SELB Post 16 Options Information

More opportunities for apprentices

2011-05-04T12:25:00.000+01:00

Northern Ireland Electricity (NIE) has launched its biggest apprenticeship recruitment campaign to date. Twenty apprentices were taken on last year; it is hoped to recruit twice that number in September 2011!

Government targets for renewable energy and an extensive programme of network refurbishment over the coming decade means that NIE has to increase its number of skilled engineers, craftspersons and technicians.

The apprenticeship programme welcomes applicants from the age of 16 with a minimum of 4 GCSEs passes at grade C or above including Maths and English Language or equivalent.

The NI training centres are based in Campsie, Co. Derry, Ballymena in Co Antrim and Craigavon in Co. Armagh.

As the apprenticeship progresses on-the-job training becomes increasingly important. Apprentices are placed within productive work teams on site in order to maximise their skills and knowledge and prepare them for their future job roles within the sector.

FAO: Head of Careers; Heads of Years, parents and students

This particular material has arrived from CareersBox, April 2011

Vocational Learning

Vocational training is a more hands-on way of learning; offering a good combination of work and education. Vocational courses such as apprenticeships allow learners to gain qualifications like Technical Certificates, NVQ's, BTEC's and Diplomas which can be just as valuable as traditional qualifications like GCSE's and A-Levels, but the qualifications are more practical and usually more relevant to the real world of work.

To hear what current students think about young apprenticeships, BTEC's and Diplomas take a look at our brand new collection of vocational films.read more

BAM Nuttall Advanced Apprenticeship in Civil Engineering

Starting in late October, this Apprenticeship trains learners as a Civil Engineer or a Quantity Surveyor. After 2 - 3 years apprentices gain a nationally recognised qualification ready to begin a career in this exciting industry.

These apprenticeship opportunities are for 16-24 year olds with at least 4 GCSE's (Grade A* - C) including Maths, English and Science.

For full details on the qualifications that BAM Nuttall apprentices will gain, routes for further progression and how to apply click here read more

Vocational Careers

It's not all mechanics and engineering. Here's a small selection of vocational career case study films that you might not have thought about to give you, your colleagues and students a better understanding of some vocational career paths. The short film covering each of the jobs are available from the previous website:

Hair Stylist: Chef: Childminder: Fitness Instructor: Actor: Audio Visual Technician.

BREAKING NEWS - BT Apprenticeships application window now open!

Careersbox can exclusively reveal that the application window for the award winning BT apprenticeships is now open.

This is the second wave of their 2011 apprenticeship recruitment campaign and is for roles including Customer Design and Support; Customer Engineering and Delivery; Customer Handling and Management; and Customer Vehicles and Logistics. The apprenticeships are based nationwide.

Create your own Careers Week poster

A number of Careersbox users have been running their own Careers Week throughout different stages in the year. To support this promotion of Careers Education, Information, Advice and Guidance (CEIAG) we're giving you a template to create your own Careers Week poster.

Simply download and save the Word document, type in the dates of your event, save, print and promote.

The changing landscape of CEIAG

The Department of Education has just announced the role of schools and local authorities in careers guidance going forward. Although it might sound like they are distancing themselves from CEIAG, we see it as an exciting opportunity.

This is a great chance to create, discover and share new CEIAG resources and best practice delivered through new forms of communication.

Thanks to the internet and innovative forms of new media there has never been such a varied array of careers information and resources so easily available and accessible at the click of a mouse (or touch of a screen).

Careersbox continues to deliver FREE resources and labour market film media for the careers arena. We have some exciting new films and revolutionary careers tools on the horizon which we hope will further help you deliver quality CEIAG.

In parallel with the practical training apprentices will also study for a BTEC National Certificate in Electrical Engineering and a QCF diploma in Electrical Power Engineering.

For more information about apprenticeships at NIE read more

For an application pack read more

Writing in the Guardian (12th April 2011), Janet Murray provides an insight into how vocational training can lead to degree-standard qualifications. She also points out how young people and employers often ignore the benefits of apprenticeships.

There is no doubt that vocational learning has never managed to attract the same level of interest as either GCSE or A levels. Though well intentioned, the previous Government's target for getting 50% of the 18 to 30 years into Higher Education may be partly to blame for this. For some, vocational routes such as apprenticeships are still seen as second best to academic qualifications. Herein lies the real challenge for career practitioners in bringing this very creditable option to the attention of staff, parents and pupils in the school.

With the Government planning to open University Technical Colleges the tide may be turning. Here pupils can attend from the age of 14 to do work-based learning alongside core academic studies such as English, maths and science. It has also pledged to create more than 100,000 additional apprenticeships over the next five years and introduce nationally recognised standards for all new apprentices.

Many people are unaware of the career prospects and earning potential of apprentices which can far outstrip that of graduates. According to a Department of Education and Skills study carried out in 2007, those with a level 2 apprenticeship (equivalent to GCSE) earn in excess of £73,000 more over a life time compared with those who have other level 2 qualifications or below.

Young people and their parents are often unaware that vocational courses go beyond level 3 and 4 (equivalent to A levels). In fact, there are opportunities to progress to levels 4, 5 and 6 (degree equivalent and beyond). Promoting these qualifications could certainly help boost the image of vocational careers.

It is most interesting to read how many members on the board of a successful company have actually began their working lives as apprentices.

Perhaps if a little research was done both locally and nationally to bring this to the attention of pupils, parents and staff in school, much benefit might arguably be gained in placing vocational learning on a creditable platform.

Consider countries like Singapore, Finland and South Korea, who have an excellent record on skills, They have all challenged this idea that young people have to go from school to university to be successful in life. Their educational philosophy is that young people go and get a skill or trade that ultimately might lead to university because' learning leads to learning'.

Finally, I would encourage our career practitioners to source those individuals who, having begun from the origins of apprenticeship training, are now highly successful in their own business/commercial field. It's all about going out and getting people to tell their story; the dream, the struggle and the prize. Promote the prize and the struggle will become less significant.

Concern at the numbers taking sciences

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Ina recent article from the Guardian (15.02.2011), the education editor, Jeevan Vasagar, describes how the Royal Society is calling for A-levels to be overhauled to tackle the declining number of teenagers studying sciences.

Across the UK, just 17% of 16 to 18 -year olds took one or more science A-levels in 2009, a report by the society says, and British universities produce fewer than 10,000 science graduates each year. It is calling for a broader qualification that would give more teenagers the chance to pursue science and maths as part of a whole course of study.

The report indicates that an increasing number of schools in England do not enter any candidates in physics or maths. The picture is different in Scotland where 90% of schools enter students for physics.

It would be interesting to find out where NI sits in relation to the figures for England and Scotland.

A decreasing number of FE colleges are offering physics, no doubt under pressure not to offer classes to small numbers.

There is real difficulty in replacing physics teachers who retire. Fewer taking physics and maths at university results in fewer graduates with the knowledge to be science and maths teachers.

The report calls for an A-level style bacculareate that would allow teenagers to study science and maths alongside other subjects. Commenting on the findings the chair of the Royal Society education committee, Athene Donald said;

At a time of economic uncertainty, when science and scientists can play a key role in revitalising the UK's financial outlook, it is deeply worrying to find that numbers of A-level science students are at such low levels. There can be no doubt that the lack of science and mathematics specialist teachers play a significant role.

Schools minister Nick Gibb said recently:

As other countries make vast improvements in science and maths education, the UK continues to fall down the league tables and we now languish at 27th in the world for maths, and 16th for science.

Why do science graduates go into the City?

In the previous piece Jeevan Vasagar was lamenting the dip in the number of young people taking on the key sciences. In the next article, Jonathan Black, director of career service, Oxford university poses the questions that even when young people follow a science route a significant number fail to follow through into purely scientific careers.

The current Government has put financial considerations at the heart of students' decisions about HEd: why should the Government be surprised when students select their careers on the same financial basis?

Quite regularly in the news media the shout goes up from say a leading engineering employer that his organisation has a dire need for skilled people but such people cannot be sourced in the developed world! Students are voting with their feet: engineering companies pay about £25,000 starting salaries whereas City firms pay anything from £35,000 to £45,000. The government cannot really be surprised if students select the fastest career option to pay off their unwelcome debt. The primary solution for engineering companies is simple: if they offer market rates they will arguably attract more talent.

Ministers appear frustrated that certain groups, notably those studying STEM subjects are not advancing to STEM careers. 'Pay the best to get the brightest' could be applied to scientists and mathematicians. One could argue that government investment in companies working on climate change, transport, energy and health care is at least as important for the UK's economy and well being as its recent investments in financial services.

Lesson Idea

Making the case for science subjects needs to start when pupils arrive in post primary education. Examine the current strategy within your own school. Suggest to the pupils that they develop a strategy given the importance of sciece to the UK economy.Compare the difference.

Resources and downloads

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The Guardian newspaper is embarking on an exciting new project that will give teachers access to 70,000 pages of lesson plans and modern interactive teaching materials, absolutely free. From Saturday 15.02.2011 any teacher can access the vast repository of free resources read more

The resources include;

Whiteboard activities
Extensive video and game-style content
Animated Guardian materials

All the content is developed by classroom teachers to address specific curriculum objectives and all has been designed by skilled web developers to run easily and work simply.

The reason the material has been made available is that the future for digital learning will lie, not in 'solid state' material, but in the content that individual teachers and students can manipulate and order to suit their own needs, in their own time.

It's now up to teachers to build and adapt the material to suit themselves. Registration is easy. To sign up go to the following website read more

FREE CAREERS ADVICE

Careers Advice magazine - new for 2011!

Get Smaart digital e-magazine out now. Forward to your students by

emailing to their dedicated school email address
forwarding to link to your tech department to put on school intranet/website

For more information read more

We're celebrating careers guidance from 7th - 11th March

For a whole week in March Careersbox, the National Careers Film Library, will be celebrating the world of careers advice and guidance and we hope that you will be able to celebrate it with us.

Each day we will be sending you free careers resources and case study films to help you promote the importance of quality IAG and to inspire a new wave of job seekers as they take their first steps into the world of work.

Involving Parents in careers

Parents are one of the key influencers to students, especially as they venture into the job market for the first time. That's why we want you to let them know about our Parent Careers Club read more

This Careers Week we want to help by giving parents better resources and increasing their understanding about education routes and careers.

Bridging the gap between education and employment

In our January update Careerbox asked you to tell us which employers you would most like to engage with. The response was fantastic and we were able to link up a number of schools with their chosen employers. City of Bath College told us they wanted to engage with Dyson and the BBC, and we made it happen.

If you are keen to engage with a local employer let us know by contacting read more schools@careersbox.co.uk.

Exclusive apprenticeship news!

After a successful Apprenticeship week earlier this month (February) we are delighted to exclusively reveal that BT will be recruiting for a number of apprenticeships across their business with start dates in September. Students can register their interest for these forthcoming opportunities now at read more

Full details will be available in March. Until then you can check out the 'BT Value of Apprenticeships' film and, if you've not seen it already, our 'Understanding Apprenticeships' information film too.

And finally... we've recently made searching our library of films easier with a list of all the job profiles which you can work your way through to find the role of most interest to you.

The latest issue of Connect Magazine is now available

Our free magazine is packed full of news and articles especially for everyone involved with the environmental and land-based industries read more

Each issue keeps you up-to-date with the things that matter to you and your business, such as training, funding and career opportunities.

Our latest issue includes stories about:

• Q and A with Lantra's new Chair - Find out more about Valerie Owen OBE

• All about Apprenticeships - A special feature discussing how Apprenticeships work and why you should get involved

• Plus many more news stories

Read the latest issue of Connect Magazine or check out the past issues in our online archive.

Educators Explore Hospitality and Tourism Trends

Representatives from colleges and training providers across Northern Ireland learnt about the latest trends and issues in hospitality and tourism, as the penultimate module of People 1st's Hospitality and Tourism Educators Programme took place last month.

The event, held in Templepatrick, explored trends including social media, food tourism and green tourism. It also included presentations from Martin-Christian Kent, People 1st's research and policy director, who explained the findings of the recent sector skills assessment for Northern Ireland, and Michael Gould, assistant director of the Department for Employment and Learning's skills and industry division, who advised on the latest policies and strategies.

The Hospitality and Tourism Educators programme was developed by People 1st and the Learning and Skills Development Agency, with funding support from the Department for Employment and Learning, to strengthen links between education and industry in Northern Ireland.

The programme is designed for senior managers involved in planning the strategic, practical and long-term development needs of the hospitality and tourism education and training sector. It aims to expose its participants to leading-edge thinking, and develop best practice in training, education and curriculum development that will meet industry needs.

The final module of the programme, covering ‘action planning,' will take place next month.

For more information on the programme, contact read more

Have your say...

Don't forget, we really want your feedback and can't wait to hear your views. Make your opinions heard by getting in touch now. Read more

If Talent has been forwarded to you but you would like to receive it directly to your inbox, please let us know by emailing read more

Preview The Brand New UKSP!

Employers, employees, job seekers and training providers can now get a sneak preview of People 1st's new UKSP website, providing information, advice and guidance on careers, training and vacancies in hospitality, leisure, travel and tourism.

To celebrate Apprenticeship Week (7-11 February) the UKSP team has created an apprenticeship microsite with information and advice for both apprentices and employers, which also includes a short video trailer of the brand-new UKSP website!

You can view the apprenticeship microsite at read more and, by clicking the ‘sign up' option, you will receive an email as soon as the new site is ready to go! Alternatively, you can watch the video trailer on YouTube.

