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Enhancing Young People's Employability Skills: Strategies and Implementation

This comprehensive resource focuses on developing young people's employability skills, emphasizing the importance of knowledge, skills, and attitudes for initial, current, and future employment opportunities. Providing insights into employers' expectations and how to enhance employability, the guide offers practical advice on structuring learning, identifying key skills, and working with various stakeholders. It explores effective delivery models, collaboration opportunities, and ways to assess progress, equipping educators and career professionals for success in guiding young individuals toward fulfilling careers.

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Enhancing Young People's Employability Skills: Strategies and Implementation

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  1. Developing young people’s employability skills Sue Barr Strengthening Careers Education and Guidance in Schools CDI Regional Conferences Autumn 2014

  2. Employability – definition …having the capability to gain initial employment, maintain employment and obtain new employment if required

  3. For the individual, employability depends on: • their assets in terms of the knowledge, skills and attitudes they possess • the way they use and deploy those assets • the way they present them to employers • the context (e.g. personal circumstances and labour market environment) within which they see work

  4. What Do Employers Want? Breadth – the ability to apply knowledge across situations Depth of technical & functional knowledge & skills

  5. Employer 1 • passionate about retail • focusing on customer & striving to understand them • driven to achieve results through determination • committed to fairness and consistency • willing to roll up your sleeves and get things done • determined to respond to feedback • motivated to work in partnership to achieve results • adaptable and flexible to work in 24/7 business • devoted to investing in own development

  6. Employer 2 • highly motivated – inspired to take on responsibility early in career • resilient and tough – able to operate under pressure • commercially minded – committed to company goals • teamworker – genuine interest in other people • sense of humour – pulling together with the team • drive – work hard and play hard

  7. Employer 3 • innovative people looking for a new career challenge • responsive, agile thinkers who can adapt to meet challenging customer needs • talent, pure and simple

  8. Employer 4 • confidence in ability • positive self esteem • prepared to “have a go” • perseverance • curiosity, challenge and optimism • self-discipline • ability to work independently and in a team • determination to succeed

  9. “Employability skills are the skills that almost everyone needs to do almost any job” Thinking and solving problems Working together and communicating Understanding the business Self-management Using language effectively Using numbers effectively Using IT effectively Positive approach UK CESThe Employability Challenge

  10. Your employability strategy • what are you trying to achieve? • how will you organise learning? • how will you know when you’ve got there? Disciplined curriculum innovation – making a difference to learners, QCA 2008

  11. What are we trying to achieve? Skills Attitudes Knowledge Experiences

  12. Strategy – setting out your aims for students • work in groups of 2-3 • use the Strategic Planning sheet • agree as a pair the attitudes, skills, knowledge and experiences students should have in relation to their employability • whole group feedback

  13. How will you organise learning? Once you are clear about your aims, how will you ensure you can achieve them? • where in the curriculum do students develop employability skills? • what approaches to learning will you need? • how will you build in assessment?

  14. Employability skills activity • working in pairs, set out the 22 employability skills • agree as a pair the top 9 that you would like your students to have • organise them into a ‘diamond 9’ • whole group feedback

  15. Identifying my employability skills Situation Task Action Result

  16. Delivery models – key lessons • a mixed model is most effective • integrated into all lessons • some discrete lessons (eg. PSHEe) • reflection in tutorial time • enrichment activities for impact • structure and plan the programme against learning outcomes • incorporate ‘compelling’ learning approaches • make use of experts including external partners • plan assessment from beginning and monitor outcomes and impact

  17. Who will you work with? • careers advisers • universities • FE colleges • employers • training providers

  18. Some currently funded programmes

  19. How will you know you’ve got there? • attitude questionnaires (young people, staff, parents,other partners) • young people’s focus group/discussion • destination data • attainment data • employers’ views of young people’s employability • observation during activities/lessons • assessing students’ work • previous Ofstedjudgements

  20. For further details please contact Sue Barr sue@suebarr.co.uk www.educationforemployability.co.uk

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