10th Teachers and Advisers Conference

Edge Hill University

Friday 5th May 2017

Virginia Isaac

Chief Executive

Agenda

2

The Fourth Industrial Revolution

Current context

Evidence and Research

Career Planning

Agenda

Supporting young people

A different world!Jobs of the past

A different world Jobs of the past

A different world Jobs of the past

Is this all we need?

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What do we mean by 4IR? (1)

• First Industrial Revolution (18th – 19th centuries)

• Built on water and steam to mechanise production

• From agrarian to industrial and urban. Iron and textiles and steam engine played a central part

• Second Industrial Revolution (1870 – 1914)

• Electric power created mass production

• Expansion of steel, oil and electricity. Major technical advances –telephone, lightbulbs, internal combustion engine

• Third Industrial Revolution (1970s – )

• Digital revolution – move away from analogue, electric and mechanical devices to digital technology

• Personal computers, internet, ICT

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What do we mean by 4IR? (2)

• Fourth Industrial Revolution (Now!)

• Builds on digital revolution – convergence of physical, digital and biological

• Internet of things, machine learning, big data, 3D printing, autonomous vehicles

• Billions of people connected by mobile device

• Unprecedented processing power, storage capacity and access to knowledge. Scale and scope very different from first three IRs

• Potential to disrupt all industries.

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Doctor Apps

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Will robots take the job of a GP? Picture by Martin Godwin for The Guardian

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Skills vacuums? Need for flexibility

Consideration of careers important for HE choiceA changing world

• Body part maker

• Nano-medic

• GM or recombinant farmer

• Elderly wellness consultant

• Memory augmentation surgeon

• ‘New science’ ethicist

• Space pilots, tour guides and architects

• Vertical farmers

• Climate change reversal specialist

• Quarantine enforcer

• Virtual Lawyer

• Weather modification police

• Classroom avatar manager

• Alternative vehicle developers

• Narrowcasters

• Waste data handler

• Virtual clutter organiser

• Time broker / time bank trader

• Social ‘networking’ worker

• Branding managers

Jobs of the FutureJobs of the Future

Context

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• Patchy provision in schools and colleges in the UK. Budgets tight.• Recognition that ‘something must be done’ by education, business and

government. CBI, AOC, NFER, Ofsted Education Select Committee, Sutton Trust, etc.

• Delayed ‘Careers Strategy’ and delayed new Statutory Guidance*• Quality Award, Destination stats, incentives for schools, greater

coherence• Remit and influence of the CEC – establishment of network of Enterprise

Coordinators and Advisors. Emphasis on employer talks and mentors for YP• Theresa May Post Brexit Industrial Strategy £170 million - implications• Emphasis on professionalism by CDI esp. importance of qualified Careers

Advisors.• Initiative of Teach First and move to embed careers more in the curriculum• Evidence from universities of deterioration in careers preparedness of

applicants• ‘Planning for Success’ Findings. Focus on a Career Plan

Industrial Strategy Pge 39

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‘Fifth, we need to do more to empower students,parents and employers to make confident and informed choicesabout their education and careers options, whether they are in schools, technical education or higher education. The quality of careers advice is a particular issue for disadvantaged students who lack the social capital to get adviceor work experience opportunities via family members’

PISA Life Satisfaction Survey 2015 published April 2017

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KEY FINDINGS - negative

540,000 pupils aged 15 in 72 countriesBritish students rank in the bottom 10 for life satisfactionOnly 28% said they felt very satisfied (average 34%)British children are on-line more than almost any other developed countryNearly 1 in 4 15 year olds in the UK are considered to be extreme users, Spending 3 times longer (6 hours a day) than other countriesCan be cause of sleep disorders, obesity, stunted academic attainment, Depression and difficulty forming real life relationships.

PISA Life Satisfaction Survey published April 2017 Bottom 10

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38 United Kingdom 6.98

39 Greece 6.91

40 Tunisia 6.90

41 Italy 6.89

42 Beijing-Shanghai-Jiangsu-Guangdon (China) 6.83

43 Japan 6.80

44 Macao 6.59

45 Taiwan 6.59

46 Hong Kong 6.48

47 South Korea 6.36

48 Turkey 6.12

PISA Life Satisfaction Survey 2015 published April 2017

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KEY FINDINGS – positive

Students feel happier if they –

feel part of the school community

have a good relationship with parents and teachers

have high levels of intrinsic achievement motivation

PISA Life Satisfaction Survey published April 2017 Top 15

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Rank Country Average1 Dominican Republic 8.502 Mexico 8.273 Costa Rica 8.214 Croatia 7.905 Finland 7.896 Colombia 7.887 Lithuania 7.868 Netherlands 7.839 Iceland 7.8010 Russia 7.7611 Montenegro 7.7512 Switzerland 7.7213 Thailand 7.7114 Uruguay 7.7015 France 7.63

