1. Does employer engagement in education improve the school-to-work transitions of young people? Anthony Mann Director of Policy and Research Education and Employers Taskforce www.educationandemployers.org

2. Employer engagement in education Work experience Job shadowing Careers talks CV workshops Mock interviews Business mentoring Enterprise activities Classroom talks Reading & number partners From 2004, governments in England, Scotland and Wales acted to require schools to integrate work- related learning into the learning experiences of 14-16 with significant expectations of increased employer contacts

3. Did higher levels of employer contacts improve the labour market prospects of British teenagers? A unique YouGov survey 986 young British adults aged 19-24 February 2011 Testing for correlations between volume of employer engagement and labour market outcomes Statistical controls Age at time of survey School type attended Highest level of qualification (Level 1-5) Gender Ethnicity Region

4. Detailed analysis Mann & Percy (2013) Journal of Education and Work: available at www.educationandemplo yers.org/research www.educationandemplo yers.org/research Employer Engagement in Education: Theory and Evidence (forthcoming) eds. Archer, L., Stanley, J. & Mann, A. London: Routledge.

5. Earnings: up to 18% on average

6. NEET status: 3 times less likelihood

7. Can we believe the results? Something important happens to young people when they engage with employers whilst still in the education system AIR UK (2008), The involvement of Business in Education: A rapid evidence assessment of measurable impacts. Department for Children Schools and Families. Review of US and UK literature. Only 15 out of 161 sources robust. All show measurable positive impacts: better “preparedness for work”, development of job and work skills, improved work-based competencies, attitudes, behaviours, enhanced employability, higher initial wages. 8 of 15 show higher attainment. None reduced attainment.

8. 1,764 subjects randomly assigned to CA and control groups, tracked 8 years after leaving high school. 80% retention. CA = vocationally focused, academic learning programme enriched by extensive employer engagement, taught discretely, ages 15-18. Reference: Kemple, J. J. with Willner, C. J. (2008), Career Academies Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood. MDRC Validating US data: Career Academies study Employer engagementCACtrl School-based enterprise5931 Community service7447 Job shadowing4315 Workplace visits5316 Employer talks @ school6838 Work-readiness classes5519 Talked teachers re: careers7858 Talked careers counsellor5748 Mock interviews3514 School-arranged job interviews 246 Orr et al (2007) “National Academies Foundation Career Academies” in Neumark D. Ed. Improving School-to-work transitions, 190-191

9. Teenage part-time employment positively linked with better outcomes for young adults Ruhm, C. (1997) “Is High School Employment Consumption or Investment?”Journal of Labor Economics: premiums of up to 22% annually 6-9 years after leaving high school Crawford, C. Et al (2011), Young people’s education and labour market choices aged 16/17 to 18/19. DfE: Those who continue in full‐time education combined with some work at age 16/17 are more likely to be in some kind of work at age 18/19 than those who were initially in full‐time education without any work.

10. Work experience and part-time working compared

11. Significant links between career certainty/realism and labour market outcomes Yates, S. et al (2010) “Early Occupational Aspirations and Fractured Transitions: A Study of Entry into ‘NEET’ Status in the UK” Journal of Social Policy The 7% of British 16 year olds who are uncertain and 40% who are unrealistic about career aspirations are two to three times more likely to be NEET at 16-18 Sabates R. et al (2011) “Ambition Gone Awry: The Long Term Socioeconomic Consequences of Misaligned and Uncertain Ambitions in Adolescence” Social Science Quarterly “..our results reveal negative long-term consequences of misaligned ambitions, particularly misalignment in the form of an underestimation of the educational attainment necessary for one’s occupational goals. Specifically, youths who underestimate their educational expectations given their desired occupation have lower levels of educational qualifications and wages in adulthood than their counterparts with high and aligned ambitions.”

12. Explaining the value of employer engagement in education Human capital: technical skills, employability skills, attainment Social capital: ‘norms’, access to non-redundant trusted information, network extension Cultural capital: aspiration validation, language and presentation (‘business awareness’)

13. What happens... Raffo, C. & Reeves, M. (2000) “Youth Transitions and Social Exclusion: Developments in Social Capital Theory” Journal of Youth Studies “young people are provided with an opportunity to gain information, observe, ape and then confirm decisions and actions with significant others and peers...In this situations, individual strategic decisions about life choices are being affected by external.. actors.. beyond the structuring influence of locality and class. This results in these individualized systems of social capital for individuals becoming more open and fluid, with outside, symbolically rich, resources impacting more freely on their lives.”

14. A lot of little goes a long way

15. What do we do?

16. Advice from the OECD “More complex careers, with more options in both work and learning, are opening up new opportunities for many people. But they are also making decisions harder as young people face a sequence of complex choices over a lifetime of learning and work. Helping young people to make these decisions is the task of career guidance... [Career professionals] need to be able to call on a wide range of information and web- based resources. Strong links between schools and local employers are very important means of introducing young people to the world of work.” Learning for Jobs (2010), 16

17. A massive expansion of employer engagement ActivityHow demanding (1 = not at all, 5=very) Staff going into schools to talk about the organisations or the jobs they do 2.72 Staff volunteering to be reading or number partners (usually at primary schools) 2.84 Staff volunteering to take part in enterprise competitions 2.88 Staff volunteering to give mock interviews/CV feedback2.93 Staff volunteering to be governors3.00 Job Shadowing3.03 Staff volunteering to be mentors3.06 Workplace visits3.08 Organising work experience3.27

18. Make easy, free and trustworthy for schools to connect with employers in ways that best suit them Massive demand from schools 80% of teachers think it is very important for pupils to hear from employers 50% English secondaries register with Inspiring the Future since April 2012 Thousands of employee volunteers already signed up www.inspiringthefuture.org

19. Step 1: Organisations promote Inspiring the Future as part of volunteering scheme, or to members and contacts Step 2: Employees register their skills and interests on www.inspiringthefuture.org www.inspiringthefuture.org Step 3: Website matches opportunities, and education staff contact volunteers through the site Step 5: Employees and schools provide feedback Step 4: Employees volunteer at schools 19 How it works

20. A simple means of allowing teachers to find people who can talk to young people knowledgeably about Apprenticeships

21. Thank you. Stay in touch. www.educationandemployers.org/research.aspx www.inspiringthefuture.org Anthony.Mann@educationandemployers.org