1. Skills Development Scotland and the Labour Market Planning for Choice and Changes Youth Transitions

2. Curriculum for Excellence & LMI

3. Responsibility for All Health & Wellbeing across learning Literacy across learning Numeracy across learning Responsibility for All Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland

4. Responsibility for All Health & Wellbeing across learning Literacy across learning Numeracy across learning Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland

5. Planning for choice and changes Mental, emotional, social and physical wellbeing Physical activity and sport Relationships Health & Wellbeing across learning Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland

6. Experiences and Outcomes TechnologiesHealth & Wellbeing SciencesMaths Expressive Arts Religious and Moral Education Social StudiesLanguages Across the Curriculum Source: Curriculum for Excellence: Experiences and outcomes, Learning & Teaching Scotland

7. Responsibility of all EARLYFIRSTSECONDTHIRDFOURTH In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my learning HWB 0-19a Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. HWB 1-19a Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. HWB 2-19a I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning. HWB 3-19a Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions. HWB 4-19a I can describe some of the kinds of work that people do and I am finding out about the wider world of work. HWB 0-1-20a I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 2-4-20a Across the curriculum

8. In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my learning HWB 0-19a Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. HWB 1-19a Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. HWB 2-19a I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices alearning. HWB 3-19a Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions. I can describe some of the kinds of work that people do and I am finding out about the wider world of work. HWB 0-1-20a; I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 2-4-20a

10. School-to-Work Transitions

11. Question: In 1976, 74% of 18 year olds went straight into employment. How many went into employment in 2009? 60% 50% 40%

12.     20091976 40 years ago, 7 out of 10 young people went straight into jobs Now it’s only 4 out of 10 Source: Wolf, A. (2011) Review of Vocational Education - The Wolf Report, Department for Education

13. Question: Where are pupils most likely to go after they leave school? Higher Education Further Education Training

14. Question: Where are pupils most likely to go after they leave school? Source: National School Leaver Destinations (Initial Destinations), 2011-12, Skills Development Scotland

15. Question: How much more do you earn if you have Highers, compared to someone with no qualifications? 52% 32% 12%

16. 32% Note: Calculated from UK median gross hourly pay rates. (22-64). Original data uses English qualifications; adapted with Scottish equivalents: A-Levels or equivalent (e.g. Higher) GCSE grades A* - C or equivalent (e.g. Standard Grade 1-3) Higher Higher Education Degree Other qualifications No qualification 79% 40% 12% -13% -20% Standard grade 1-3 0% Base to compare Source: Labour Force Survey, Jan-Mar 2014, UK

17. Statement : The fewer qualifications you have the more likely it is that you will be unemployed TRUE FALSE

18. The higher qualified you are, the more likely you are to be employed... Source: Labour Force Survey, Jan-Mar 2014, Scotland Levels 1,500,000 1,000,000 500,000 No qualifications Other qualifications Standard Grades A*-C or equivalent Scottish Highers or equivalent Higher Education, degree or equivalent Employed ILO Unemployed Inactive

19. ...and are likely to earn more. Both with academic qualifications... Source: Futureskills Scotland/Walker & Zhu (2007)

20. ...and vocational qualifications. Source: Futureskills Scotland/Walker & Zhu (2007)

21. Question: How many employers thought the school leavers they recruited were well prepared for the world of work? 1 in 2 2 in 3 3 in 4      

22. This perceived preparedness increases with the time spent in education, with university leavers seen as better prepared than school leavers. UK Commission’s Employer Skills Survey 2011, Scotland Results. December 2012

23. Question: How many times is someone in their early 20s to 30s likely to change jobs? 0 3 7

24. Job Occupation Sector 3.5 times 2.5 times 1.8 times Over the period 1998-2008, those in their 20s to early 30s and in employment changed: In the cohort of employed young people born in 1991: 62% 40% changed sector in the one year interval between age 17/18 and 18/19. also changed their broad occupational level. Source: Review of Vocational Education – The Wolf Report, 2011: 37

25. 18yrs 11.3 jobs 46yrs24yrs 50% Source: U.S. Bureau of Statistics (2012), Number of Jobs Held, Labor Market Activity, and Earnings Growth among the Youngest Baby Boomers: Results from a Longitudinal Survey Number of jobs held over a lifetime...

26. In other words, young people change what they are doing frequently, and the changes are major ones. Source: Review of Vocational Education – The Wolf Report, 2011: 36

27. Until the 1970s Britain’s school-leavers did not need any qualifications in order to obtain employment… Source: Roberts, K. and Atherton, G., Career development among young people in Britain today: Poverty of aspiration or poverty of opportunity?, International Journal of Education Administration and Policy Studies Vol. 3(5), 2011: 62

28. Demand and employment patterns are changing…

29. Take Home Point Young people’s transitions are getting longer and more complex. New skills are needed to manage this extended process. 1

30. Career Management Skills

31. “The concept of CMS recognises that career development is based on individuals moving around in a fluid labour market.” Source: Career Management Skills (CMS) Framework for Scotland, Skills Development Scotland 2012