Find out more about all the fantastic resources the new UKSP has to offer, including:

• Career map – a quick and visual guide to the different paths through 14 vibrant industries

• Good Employers – profiles of leading employers committed to training and development

• Vacancies – registered Good Employers can post their latest vacancies

• Talent search – job seekers can promote themselves to Good Employers by publicising their profile

• Industry profiles – detailed overviews of the industries and their Good Employers

• Skills assessment – identifying skills gaps and the best training solutions to fill them

All this and much more on the brand-new uksp.co.uk – coming soon!

Tourism Top of the Agenda in Armagh

The wealth of career opportunities offered by the growing hospitality and tourism industry in Northern Ireland were showcased at a careers event, entitled ‘Think Tourism NI,' in Armagh last month (January).

The event, held at Armagh Public Library, was the first in a series of career awareness events organised by People 1st.

It was attended by careers teachers from schools in Armagh and members of the Department for Employment and Learning careers service, who learnt about the increasing number of jobs being created in the hospitality and tourism sector.

Guest speaker Brian Johnston, tourism development officer at Armagh City and District Council, informed the audience about the tourism developments in Armagh, including the St. Patrick's/Christian Heritage Signature Project. He also reinforced the importance of tourism to the city - in 2009 it was valued at £38 million, with over 600 jobs in the region supported by tourism.

In addition, Dean Coppard, local chef and proprietor of Uluru Bistro in Armagh, shared his knowledge and passion for the hospitality industry.

Commenting on the event, Carol Conlin from Armagh Public Library said: “We were delighted to host the Think Tourism NI event as it provided vital information on careers within Armagh's tourism industry. The library is a major visitor attraction and our next venture, the former registry in No 5 Vicars' Hill, will be opened shortly. Therefore, we want to ensure there is an adequate workforce to maintain and grow the hospitality and tourism industry in the city.”

People 1st's Northern Ireland manager, Roisin McKee, explained the events importance:

“To achieve the predicted growth of tourism in Northern Ireland of 4.5million visitors, with revenue of £1 billion by 2020, it is crucial that we build tourism skills and have a dedicated workforce.

“The Think Tourism NI event was an excellent way of interacting with those in the careers advice service, to ensure they can inform people in Armagh about the career options available in the tourism sector.”

For more information about Think Tourism NI visit read more

The Think Tourism NI event was funded by the Department for Employment and Learning (DEL) as part of the Future Skills Action Group.

E-Skills Update

Get up-to-date on what's happening in the sector, including employment trends, skills issues facing employers and the long-term outlook for the industry.

'Technology Insights 2011' shows technology professional workforce needs 110,000 new recruits this year

Our latest research, published this week, shows employment in the IT industry is set to grow at five times the national average over the next decade, playing a vital role in underpinning economic recovery.

The report shows that demand for IT and Telecoms professionals has increased over the last year. 1.5 million people are currently employed in the IT and Telecoms workforce - equivalent to 1 in every 20 people employed in the UK. 40% of technology professionals are employed in the IT and Telecoms industry itself, while the remainder are spread across every other sector of the economy.

And this demand is set to continue. Employment in the IT and Telecoms industry over the next decade is forecast to grow at 2.19% per annum, nearly five times faster than the UK average, with over half a million new IT and Telecoms professionals needed over the next five years.

This year alone, the IT and Telecoms workforce will require 110,000 new entrants to keep up with demand. Almost half of these will be individuals employed in other occupations moving into IT and Telecoms, while 17% will need to come directly from education.

Just 19% of IT and Telecoms professionals are now under 30

The new research identifies some worrying trends. The proportion of IT professionals under 30 has declined from 33% in 2001 to only 19% in 2010, as the sector increasingly favours experienced workers from other sectors over young recruits from the education system. At the same time, the proportion of those over 50 has almost doubled to 17%.

It also shows that gender remains a significant issue , with women making up just 18% of the IT professional workforce.

Find out about IT Apprenticeships as a great way for employers to develop the next generation of technology professionals

Technology can give £50 billion uplift to the economy

There is good news for the UK economy in 'Technology Insights 2011'. The report shows that technology is the most powerful lever the UK can employ to drive growth and innovation across the whole economy.

While the IT and Telecoms industry alone already contributes £81 billion per annum to the UK economy, 9% of gross value added, 'Technology Insights' finds that by exploiting the full potential of technology, the rest of the UK economy could be boosted by an additional £50 billion over the next 5 to 7 years.

"Continued investment in the IT and theTelecoms sector, and into the skills of those working in it, is vital to securing the UK's economic future."

e-skills UK has published the latest issue of our Labour Market Bulletin, the definitive source of information about changes in the demand/supply of ICT labour and skills in the UK.

A continued decline in the number of 'ready candidates' for ICT positions and an increase in the number of jobs on offer meant increased competition for recruiters during the second quarter of 2010. Advertised rates for ICT staff rose slightly as a result, though actual earnings remained unchanged on the previous quarter.

Key findings also include:

• The number of advertised vacancies for ICT staff rose for the fourth consecutive quarter to 94,000 positions, even as the count of 'ready candidates' (in/out of work ICT staff that were seeking new/additional jobs) declined to 112,000.

• However, the incidence of ICT skills shortages remains at an historically low level, and just 12% of ICT recruiters stated that they had experienced difficulty filling ICT posts during the previous quarter due to a lack of candidates with the required skills, qualifications or experience.

• Long term increases in the demand for certain occupations continue, and as a result, in the near future it may become less easy to recruit for:

Systems Auditors

Systems Developers/ Senior Systems Developers

Business Analysts/Senior Business Analysts

Projects Managers

Senior Test Analysts

Development Team Leaders

• A number of skills were also associated with longer term demand increases and/or above average advertising durations, such as: Sybase; MVS; Coldfusion; Pegasus; Assembler; Axapta and DSP

• The unemployment rate for ICT staff fell to 3.4%, with a comparison figure of 8.3% for the workforce as a whole.

Check out Industry News @ Read more

The following new websites are worth checking out:

Financial Sector:

New resources available.....

The Financial Skills Partnership (FSP) has created a large range of multi-media resources specifically for use by careers advisers. These include the following:

• 24 videos providing real-life case studies about working in finance, accountancy and financial services in Northern Ireland

• 20 qualification maps which show how to enter and progress a career in over twenty different careers options in Northern Ireland

• 30 new job profiles which have been tailored and contextualised for careers in Northern Ireland

• Click here to access the full suite of resources.

The development of these resources was funded by Department for Employment and Learning in Northern Ireland and form part of the FSP Northern Ireland Careers Project and is free of charge for you to use. The FSP is the new name for the Financial Services Skills Council and promotes finance, accountancy and financial services as a career of first choice. The new website address read more

Directions – free online careers guide

The Directions online careers guide provides specialist information on careers in finance, accountancy and financial services. The Directions team works closely with employers to provide the most accurate and relevant information to individuals wanting to enter or progress their career in the sectors. Use our new look interactive online High Street profiling over 75 jobs.

Continuing Professional Development (CPD) for advice and guidance professionals

Directions offers support to careers professionals to help you develop your own granular understanding and knowledge about careers in the sector. For more information visit our services for advice and guidance professionals.

Careers events

We take finance, accountancy and financial services directly to students by delivering careers events. For more information visit our events section on Directions.

Directions e-bulletin

The Directions e-bulletin provides monthly updates on developments in education and training, access to the latest news, research and labour market information as well as revised Directions careers information, along with details of professional development events for education professionals. Register now.

The new website address for Directions read more

Please promote and use this address in your own materials to signpost information seekers to our free online resources.

Contact us on directions@financialskillspartnership.org.uk.

Writing an IT Curriculum Vitae (CV) http://www.arcv.co.uk/

http://www.oxbridgemedicine.com/ provides advice for all those students applying to read medicine at Oxford/Cambridge, from the development of personal statements to the BMAT tests and preparation for the selection interviews.

What do you want to be when you Grow Up?

The advertising spiel for this particular website reads as follows;

WYGU is a social careers guidance, development and mentoring platform that helps you find your perfect career , or help others develop theirs. Whether you're looking for advice or have advice to give, WYGU is the place to learn about careers, share experiences, develop contacts and join the discussion, giving you a real advantage in the job market. To sign up read more

Higher Education News

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The education section of Monday's Irish News (14.02.2011) carried a report from the Committee for Employment and Learning that stated that options for funding higher education must take account of local needs.

The review of student finance, chaired by Joanne Stuart, recommended that the cap on university tuition fees should increase to £5750 a year. Fees would only have to be paid after graduation when the student is earning £21,000 a year.

The education committee were concerned that higher fees might translate into lost opportunities for young people. Will increased fees deter some young people from applying to university? Improving the skills base is vital if we are to attract inward investment and improve the economic prospects overall in the economy. The fees hike is a direct response to the deficit in the Department of Employment and Learning's budget. In its budget the Department said it needed to reduce spending on higher education by £144 million over the next four years.

Writing in Tuesday's EducationGuardian 15.02.2011, Mike Baker hints that young people may be turning their backs on university. This appears somewhat odd given that the latest figures show a record number of applicants. But closer analysis suggests that UK schools-leavers are behaving differently from other groups over university admissions.

Indeed there is mounting evidence that apprenticeships are becoming a more attractive option for many 18 year olds. Should that happen then surely some universities, depending on fees rather than a central grant from government, could face a serious financial squeeze. Current applications are up some 5% , not surprising given that many want to be in higher education in many English universities before the threefold rise in fees in 2012. Despite the rise it is significantly lower than at the same point in each of the last two admission cycles. By last November applications were rising by 11%. Since then applications have nose-dived and by the summer, who knows, there could even turn out to be no rise at all in UK-based applications.

Since the fees rise and subsequent riots it has prompted widespread debate over the value of a degree. This might explain why applications from England were up by only 3.7% compared with applications outside the EU (17%) and from non UK countries within EU by 7.7%. Scotland, where the fees changes do not apply, had a rise of 6.5%. When broken down by age the figures are even starker with a reduction in the number of 18 year old applying in Scotland, Wales and N. Ireland.

One possible explanation for the slowing of applications might be that increasingly, UK school leavers are applying for universities on the European mainland, where fees are much lower (check out previous Blogs on this very subject) and where several institutions are targeting the UK applicants by offering courses taught in English.

More employers are changing their recruitment policies, switching from graduates to training up their own school leavers. The Association of Accounting Technicians is one such employer.

'Could this be the tipping point for apprenticeships?' questions Baker in his article. Applications to Proctor and Gamble's finance apprenticeship for school leavers doubled last year. School-leavers appear to be applying in increasing numbers for apprenticeships. In 2010, some 24,000 applied for the 220 places at BT, while over 65,000 applied for 600 apprenticeships at British Gas.

Job scarcity may account for these figures but there is evidence that employers are switching to school-leaver recruitment. A recent survey by City and Guilds of over 500 companies indicated that over 50% of those already recruiting apprentices believed they offered greater value than graduates. The government has committed itself to create 100,000 new apprenticeships. In the coming months it will be interesting to examine the take up in both apprenticeships and university places.

The sentiments expressed in Baker's article are articulated in the Thursday Essay in the Independent (17.02.2011) where entrepreneur Simon Dolan argues that, not only can one be successful without going to university, but he believes it is a complete waste of time for the vast majority of people who end up going. He claims that many young people are being sold a lie. They are told if they go to university to get a good degree, then they'll get a great job. But the reality is you're not guaranteed a job - let alone a good job - and you'll starting off your life thousands of pounds in debt.

Asking if you can afford to go to university is the wrong question to ask. The question to ask is:

If I go to university will it give me a better chance of getting a good job?

For Simon Dolan, the answer in most cases is no! Notwithstanding the vocational courses such as law, medicine and engineering, he decries the fact that the government have foisted an unhealthy expectation on the young, who, if they don't attend university, they are somehow frowned upon. He envisages the rise in tuition fees as having a positive spin where perhaps the young will think twice about going to university. Furthermore, he argues that there is a lot of merit in people doing things the old-fashioned way - starting at the bottom of a ladder and working one's way upwards. Not only is one picking up valuable experience over time with this approach, but one is already in the marketplace. A lot of university courses have little value in the marketplace. Many people have degrees, quite a number with little market value, and they are no competition for accruing three years of work experience.

What can new students expect?

Life for students of tomorrow will be very different from the traditional image of leafy spires and long summer vacations, according to Richard Garner, education editor of the Independent (17.02.2011)

Will the increased fees be a significant barrier to young people applying to university? How will the university world change to accommodate the class of 2012 and their successors?

Since the previous rise in fees to £3240 the number of young students - under 21 - opting to study via the Open University has grown steadily during recent years.

Earning while learning with students taking full time jobs will increase as will the number of students opting to study close to home thus saving on accommodation costs. Expect too the number of universities that may follow the example of Buckingham University offering two year courses. David Willetts, the Universities Minister, has already indicated he favours a growth in the shorter courses.

Interestingly, KPMG has already announced a ground breaking deal whereby it will pay students £20,000 a year to take its degree course. Under the scheme, 18-year olds will sign a six year contract, splitting their time during the first four years between university and the firm's offices. They will then be guaranteed two years of work with KPMG, ending with a salary of £45,000. Where KPMG have led, more are sure to follow. Could we be entering a scenario where a class divide exists with only those from richer homes taking the traditional approach to a higher education. Are these approaches part of a practical approach to modern higher education which will ensure that as many students as possible take up the opportunity to go to university.

New Law courses at National University of Ireland, Maynooth

The National University of Ireland, Maynooth is offering a suite of undergraduate law degrees open to school

leavers from Northern Ireland.Read more

Situated 15 miles west of Dublin City, NUIM is Ireland’s fast growing university, doubling in size to over 8,000 students since 2004. Achieving national and international recognition in only its first three years of existence, NUIM’s Department of Law is expanding its portfolio of undergraduate degrees to include a four-year, full-time LLB starting this September.

At NUIM Law we appreciate that a successful law graduate is one who has distinguished themselves from their competitors – we take just that approach to being a law school.

