Better careers advice needed to boost young apprenticeship numbers

Better advice and guidance for young people is needed with figures suggesting 16 to 24-year-olds were making up a shrinking proportion of apprenticeship start numbers, it has been claimed.

The number of 2014/15 apprenticeship starts was provisionally put at 492,700 in this month’s statistical first release. Of these, 210,100 were aged 25 or above — a rise of 33.2 per cent, or 52,400, from the same figures last year.

And further comparing provisional figures, the 25+ age group made up 42.6 per cent of all apprenticeship starts last year, versus 36.5 per cent (157,700) in 2013/14, and 44.9 (222,200) the previous year.

The troubled, and ultimately scrapped, 24+ advanced learning loans for apprenticeships are widely acknowledged to have been responsible for the 2013/14 fall.

However, in quarter four 2014/15, the 25+ age group was provisionally behind 50.9 per cent (55,900) of all starts — up from 49.1 per cent (58,000) in 2013/14.

Teresa Frith, AoC senior skills policy manager, said: “It’s more difficult to recruit apprentices in the 16 to 18 or 19 to 24 age groups for a number of reasons.

“Better careers advice and guidance would make young people aware that an apprenticeship could be an option for them to get a foot on the career ladder.”

Stewart Segal, chief executive of the Association of Employment and Learning Providers, said: “The numbers for 25+ are still 20,000 lower than the pre-loan figure but the government nailed its commitment to all-age apprenticeships to the mast well before the general election and you are seeing employers and providers respond.

“Nevertheless, AELP wants to see starts for 16 to 24 increase every year and we strongly support initiatives such as better information and guidance to help make that happen.”

Provisional figures for traineeships also suggest there were 19,200 starts in 2014/15 — 800 short of former Deputy Prime Minister Nick Clegg’s target of 20,000 new traineeship starts.

Meanwhile, Shadow Skills Minister Gordon Marsden accused the government of letting down young people.

Provisional figures for 2014/15 suggested that 245,300 people achieved an apprenticeship in the last year. In comparison, final figures showed that 255,800 people achieved an apprenticeship in 2013/14.

“The government must improve the quality of apprenticeships and their results, and the Department for Business, Innovation and Skills (BIS) and the Department for Education need to have a joined up approach which provides real progression for young people,” he said.

Lady Margaret Sharp, former Liberal Democrat education spokesperson in the House of Lords, said she was “very critical of current developments”.

The government, in her view, was misleading people into “believing we’ve got all these young people into good training jobs which will not only provide them with good solid jobs when they’ve finished but also solve all our skills shortages”.

The reality, she said, was that “very few of them are for 16 to 18-year-olds, most go to those already employed in the firm.”

A BIS spokesperson said: “We are developing a comprehensive plan to grow the number of high quality apprenticeships. This will include working closely with large employers, more support for small businesses and a renewed emphasis on promoting the value of apprenticeships.”

Sir Ben sets learners off on rib-making journey

Four-time Olympic sailing champion Sir Ben Ainslie will be using boats hand-built by City College Southampton apprentices when he takes on the 35th America’s Cup challenge, writes Billy Camden.

If Sir Ben Ainslie is successful in winning his second America’s Cup in 2017 then he’ll have a group of 80 City College Southampton apprentices to thank.

For the group studying at the college’s Marine Skills Centre has spent the last two years constructing and perfecting the pair of boats he will be racing with.

Apprentices Adam West (left), aged 28, and Dan Funnell (right), 19, ensuring frames are fitted level before gluing. Lecturer Darren Patten cleaning up in the back
Apprentices Adam West (left), aged 28, and Dan Funnell (right), 19, ensuring frames are fitted level before gluing. Lecturer Darren Patten cleaning up in the back

The level two and three apprentice boat builders and engineers were commissioned by Sir Ben’s racing team, Land Rover BAR, to build two ribs (Rigid Inflatable Boats).

They used skills involved in building the mould, composite construction, fairing, painting, and fitting the boats out with tubes, electronics and engines.

Apprentice Drew Matthews, aged 19, said: “I especially enjoyed being able to see the crew and facilities behind the project and how much effort it takes to get the boat in the water and keep it running. I really enjoyed testing the docking rib.

The City College Southampton team get to work on the RIBS
The City College Southampton team get to work on the RIBS

“I got to experience a side of boatbuilding that I do not normally see.”

