In collaboration with NEU, Education and Employers, and the Education Foundation
This report follows the research published in 2018: ‘Joint Dialogue: How are schools developing real employability skills?’ which identify which skills employers are looking for in young people through in-depth literature review and employer focus groups. The first phase also sought the perspectives from teachers to understand what skills are being developed in different school settings, and how they are being developed.
This research follows the first dialogue by gathering the views from young people themselves by investigating how learners see their skills and competencies developing in school. The aim of this the research is to understand specifically where young people believe they are being supported to develop ‘employability’ skills in school – for instance, whether through classwork (e.g. preparing a presentation as a team in a geography class), ‘extra-curricular’ activities such as after-school clubs, or opportunities outside of the school context. It also sought to investigate whether and how learners can articulate and evidence development of their employability skills.
The data for this research draws on:
- survey responses from 67 learners (between the ages of 14-18) in Years 10 –Year 13
- focus group interviews with 21 learners in attendance at a school or sixth form college in England.
- focus group interviews with learners across two schools for learners with SEND.
All learners who participated in this study were those who had remained on an ‘academic track’ in a school setting rather than pursuing a vocational route (i.e. Further Education college, apprenticeship).
Key insights from the second phase of the research suggest that:
- The most frequently noted skills mainstream learners felt they were developing in school were communication skills, numeracy and problem solving. Overall, amongst learners, communication skills were seen as the most transferable and necessary skill needed for careers and working life.
- The most frequently noted skills learners felt they were not developing in school were digital skills and being informed, followed by drive, creativity and reflection.
- Students felt they developed the most employability skills through interacting with their peers, such as communication skills, teamwork and confidence.
- Extra-curricular activities were acknowledged by most learners as means to particularly develop team working, communications and resilience. However, there is a disconnect between learners engaging with extra-curricular activities in the pre- and post-16 phases of education.
- Learners, in general, were confident using the ‘skills development’ language, and were able to identify – for them - important employability skills. However, learners, in general, felt it was difficult to articulate real examples of their skills development.
- The learners with SEND in the focus groups conveyed a well-rounded understanding of the meaning and importance of skills development. In contrast to some of the conversations with learners in mainstream schools, learners here provided more holistic examples to support their understanding of skills and their application to daily life.