teacher Of which 6 (19%) of these were male students

16 S URVEY 2 42 responses (response rate: 40%) 36 female students (86%) 6 male students (14%) 27 (64%) of the respondents indicated they were considering a job in teaching Of which 11 (41%) specifically indicated they wanted to work in primary education Of which 2 (18%) were male students

17 M ATCHED S URVEY This presentation concentrates on the matched survey 39 students answered the questionnaire twice 34 female students 5 male students 36 of these indicated a desire to teach in Survey 1 26 of these indicated a desire to teach in Survey 2

18 D EFINITIONS OF E DUCATIONAL P ROFESSIONAL (P RELIMINARY ) Definitions were coded as follow (one definition could be coded twice): Teacher Skills Qualification Generic Staff Identification Other Purpose Payment Unclear

19 T EACHER D EFINITION This was a definition oriented towards a teaching metaphor i.e. Information transfer “ An individual who has the skills to teach others and pass on their knowledge to other people ” F, 20 “ Somebody who understand peoples' learning needs that use a range of teaching methods ” F, 20

20 G ENERIC D EFINITION This definition is more in keeping with the definition used in this presentation – i.e. Someone who works in an educational setting being multi-professional and multi-agency “ A person whose role includes working with children and young people to support learning in everyday life ” F, 23 “ Educational Professional as seen as someone who is employed in or school-based environment or someone who works in partnership with schools ” F, 21

21 Q UALIFICATIONS D EFINITION This definition relates to the need of someone having earned a degree or certificate i.e. a qualification to be an educational professional “ Someone who is qualified in some area of education... This can be in or outside of an education setting ”, F, 20 “ An individual with a degree or certificate working in a career with educational roles e.g. Police, teacher, nurse ” F, 20

22 S TAFF I DENTIFICATION This is a list of possible educational professional jobs rather than a definition “ Teacher, TA, Ed Psyc, Admin staff, medical staff in school, social workers, school governors etc ” F, 21 “ Someone who teaches and encourages all aspects of learning, including current and life long. I also think this includes those who contribute anything towards education; officers; mentor etc.” F, 20 (also teacher definition)

23 S KILLS D EFINITION This definition indicated the type of skills that an educational professional should have or a referral to the educational professional needing skills “ Well conducted (?) / good role model. Considerate to individual needs. Polite/ Well spoken ” M, 20 “ Educational professional is an individual that has the skills and knowledge to help and influence people ” F, 19

24 D EFINITIONS 20 of the students were considered to have given a similar definition from the beginning of the year to the end of the year Survey 1: “ Someone who works within the school environment, aiding a child's progression ” Survey 2: “ Anyone who has contact with a school in an education context ” F, 27, Generic definitions

25 D EFINITIONS 18 of the students gave improved definitions: Survey 1: “ Everyone from teacher, tutor, admin staff, who has contact with a student or a students' work day ” Survey 2: “ Someone that works with an individual, family or school to help improve the quality of education, to improve their ideas of education. To improve attainment of not only children but parents and other adults too. To cross barriers that people may face.” F, 28 (Staff identification to generic definition)

26 N UMBER OF D EFINITIONS DefinitionsSurvey 1Survey 2Total Teacher12113 Skills213 Qualifications8210 Generic Staff Identification213 Other224 Total404181

27 C HANGING I DEA OF A N E DUCATIONAL P ROFESSIONAL The number of “teacher definitions” had fallen from Survey 1 (12) to Survey 2 (1) The number of “generic definitions” had increased from Survey 1 (14) to Survey 2 (34) But did this changing idea of an educational professional transform what students were thinking about in terms of their prospective careers?

28 J OBS 29 of the students in Survey 1 still indicated that they would like to do the same job by the end of Survey 2 26 of these students who wanted to teach in Survey 1 were still considering to teach Of which 3 were considering teaching but something else as well 8 students were no longer consider entering the teaching profession Learning mentors, social workers, prison education, foster care, play therapists, speech therapists

29 W HY THE C HANGE ? Understanding the job description “ After learning the job description I realised I wanted to go into this profession ” F, 19 (Learning Mentor) Mixing interests “ I have always wanted to teach but since leaving school, I wanted to join the police and this is my way of combining them. I am serious about this as a career ” F, 20 (Prison Education) “ Lots of what we did this year has made me question what I want to do. Speech and Language/ Prison Education interests me alot ” F, 21 (Teaching/ Speech and Language/ Prison Education)

30 W HY THE C HANGE ? Non direct educational setting “ Because I am interested in working with children but in a non-educational capacity ” F, 20 (Play Therapist) “ Would like to work with families to improve their children's education and attainment ”, F, 28 (Family Mentor)

31 C ONCLUSIONS A majority of students are considering a profession in teaching Considering the limited number of PGCE places they will be disappointed Changing their concept of an educational professional, providing knowledge of other jobs and their requirements can probably help them align themselves better in the job market and avoid disappointment Additionally, be able to show them how they can combine a number of their different interests

32 W HERE N EXT ? Interview students considering the teaching profession to investigate what other jobs they are considering if they do not get their first choice Determine from interviews whether the choice of these different education professional jobs have made them more open to considering a non- teacher education job Determine whether the creation of their curriculum vitae and personal development plans got them thinking about their different job prospects Investigate why some students change/ not change their choice of job career


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