And to top off the experience, six of the apprentices headed to Land Rover BAR’s home in Portsmouth to meet the man himself and see their finished product on the water.

Jay Patel, 19, said: “It was my first time working with composites and I really enjoyed it. It is different to my normal way of working. It was great to meet Sir Ben and listen to the advice he gave us.”

Jordan Amery, 17, said: “It was great to see behind the scenes at BAR and to get an insight into America`s cup racing.

Apprentice Danielle Thomas, aged 18, with the finished boats at Land Rover BAR HQ
Apprentice Danielle Thomas, aged 18, with the finished boats at Land Rover BAR HQ

“The skills we’ve learned will definitely help in my future career. Working on the ribs you can see how the skills can be developed into the level at which America’s cup boats are built.”

The college’s marine lecturer, Darren Patten rotated the apprentices so the highest possible number of students had the opportunity to work on the project.

He said: “This has been an incredible opportunity for our apprentices.

“The project has taught them everything from the building of the mould, through the composite construction.

“More importantly, it’s given them vital experience in being commissioned for a real project and who better to say you’ve built a boat for than Sir Ben?”

 

Main pic: City College Southampton apprentices visit Land Rover Bar’s HQ to meet Sir Ben Ainslie. From left: Alex Bolton, aged 17, Jordan Amery, 17, Jack Foster, 18, Sir Ben Ainslie, Drew Matthews, 19, Jay Patel, 19, and Danielle Thomas, 18

All over the Rover for charity

The Car repair students at Newcastle College put their skills to work by restoring a classic car in aid of charity.

Level two students studying the diploma in vehicle accident body repair principles restored the 1960s Rover 100 which is now ready to be sent to auction, where it will raise money for BEN — the motor and allied trades Benevolent fund.

The learners fixed bodywork and kept a photo diary of the work carried out, including everything from sanding off the paintwork, welding broken parts, administering filler and repainting it.

Learner Bethany Pattie, aged 18, worked on the project and has now moved on to the level three course.

She said: “We were all excited about the project because we had never done anything like it before, and we really wanted to raise money for BEN.

“We have had a mind-blowing experience. I think we have all learned a lot about ourselves, as well as each other. Seeing the Rover in its glory, all gleaming and shiny, is a wonderful feeling.”

 

Main pic: Student Bethany Pattie with the restored 1960s Rover 100

Winners of the 2023 Multicultural Apprenticeship Awards

Award nameSponsorWinnerEmployer (Training Provider)
Apprentice of the Year 2023 PearsonJoseph LennoxHMRC (Capita Learning)
Accounting & Finance (Apprentice Award)Kaplan FinancialJoseph LennoxHMRC (Capita Learning)
Accounting & Finance (Employer Award)Kaplan FinancialNatWest Group
Management, Legal & Professional Services (Apprentice Award) Mindful Education Alisha KasobyaMBDA (University of Hertfordshire)
Management, Legal & Professional Services (Employer Award) Mindful EducationWTW
Charity, Voluntary & Public Services (Apprentice Award) NCFEAymen BelkacemiMultiverse (University College London )
Charity, Voluntary & Public Services (Employer Award)NCFEBolton at Home
Health, Medical & Social Care (Apprentice Award) Royal NavyChristina Dumitriu Jackson AstraZeneca (Manchester Metropolitan University)
Health, Medical & Social Care (Employer Award)Royal NavyLancashire and South Cumbria NHS Foundation Trust
Construction Services (Apprentice Award) Severn TrentTracy Fearon Nottingham City Council Housing Services (Nottingham College)
Construction Services (Employer Award)Severn TrentHS2 Ltd
Engineering & Manufacturing (Apprentice Award) JTL TrainingAlexia Williams  Rolls-Royce (Cranfield University)
Engineering & Manufacturing (Employer Award)JTL TrainingSevern Trent
Digital & Technology (Apprentice Award) BT GroupTracy Tran BT Group (Ravensbourne University)
Digital & Technology (Employer Award)BT GroupSalesforce
Creative, Media & Marketing (Apprentice Award) Occupational Awards LimitedAbu Berete  BT Group (QA)
Creative, Media & Marketing (Employer Award)Occupational Awards LimitedBBC
Retail, Hospitality & Tourism (Apprentice Award) Lifetime TrainingAkwasi Boateng  British Airways (Avado)
Retail, Hospitality & Tourism (Employer Award)Lifetime TrainingCompass Group UK & Ireland
Transport & Logistics (Apprentice Award) British ArmyMamadou Kone  Amazon (University of Exeter)
Transport & Logistics (Employer Award)British ArmyGo-Ahead Group
Intermediate Apprentice of the Year  Skills & Education GrouHoney Warner  Performance Through People (PTP Training)
Judges’ Choice  Lloyds Banking GroupJainna Bhalla  Leonardo (Coventry University)
Small, Medium Employer of the Year Amazing ApprenticeshipsHockley Mint
Large Employer of the Year  NOCN GroupLloyds Banking Group
Learning Provider of the Year (Small Learning Provider)Association of Employment and Learning ProvidersThe Development Manager (TDM)
Learning Provider of the Year (Large Learning Provider)Association of Employment and Learning ProvidersJTL Training
University of the Year UCASManchester Metropolitan University
Steve Lawrence Award for Commitment to Apprenticeships  Pathway GroupPaul Sobers,National Grid
Overall Contribution to Apprenticeships Multicultural Apprenticeship AllianceGraham Hasting-Evans, NOCN

