Recent research from the Prince’s Trust has revealed some alarming statistics about the young people in Britain. Nearly a fifth of young people “think they will amount to nothing”, and 43% of young people don’t feel prepared to enter the workforce when they leave Secondary education. When the research moves to industries, it is evident that 67% of employers don’t feel like school-leavers have the necessary soft skills (communication, teamwork, resilience) to thrive in the workplace.
At the end of 2017, apprenticeship and skills minister Anne Milton released the Careers Strategy, outlining practical solutions in order to create a thriving careers system that is accessible to “everyone, whatever their age, to go as far as their talents will take them to have a rewarding career”.
How best to prepare students for the shrouded world ahead of them? Here, we present a few of the insights put forward in the Innovate My School Guide 2017/18...
The world of work is changing, as the types of jobs and industries change in response to economic, societal, global and technological developments. This means that we cannot say with any certainty what jobs today’s young people will find themselves in in five, 10 or even 20 years’ time. What we can do, however, is ensure that the younger generation are prepared for this uncertainty. By instilling them with the core, transferable skills that will be needed in the 21st century workplace, we can help them to be ready for whatever industry they choose to enter, allowing them to thrive in a changing environment.
Digital leaders can be a great way to raise the profile for the effective, creative and safe use of technology in schools. It can be a great way to equip children with the enterprising and life skills needed in the future. Not only could the role of being a digital leader build their confidence and self-esteem - it would also be of benefit to teachers across the school.
Exploring student futures is imperative to developing a successful education system. It is a crucial part of answering the question: “What is education for?” - a question which, against all reason, often seems to get neglected. This is bewildering to me; after all, how can there be a hope of providing quality education to children and young people without being very clear on the end goal? This is akin to asking Usain Bolt to compete in a sprint race, without giving him an indication of the finish line or the time he is expected to complete it in.