32. 1. Self 2. Strengths 4. Networks 3. Horizons  YouThe World of Work What you’re good at Who you are Being aware of the opportunities out there Being aware of who can help you Source: Career Management Skills (CMS) Framework for Scotland, Skills Development Scotland 2012

33. 1. Self 2. Strengths 4. Networks 3. Horizons  YouThe World of Work reflect on my strengths and skills to help me make informed choices when planning my next steps develop my self-awareness, self-worth and respect for others learn about where to find help and resources to inform choices meet challenges, manage change and build relationships Source: Curriculum for Excellence: Health and wellbeing : Experiences and Outcomes, p1, Learning & Teaching Scotland

34.  Curriculum for Excellence The world of work  Planning for Choice and Changes Career Management Skills

35. Take Home Point Planning for Choice and Changes is CMS applied to the world of work 2

36. School Leavers and the World of Work... Nothing in Common?

37. Question: According to a 2009 report*, what was the top occupational preference of those in S1 Teacher Performing Arts (Singer/Dancer/Artist) Professional Sports Player Source: Atherton, G., Cymbir, E., Roberts, R., Page, L. & Remedios, R. 2009. How Young People Formulate their Views about the Future – exploratory research. London: Department for Children, Schools and Families.

38. Supply and Demand Source: Atherton, G., Cymbir, E., Roberts, R., Page, L. & Remedios, R. 2009. How Young People Formulate their Views about the Future – exploratory research. London: Department for Children, Schools and Families.

39. Supply and Demand Source: Atherton, G., Cymbir, E., Roberts, R., Page, L. & Remedios, R. 2009. How Young People Formulate their Views about the Future – exploratory research. London: Department for Children, Schools and Families.

40.  The World of Work You Source: St Clair, R., Kintrea, K. & Houston, M. 2011., The influence of parents, places and poverty on educational attitudes and aspirations. York: Joseph Rowntree Foundation. “ there was little correspondence between young people’s aspirations and expectations......[and] the structure of [local] labour markets”

41.  This leads them to develop aspirations that are neither determined by their ability nor based on a comprehensive understanding of the types of jobs available. Students are not fully aware of the diversity of jobs available in different sectors. Source: Norris, E. 2011. Not enough capital. Exploring Education and Employment Progression in Further Education. London: Royal Society of Arts

42. Take Home Point If young people develop aspirations without also developing a knowledge of the world of work, they may fail to experience smooth school-to-work transitions. 3

43. Partnership Working

44. Statement: More than 6 months unemployment before the age of 23 reduces the wage at 42 by... 5% 10% 20% Source: Gregg, P. & Tominey, E. (2004) The Wage Scar from Youth Unemployment, CMPO, The University of Bristol

45. Long term consequences of youth unemployment... 2342  The longer unemployed when young... The bigger the reduction in wages... More than 6 months unemployment before the age of 23......damages the wage at 42  Not unemployed when young Unemployed when young £ Earns 13-21% less Source: Gregg, P. & Tominey, E. (2004) The Wage Scar from Youth Unemployment, CMPO, The University of Bristol

46. 50  “Youth unemployment lowers wages and happiness over thirty-five years later......and the more months of unemployment when young, the bigger the effects.” Source: Bell, D.N.F. and Blanchflower, D.G., Youth Unemployment in Europe and the United States, IZA Discussion Paper No. 5673, April 2011...and at

47. Destination, Destination, Destination “Being NEET has a long run, persistent effect. Being in any kind of work… is better than being NEET in terms of individuals’ long run, decade long outcomes.” NEET = Not in Employment, Education or Training Source: Wolf, A. (2011) Review of Vocational Education - The Wolf Report, Department for Education

48. Teachers & Parents are the biggest influence on career choice from a very young age in terms of exposure. Foskett, Nicholas and Hemsley-Brown, Jane (2001) Choosing Futures: Young people's decision-making in education, training and careers markets, London, UK, RoutledgeFalmer, 244pp.

49. 2. Strengths What you’re good at 1. Self Who you are 3. Horizons Being aware of the opportunities out there 4. Networks Being aware of who can help you Source: Career Management Skills (CMS) Framework for Scotland, Skills Development Scotland 2012

50. “Career Management skills should be set within establishments’ wider approach to learning, skills development and personal development” Source: Building the Curriculum 4: Skills for learning, skills for life and skills for work

51. The Curriculum for Excellence Management Board “...the senior phase can only be successful if local authorities, schools, colleges and their partners work together on the planning and delivery.” Source: Curriculum for Excellence – the Senior Phase: A Statement from the Curriculum for Excellence Management Board

52. Summary Points 1.School-to-work transitions are getting longer and more complex 2.Without being aware of the world of work, these transitions are potentially problematic 3.Career Management Skills help plan for transitions into and through the world of work 4.Careers advisers and teachers working together can help secure positive transitions and destinations for young people

53. Skills Development Scotland and the Labour Market Planning for Choice and Changes Youth Transitions