Celebrity salon gets knockout opening

Former world heavyweight boxing champion David Haye used his hands to less damaging effect when he arrived to cut the ribbon to a new college hair academy and salon.

Mr Haye was guest of honour at Carshalton College, in Surrey, to open celebrity hairdresser Aidan Phelan’s new venture, the Aidan Phelan Salon & Academy.

“I have known Aidan for years — he has come from humble beginnings and has shown that with hard work and dedication anything is possible,” said Mr Haye.

The academy hopes to give industry experience to Carshalton College’s existing programme, with the attached commercial salon giving learners a chance to develop their training.

Mr Phelan, hairdresser to stars including David Beckham, said: “The future of our industry relies on fresh young talent, and being at the grass roots of the industry feels incredible. Great hairdressing all stems from great education and I’m proud to be part of that.”

Main pic: David Haye cuts the ribbon with Aidan Phelan to open the Aidan Phelan Academy & Salon

Ofsted to carry out Prevent Duty thematic review

Ofsted is to carry out a thematic review of the implementation of the anti-terrorism Prevent Duty in the FE sector, FE Week can reveal.

Paul Joyce (pictured above), Ofsted deputy director for FE and skills and independent schools, said he had put the idea to chief inspector Sir Michael Wilshaw.

“I’ve actually proposed to our chief inspector that we do look at prevent and look at doing a survey around its early implementation in the sector,” said Mr Joyce in a webinar hosted by Lsect director and former FE Week editor Nick Linford on October 12.

“I think it is important that we establish very early, in terms of policy, what is working and to get that good practice out. And equally to say what isn’t working — what needs to be done,” he added.

The Prevent Duty, which came into force on September 21, requires FE institutions to put in place policies to prevent potential radicalisation of learners and exposure to extremism.

Questions have been raised about the sector’s readiness for the duty. A survey by the Association of Teachers and Lecturers (ATL) of its members in English FE colleges, as reported by FE Week on September 18, found that 45 per cent of those questioned had not had any training in how to stop students being drawn into terrorism.

Mr Joyce acknowledged that many providers “do get nervous” about new legislative requirements such as the Prevent Duty, and outlined what Ofsted inspectors would be looking for when they visited providers.

“What we’re interested in is ensuring that staff are aware of the prevent agenda, that staff are aware of what to do given certain circumstances – if learners were particularly at risk, do they know what action to take? — so clearly, training is a part of that,” he said.

Inspectors would be “particularly interested” in the management of the Prevent Duty, he said.

On the subject of the appropriateness of guest speakers, Mr Joyce said inspectors would ask providers about the processes they follow “to ensure those speakers are appropriate, in terms of subject knowledge and their own standing”.

Ofsted would be looking for examples of good practice, he said, and would aim to “publicise that far and wide to the sector whenever we find it”.

“We’ve made it very clear to our inspectors that this is an implementation year in terms of the requirements of the prevent duty,” he said.

An Ofsted spokesperson said the review had been agreed and preliminary work was under way.

FE Week journalists up for awards — again

Five Lsect journalists, including three from FE Week, have been shortlisted for eight education journalism awards.

FE Week reporter Paul Offord (pictured above) won last year’s outstanding FE journalism category at the Chartered Institute of Public Relations awards and is up for the same prize again, along with FE Week editor Chris Henwood.

Paul has also been shortlisted in the outstanding apprenticeships and skills journalism category, as has FE Week and FE Week reporter Freddie Whittaker.

FE Week reporters Sophie Scott and John Dickens have both received two nods. Sophie has been shortlisted in the outstanding data education commentary category — a new award this year — and John is up for the outstanding national education journalism award.

Both have also been shortlisted for most promising newcomer to education journalism.

“I’m incredibly proud of the team. Once again their hard work has paid off,” said Shane Mann, managing director of Lsect, which publishes the two titles.

“Over the past 12 months, editorial teams from both FE Week and FE Week have relentlessly and tirelessly worked to bring our readers thought-provoking, challenging and investigative journalism.”

Winners will be announced at the awards ceremony, sponsored by City & Guilds, at Dartmouth House, Mayfair, London, on November 12.

Shelagh Legrave, principal, Chichester College

There is an ongoing debate in the FE college sector about whether a principal should have a classroom background, or whether what’s really needed is business acumen forged in the cut-and-thrust world of the private sector.

But could a third option — bearing in mind the relentless attack on sector finances — be service in the armed forces?

It’s a background that appears to have served Shelagh Legrave, whose enrolment in the Women’s Royal Army Corps in the early 1980s kicked off a six-year spell in the armed forces, and the 15,000 learners at her Chichester College well — as evidenced by a glowing Ofsted report in April last year that featured outstanding grades across the headline fields.

“I think the Army influenced my leadership style — the motto of the Royal Academy Sandhurst is ‘serve to lead’,” explains Legrave, aged 57.

“In the 1980s the leadership style was very autocratic and it has taken me time to reflect and change that style and I have been heavily influenced by later books such as Good to Great, but nevertheless the Army gave me a grounding in the importance of winning the hearts and minds of those you are leading.”

I think the Army influenced my leadership style — the motto of the Royal Academy Sandhurst is ‘serve to lead’

secondary-1
From left, Legrave’s husband of 18 years Paul, Legrave and her 14-year-old son Edmund outside the family home in Chichester

The college’s outstanding result came six years after it was last inspected and achieved a ‘good’ rating under the principalship of her predecessor, Richard Parker.

“I needed to change the leadership style and my view was that I needed to get people to buy into the vision of becoming outstanding, and I had to win everybody’s hearts and minds to do that,” explains Legrave.

She adds: “Everybody smiled when I gave them my vision and thought, ‘will you actually be able to achieve that?’, but I knew what I needed to do.”

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Legrave before completing a half marathon earlier in October

She started at the college 12 years ago as chief finance officer and then became chief operating officer, where she took on a curriculum area in foundation learning.

Before joining the college Legrave was Roehampton University’s director of finances, and before that she worked in the world of banking.

“Everybody told me not to go into FE as the funding was complicated and it was a difficult sector to work in,” she recalls.

But Legrave’s ‘Civvy Street’ career had started in 1987 at NatWest bank, where she ran a telecommunications department.

She went on to work in the heart of London’s banking scene for 11 years, qualifying as an accountant and becoming a divisional deputy chief financial adviser.

“Then I met someone I wanted to marry when I was 38, and realised that working in the city and marriage was never going to work – I just couldn’t keep working those long hours,” she says.

Legrave and her identical twin sister Brigid Simmonds together at a garden party
Legrave and her identical twin sister Brigid Simmonds together at a garden party

The person she had met was Paul, and they did indeed go on to marry and have a son, Edmund.

Her next move was to look for a role outside of central London and she managed to secure a role as the director of finance at Roehampton University. She worked there for five years.

“I worked up until the week before Edmund was supposed to be born, but he came early — so I stopped on the Friday and he was born on the Monday,” explains Legrave.

“By the Wednesday I had the vice-chancellor at the university talking to me about some unfinished business that we hadn’t sorted out.”

By this time Paul had started working at Chichester Cathedral and suggested the family move there from London to raise Edmund — and then the Chichester College chief finance officer job came up.

“We moved to Chichester when our son was three weeks old — so it was a very hectic time in my life,” says Legrave.

Legrave with her parents Edna (left), and Dermot (right) when she served in the army
Legrave with her parents Edna (left), and Dermot (right) when she served in the army

Seven years later she was appointed to her current positon as principal of the college, where a specialist area is furniture making and this year at WorldSkills in Sao Paulo former learner Edward Harriman won gold in the skills, two years after fellow former Chichester learner George Callow also won gold in WorldSkill Leipzig.

Legrave says: “This country is absolutely dependent on FE providing the vocational skills in order to achieve personality gain.”

She adds: “There is a future for apprenticeships, and I still think, despite what the government is saying, there is a place for FE colleges.

A photograph of Legrave taken when she was five years old
A photograph of Legrave taken when she was five years old

“But we’ve got also to focus on employability skills, and we’ve got to continue to focus on employability skills so that people are able to go out and make their mark in industry and commerce. That’s what we’re about.”

 

 

 

 

It’s a personal thing 

What’s your favourite book?

One of them is War and Peace. I have re-read it several times and I still couldn’t recite the whole story to you. I think it’s just a fascinating saga.

I love history so, Good to Great by Jim Collins which researched the success of large American corporations over a 25-year period and gives a blueprint for leading successful organisations is another favourite

What do you do to switch off from work?

I play sport, but I also watch a lot of sport which is a great relaxant for me. I’m a passionate Leicester City fan, and I am also a passionate Leicester Tigers fan, because I was brought up in Leicestershire.

And then I keep myself fit through running. And I watch an awful lot of my son playing football, cricket and hockey

What’s your pet hate?

I hate being patronised. When I worked in the City [London], the culture was very male-dominated and very chauvinistic, and I have worked really hard to remove that in any culture I have worked in since.

The other thing I hate is blame, because you end up with a blame culture — where something goes wrong and you get blamed for it And again, it’s something I have spent a lot of time trying to remove. People make mistakes. You learn from your mistakes and everybody says that, and it’s true and you shouldn’t be blamed for it

 If you could invite anyone to a dinner party, living or dead, who would it be?

One of the people would be my grandfather, Guy Chester, who left all of his wealth to the Methodists, and had a huge work ethic. The other person would be Mother Teresa, because I was always so in awe of what she did in giving up everything she had to work in Calcutta

 What did you want to be when you were growing up?

As a child I was always fascinated by business and I wanted to go into Lloyd’s as an underwriter because that is what my grandfather did

Dr Sue (Edition 151)

On the third Monday of every month Dr Sue, who is the Holex director of policy and external relations, answers your questions, backed by the experience of almost a decade as principal of Canterbury College, in addition to time served in further senior civil service posts at the Department for Education and Employment, Department for Education and Skills, and Department for Innovation, Universities and Skills.

I responded to some queries about area reviews in my Dear Dr Sue page last month and since then I’ve received lots more questions on this from college governors.

It seems to be the only topic on people’s minds at the moment. I suppose this is to be expected, but shouldn’t we be worrying about the spending review and making it clear to those who can influence funding decisions that any further cuts could be devastating for our post-16 education services?

Nevertheless, I seem to be falling into the same trap, because all three of the questions I am responding to this month are around area reviews.


 

area-review

Who is covering the cost of area reviews — not just the cost of the analysis and any mergers etc., but the opportunity cost as well? 

The Department for Business, Innovation and Skills (BIS) is covering the cost of the reviews, which are being ‎undertaken by the FE and Sixth Form College Commissioners.

The Combined Authorities are meeting the costs of the ones which they are doing. The cost of implementing the recommended outcomes (for example, any mergers or the setting up of shared services etc) will be borne by the colleges involved. It is expected this will come from efficiencies and savings made later. Your question about opportunity costs is very relevant as the reviews will take up a considerable amount of senior management time which could have been used to source new business or improve the learner experience. There appears to be no fund in BIS to which you can bid to cover any opportunity costs. It will be really important for governors to consider from day one the cost of involvement in an area review and to have the recommendations that come out of the review fully costed.

 

Lonon-divided

My college is based in London. Is London going to be treated as one single area for the purposes of area review?

The London review will be led by the Mayor of London working with the leaders of the London boroughs. The team working on this is consulting on what the shape the review should look like. I would have thought London’s skills requirements can only be met by a sub-regional approach. That would probably mean at least five area reviews. There will be issues with boundaries, student travel patterns, and regional employers — but I don’t see any other way of dealing with this properly.

can-i-say-no

If we don’t agree to the area review outcomes, can the Secretary of State do what the Scottish Education Minister did recently to a Scottish College and remove us from our roles as Chairs and Governors?

I do not know the detail of the particular college in question, nor would it be right for me to comment on that detail if that were the case but, significantly, in Scotland the colleges are no longer classified as independent/private sector organisations. Since 2013, they are managed more directly by the Education Department and chairs are appointed by Scottish Ministers. As such, it is easier for them to be removed which is not the case in England. Colleges in England are exempted charities and as such are covered by Charity Law.

In England, the relevant Secretary of State acts as the Principal Regulator and has a role in letting the Charity Commission know of any issues and could intervene if there were substantial concerns that a college is being mismanaged and/or its Board of Governors was thought not to be acting in the best interest of the charity.

However, the guidance on area reviews is very clear; it is for governing bodies to decide and it will be for their boards to take the decisions on ensuring the long-term stability of their own college. So, provided you act within Charity Law, take the decision collectively, and demonstrate how you have the considered all the options surrounding the area review, you should not have to worry.

‘At least 100 hours of experience of the world of work by the age of 16’

Fresh from her appearance on the Edge annual lecture panel, Deirdre Hughes explains how a skills gap solution might be a fully functioning careers guidance system for young people.

We all know that most employers, particularly smaller businesses, value experience above all other criteria when it comes to recruiting young people.

But declining numbers of young people are getting experience of work while still at school, college or university; fewer employers are recruiting young people ; and there is a new reality that careers support for young people throughout their formal and informal schooling is not working well.

Many families are well aware of the human costs of child poverty and youth unemployment.

Achieving a culture change in careers and employability provision is about a shift from complexity to simplicity

Any prolonged delay in finding a foothold into a job or career can seriously damage a young person’s confidence and self-esteem. This can have can have a lasting scarring effect and represents a real waste of young people’s talent and resource.

Imagine a scenario whereby every young person in England thinks about routes to success from an early age in the knowledge that they are continuously gaining some form of relevant experience and exposure to working life. Also, imagine what it might feel like to know that you will be given careers and employability support from a wide range of sources — maybe some beyond your wildest dreams.

People who inspire you, places that invigorate and motivate you to connect your day-today learning to future work possibilities, projects that stretch and challenge you to achieve more. Finally, think about what success would look like when it comes to a ‘careers offer’ for all young people in our cities and towns across England?

For many young people (and their families), as well as for many employers the careers and employability landscape is both complex and confusing.

Achieving a culture change in careers and employability provision is about a shift from complexity to simplicity; moving away from constantly layering up new initiatives; supporting young people to find possibilities to differentiate themselves on their way to job and/or career success; and making explicit a career pathways/careers offer that every young person should experience to achieve the best possible set of outcomes from his/her schooling that will inform their future working lives.

In June 2015, the London Enterprise Panel, led by Boris Johnson MP, set out its vision for shaping a successful careers offer for every young London. This included a vision for more young people to accumulate at least 100 hours experience of the world of work by the age of 16 years old.

In mid-November 2015, the London Ambitions report and its leading supporters from business, education, careers, enterprise and human resource specialists will put the spotlight on ways of creating more opportunities for young people. No-one can predict jobs of the future with any certainty — but the more we can prepare young people for challenges that lie ahead this improves their future prosperity and life chances.

That is why I also support the principle of helping more young people who achieve GCSE maths (grade C or above) to consider the added-benefits of staying with maths and understanding its relevance to everyday life now and in the future. In 2014, 250,000 students passed GCSE maths (grade C or above) but did not continue at AS/A-level having achieved the grade, but then dropping the subject at 16.

A Higher Education Academy (HEA) Mathematics Transitions report investigated the mathematical and statistical requirements of university degrees in business and management, chemistry, computing, economics, geography, sociology and psychology. They discovered more than 80,000 students following these courses struggled to meet their mathematical demands. Also, around 178,100 of 16 to 18-year-olds failed to complete the post-16 qualifications they had embarked upon in 2012-13. Might this situation be reversed if careers support services and maths were both made more relevant to young people’s future prospects and their everyday lives?

Read more about Dr Hughes’ appearance at the Edge Foundation annual lecture here.