PISA Life Satisfaction Survey 2015 published April 2017

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Internet Usage

91% of 15 year olds have access to a cell phone connected to the internet61% had access before they were 1018% had access aged 6 or underAverage usage is 2 hours a day (school day), 3 hours a day (non-school day)Extreme users (26% in UK) are on line over 6 hours a day and scored 30 points in all subjects

88% said Internet great resource for obtaining information84% said useful to have social networks on internet61% forget time when using the internet54% feel bad if no access to the internet

Extreme internet users have negative relationship with life satisfaction

The Paradox of Choice - Why More is Less Barry Schwartz

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• Students are customers shopping around for courses as if in a shopping mall

• Harvard – 220 courses (Historical Study – 44) endless selection of joint Masters

• Princeton – 350 courses• Stanford – considerable flexibility – students plan their own

programme

“Students are forced to make choices that might affect them for the rest of their lives at a point in their intellectual development when they may lack the resources to make them intelligently”

Eliminating choice reduces stress, anxiety and busyness and helps psychological and emotional wellbeing

BIS Survey Planning for Success IFF)

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• 7,000 students 2.5 years after graduation – broad rage of universities

• Majority of students employed in graduate job – BUT• Most likely were those who –

• Were middle class• Had used the HE Careers Service• Had a Careers Plan BEFORE or during university

• TEF• Employability – Career Outcomes• Retention/Drop out rates• NSS

Need for Applicants to be CAREER AWARE and for HEIs to reassess involvement in pre-entry careers guidance

Career Decidedness (CD) Dr. Bob Gilworth - Director of The Careers Group, University of London& AGCAS Director of Research

Readiness to engage with career management

• Decide, Plan, Compete

Please select the statement which best represents your current careers position:

I am not ready to start thinking about my career yet (Decide)

I have no career ideas yet but want to start thinking (Decide)

I have some ideas about my career & am ready to start planning (Decide)

I have a career in mind & intend to gain relevant work experience (Plan)

I know what I want to do but not sure how to get there (Plan)

I want to spend a year gaining experience (Plan)

I am ready to apply for graduate level / professional opportunities (Compete)

I am ready to apply for further study (Compete)

I have been applying for opportunities & have not been successful (Compete)

I have a job, further study or my own business plan confirmed (Other)

Visualising the ‘journey’Dr. Bob Gilworth - Director of The Careers Group, University of London & AGCAS Director of Research

All students

Decide

Plan

Compete

Other

1st year

Decide

Plan

Compete

Other

2nd year

Decide

Plan

Compete

Other

Final year

Decide

Plan

Compete

Other

Employability Experience (EE) Dr. Bob Gilworth - Director of The Careers Group, University of London & AGCAS Director of Research

I have gained work experience through (select all that apply):

a placement year during my degree

a summer internship with an organisation

a vacation internship (not summer) with an organisation

work shadowing

a short placement as part of a University module (e.g. 10 or 20 credit module)

part time work alongside my studies

a holiday job

volunteering

a position of responsibility in a club or society

full time work prior to my course (two years or less)

full time work prior to my course (more than two years)

self-employment / running my own business

I have no work experience to date

Career PlanningIn the US – having a Careers Plan is a pre-requisite to acceptance at university

Self Awareness

Opportunity Awareness

Decision Making

Implementation

Transition

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All university and college entrants should have…

A clear idea of their values, strengths, capabilities and interests

An understanding of the content of their course and the career sectors for which it might be suitable

A good understanding of the job sectors and opportunities and the way jobs might change in the future

Confidence they have, or can acquire, the skills to equip them to compete in the labour market

An appreciation of aspiration, enterprise and entrepreneurship

Confidence that they are able to plan for their future Be ‘Career Aware’ Have a career plan and be career confident

Consider link between subject, course and career paths

Develop career plans

Employability Journey

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Middle School Students

Careers Investigator Developing self awareness Explore current career and

personal aspirations

Senior School Students

University/College Students

Build knowledge of how to progress to identified career plans

Develop employability skills Understand labour market info Gain work experience, participate in internship Understanding about transferrable skills

First Job

Share experiences through testimonials and vblogs

Further career skills development

Job Search and Applications

Job market research Graduate career options

and availability CV development &

interview practice

Awareness of different occupations and skills

Primary School Students

ILLUSTRATIVE

Student Journey

Persistence Negotiation skills

Self-discipline Open to learning

Reliability Study skills

Adaptability Time management

Empathy Problem solving

Social skills Self control

Communication skills Curiosity

Trustworthiness Self confidence

Goal directedPersistence

MotivatedNegotiation skills

What do we mean by non-cognitive skills?Integrating non-cognitive skills in the curriculum

THANK YOU!WELCOME

v.isaac@inspiringfutures.org.uk