The LLB is designed to maximise our students’ ability to compete in the current economic climate. That’s why we offer options that aren’t available at other law schools – options like taking Tax Law, Commercial Litigation and Banking and Financial Law as undergraduate modules. It’s why we make moot court and legal writing an integral part of our undergraduate programme. It’s why we give students the chance to spend a year at a leading Dublin law firm, or a leading law school in the US, France or China. And it’s why those who do best in their assessments will be invited to join the editorial team on the Irish Law Review. An NUIM Law graduate gets experience that other law graduates are unable to offer.

Northern Irish students may apply online through the Central Admissions Office Read more

Full details of all our law degrees are available on our website.Read more

£35 million facility opens in Dundalk

A new facility at Dundalk Institute of Technology which will benefit hundreds of degree students from the north has been opened. The PJ Carroll's Building will house the Institute's school of informatics and creative arts. Dundalk IT is the only college in the Republic that will NOT implement changes to the points system which threatens to make it harder than ever for northern students to win a place.

The new PJ Carroll's Building is a world class facility and is certainly among the top university facilities on the island of Ireland in terms of technology and innovation.

Northern Ireland - two potential areas to consider for job opportunities

2011-05-04T12:22:00.000+01:00

While many still remain sceptical about climate change, evidence points to rising world temperatures. The renewable energy sector is arguably the way forward and some of Northern Ireland's more innovative firms have realised this and are focusing their attention on what could become a huge industry.

The ageing workforce in sectors such as transport and logistics and the lack of new blood coming into these industries is impacting heavily on the UK's ability to compete globally.

Regarding renewable energy the following industries are to the forefront in developing technology to embrace NI's ambitious renewable energy targets of 40% by 2020.

Solmatix is a Belfast based company producing solar panels designed to be easily and quickly installed. The business aims to make integration of the panels cheaper by having its own fitout team, and has geared the technology towards our gloomy climate. It is projected that the average heating bill of just over £1200 a year could be nearer £5,000 by 2020.

Limavady Gear Company (LGC) produces the Skyrotavertical axis wind turbine and they are convinced that increased uptake of renewable energy is essential.

Kingspan Renewables is a Portadown based company manufacturing the Thermomax solar water heating system, and has recently invested a significant sum in anticipation of the potential growth of the sector

Regardless of what people say about climate change the absolute facts are that we are going to run out of fossil fuels and it's going to take a mixture of renewables to replace it.

Lesson Idea

Ask the class to tease out the following statement;

NI is an island with more wind and tidal potential than almost anywhere else in the world. The technological expertise is here in NI as well.

Why not place some of your work experience students in the industries listed above or in those identified by the class
Despite the difficult economic conditions the Renewable Sector will grow significantly over the next decade as it's a vital component in helping to decrease carbon emissions. Simply put - green technology makes sense!

New site for Renewable Energy Career Information

Renewable energy is destined to become one of the fastest growing areas of the economy over the coming years. A study by the European Commission (Employ RES) suggested that if the EU target of 20% renewable energy penetration is reached it would create 2.8 million jobs across Europe. There will be many varied and exciting career opportunities developing associated with solar power, wind energy, geothermal power, tidal wave energy and biomass energy.

RESCompass is a new website read more that offers guidance to students that may be interested in a career in the emerging Renewable Energy Sector. The results of the questionnaire point students to one of the four categories they may be most suited to and find most interesting.

The site has over 40 job profiles related to specific careers in the renwable energy sector. The site also includes a searable database of over 700 courses (vocational and higher education) related to renewable energy across Europe. The site includes a library of articles on the different renewable energy technologies and covering topics related to careers in this field.

The RESCompass project is funded by the European Commission and aims to increase the number of qualified people available to meet the new demand for renewable energy professionals in order to help the success of renewable enrgy across Europe.

Footnote

SELB CEIAG will again be working with the Dungannon/Cookstown Business Education Partnership (BEP) in helping develop a third STEM sector on our key resource http://www.employabilitylink.com/

It has been decided to add information on 'The Green Economy' to the site. It is envisaged that the work will be completed before Christmas 2011 so that it can be available for classroom/individual review in the second term, January 2012. Information on its progress will be included in future blogs.

Skills shortages 'rife' in transport and logistics sector

The ageing workforce in sectors such as transport and logistics and the lack of new blood coming into these industries is impacting heavily on the UK's ability to compete globally. Skill shortages are already rife and vacancies, particularly for HGV drivers and maintenance and repair technicians are at an all time high. And crucially, one of the major problems is the image of the industry - a career as a mechanic can be lucrative but it's not really well publicised.

According to Skills for Logistics, the Sector Skills Council for the UK's freight logistics industries, the transport industry is worth £74.45billion to the UK and it employs around 2.3 million people but there are major skill shortages across the sector.Read more

"The UK is extremely dependent on the logistics industry to keep the economy moving and ensure that goods are moved from A to B in the quickest and most cost-effective way. While the Chancellors announcement on the fuel levy will have been welcomed by many of our clients, the lack of experienced staff is still causing major headaches." says Warren Jesse of specialist technical recruiter Excel Resourcing.

"In the HGV market we have a dire shortage of maintenance, repair and diagnostic technicians. Even if you train as a mechanic, the HGV market is very specialist - you can't move from cars to heavy goods vehicles so what we need are more apprenticeships in the HGV market."

Jesse adds: "Mechanics can earn good money and there is a lot going on but it's not well publicised as a career. If you think about it everything we look at in a shop as a consumer has to have been taken there by a truck - it's what keeps the economy moving."

Jesse feels that a further increase in apprenticeships has to be the answer if we are to avoid storing up trouble for the future. "We have an ageing workforce that just isn't being replenished; it's all very well the Government focussing on getting more people to university - that won't help us when the country has no trained mechanics, electricians or drivers"!

Profiling Foundation degree courses

2011-05-04T12:20:00.000+01:00

Foundation Degree Forward (FDF) has responsibility for raising the profile of foundation degrees among the business and student communities. FDF works closely with key employers and the higher education sector in helping them forge mutually beneficial working partnerships. Funded by the Department for Employment and Learning (DEL), FDF was established in NI just four years ago.

Many people often confuse foundation degrees with foundation courses. It is important to establish from the beginning that foundation degrees are actually university-validated degree programmes which offer excellent work based alternatives to traditional classroom learning. A key feature of foundation degrees and a major reason for their success, is the fact that employers work closely with colleges and universities in designing the course content, which ensures that the degree addresses sector skills gaps and is completely relevant to employer needs.

Possessing a foundation degree has a number of clear advantages. Firstly, foundation degrees are attractive in that they could help you move up the career ladder at work, branch out into a new career, return to work after a career break or gain a university-level degree that almost certainly will make you more attractive to employers.

There are some 75 foundation degrees available in NI, with a number in development.

Lesson idea

Dividing the class up into different groups for discussion, let your students explore the advantages and disadvantages of FDs against traditional degree programmes

Below is an example of a Foundation Degree course on offer at South West College, Dungannon

UNIVERSITY of ULSTER

Foundation Degree in Construction Engineering

Duration (30 weeks Per Year): 2 Yrs Full Time (3 days p/w) 3Yrs PT (1Day+1Eve p/w)

Campus: Dungannon Awarding Body: University of Ulster

Entry Requirements: 80 UCAS tariff points to include at least one specified subject at level D or above at GCE/VCE ‘A’ Level, together with a minimum of 5 passes at GCSE grade C or above, which must include English Language and Mathematics. OR A BTEC National Diploma or AVCE Award, with distinctions and merits in most units or another qualification deemed to be appropriate by the admissions tutor

Background:

Students will acquire a thorough grounding in the key concepts with a strong emphasis on the practical skills required in the construction industry. The course can enhance career development and employment opportunities in a wide spectrum of construction related industries.

Course Content:

Sustainable Technology 1 & 2 Mathematics & Structures Environmental Science & Materials Building Services & Renewable Energy Introduction to CAD / IT Construction Surveying/Digital Surveying Measurement & Construction Economics Measurement and Costing Construction Site Management Law and Construction Contract Maintenance and Adaptation Work Based Learning (6 Month Placement)

Progression:

Relevant Honours Degree

Career Opportunities:

The Foundation Degree graduate may perform in a technical capacity and aspire to a professional qualification and career in any of the following functions:

Building Control Maintenance Management

Building Asset Management Project Planning

Building Surveying Project Management

Construction Management Purchasing

Contract Surveying Quality Management

Cost and Production Control Research & Development

Environmental Engineering Safety Management

Estimating & Tendering Site Engineering

General Management Site Management

Inspection Value Engineering

Contact Info: Richard Dougan

Mobile No. 07921143010

E mail: Richard.dougan@swc.ac.uk

Vocational or Academic?

2011-05-04T12:19:00.000+01:00

Writing in the Guardian (8th March 2011), Tom Bewick, chief executive, Enterprise UK, commenting on the recent Wolf review of vocational education is critical that the report fails to emphasise sufficently that in today's world young people do not need an either or approach to their education - academic or vocational - they need both!

The Wolf report highlights those countries that do better in skills development than the UK, but in contrast tot he UK, these countries spend on average between 1% and 2% more of their GDP on high quality vocational training and apprenticeships.

Over the recent past, in my monthly/termly blogs I have consistently highlighted enterpise skills and qualities as a key transition requirement for our young people, and accordingly called on my careers colleagues to ensure much more enterprise education, especially for the 16 to 19 cohort, be provided within our schools/college curriculum. Significantly, Bewick feels the report falls way short of the opportunity to champion enterprise education in our schools and coleges.

Disappointingly, he states that the report is completely silent on how we develop more entrepreneurial mindsets and skills among our young people. Worrying statistics released recently show that enterprise education within the UK is failing. Make Money, Make a Difference: Backing Britain's Future a new report from Enterprise UK with research commissioned from YouGovStone, reveals that 53% of young people do not feel they are encouraged at school to be entrepreneurial. The common belief that a single pathway from school to university is the only way to get a good job no longer holds sway.

We must challenge and inspire young people with the idea that they can make it happen for themselves - make a job not take a job - by nurturing a new culture of enterprise education, embedding the key ingredients of entrepreneurship into the curriculum.

In a recent pilot competition organised by the Dungannon Enterprise Centre, two local schools participated in an entrepreneurial challenge. Ten teams, comprising five from year 9 and five from year 13, were each 'loaned' £50 to come up with an idea from which they could grow a business. Over a period of time they were mentored by different local business people who provided them with the support and encouragement to 'grow their business.' At the awards night for the 'Heat is On' held in a local theatre with an invited audience in attendance, each team gave a short presentation on their business and the profit made. In all cases the £50 start-up loan was returned to the mentor with the remainder of the money accrued from the business project, left to the discretion of the 'business' partners, either to re-invest or spend as they wished. It was a thoroughly successful evening made memorable by the many excellent ideas and challenges experienced by the young people.

Lesson Idea

Consider participating in this event should you be given the opportunity in the next academic year. Alternatively, could you take this idea, modify it to suit your school, and run it internally over a term perhaps.

There is no doubt that we need to invest in young talent. Bewick makes the point that this means ending the monopoly universities have over student loan provision. He recommends that the Chancellor should consider announcing a new Youth Investment Trust to replace the Student Loans Company. This would provide young people with access to state-subsidised loans for purposes other than access to higher education, including capital for new start-ups. In addition, developing a network of truly inspirating entrepreneurial colleges should be our major priority.

Government 'not doing enough to encourage women-run firms'

This headline appeared recently in the Belfast Telegraph (17th April 2011). The govermnet has been urged to do more to encourage female entrepreneurship afetr a report showed that women-owned businesses made up fewer than one in three self-employed organisations.

The Federation of Small Businesses (FSB) voiced concern at the numbers of wome-run firms given that 50% of the working population was female. Womens' enterprises contribute around £130 billion turnover and £70 billion Gross Value Added every year. The FSB in their report alluded to the fact that if the UK had the same level of female entrepreneurship as the US there would be 600,000 more women-owned businesses, contributing an extra £42 billion to the economy.

FBS believes female entrepreneurship is an economic resource the Governmemnt has yet to fully tap into within its plans to grow the economy. The Government is looking towards the private sector to put the economy back on track so it makes common sense to try and encourage and increase the number of women-owned firms across the country.

The Government needs to take positive steps to ensure that self-employment is a real option for both male and female alike.

Lesson Idea

Within the school community identify those pupils whose Parent(s) are in self-employment but especially those mothers/sisters etc who run their own business. Develop a bulletin board to highlight their range of businesses -products/services. Consider the role model potential of the examples gathered from the survey. Now extend the scope of female-run businesses to include the wider school environment. Invite examples from your survey into the school to address the pupils, especially those in the 16 to 19 cohort.

Budding Traders should aim to make their pitch

A competition has been launched to encourage Belfast's budding entrepreneurs to become market traders. The National market Traders Federation (NMTF) is running First Pitch. The competition gives aspiring business people their own market stall for a year, with a cash prize of £2000 for the overall winner. Full details are on the First Pitch section of the NMTF website read more

Lesson Idea

Why not be entrepreneurial yourself and think how you could link up with an organisation like your local Enterprise Body to see if the idea could be modified to suit the needs of the entrepreneurial sixth formers!!

Universities will be 'critical' to the health of economies in the UK's regions

2011-02-14T11:23:00.001Z

Universities will be 'critical' to the health of economies in the UK's regions

Universities will be 'critical' to the health of economies in the UK's regions as the country moves through the economic downturn, according to the largest study of the impact of universities.
The findings of the three year, £3 million study, which is being co-ordinated by Ursula Kelly and Peter McGregor of the University of Strathclyde, was discussed by leading figures in education at a two-day conference in Edinburgh which took place on Tuesday 16 November.

The research findings include:

• Student spending power supports local economies, particularly small businesses, and a lively population of students makes for safer streets

• Companies with university collaborations are more likely to innovate new products and benefit from increased productivity

• Universities can help integrate excluded communities into the new knowledge economy

• To retain graduates in local employment, employers need to broaden their 'offers' to potential graduate employees beyond the traditional package of benefits based on monetary returns.

Researchers from 17 institutions have been working for three years on The Impact of Higher Education on Regional Economies initiative to build a national picture of how universities affect life across the UK.

Areas of investigation include the impact of students on city housing and labour markets, an assessment of how university and business collaborations effect innovation, and the impact of academics' work with communities.

Ursula Kelly, joint co-ordinator of the initiative, said:

"Our research shows that universities in the UK now generate £59 billion for the UK economy, putting the higher education sector ahead of the agricultural, advertising, pharmaceutical and postal industries.

"But until now, the impact of universities on life, individuals and businesses in our towns and cities has been unknown."

The findings of the initiative show that the UK's universities are playing an incredibly important role both economically and socially. They are often among our regions' biggest employers, they attract thousands of international students and visitors, and academics are working with every sector of society from public, private and third sectors.

"Moreover, at a time of global economic crisis, universities can help build a more solid future, enhancing skills and know-how, and encouraging innovation."

Paul Boyle, Chief Executive of the Economic and Social Research Council, said:

"The Impact of Higher Education on Regional Economies initiative reflects ESRC's commitment to collaborative working. It is an excellent example of how working in partnership with others in the regions can be highly effective in widening the scope for outreach in the community. Collaboration is essential in studying and resolving complex challenges."

John McClelland, Chair of the Scottish Funding Council (SFC) added:

"Universities have a presence in many locations in Scotland and are key to their local and regional economies. Many businesses, small and large, rely on their teaching to create a highly qualified workforce, and their research and innovation to help develop products and services that benefit people locally and nationally."

"Going forward we will continue to do all we can through our funding and policies to help maximise our universities' potential to contribute to the economy."

Fergus Devitt, Director of Higher Education, Department for Employment and Learning, Northern Ireland, said:

"The quality of research coming out of the project is very welcome and will help us in the development of a Higher Education Strategy for Northern Ireland."

Professor Phillip Gummett, Chief Executive of the Higher Education Funding Council for Wales, added:

"This initiative has given us the first, UK-wide picture of how universities affect life and communities in the UK. The findings show that investment in higher education is an investment in our communities, regional economies, businesses and people. I'm extremely pleased to be here today to discuss the findings in more detail and look at their implications for Wales."

The Impact of initiative is supported by the Economic and Social Research Council (ESRC) in partnership with the Scottish, Welsh and English Higher Education Funding Councils and the Department for Employment and Learning in Northern Ireland.

Here's an interesting topic for discussion/debate with your sixth form students considering the different options post 18

How do universities affect life and communities in the UK?

More resources and downloads

2011-02-14T11:23:00.000Z

Martin Hutchinson, National Manager for NI Institute of Motor Industry recently contacted me regarding information on the Headlights programme. Martin informs me that he can obtain the sponsorship to have prizes for the top NI teams (up to £1000 worth) if I could get at least 20 teams to enter. I'm counting on you either to include the competition as an opportunity for enterprise activity within the careers education class, or should you wish, pass it on to one of your colleagues in the school.read more

I hope you all have had an opportunity to look through the Headlight resources.

It is now time for IMI to launch the annual Headlight competition! This is a chance for a team from your school to win a fantastic prize donated by Jaguar Land Rover of a tour of the Jaguar manufacturing plant, a tour of the Land Rover heritage museum and a 4x4 off-roading day as well as plenty of publicity for your school and goody-bags for the runners up.

Students can enter the competition as a stand-alone project or as an ongoing part of the main resources. Here is your opportunity to develop a new product - a new car! The competitors have to develop a new car for a specific target market. Here's an opportunity to use one's enterprise skills. There is a maximum of SEVEN people per team. TWO copies of each entry have to be submitted for judging . ALL entries are to be submitted in paper form (A4). Areas to be covered include: identifying a brand , product, target audience and promotional activities.

The closing date is 30th March 2011.

Task 1. Develop a logo, brand name and strapline similar to Audi's Vorsprung durch technik
Task 2. Identify your target market - it is important to sell the right product to the right people.
Task 3. Prepare a promotional plan for the launch of the new car read more

For entry please email details to read more

To see what last year’s winners thought read more
I do hope you will enter the competition and if you have any queries please do not hesitate to contact

Emily Hakansson LIMI
Professional Development Engagement and Project Co-ordinator
The Institute of the Motor Industry (IMI)
Fanshaws, Brickendon, Hertford SG13 8PQ
Phone: 01992 511521
Fax: 01992 511548
Email: emilyh@motor.org.uk

Web: www.motor.org.uk

New scheme to help improve prospects for young engineers

The Irish News 9th December carried an interesting piece on how the South West College and the Institution of Civil Engineers (ICE) have come together to unveil a major programme to boost potential employment prospects of students seeking a career in engineering.

The Embedded Engineering Scheme enables students enrolled on the college's foundation degree courses in construction and civil engineering with an industrial placement to gain ICE technician membership access professional training and improve upon vital skills and know how sought by prospective employers. To access more details on the South West College course read more

The SW College - operating in the four campuses; Dungannon, Cookstown, Enniskillen and Omagh - is the first college in the north to develop the programme. Commenting on the programme College director, Malachy Mc Aleer said it was important that young people have access to professional career development. Engineering is a hugely rewarding sector to work in and this programme provides further support to help students identify job opportunities and specialist training.

ICE is internationally recognised and the attainment of professional membership at any grade - whether at technical or scientific specialist - is a significant achievement. The partnership of SW College with ICE is a strong endorsement of the quality of teaching delivered by the college.

Lesson idea

Foundation degrees are a relative newcomer to the higher education course menu. Get you students to research the SIX regional colleges and make a list of ALL foundation courses available together with method of application. Debate the advantages and disadvantages of opting for ONE of these courses post 18.

Help for young people to kickstart their careers without uni

Notgoingtouni.co.uk highlights an extensive range of alternatives to university including Apprenticeships, Foundation Degrees, Gap Years, Distance Learning, Volunteering and Employer Funded Study as well as training courses in over 40 different sectors. For free and impartial advice about all the alternatives, students, parents and careers advisers should visit read more

New website to help careers advisers widen the appeal of nursing careers

NHS Careers is launching a new website, Nursing Careers to promote the wide range of nursing careers available, challenge misconceptions and encourage people to consider a career in nursing.

Careersbox News
Options for school leavers

When students finish their exams in the final year of school they now have more options available to them over which direction to take than ever before. The choices they make over the coming months will have a big impact on their future so it’s important to pick the right option.

To help students make more informed decisions about their futures and to ensure they are aware of all the options available you can now use our new School Leaver Options film. read more

A new careers resource for parents from Netmums read more

We are very excited to tell you of our new partnership with Netmums, the local network for parents offering information and advice. Netmums have now launched a free careers resource on their site packed full of films and news for parents and teenagers.

Netmums is the UK's fastest-growing online parenting organisation with over 950,000 members. The site offers local information on everything from where to find playgroups to where to meet other mothers. To access all this and more discover Netmums yourself today read more.

Careers Champions from the Motor Industry

The IMI Careers Champions are a team of passionate and experienced individuals who are dedicated to promoting the Retail Automotive sector, and encouraging all walks of life to consider the motor industry as a potential career path.

We have a team of IMI careers champions ready to attend events and careers fairs or come and speak to your school about the various options the Motor Industry can provide as a career!

For more information or to book a Careers Champion please contact Nicola Hayes at nicolah@motor.org.uk or on 01992 511 521 or visit the Careers Champions channel on AUTOcity, read more.

New job profile films from the Royal Society of Chemistry

We've just added a collection of great new films to Careersbox's National Career Film Library which focus on a selection of job profiles that can be achieved with a degree in chemistry. Chemistry is a growth industry and new job roles are being created all the time.

To experience some of the routes people with a chemistry degree have taken, watch our latest case study films here. read more

And in related news...

The BT Apprenticeship Team have announced that they will be recruiting apprentices in a host of new locations. To view the fill list and for full details on this year's apprenticeships visit the FAQ pages read more

News from the Personal Finance Education Group (pfeg)

The Personal Finance Education Group pfeg is pleased to announce that an ALL Party Parliamentary Group supporting personal finance education amongst young people is being formed. The group will have the opportunity to review current provision in schools and will have the opportunity to raise public awareness of the schemes that are currently available. The pfeg newsletter will in future be sent out electronically.

It will be important for schools to forward their email address inorder to receice future copies of the newsletter. For more information on all the latest resources, developments etc read more

In a recent survey conducted by pfeg to find out how young people themselves feel how money affects their hopes, fears, aspirations and worries. The results make interesting reading and a copy of the findings and recommendations are available here read more

A number of interesting resources could be built into your programmes of work either at KS3. KS4 or post-16. I refer in particular to

To Your Credit
The Money Diaries
Learning Money Matters read more

Money Week will take place this year between 27th June and 3rd July 2011. To read some of the inspiring success stories of 2010 read more

The power of film

Beehan Kidron is a film director and co-founder of Filmclub. She was writing recently in the Association of Teachers and Lecturers (ATL) trade magazine, December 2010, on th benefits for young people of being part of Film club. For more information read more

Watching a film is an accessible way for children to discover themselves, their world and the word beyond them. All subjects have at some stage been investigated by film-makers. Fim is a form that mirrors the central method of human communication - storytelling - fro mother to child, from elder to novice, from preacher to congregrany, from fool to king!

Filmclub's mission is to introduce young people to a broad spectrum of films that engage, inspire, cahllenge and entertain. Some 145,000 children across the UK are part of Filmclub.

Filmclub's 'close encounters' scheme sees industry professionals visit pupils at their schools - from directors, writers, producers, make-up artists and set designers to documentarians and those involved at the highest level of commercial cinema. These visits are often life changing, inspiring children and raising their aspirations.

A recent survey conducted on the effectiveness of film revealed that the club helps to develop pupils' critical skills, improves children's receptiveness to learning, and they enjoy coming to school more! You can email Filmclub to find out more read more

NB: VT Group Lifeskills is now known as Babcock.

Breaking News!

I thought you might also like to preview our latest interactive Babcock catalogue read more.

NB: Please share this link with as many careers IAG, adult guidance practitioners and colleagues as possible.

Andre Wilkin

Sales and Marketing Consultant - Babcock Lifeskills Limited, Careers Resources

For more information on Babcock International Group, contact details listed below

First Floor

24 West Street

Fareham

Hampshire

PO16 0LF

Tel: +44 (0) 1329 229 138

Mob:+44 (0) 7770 810 965

Email: andre.wilkin@babcock.co.uk

http://www.babcock-lifeskills.co.uk or http://www.babcock.co.uk/ Free event for education professionals: Step into Banking in Northern Ireland

Attend our exclusive free event on 9 March 2011 for advice, guidance and education professionals to learn more about career opportunities for new entrants in the banking sector in Northern Ireland.

Hosted by Santander in Belfast City centre, attendance is crucial for anyone teaching or delivering careers advice to students interested in finance, accountancy and financial services careers.

You'll hear directly from school leavers, graduates and others working in banking to find out about the skills employers require from new entrants. This is a great opportunity to get an insight into banking and to network with those working in the sector and fellow education professionals.

• Wednesday 9 March 2011

• 09.30 to 11.30

There are a maximum of 20 spaces available and refreshments will be provided. Please complete the registration form to reserve your free space or alternatively email Directions

The North is the lowest paid UK region!

2011-02-14T11:21:00.002Z

The UK's gender pay gap has fallen by nearly one per cent to 15.5% based on average earning of full time workers. Northern Ireland remains the lowest paid of any region. For while median weekly earnings for all full time workers was £499 (with men earning £538 compared with £439 for women ), unsurprisingly, the figure was highest for London, while NI was lowest at £441.

The differences in men's and women's earnings narrowed after a bigger rise in the hourly earnings of women over the past year. This year's results continue the pattern observed in recent years where the gender pay gap is tending to get narrower.

Women in their twenties smash glass ceiling to reverse pay gap

Sean O' Grady's article in the Independent 9th December revealed for the first time that British women in their 20's have smashed the glass ceiling and are now being paid more than their male counterparts - reversing the traditional 'gender gap' in pay for the first time. This is the only age group for which this is true.

According to the Office for National Statistics (ONS) women aged 22 to 29 now earn 1.7% more than men in full time work. Overall, and more than 40 years since the original equal pay legislation, the gender gap in pay has fallen from 12.2% to 10.2%, the lowest ever. In 1971 men were on average paid 36.5% more than women.

Astonishingly, the ONS revealed low pay rate among thousands of workers not covered by the minimum wage, either because they are 'trainees' or employers are reclassifying them as 'trainees' or, employers are simply ignoring the rules. As many as 30,000 workers receive less than £2.90 per hour, the equivalent of £116 for a 40 hour - week. In all, some 271,000 workers are paid below the appropriate national minimum wage rate - up 14.3%
on the 2009 figure.

The young are especially badly paid: the number of 15 and 16 year-olds earning less than £3.57 an hour, the minimum for that age bracket is up by 1,000 to 15,000 this year - leaving them with a gross salary of £142.80 for a 40-hour week at most.

The social revolution taking place by women in their 20's is being driven by the increasing number of women attending university and their subsequent entry into the better paid professions, notably the law: around 63% of solicitors under the age of 30 are female.

However, female success into the 30's is not sustained because many leave to start a family and do not return to work, or at least do not return to the same sort of full time employment at the same rate of pay.

Full time working men in their 30's are paid 2.9% more than women, and this rises to a hefty 16.1% for men in their 40's.

Recently recession driven trends in the job market have also narrowed the traditional gap between man and women. Last year was the first where women overtook men in part-time pay, and the differential has widened again this year from 2.5% to 4%!

The slump saw many traditional well-paid jobs in sectors dominated by men, such as construction and manufacturing disappear, and menhave faced the same kind of casualisation in working conditions that women have known for many decades, and seem to have come off even worse.

The drift towards part-time and temporary working, much accelerated in the downturn, has hit men harder than women.

The decline in private sector pay compared with the public sector has also been a factor in pushing women's pay generally closer to that of men. There are twice as many women in the public sector as men, in sharp contrast with the private sector, and their ability to win higher pay awards has helped narrow the gap.

Ceri Goddard, chief executive of the Fawcewtt Society, the campaign group for gender equality, states that the persistent gap in pay between men and women is one of the starkest examples of inequality in the UK today. Nationally, women can expect to earn roughly a sixth less than men, but the gap varies according to location and the field. Women in arts and entertainment earn on average 25% less than men; in the financial sector this rises to 40%. Unequal pay has no place in the 21st century.

Effective action on unequal pay also means changing dominant working practices. Extending the right to request flexible working to all employees and reforming the parental leave system have the potential to make a huge difference to employer practices and women's opportunities in the workplace.

Progress on equal pay is stalling. At a time when more women face losing their jobs than ever before, the Government must do more, not less to tackle the problem.

Lesson idea

Find out the different national minimum wage rate for different age groups and then conduct a survey of the hourly rate being paid by different part- time student workers in the school to find out how many are being denied the national minimum rate and what can be done about this situation.

I was interested to read a recent article in the Belfast Telegraph (week ending 12/12 2010) about a successful female networking event hosted by the Northern Ireland Fire & Rescue Service (NIFRS). This initiative was a gender and empowerment workshop entitled In Confidence and it was held at NIFRS headquarters.

A number of high-profile female speakers shared their professional experiences in some of the most male-dominated workplaces. Perhaps there is a germ of an idea here for an event like this featuring some of your past pupils returning to talk about unconventional career choices for their gender, or alternatively,sourcing their employment to design a feature news -board from which you could draw out an effective lesson on equality.

As an organisation NIFRS now has 22 full time female fighters, 22 retained female firefighters, 37 regional control centre personnel as well as 138 female support staff.

From the street: a pitch perfect path for entrepreneurs?

Here's an interesting idea to develop and discuss with your class.

Anna Tims, writing in the Work supplement of the 'Guardian' (4th December 2010) recalls that Tesco's, Marks and Spencer, and Morrisons all built their empires on the back of a single market stall. Though current graduates may be reluctant to rise early in the morning to sell food, textiles etc, yet a pitch on the market square could fast track a lucrative career despite the chilly economic climate. Last month, the first national training scheme was introduced by the National Market Traders Federation (NMTF) which is seeking to persuade the government that running a business from a market stall could re-launch some of the thousands that have been made redundant and start the careers of unemployed graduates.

NMTF's chief executive Joe Harrison, spells out some of the advantages for this option when he suggests people can start their own business with minimal overheads and at low risk. NMTF First, the training scheme, has been produced to help would be entrepreneurs over that very difficult first months, the accepted time when new businesses are most vulnerable. Harrison points out that Federation members find their way onto the market square from a wide range of professions.

EXPECT YOUNG FEMALE ENTREPRENEURS

Northern Ireland and Britain are about to see an 'explosion' of female entrepreneurs led by a new generation of spirited young women according to research among 2,000 young women commissioned by beauty products firm Avon. The report has suggested that the number working for themselves will double over the next few decades.

Almost two thirds of the 16 to 24 years olds surveyed expressed an interest in setting up their own business and most said being their own boss appealed to them. As a result women are defining the next generation of entrepreneurship and rewriting the rules in this perceived male-dominated world, according to business woman Karen Brady, the West Ham United vice-chairwoman.

Professor David Gibson, Queens University, Belfast has written an engaging short story on enterprise. Though it is set around the Christmas period, it makes for an interesting resource for teachers delivering enterprise education. The short story is entitled The Enterprise Secret and is available on Professor Gibson's site.

Future skills needs of the economy

2011-02-14T11:21:00.000Z

Just before Christmas the Expert Group on Future Skills Needs (EGFSN) launched its report into future skills need of enterprise within the Green Economy. The fast growing Green Economy has been identified as an area where Ireland has potential for growth. The study identifies the future skills needs of enterprise to capitalise on the green economy in Ireland and proposes a range of measures to ensure that their future skills base will drive business and employment growth.

Some six sub sectors were identified as having business and employment growth. These include; renewable energies; efficient energy use and management; water and wasre water treatment; waste management, recovery and recycling; environmental and consultancy services; green ICT applications and software.

The implementation of the report's findings will help ensure that education and training provision is optimally aligned to the future skills needs of business in the sector and assist people in making informed decisions around potential employment opportunities and their career choices.

This is a sector with employment growth potential at all occupational and skills levels - including operatives, skilled workers, sales and office staff, technicians, managers, professional engineers, scientists and business professionals. Companies and regions that become leaders in green innovation, design and technology are more likely to retain and create new job opportunities.

Key findings from the report

The sector employs over 18,000 people with a market size estimated at £3.05 billion
There are strong global and domestic drivers of growth
It is anticipated that the global spending for environmental goods and services could reach £1900 billion by 2020!
A key challenge for Irish indigenous companies will be to increase the value of their exports.
Job opportunities would arise within all skills levels
Key skills requirements include; core business and engineering and ICT skills
Some 60% of the companies surveyed stated that they had current skills gaps.
There was a range of generic competencies important across all occupations: entrepreneurship; maths proficiency; commercial awareness; foreign language, finance, marketing, creativity and innovation, problem solving and communicaion skills.

Recommendations include

Improving the alignment and coherence of current education and training provision.
The development of key export skills requirements
Build Engineering and business skills development
Meet the strong demand for technicians/skilled workers for the planned installation of domestic and commercial water meters, anaerobic digestion etc
Increase structured graduate placement and internship opportunities
Communicate the professional career opportunities on offer within the sector, particularly to attract more women into engineering disciplines
Enhance the mathematical proficiency of those in the workforce

The ful report is available read more and read more

The STEM conference on Engineering in the SW College, Dungannon, Wednesday 2nd March, includes in its programme a focus on Green courses in FE/HE. To find out about what's on offer read more

Drinks businesses report great results despite depressed economic outlook

This is proving the old adage that the industry is recession-proof.

A business survey has just reported five established drinks businesses with growth of over 20% These include Glenfiddich, Britvic and AG Barr. Hence the sector is in robust health and it is also the largest manufacturing sector in the UK.

So what are job prospects like?

According to the drinks industry recruitment industry experts website read more the prospects are good! Despite the economic gloom there are sectors out there which are buoyant and have career opportunities and the drinks sector is one of them.

Certainly the wine industry and working with alcohol in general can offer those with the right skills a leg up the career ladder and a chance to change the course of their lives.

Demand is particularly high for engineers and logistics experts. There ar also openings for sommeliers, graduate buyers, marketers, sales people and quality control managers.

You don't necessarily have had to have experience in the trade beforehand. Drink industry career opportunities continue to include roles that involve travel and even overseas postings, and with more companies focused on sustainability those seeking jobs in line with lifestyle choices can find environmentally friendly companies to work for.

Identikit' high streets and urban sprawl are out and sustainability

New framework is unveiled for creating a sustainable urban business environment. British workers and businesses want the cities of tomorrow to be more local, individual and sustainable according to a major new report unveiled this week. Future generations will shun generic high streets, long commutes and demand 'walkable' city centres, the research warns, prompting the rise of more localised, digitally connected and energy efficient business environments.

Created by economic development company, Opportunity Peterborough, and sustainable development charity, Forum for the Future, the new study - "Sustainable Urban Enterprise: creating the right business environment in cities" - found that:

• Factors such as access to low carbon energy and 'green' buildings in cities are receiving an increasing amount of attention from business;

• Future workers will choose to work locally or remotely, in preference to long commutes

• Communities will look for more 'localised' services and working environments and shun 'identikit' high streets

• Businesses believe urban mobility (transport and information technology links), and a clean, green and culturally vibrant city centre that provides high quality of life for employees will be the most important factors in creating a desirable business location in the future.

• Traffic issues are the most prominent frustration with current business locations, with one in three business leaders citing poor public transport, traffic congestion or commuting times as their biggest gripe.

The report outlines a framework, which aims to help budding business capitals create a sustainable, thriving business environment:

• Proximity to market - better connectivity, as well as closer physical distance

• Communications links - remote and virtual access as well as low-carbon transport options

• Access to resources - lower consumption, local supply chains and higher quality of life

• Provision of utilities - independent supply streams and local energy generation

• Land/space premises - flexible and resource- and energy-efficient workspaces

• Access to talent - more green skills and green jobs

• Attractiveness of place - cities designed for people, not cars

• Government incentives - big infrastructure investments combined with small-scale community planning

According to Neil Darwin from Opportunity Peterborough:

"Future cities will be built on the twin foundations of localism and sustainability. This report shows that while on the one hand tomorrow's city-dwellers are going to be much more mobile, web-enabled, work more flexibly and often in 'green-collar' professions, on the other, the cities in which they work will be competing harder for dwindling resources amidst ever more severe climate threats. As a result, the places where we will want to live and work in the future will need to become more local, accessible and environmentally-minded.

"It's clear that the future heirs to sustainable enterprise in the UK are not going to be the big urban megacities of old, but smaller, more adaptable regional cities that have dynamic city centres and sustainable infrastructure, buildings and transport links.

"While enterprise is increasingly global in outlook, we are seeing local communities and resources at the heart of the day to day working of businesses. Gone are the days of generic high streets, rigid work spaces and long commutes. Which is good news for cities like Peterborough, which are uniquely placed to meet the localism and sustainability challenges highlighted in this report and have put the environment right at the heart of their urban regeneration."

According to Ivana Gazibara from Forum for the Future:

""Sustainability is becoming a key factor within business. Forward-thinking businesses will anticipate emerging trends and incorporate sustainability into their core strategy, including decisions about business location."

"Cities will also have to anticipate and adapt to changing demands brought about by massive challenges like climate change, resource scarcity and population growth. At the same time they need to be innovative enough to support existing businesses and attract new ones.

"For example, our research suggests that localised, smaller working spaces where groups of collaborating workers can get together and connect with other teams virtually are likely to become more common in cities. 'Green' buildings are becoming increasingly desirable amongst companies, whilst workspaces that remove the need for a long and expensive commute are becoming more popular with employees. Cities that act on trends like this quickly will be best placed to attract top businesses.

"Ultimately, sustainability is no longer the sole preserve of 'megacities'. Second- and third-tier cities have huge potential to nurture innovation and stimulate commercial opportunity, based on smart, sustainable policies. Those cities that implement such policies will be highly attractive to the businesses of the future."

For a full copy of the Sustainable Urban Enterprise report read more

Never been a better time to gain from green economy

Speaking at a recent winter graduation ceremony at SW College in Omagh, the celebrated eco-champion and broadcaster Dick Strawbridge stated that

There has never been a better time for Northern Ireland entrepreneurs to capitalise on the green economy

He went on to say that NI should look to better its green potentials if it is to improve its bottom line. The opportunities opening up in the clean and green areas are quite unlike anything seen before and NI has the chance to be a major player on a lucrative world stage. There are many people in NI with fantastic ideas, with an incredible range of support, training and expertise available in the colleges. SW College in particular has developed a range of industry-focused foundation degrees in partnership with QUB and UU. For more information on these courses read more

New research: WHO you know, not WHAT you know, is key asset for job hunters

Research from Edinburgh Napier University's Employment Research Institute has proved the age-old theory that it's 'who you know' that is important for job hunters.

The new research into the power of social networks reveals that the more employed friends you have, the higher their job status, and the stronger your ties with them, the more likely you are to get a job yourself.

The study indicates that younger people (under 50) in employment have a significantly higher number of contacts and more regular interaction within their social networks compared to the 50+ age group. This offers a wider diversity, strength and quality of contacts.

Conversely, the findings show that people over 50, who generally have fewer qualifications, rely more heavily on their smaller social networks and 'word of mouth' to get back into or remain in employment.

For the younger generation, the number of people they know overall is more important than whether those they know are employed or hold senior positions. Unemployed younger people also have much smaller long-term social networks than those in work and relatively fewer contacts who were in employment.

Dr Kaberi Gayen, Visiting Researcher at Edinburgh Napier Employment Research Institute and co-author of the research said: "With tight budgets and a tough economy, there are less jobs being advertised and organisations are increasingly seeking the most cost effective recruitment methods. The 'who you know' theory, is as important as ever in the job hunt. Younger people tend to have wider networks which could be due to their greater use of new information and communication technologies.

"Over 50s are the age group that is most likely to be out of employment. With the current ageing population it is especially important to reduce barriers to older workers' employment. With employers using social networks in hiring, unemployed older people may remain out of this searching process and thereby out of work. Employment agencies, including Job Centre Plus, have a responsibility to support and introduce older unemployed people to job opportunities."

International Journal of Sociology and Social Policy, Vol. 30 Nos. 5/6, 2010, pp. 219-238, © Emerald Group Publishing Limited, 0144-333X, DOI 10.1108/01443331011054208

Raising the status of Apprenticeships

2011-02-14T11:20:00.000Z

More students than ever have applied to university this year. In a bid to beat the tuition fees increase in 2012 some 600,000 young people have sent in their UCAS form this year. That's more than 5% higher than the same time in 2010 when an estimated 200,000 students missed out on a place altogether.

With thousands more battling for the same number of places - around 479,000 - this year even more students face rejection from all of their university choices. They will have to decide whether to apply in the year of the higher fees, 2012, or look elsewhere for the opportunity to progress their career.

An increasing number of young people with a degree had to start again when they left university and do some vocational training. Getting into employment earlier, earning on the job and not running up student debt means that apprentices are definitely giving graduates a run for their money.

According to a Department of Education and Skills study carried out in 2007 those with level 2 apprenticship (equivalent to GCSE) earn more than £73,000 more over their lifetime than those who have other level 2 qualifications and below. Those with a level 3 apprenticeship (equivalent to A-level) earn around £105,000 more than those with other level 2 qualifications. Apprenticeships are not only a solid choice for young people but, in many cases, a better route into their chosen career than A-level and university. Young people and their parents are increasingly waking up to this fact and recognising the importance of work related learning in today's competitive economy.

As one of the few areas of education and training not to be hit by government cuts, the apprenticeship market is thriving and the government has pledged to create more than 75,000 new apprenticeship places by 2015. But despite the potential for good salaries and career progression apprenticeships are still not given the status they deserve. A stigma still exists with people tending to think one isn't clever enough for university. This is just not right!

Knowledge about apprenticeships can also be poor. It is important that ALL options available to young people get equitable airing with up to date information and advice. A 2009 study by the education charity Edge found that more than half of teachers rated their knowledge of apprenticships as poor with just 24% of teachers believing apprenticships to be a good alternative to A-level or equivalent qualifications. This begs the question of how developed the quality of careers advice and guidance is within our schools.

As Apprenticeship week 2011 draws to a close plans are a foot to promote apprenticships in schools and colleges including the possibility of introducing a graduation ceremony for apprentices.

GREINER GOLD

Do the innovation

Greiner Packaging, Dungannon are offering opportunities for learning and development through their new apprenticeship scheme. For those interested in developing essential technical skills, obtaining a recognised vocational and academic qualification, benefitting from a broad range of experience in a variety of different technical areas, then this opportunity within the engineering sector needs to be explored!

Greiner Packaging Internatinal (GPI) read more have been operating successfully for the past 50 years. Today GPI is among the most important packaging processors in Europe, with 31 locations. Located in Dungannon the company employs 185 staff. The technology used is thermoforming, dry offset printing, sleeving, k3 and extrusion blow moulding. the company continues to develop new methods and is paticularly proud of its new development programme for apprentices.

The first intake to the Greiner GOLD programme is in September 2011.

The Greiner GOLD programme was formally launched in November 2010 and will feature prominently in the forthcoming STEM Engineering Conference to be held in SW College, Dungannon on Wednesday 2nd March 2011.

The minimum entrance requirement for those interested include:

5 GCSEs or above including Maths, English and a Science/Technical subject (or equivalent qualification such as an NVQ)
Strong IT skills
Be able to demonstrate excellent technical capability

For those interested in applying please contact

Human Resources Department on 028 8772 3131 for your application pack

The Apprenticeship Agency

'The apprentice agency' launched this week (December 2010), promises to cut the red tape and stacks of paperwork that currently put small business owners off employing apprentices. A joint venture by the Learning and Skills Network (LSN) and The Workshop, the apprentice agency is partnering with colleges to help small businesses by offering them 'work-ready' apprentices.

The company promises to provide the support to make it possible for SMEs to take advantage of apprenticeships. With government plans to fund 75,000 new apprenticeship places over the next 5 years, this support will allow SMEs to compete with big business for the best apprentices.

Piloting the programme in Reading and Oxford, the Apprentice Agency will offer businesses a choice of apprentices that meet their needs, and then employ the apprentice directly on the business's behalf, cutting down on paperwork and removing much of the employer's risk. Partner colleges will deliver the learning either through day release or, where appropriate, on site courses.

Cathy Diver, head of Reading College's IT unit, is one of the company's first clients, having used The apprentice agency to secure its first ICT apprentices:

"We are excited to take part in The apprentice agency scheme. We needed to expand the team to cover first line support for the IT helpdesk.
As an employer I strongly support the approach, because it's difficult to get into the IT industry without previous job experience. I expect this will help the industry - often made up of small employers - to uncover "IT gems". Another clear benefit of offering apprenticeships is that we keep our staff costs down, enabling the college to invest any savings into technology improvements."

The apprentice agency aims to place 300 apprentices within the first 12 months of operation. Initially, three apprenticeships are on offer: IT technician, Business Administrator (including financial admin), and IT User. However The apprentice agency will expand its offer to meet local employers' needs.

"We've launched with these courses first because every business needs administrative and IT support, and many don't realise that apprenticeship is an option when they are looking to fill these roles,"
said Phil Jefferies, Manager of The apprentice agency.

"We would love businesses to tell us what their skills needs are, so The apprentice agency can grow our offer. The service is completely employer-led, and available to help businesses source and manage a high quality apprentice."

Sally Dicketts, Principal of Reading and Oxford and Cherwell Valley Colleges, commented on the new offer:

"In my view, apprenticeships raise students' learning and future job prospects to a higher level, and many businesses report back on a whole range of benefits that apprentices bring.

"We encourage businesses to get in touch with The apprentice agency, to discuss the benefits, particularly in terms of time and cost, that it can offer them."

It will be important for our careers teachers to work closely with their DEL careers partners inestablishing if such a scheme currently exists in NI or if not are ther plans for a similar project to take effect in the near future.

Interested in learning more about The apprentice agency? Read more
or call 0845 680 8254

National Apprenticeship Week 7th - 11th February

Monday 7th to Friday 11th February is this year's Apprenticeship Week. The aim of this week is to highlight the achievements of apprentices and celebrate the value of Apprenticeships. It is also about creating a better understanding of what apprenticeships are; which is what we aim to help you with.

Although Apprenticeships offer a great alternative to staying in full time education, there is still a general lack of knowledge about vocational training amongst school leavers. That's why we've created a short but informative film to help you and your clients or students gain a better basic understanding of apprenticeships.

Employers recruiting apprentices now

More and more employers are now recruiting apprentices as well as, and often instead of, graduates. Here's a sample of some of the best out there now...

BT Apprenticeship - award winning engineering and technology apprenticeship

Microsoft Partner Apprenticeship - 10 month advanced IT apprenticeship

Halfords Autocentre Apprenticeship - UK's largest 'Aftermarket’ Apprenticeship

Headlight competition is now open

Headlight is the exciting schools project developed by the Institute of the Motor Industry (IMI) and the National Schools Partnership (NSP). The project includes a series of creative curriculum-linked teacher and student resources all aimed at those studying KS4 business related courses, with the motor industry as the stimulating backdrop.

Students will learn about the wide variety of job roles across the sector and can enter their work into a national competition. The winning team will receive a 4x4 off-roading day plus tours of the Jaguar manufacturing plant and the Land Rover heritage museum. Participating schools will also benefit from being linked to local employers. To learn more about Headlight, click here.

And in related news...

Netmums , the UK's fastest-growing online parenting organisation, recently launched a free careers resource on their website packed full of career films and news for parents and teenagers. Discover it for yourself here.

If you would like to know more please do not hesitate to contact Careersbox on 01223 240099 or by e-mail read more

100,000 new apprenticeships by 2014

Welcome to Apprenticeship Week, highlighting the achievements of apprentices and celebrating the value of apprenticeships.

This morning, Vince Cable showed the government's support by announcing that an extra 100,000 apprenticeships are to be created by 2014, encouraging businesses to take on more young workers.

You might have also seen our 'Understanding Apprenticeships' recently. We've made an updated version of it now for you to embed in your own site to help spread the word and build understanding about the benefits of apprenticeships. Simply visit Careersbox, and click on the 'Embed this film in your website' link below the film you want.

On our homepage this week you'll find a collection of other fantastic apprenticeship films, all of which you can embed too!

Current apprenticeship opportunities

More and more employers are recruiting apprentices as they see the value they can bring to their workplace. Here's a sample of some of the best out there...

British Gas Apprenticeship - service and repair engineer apprenticeships

BT Apprenticeship - award winning engineering and technology apprenticeship

Microsoft Partner Apprenticeship - 10 month advanced IT apprenticeship

Halfords Autocentre Apprenticeship - UK's largest 'Aftermarket’ Apprenticeship

Skills Minister John Hayes set out his vision for apprenticeships and reaffirmed the Government's commitment to work-based learning and training.
He told an audience at the Group Training Association England annual conference that the Government was firmly committed to expanding apprenticeships and making them more accessible to learners and businesses.
The minister spoke of the role Group Training Associations (GTA) play in helping businesses, particularly small businesses, take on apprentices and challenged them to engage with more employers and get them involved with the apprenticeships programme.
John Hayes said:

"The truest measure of the success or failure of this Government's commitment to apprenticeships will be found in how well-equipped today's young people will be in future years to face the shifting challenges of life and work.

"To be successful in that, we must create a radically new model for workplace training with apprenticeships at its heart and with partnership between Government, employers and individuals as its motive force.

"We have promised to re-shape the apprenticeships programme to ensure that it provides more high-quality training opportunities. We have already begun to deliver on that promise by redeploying £150 million to provide an extra 50,000 places."

The minister told the audience at the Institute of Directors that the Government would expand and improve the apprenticeships programme by building on the existing strengths of the GTA sector.

He has asked the Skills Funding Agency to review what funding they might make available to support the work of GTAs and to help them expand. He told the audience that GTAs can and should play a major role in our drive to increased advanced and higher level skills in growth sectors.

He also invited GTA England to put forward a set of recommendations to him that will help the sector grow in a way that will encourage even more businesses to get involved in apprenticeships and other training.

Mr Hayes said in his speech that the Government plans to reform apprenticeships in order to build on the quality of the training programme, and better meet the needs of employers and learners, and said Government will do this in three ways:
Expanding the number of apprenticeship places on offer and prioritise more advanced skills levels at level three and above;
Take a firm approach in establishing what the employer contribution to apprenticeship programmes should be; and
Make it easier for businesses to access apprenticeships, and in particular small businesses which can take advantage of the support GTAs offer in this respect.

The minister also urged the audience of employers to contribute to the two consultations launched in July. The consultations are gathering suggestions on how the skills system can better meet the needs of employers and learners, and how to simplify the funding system to enable colleges and providers to deliver more efficiency and effectively.

At the conference, the minister also announced that the work of UKSkills, an independent charity which champions skills and learning for work through competitions and awards, is to be come part of the Skills Funding Agency.

UKSkills' activities and staff will be transferred and the Skills Funding Agency will lead a more coherent programme to promote skills and apprenticeships through international competitions and award ceremonies which recognise home grown talent, in partnership with the Devolved Administrations. A highlight will be the WorldSkills 2011 international competition which is being hosted by the UK in London in October 2011.Careers event: 16 -17 February

JTL, the leading training provider to the building services engineering sector will be attending SMAARTSKILLS at Wembley Stadium later this month.

SMAARTSKILLS is the one place for young adults aged 15-24 to discover the huge range of careers, training schemes, apprenticeships, educational options and skills opportunities available to them. For full details visit SMAARTevents. It's a free event running on the dates below:-

Wednesday February 16th 2011 10.00AM - 3.30PM

Thursday February 17th 2011 9.30AM - 3.00PM

JTL offer advanced apprenticeships in electrical installation, plumbing and heating and ventilation. Visit the JTL website for a host of useful tools to help make informed decisions about a future in the engineering sector.

If you would like to order any FREE literature from JTL including leaflets, posters and interactive CDs then fill in the order form by cotacting beverleycooper@jtltraining.com.

Apprenticeship Week 2011

This week (7-11 February) Lantra are celebrating Apprenticeships in England and Wales, as a part of Apprenticeship Week 2011. That’s because we want to highlight the outstanding work of land-based and environmental apprentices, and thank the employers that support them and help build the workforce of tomorrow.

So whether you are an employer considering taking on an apprentice or if you think you might like to sharpen your skills through an Apprenticeship, find out more to get started.

• Read articles that answer many questions about Apprenticeships

• Watch some trees and timber and horticultural apprentices at work in our benefits to Apprenticeships films

• Read interesting case studies about apprentices and about employers working with apprentices

• Read our latest issue of Connect, our free magazine, and see our feature on Apprenticeships.

• Get the latest updates on Apprenticeship week by following us LantraSSC on Twitter

• Download the latest Apprenticeship Framework documents to find out what skills are learned through this programme

Read more

Higher education tuition fees reforms in the UK

2011-02-14T11:18:00.000Z

Following the successful vote in the House of Commons on changes to graduate contributions for 2012/13, Secretary of State for Business, Innovation and Skills Vince Cable said:

"Today's (9th December) vote has been an important step in turning the Coalitions commitment to deliver a high-quality university sector that is more responsive to the needs of students into a reality.

"Under our proposals no student will have to pay upfront for tuition and both parties in the Coalition have worked hard to develop a much fairer and progressive graduate contribution scheme. Graduates will only begin to repay the cost of their tuition and living support once they are in high earning jobs, with significant discounting for those on low and modest incomes."

Minister for Universities and Science David Willetts said:

"Our higher education reforms have struck a fair balance between ensuring we advance social mobility and properly fund our world-class universities

"The package is fair for students, fair for graduates and affordable for the nation. Next year the Government will publish a higher education White Paper covering the long-term issues arising from Lord Browne's report."

The key elements of the package are:

Graduate contribution

Any university or college will be able to charge a graduate contribution of up to £6,000.
In exceptional cases, universities will be able to charge higher contributions, up to a limit of £9,000, subject to meeting much tougher conditions on widening participation and fair access. It will be up to the university or college to decide what it charges, including whether it charges at different levels for different courses.

Any university or college will be able to charge below £6,000. Universities and colleges wanting to charge above £6,000 a year will have to show how they will spend some of the additional income making progress in widening participation and fair access. The Office for Fair Access will be able to apply sanctions in cases where universities do not deliver on the commitments in their access agreements, up to and including withdrawing the right of the university to charge more than £6,000.

Loans and maintenance grants

The Government will lend any eligible student the money to pay the university or college for tuition costs. For the first time, part-time students will be entitled to a loan and no longer forced to pay up-front costs, so long as they are studying for at least 25% of their time.

A new £150m National Scholarships Programme will be targeted at bright potential students from poor backgrounds. It will guarantee students benefits such as a free first year or foundation year.

Students from families with incomes of up to £25,000 will be entitled to a more generous student maintenance grant of £3,250 and those from families with incomes up to £42,000 will be entitled to a partial grant.

Maintenance loans will be available to all eligible full time students irrespective of income.

Further details of loan rates for students living at home, those living away from home and studying in London, and loans for longer courses will be provided in due course.

Students deferring from 2011/12 to 2012/13, will be able to apply for loans and grants at the 2012/13 rates. Tuition charges for 2012/13 will be determined by individual universities.

Part-time students

All eligible part-time undergraduates who study for at least 25% of their time will now be able to apply for a loan to cover the costs of their tuition which means you no longer have to pay up front

Part-time students will not however be eligible for maintenance support.

Repayment system

Graduates who have completed their studies and become one of the country's higher earners will make a higher contribution towards the cost of their education. That is because as their earning rise, so will the rate of interest applied to their loan balance.

Graduates will not make a contribution towards tuition costs until they are earning at least £21,000, up from the current £15,000. The repayment will be 9% of income above £21,000, and all outstanding repayments will be written off after 30 years. This means all graduates will pay less per month than they do under the current system. The £21,000 earnings threshold will also be uprated annually in line with earnings from April 2016 (when the majority of students who commence a three year degree course in September 2012 will become liable to repay.

In order to make the system financially sustainable, a real rate of interest will be charged on loan repayments, but with a progressive taper:

For graduates earning below £21,000, there will be no real rate of interest applied to their loan.

For graduates earning between £21,000 and around £41,000, a real rate of interest will start to be charged, reaching a maximum of RPI plus 3%.

Above £41,000, graduates will repay at the maximum, rate of RPI plus 3%.

Under our new more progressive repayment system, around a quarter of graduates, those with the lowest lifetime earnings, will pay less than under the current system.

The Government is committed to the progressive nature of the repayment system. It will consult on potential early repayment mechanisms so that people on high incomes are not able to unfairly buy themselves out of this progressive system. These mechanisms would need to ensure that graduates on modest incomes who strive to pay their contribution early through regular payments are not penalised.

If you are a graduate and currently repaying an income contingent loan your repayment threshold will rise in line with inflation from April 2012. For information on student loans read more It provides general advice and guidance to existing borrowers.

Enhanced focus on vocational skills will boost economy, say half of Brits

In contrast to the extremely negative reaction from the UK's student community, research conducted by Home Learning College shows that large sectors of the population see the benefit of increased tuition fees. Over half of adults (51%) believe higher fees will encourage more people into vocational study. A further 43% feel vocational qualifications are of greater value than degrees.
The survey -by the UK's biggest provider of professional distance learning - revealed that 54% think increasing the UK's vocational skills base will have a positive impact on the country's economy. This rises to 58% of men, while only 6% of all respondents were in disagreement.
When asked whether cuts to higher education and increased tuition fees are necessary to cut the UK's national debt, views became more polarised. Just over a third (35%) believes these measures are vital, while 27% are in disagreement. Again, differences of opinion are apparent between the sexes. Over two fifths of men (41%) support the cuts and rising fees as a strategy for cutting debt, in contrast to only 30% of women.

"The media has very much focused on how young people, and students in particular, have responded to proposals concerning higher education funding," says Dave Snow, Academic Director at Home Learning College. "However, our research shows that vast swathes of the population are either in favour of these changes, or can at least see potential benefits in the long run.

"The previous government has succeeded in making the younger generation feel as though university is the only route to success. Increased tuition fees will encourage school leavers to consider their options more carefully and to place greater value of the benefit of a more vocational study path that broaden our skills base."

Study in Europe Guide For School-Leavers

In the December 2009 BLOG I included an article on the increasing attraction of taking undergraduate study abroad and the increasing number of European cities whose universities are now offering courses for students with English as their first languge. With the prodigious rise in UK tuition fees it is incumbent on careers staff to open up the availability of these courses to potential under-graduates. I have included a publication here that might help with the research.

Irish Times Study Abroad Guide

Recently published, “The Study Abroad Guide For School Leavers” is the only complete Study in Europe Guide for school leavers to the 400+ undergraduate degree programmes in Continental Europe, taught through English that are now accessible to Irish and UK students. Many of these programmes have no or very low fees.

Though published in Ireland, the guide is written with both UK and Irish students in mind and the content is relevant across both jurisdictions. The 64-page guide contains

• Country profiles of principal destination countries in Europe

• Selected University profiles

• Directory of 400+ degree programmes, taught through English

• Selected course profiles

• Admission processes

• Overview of opportunities in Australia, Canada, NZ, and USA

To order your copy today here Read more Unwrap another world of study opportunities for your students.

A-level results: Top universities secretly list 'banned' subjects

Blacklist said to contain non-traditional A-level subjects mainly offered by comprehensives rather than private schools

Jessica Shepherd, The Guardian's education correspondent , outlined recently in her column the increasing concern about the acceptibility of certain A Level subjects for entry purposes into a number of UK universities

Oxford is one of the elite universities accused of operating a subjects blacklist. More of the country's top universities have been called on to come clean about an unofficial list or lists of "banned" A-level subjects that may have prevented tens of thousands of state school pupils getting on to degree courses.

Teachers suspect the Russell Group of universities – which includes Oxford and Cambridge – of rejecting outright pupils who take A-level subjects that appear on the unpublished lists.

The lists are said to contain subjects such as law, art and design, business studies, drama and theatre studies – non-traditional A-level subjects predominantly offered by comprehensives, rather than private schools.

The London School of Economics is thought to be the only top university to publish its own list of "non-preferred" subjects. Cambridge University did so until last year.

Teachers accused universities of putting comprehensive pupils at a disadvantage by refusing to publish their lists. Some claimed the lists were a filter that enabled the most prestigious universities to accept more private school pupils than state-educated ones.

Already private school pupils dominate entry to top universities and could do so more in future. A-level results published on Thursday showed that selective private schools continue to outperform comprehensives in terms of A and A* grades.

Private school pupils are three times more likely to score the highest grade than comprehensive pupils, achieving 30% of the total number of A* grades when their pupils accounted for just 14% of entries. Comprehensive schools achieve 30% of the A* grades on 43% of entries.

But even the brightest state school pupils, with a string of As and A*s, stand little chance of a place at a top university this year if they have taken one or more of the A-level subjects on the unofficial lists, the teachers said.

These students will join this year's unprecedented scramble for university places. An estimated 180,000 students are predicted to be turned away from every degree course starting this autumn because of record numbers of applications.

John Bangs, former head of education at the National Union of Teachers, said he strongly suspected that there was a single unofficial list of banned subjects.

"The list is built on the assumption that these subjects are easier than others and not academic enough," he said.

"This is just another sign of the Russell Group using a filter to stop people they don't want from getting into their universities. They have no concern about fairness. They should be far more transparent. If they have this list, let them publish it and show us the evidence that these subjects are easier."

Andy Gardner, of the Institute of Career Guidance, said he had confronted Russell Group universities about the alleged list in the past.

"I think there is certainly an element of there being subjects that [the Russell Group] doesn't rate," Gardner, who advises state school pupils on their university choices, said. "Children in state schools are disadvantaged by this."

Mike Griffiths, headteacher of Northampton School for Boys and a council member of the Association of School and College Leaders, said he suspected universities of rejecting students who did drama A-level in particular. One of his pupils has three A*s but no place at university and he believes this may be because he took drama.

"Universities need to be more honest about what criteria they are using [to select pupils]," he said. "I don't have a problem with universities having subjects that they consider to be less helpful, but they need to be upfront about it."

Geoff Lucas, secretary of the Headmasters' and Headmistresses' Conference, which represents headteachers of 250 independent schools, said universities must "come clean if there were unwritten rules" about so-called banned subjects. State school pupils were more likely to choose a subject in the unofficial list because independent schools mainly offer traditional subjects, Lucas said. "Students have the absolute right to see this list."

Wendy Piatt, director general of the Russell Group, said no Russell Group university barred any A-level subject.

"University websites typically include details on 'essential' and 'preferred' A-levels to help students maximise their chances of gaining entry to competitive degree courses," she said. "Most provide very clear and comprehensive information on required A-level subjects and which ones will not be considered when making admissions decisions. Students would be well advised to take very careful note of such requirements."

This week's A-level results (August 2010) showed that pupils were increasingly shunning so-called "soft" subjects in favour of science, economics and maths.

Qualifications and Destinations of Northern Ireland School Leavers 2008/09

This is the most recent set of published Qualifications and Destinations of NI School Leavers. Results from the 2008/09 School Leavers Survey have been published detailing the qualifications and destinations of school leavers by gender, school type and religion of pupil.

Key Points

• The proportion of school leavers achieving two or more A levels or equivalent was 50.6% in 2008/09, an increase of 6.3 percentage points from 44.3% in 2004/05.

• The proportion of school leavers achieving at least five GCSEs at grades A* - C or equivalent has increased by 7.1 percentage points from 63.0% in 2004/05 to 70.1%

in 2008/09.

• The proportion of pupils leaving school with no GCSEs has decreased by 2.1percentage points from 5.0% in 2004/05 to 2.9% in 2008/09.

• The proportion of school leavers continuing on to Institutions of Higher Education has increased by 4.8 percentage points from 38.1% in 2004/05 to 42.9% in

2008/09. The proportion continuing on to Institutions of Further Education increased by 4.9 percentage points from 27.5% in 2004/05 to 32.4% in 2008/09.

• The proportion of pupils unemployed after leaving school decreased between 2004/05 and 2008/09 from 4.4% to 3.1%.

Qualifications

A Levels

• Girls continue to outperform boys in terms of qualifications achieved. By the time they leave school 58.4% of girls achieved at least two A levels or equivalent compared to 42.8% of boys, and 55.6% of girls achieved three or more A levels or equivalent in 2008/09 compared to 40.7% of boys.

• The proportion of grammar school leavers achieving at least two A levels or equivalent has increased from 81.7% in 2004/05 to 84.4% in 2008/09. 88.5% of grammar school girls left school with two or more A levels or equivalent compared to 80.0% of grammar school boys. The corresponding proportions for secondary schools were 36.1% for girls and 18.1% for boys and 26.9% overall, an increase of 6.8 percentage points from 20.1% in 2004/05.

• The proportion of secondary school leavers achieving at least two A levels or equivalent has increased from 20.1% in 2004/05 to 26.9% in 2008/09.

• When religion of pupil is considered, 54.4% of Catholic school leavers left with two or more A levels compared to 46.2% of Protestant school leavers

• At 55.2% the proportion of pupils not entitled to free school meals who achieved two or more A levels or equivalent was much higher than those pupils entitled to free school meals (25.4%).

GCSEs

• The proportion of girls leaving school with at least five GCSEs or equivalent at grades A* - C remains higher than the proportion of boys; 75.9% of girls leaving school in 2008/09 achieved at least five GCSEs at grades A* - C or equivalent compared to 64.4% of boys.

• The proportion of pupils leaving grammar schools achieving at least five GCSEs at grades A* - C or equivalent has increased from 96.6% in 2004/05 to 97.0% in 2008/09. The corresponding proportions for secondary schools were 41.3% and 51.3%, a 10.0 percentage point increase.

• More boys (413) leave school with no GCSEs or equivalent compared to girls (260), this represents 3.6% of boys and 2.2% of girls.

• When free school meal entitlement is considered 6.1% of those entitled to free school meals leave without any GCSEs compared to 2.3% of school leavers who are not entitled to free school meals.

• 18.8% (102) of Protestant boys entitled to free school meals achieve at least five GCSEs at grades A* - C or equivalent including English and maths compared with 29.4% (332) of Catholic boys entitled to free school meals.

• 63.7% of girls achieve at least five GCSEs at grades A* - C or equivalent including English and maths compared with 53.1% of boys, a difference of 10.6 percentage points. When religion of pupil is considered, 59.5% of Catholic school leavers left with at least five GCSEs at grades A* - C or equivalent including English and maths compared to 57.0% of Protestant school leavers.

Destinations

• In total 42.9% of school leavers entered Higher Education Institutions (HEIs). At 48.8% the proportion of girls continuing on to HEIs is higher than for boys at 37.0%.

• The proportion of boys entering Training is much greater than that for girls at 18.0% and 7.5% respectively.

• When religion of pupil is considered 38.9% of Protestant school leavers attend Institutions of Higher Education compared with 46.4% of Catholic school leavers.

• School leavers not entitled to free school meals are more likely to continue their education with 78.4% entering institutions of Higher or Further Education compared to 58.6% of leavers who were entitled to free school meals.

National Statistics

1.This is a National Statistics publication. National Statistics are produced to high professional standards set out in the Code of Practice for Official Statistics. They undergo regular assurance reviews to ensure that they meet customer needs. They are produced free from any political interference.

