Community Learning & Development Managers Scotland Developing the Young Workforce Andrew Millar Mandy Toogood

Why develop the young workforce? Today, in Scotland we have 53,000 young people, not in work and not in education, waking up each morning wondering if their community has any need for them. This unemployment rate at 18.8 per cent is almost three times the all age unemployment rate of 6.4 per cent and double that of the best performing European countries. More than 50 per cent of school leavers don’t go to university. Very few gain industry relevant vocational qualifications while still at school…. … Even as the economy continues to recover, youth unemployment continues to be a challenge and is a major social and economic issue. 11

50 “Youth unemployment lowers wages and happiness…...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 and at over thirty-five years later... 33

One overarching ambition of DYW To reduce the level of youth unemployment (excluding those in full-time education) by 40% by 2021

How… Achieving our ambitions for the young workforce requires a focus on the following themes by local authorities, schools and their delivery partners: ●Expanding the offer – increasing the routes from school into employment, or further education which is closely linked to employment ●Promoting and shaping the offer - engaging with young people, parents, teachers and practitioners, partners and employers ●Supporting teachers and practitioners to develop children’s and young people’s learning about the world of work ●Providing earlier relevant labour market focussed careers advice when young people need it, leading to better outcomes ●Embedding meaningful employer involvement ●Consolidating partnership working with colleges and other training providers Achieving our ambitions for the young workforce requires a focus on the following themes by local authorities, schools and their delivery partners: ●Expanding the offer – increasing the routes from school into employment, or further education which is closely linked to employment ●Promoting and shaping the offer - engaging with young people, parents, teachers and practitioners, partners and employers ●Supporting teachers and practitioners to develop children’s and young people’s learning about the world of work ●Providing earlier relevant labour market focussed careers advice when young people need it, leading to better outcomes ●Embedding meaningful employer involvement ●Consolidating partnership working with colleges and other training providers 11

Not starting from scratch… The Commission's report takes as its starting point that Curriculum for Excellence, both through the broad general education from aged 3 to the end of S3 and the senior phase from S4 - S6, provide a strong basis for developing young people’s skills for learning, life, and – crucially for this agenda - work. The Commission's report takes as its starting point that Curriculum for Excellence, both through the broad general education from aged 3 to the end of S3 and the senior phase from S4 - S6, provide a strong basis for developing young people’s skills for learning, life, and – crucially for this agenda - work. 11

11 BTC3 curriculum entitlements ●Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18 ●Every child and young person is entitled to experience a broad general education ●Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications 1/2

BTC3 curriculum entitlements ●Every child and young person is entitled to develop skills for learning, skills for life and skills for work, with a continuous focus on literacy and numeracy and health and wellbeing ●Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide ●Every young person is entitled to support in moving into a positive and sustained destination 2/2

Where are we now October 2015? Career Education Standard (3-18) launched at SLF 2015 Work Placements Standard launched at SLF 2015 School/Employer partnership guides launched at SLF 2015 Establishment of regional DYW Groups expectation by March 2016 Testing of new approaches across the country Inspection Advice and note 15/16 HGIOS4

Launched at SLF 2015 33

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11 Expectations Children and young people will be entitled to: ●experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities; ●develop skills for learning, life and work as an integral part of their education and be clear about how all their achievements relate to these; ●opportunities to engage in profiling that supports learning and the development of skills for work and future career choices; ●a learning environment that recognises and promotes diversity and supports them to understand that it is everyone’s responsibility to challenge discrimination; 1/2

Expectations ●develop understanding of the responsibilities and duties placed on employers and employees; ●develop understanding of enterprise, entrepreneurship and self-employment as a career opportunity; ●know where to find information and access support making effective use of online sources such as My World of Work; ●develop CMS as an integral part of their curriculum; ●further develop CMS through the involvement of SDS Career Advisers in group and individual sessions as appropriate to personal circumstances and needs; and have access to a broad range of pathways through their senior phase including learning opportunities leading to work-related qualifications. 2/2

Emerging Practice Around Work Placements Standard Planning placements into the learning and teaching of specific vocational courses Adjusting the traditional week-long approach for those in need of an initial taster of work 4 week blocks of placements Building placements into pupil subject choice – weekly contact with employer on or off timetable Employers viewing work placements as part of an elongated recruitment and selection process

Opportunity for Greater Partnership Working Consider workforce planning alignment to school curriculum pathways Opportunity to influence curricular offers in localities Creating a talent pipeline into the sector Links with DYW regional groups – education engagement

1.What opportunities do these standards give CLD practice? 2.What support or guidance do you need to enable you to engage with these standards and DYW generally? 3.What are the next steps you will be taking forward in your own practice on DYW?

Education Scotland Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA