Virtual reality technology and collaborative projects can keep students switched on to careers, writes David Chapman

It’s no wonder many young people are struggling to picture their future. When entire business sectors have been forced to close, relatives are being laid off and exams are cancelled, it’s hard to think beyond the next few months.

Students will no doubt be aware that it’s the youngest segment of the workforce – the group most heavily represented in retail, tourism and hospitality – who have been hit the hardest by the pandemic, according to labour market statistics from the Institute for Employment Studies.

Against a backdrop of economic uncertainty, today’s students are feeling less sure than ever about their career plans.

Yet Generation Z are the very people we need to fill the skills gap if the country is to recover from the pandemic and forge a new post-Brexit identity.

So how can careers education engage students at this critical time?

‘Task younger students with researching careers’

First off, we must encourage early aspirations. The government white paper, Skills for Jobs: Lifelong Learning for Opportunity and Growth, calls for careers education to be embedded in the life of every school and college.

This makes sense because when students have a goal in mind, they are motivated to study harder and achieve the grades they need.

As a university technical college (UTC), our students join us because they are attracted by a future in STEM, but they’re not always aware of the enormous diversity of careers that exist in these sectors.

To get students thinking about careers in a more focused way, we task our youngest students with researching career pathways.

Students interested in engineering might explore areas such as aerospace, food processing or robotics. They look into career progression, salary expectations and the qualifications they need, and prepare a presentation on their findings.  

An approach like this gives providers an insight into which career paths their students are keen to follow, so they can deliver targeted advice, and link curriculum learning to careers, in line with the Gatsby benchmarks.

‘Use a personality test’

Second, we need to personalise career guidance. Generic careers education too often misses the mark. There is little point making students sit through careers talks that hold no interest for them.

Personalised careers advice is much more effective, but students need to find out which job types they are most suited to.

Even the most world-weary sixth-former enjoys seeing if they are a polar bear, seahorse or tiger

It’s important to help students understand their strengths, interests and character traits.

One of the tools we use provides a free online personality quiz which helps a student unlock their “spirit animal” based on their answers and then links them to suitable careers.

Even the most world-weary sixth-former enjoys seeing if they are a polar bear, seahorse or tiger.

With deeper self-knowledge, a student can make informed choices. A medical career is not only about being a heart surgeon, it’s also about being a microbiologist, pharmacologist or biomedical engineer, any of which could be the right fit for a young person interested in medicine.

‘Make use of apps, podcasts and videos’

Finally, we should use technology to expose students to the world of work.

Previous work experience placements have seen our students building a two-seater propellor aircraft in collaboration with industry experts. They are now embarking on a project with aviation charity The Air League, RAF Cosford and STEM Highflyers.

When the pandemic put a stop to hands-on experience of the workplace, colleges like us have had to find different ways to keep careers in the spotlight.

Fortunately, many employers have been flexible in providing opportunities for students, supported by organisations such as the Careers & Enterprise Company.

Another key route to engaging young people through technology is with apps, podcasts and videos, such as the WorldSkills Spotlight talks, which all appeal to a digitally fluent generation. 

Virtual reality experiences are another sure-fire way to spark students’ interest. Engaging students in a gameified environment, immersing them into a job role and helping them visualise the education pathways to achieve it is incredibly powerful.

What young people need now is hope for the future.

Relevant, personalised and aspirational careers education will help today’s students leave uncertainty behind and find their place in the world.

 

 

 

Childhood vision impairment is very rare, so colleges are often inexperienced in best practice around supporting blind students, writes Caireen Sutherland

Throughout education, it is vital that young people with vision impairment have the right specialist support in place. Although getting the right support for students with vision impairment at any stage of education is important, it can be fraught with challenges.

And having worked with many colleges and lecturers, I know that many settings will have never supported a student with vision impairment before – which can make the task feel like a daunting, overwhelming and confusing prospect.

It is particularly fraught during times of transition between different stages of education, such as from secondary school into further education.

‘High churn of learners leaving’

A longitudinal research project by the Royal National Institute of Blind People and the Visual Impairment Centre for Teaching and Research at the University of Birmingham looked at the experiences of students as they moved from school to further and higher education.

Some key themes emerged – a high ‘churn’ of learners who leave the education system was identified as a significant problem, and gaps in the use of suitable assistive technology were highlighted.

Crucially, it was also found that not all participants had the range of skills deemed important for independent learning, such as everyday living, mobility, social and self-advocacy skills.

These issues could well be exacerbated by the low number of students with visual impairment within FE. Childhood vision impairment is a low-incidence disability.

Based on World Health Organization international classification, only two in every 1,000 children and young people have a vision impairment.

During school years, a young person may have an education health and care plan (EHCP) which outlines the specialist support they require.

‘Importance of having a properly qualified teacher’

A key component is input from a qualified teacher of vision impairment (QTVI) and potentially a habilitation officer, who provides vital support in terms of mobility, independence and self-advocacy skills.

A QTVI’s role is varied, but they can support with functional vision assessments, link in with other professionals, help with required equipment and teach specialist skills (Braille, for example).

As a QTVI myself, I know how important it is that blind and partially sighted students continue to be supported into further education. But I also know that, at this stage of education, input can vary.

Some students may have an EHCP and the college will have hopefully been involved in the transition process and be aware of the students’ needs.

However, sometimes students move to FE with no EHCP. Sometimes the amount of available QTVI time varies. At the same time, there is a change in expectations on the student in terms of independent learning and course formats which can cause significant challenges for them.

To prevent these challenges, all students with vision impairment should have access to the necessary specialist support, such as from a QTVI and a habilitation specialist.

A learning provider can also think about how courses are delivered, by making information and resources accessible and ensuring students have the right equipment to access their course.

There is a wide range of guides and online information and advice that can support both students and colleges to make the most of their FE experience.

For example, Thomas Pocklington Trust (TPT) in partnership with RNIB, has created new guidance for further education providers. The guide, which contains helpful tips and checklists for colleges, is also useful for students and families.

It is important that they have the opportunity to tell learning providers what works for them

At FE, more than any other stage of education, students should be involved in their own learning experience.

The impact of inadequate support at this point in a young person’s educational journey can be very damaging to their ongoing academic success, wellbeing and future prospects.

It is important that they have the opportunity to tell learning providers what works for them and what doesn’t, and what they need to be in place in order to access their chosen course and succeed.

Students with vision impairment have the same ability, aspirations and potential as their peers. They just need the right support to achieve it.

Many of the skills and behaviours in creative digital qualifications are transferrable to the STEM sector, writes Ann Marie Spry

An estimated 11 million adults in the UK are now eligible to obtain a new qualification for free to help them gain in-demand skills. But it’s more urgent than ever that we address the creative digital skills gap through specifically designed digital courses.  

I recently attended a webinar hosted by the Prince’s Trust that looked at the impact of the Covid-19 crisis on young people. It is quite clear that there continues to be a missed opportunity to extend the lifetime guarantee list.  

My definition of young people takes us beyond the typical 24-year-old boundary and extends to individuals who are well into their 30s, with the working age increasing over time. 

Both industry and the government understand that only a large-scale skills programme can safeguard jobs as we recover economically. Free qualifications for adults are an excellent way to enhance career prospects and enable people to secure rewarding careers.

Nonetheless, education always has more impact when it really engages the learner because it is something they care about and enjoy.

Meanwhile, employers cite behaviour traits and transferable skills as vital to long-term sustainable employment – not a specific qualification.

‘Many skills are the same as in computing qualifications’

With under-25s accounting for three in five jobs lost, youth unemployment is due to climb considerably, even as the economy recovers. Now, more than ever, it is paramount that people gain access to life-changing education, particularly in areas that are not covered by the list.

I believe that including a broader range of qualifications would address both the needs and interests of potential students and the transferable skills element for employers.

Through digital creative provision, we can adapt to the new economic landscape we now face in the coming months and years. 

Many of these skills acquired are exactly the same as those in computing qualifications, with the added bonus of creativity, collaboration and innovation, developed by design. Music and film production, and editing, are other great examples. 

Strong policy reform, not only focusing on displaced workers but also looking at youth employment, will be key to ensuring opportunities for all. Central to this will also be small businesses as they will primarily be the key link to job creation.

Furthermore, employers need to work closely with the FE sector to understand and address gaps in the market. A more focused and agile approach to the curriculum will help ensure that workforce development is driven by creating opportunities to upskill.

The government’s own press release for the lifetime skills guarantee references The Squiggly Career by bestselling author and business leader Helen Tupper.

The premise here is that the old way of looking at the linear “training to career” path is outdated and being replaced by more flexible, organic and responsive journeys to success. 

‘We need to be future-proofing learners’

The ability to adapt, innovate and self-organise are key characteristics of creative students. When you add the greater self-confidence, self-understanding and enhanced communication skills that come with an arts education, you are future-proofing adults to enter this new landscape of employment.

A report called “10 reasons why arts and culture make a difference to young people’s lives” by the Arts Council identifies that arts and culture promote economic growth. The arts teach entrepreneurial abilities that are key to the future of engineering and the economy.

As a result, businesses that deploy STEM and art skills (STEAM) experience faster sales growth than STEM firms.

The increase in automation means that the jobs of the future are likely to require skills only humans can bring, such as empathy, creativity and enterprise.

There is strong evidence that involvement in arts and creativity increases cognitive abilities, critical thinking, problem solving, teamwork, communication and social competency. It also creates a higher chance of sustaining employment into later life.

We need the government to review the list to encourage organisations and awarding bodies to make more qualifications accessible, and designed to take into account employer needs, with more choice for learners that address skills gaps.

I therefore urge the Department for Education and devolved authorities to build a much broader offer.