2. For general enquiries about National Statistics, contact the National Statistics Public Enquiry Service by:-

Telephone: 0845 601 3034

minicom: 01633 812399

E-mail: info@statistics.gov.uk

Fax: 01633 652747

Letters: Customer Contact Centre, Room 1.015, Office for National Statistics,

Cardiff Road, Newport, NP10 8XG

3. To find National Statistics on the Internet:read more

School Leavers’ Survey

4. More detail about the collection of school leavers’ statistics can be found at: read more Special analysis of the School

Leavers’ Survey can be produced on request. Comparative data may also be found at:-read more

http://www.dcsf.gov.uk/rsgateway/DB/VOL/v000891/index.shtml

http://www.scotland.gov.uk/Publications/2010/03/22111037/0

http://www.education.ie/servlet/blobservlet/stat_school_leaver_survey_2007.pdf

5. Tables referring to highest qualification incorporate equivalences based on the National Qualifications Framework. Further information can be obtained from

the Qualifications and Curriculum Authority website: http://www.qca.org.uk.

6. The numbers relating to qualifications are cumulative totals of the level detailed and those above. For example 70.1% of school leavers achieved at least five

GCSEs A*-C inc. equivalents. This proportion is calculated by adding those with a highest qualification of 3+ A Levels, 2 A Levels, 1 A Level & 5 GCSEs

A*-C and dividing by the total number of school leavers.

7. Destinations are reported by the school leavers and recorded by the school.

Further Information

8. Requests for further information should be addressed to:-

Mr John Toogood

Statistics and Research Branch

Department of Education

Rathgael House

Balloo Road

Rathgill

Bangor

BT19 7PR

Telephone (028) 9127 9379

Fax (028) 9127 9594

E-mail john.toogood@deni.gov.uk

DE Statistical Press Releases can be accessed at the DE Internet site:- http://www.deni.gov.uk under the Statistics and Research section

9. Media enquiries to the Department of Education Press Office Tel: 02891279207. Out of office hours contact the Duty Press Officer via pager number 07699715440 and your call will be returned.

GRADUATE STORIES

Students looking to secure their first graduate job need more than just labour market information; they also need to understand how the graduate labour market operates.
In order to illustrate the complexity of the graduate labour market HECSU invited 100 graduate employees to describe how they ended up in their current roles.
We hope that reading these graduate career stories will give students a better understanding of the complex reality of the graduate labour market, as well as the confidence to actively manage their own labour market experience. You can download these from:Read more

The stories/profiles should be used creatively by the CEIAG staff in bringing out key information and trends!

UNI GUIDE WARNING OVER 'SOFT' A-Levels

A group of top universities published guidance today revealing a preference for students who take traditional A-levels.

The Russell Group, including Queens, Belfast, lists the so-called 'facilitaing' subjects for gaining a place as maths, English, geography, history, biology, chemistry, physics and classical or modern languages in their guide 'Informed Choices'.

Sudents selecting subjects post -16 are warned about closing potential degree courses for themselves in avoiding the challenge presented by the subjects listed above! They are advised to take no more that one of the so called 'softer' options (they list media studies, art, business studies) if they wish to consider the more competitive universities/courses.Education Guardian asked HE institutions for advice on whichA-level subjects they view favourably and which ones they rule out. 27 unis responded and you can find their reponses here Read more

UK performing poorly in the numbers doing Maths after 16

2011-02-14T11:17:00.000Z

Writing in Tuesday's Education Guardian (14/12/2010), Warwick Mansell reports that results from an international testing study in early December triggered a fresh round of soul searching after they revealed that the UK is falling down the global rankings for reading, science and particularly maths!

New research shows England, Wales and N. Ireland finishing bottom of another kind of league table, which compares countries according to the number of young people persisting with any kind of maths education post -16.

The study, funded by the Nuffield Foundation read more shows that among 24 states, the three 'home' nations; England, Wales and N. Ireland are the only ones where fewer than 20% of pupils take mathemetics in any form during what the researchers classify as the 'upper' secondary years.

The remaining countries all have post-16 participation rates for maths of more than 50% with rates running at more than 95% in eight of them including, Sweden, Finland, Japan and Korea. Not all these countries have young people taking maths at 'A' level standard. However, when the comparison is made with those strictly taking advanced level, the UK is still towards the bottom of the research.

The advanced level take up in the UK ranges from 11% in Wales through 13% in England to15% in N.Ireland and 23% in Scotland, with a UK average of between 13% and 14%.

The Confederation of British Industry (CBI), the business lobby group, have been calling for all young people to continue with some form of maths or numeracy education post 16, whether they were on an academic track or training in the workplace.

It has been estimated that young people leaving school with poor maths skills are costing the economy £2.4 billion per year!

Without an 'uplift' in mathematics and numeracy capabilities, the UK will find itself falling behind in fields such as, environmental technology, pharmaceuticals and the creative industries.

Maths is arguably the foundation of the whole of science and technological understanding. The country needs more maths people. The situation in this country is not entirely bleak with numbers taking 'A' level actually rising over recent years.

However, the Nuffield paper argues that 'A' level maths is still attracting a lower proportion of students than it did in the mid-90's.

Jeremy Hodgen, of King's College London who led the research says that many people who need to be proficient with numerical concepts, such as future primary schol teachers and nurses, are missing out in the UK by dropping the subject at 16. He enlarges on the point about primary school teachers by stating that by the time they have completed their post graduate qualification and taken a post, they will be in their mid 20's with no maths taken from when they were 16!

Should the subject be compulsory post 16?

Eight countries in the study require all pupils whether in academic or vocational education to persevere with it. Within the UK, however, recent attempts to curtail subject choice post 16, or even to promote greater breadth of study have floundered in the past. The Curriculum 2000 reforms which signalled an opportunity for young people to include breadth in their choices largely failed in its mission.

If compulsion is not an attractive option perhaps the government should consider offering a more attractive range of mathemetical options pitched to pupils who gain C and B grades at maths GCSE, who tend now not to opt for A level. The Advisory Committee on Mathemetics Education (Acme) is advocating a new set of maths"pathways" at post 16 level to tackle what it has identified as an inadequate range of options for those students not committed to A-levels.

There can be no doubt that over the coming months the government will be looking at how to engage more young people in mathematical 'pathways' post 16.

Prospect of becoming NEET rises by 40 per cent for those with A-levels - 2010

As young people worry about their A-level results, new statistics show that no matter what their grade they will face a tough year. Research by the IPPR and the Private Equity Foundation (PEF) shows that young people due to find out A-level results on Thursday 19th August could have a difficult year ahead of them despite their achievements. Their risk of becoming so-called "NEET" (Not in Education, Employment or Training) has increased by over 40 per cent since the onset of the recession.

Just over 9 per cent of those with Level 3 qualifications (which includes A-levels) were classified as NEET in the first quarter of 2010, up from 6.4 per cent in the first quarter of 2008.

And recent graduates, who might have hoped that a degree would cushion them from unemployment, are likely to get an even bigger shock. Graduates have seen the fastest increase in the numbers becoming NEET, with their risk growing by 50 per cent over the last two years.

However the ippr's new analysis of the Labour Force Survey also tells another story: young people with no qualifications remain far more vulnerable than their more highly qualified counterparts. A shocking 36.1 per cent of young people who've left school empty-handed are NEET. This is far higher than those with degrees (11.4%) and those with Level 3 qualifications (9.1%). The percentage of young people with no qualifications who are NEET has hardly changed since the recession started, suggesting a long-term problem whose causes are not connected to the recent economic upheaval.

Lisa Harker, Co-Director of the IPPR, said:

"While it is true that those with A-levels and degrees have seen their risk of becoming NEET increase the fastest, they remain much better protected than young people who have no qualifications, and they are likely to do better when the economy recovers.

"The challenges facing young people with no qualifications are not just the result of the recession. Over a third of this group were already NEET before the recession began. This suggests a long-term problem whose causes are not connected to the recent economic upheaval. It is important not to lose sight of this challenge at a time when many are focusing on the high numbers of graduates who cannot find work."

Shaks Ghosh, Chief Executive of the Private Equity Foundation, said:

"Getting a first job has always been tough but these statistics highlight just how hard the recession has made the transition from school to work, for so many. I fear our young people will not feel the positive effects of our fragile economic recovery this year.

"That said, this research also highlights how vital qualifications are. Those with A-levels and degrees will be better placed when the job market recovers. For those with nothing, the outlook is bleak. These young people risk not just being left behind for the next year but years after. They need real targeted help or could be entirely lost to the world of work and to their communities."

Review of UCAS Tariff announced

UCAS has announced a comprehensive review of the Tariff, the points-based system used by admissions officers to determine the suitability of qualifications for progression into higher education.

The review comes at a time when the spotlight is on the higher education sector to meet the needs of both applicants and business, with suitability and availability of qualifications increasingly under scrutiny. This makes a mechanism that specifically recognises and communicates a qualification's value for progression to higher education essential.

Professor Sir Robert Burgess, Chair of the UCAS Board and Vice Chancellor at the University of Leicester, said:

'The UCAS Tariff has been very valuable to the higher education sector which uses it in many different ways to support the admissions process and understanding of qualifications. A review is appropriate at a time when applicants are using an increasingly diverse range of qualifications to progress in to higher education.'

Mary Curnock Cook, UCAS Chief Executive said:

'Getting onto your chosen course in higher education has always been competitive. UCAS wants to make sure that everyone can understand the currency of particular qualifications for entry to particular courses and can make a realistic and successful application.'

The Tariff was designed ten years ago when A level qualifications predominated for entry to higher education - this situation is changing, with around 50% of UK-based applicants in 2009 applying with qualifications that did not include A levels (as compared with around 32% in 1999).

The review will also address concerns that the Tariff is being used in ways for which it was not intended:

• The 'UCAS points score', determined by the Tariff, is often taken at face value, meaning that neither applicants nor HE institutions gain a full understanding of a qualification's suitability.

• Given the range of different higher education courses available, the Tariff score does not show how a particular qualification could be more appropriate to support admission to some courses than others.

• Not all qualifications used to apply for higher education (by both home and international students) are on the UCAS Tariff so it isn't a universal measure.

• There is some evidence that graduate recruitment schemes and internships are using online applications which include tariff requirements in order to proceed with an application.

Mary Curnock Cook, UCAS Chief Executive continues:

'UCAS is facilitating this review, which will be highly consultative and led by the HE sector itself. We are expecting the process to take between 18 and 24 months and throughout that period it will remain business as usual for the Tariff until the review is finalised. This announcement therefore has no impact on applications during 2010 or 2011.'

For more information on the Tariff and for factsheets on the announcement visit
Read more

What is it that makes geography graduates so employable?

2010-12-06T10:28:00.000Z

I am indebted to Richard Garner for writing so lucidly and informatively about geography in last Thursday's edition of the 'Independent' ( 2nd December). This writer poses the question that in a tough job climate what is it about those with geography degrees that makes them so employable?

Garner continues to argue that the news for graduates about their employment prospects may have seemed unremittingly gloomy over the past few months. It is, according to statistics, at its worst level for some 17 years. However, hidden in amongst the national statistics there are some success stories that show all may not be as bad as it seemed for everyone who graduated last year. Crucially, it can depend on what subject you studied as to how successful you were at finding a job.

Statistics demonstrate that a glimmer of light shines in the field of geography: its graduates are finding it less difficult to obtain meaningful employment than the rest.

The official figures show only 7.4% of them were unemployed six months after graduation compared to 8.9% of the student body altogether.

Garner forecasts that

The world may becoming their oyster as more and more companies see the virtues of having a green eye on board to advise them on environmental hazards.

Using his own personal experiences from his subject choice days at a leading Independent school, where geography was deemed to be a subject only for the academically challenged, he reports that geography had such a low ranking in the eyes of academia there. There is anecdotal evidence from schools over the last number of years of the subject slipping down the popularity ratings. Not any more! It has taken some time to change perceptions but numbers studying it at GCSE level across the UK have risen.

The Royal Geographical Society has mounted a campaign to increase the take up in the schools even further with a letter from its president, Michael Palin, to all parents saying

So many of the world's problems boil down to geography and need the geographers of the future to help us understand them

Lesson Idea

There is an opportunity her to get your Year 10 or Year 12 pupils to elaborate on the import of Michael Palin's comment

Global warming, sustainable food production, natural disasters, such as earthquakes and tsunamis, the spread of diseases, the reasons for migration and the future of energy sources are just some of the great challenges facing the next generation of geographers.

Lesson idea

On your subject choice noticeboard make GEOGRAPHY your subject of the month for January asking the class to populate the board with all kinds of information on the subject e.g. reasons for doing the subject, the content of the GCSE syllabus; photographs from the newspaper/magazines on geography related issues, past pupils working in geography related careers; the schools GCSE/AS/A level results over the past three years etc.

Gardner goes on to qualify his position on geography by confirming that an A-level in geography is recognised for its academic 'robustness' and, most importantly it helps young people into the world of work. You will find geographers in a wide range of work, he reports, from the City to planning, working in the environment to travel and tourism or in international charities or retail.

In the past when times have been hard economists have looked at businesses with a ruthless lack of sentiment. A decade or so ago they may well have professed concern for the environment but when the chips were down people in green roles would have been shown the door.

Martin Baxter of the Institute of Environmental Management and Assessment makes this point

There seems to have been a change in the status of the environmental professional. They are today better integrated into business.

Some of the geography graduates spoken to in the research for the article have ended up in a job you would not necessarily associate with the subject. However, they feel the skills they learned in making presentations during their university course and arguing an environmental case has helped them in whatever career they have chosen to pursue.

Lesson idea

Ask the class to consider which other skills and qualities might accrue from someone studying geography for A-level/degree and why these skills would appeal to a potential employer?

Addressing the gender divide - making the case for Physics

2010-12-06T10:27:00.000Z

If one accepts what futurologists tells us that retention of STEM subjects provides one with the best opportunity to be employed in the high end skilled sector of work in the years ahead, then it is indeed encouraging to read this piece from the Joint Council for Qualifications published at the beginning of September.

Physics: number of A-level entrants soars beyond 30K

The figures from published A level results at the beginning of the new term, show an increase for the fourth consecutive year in the number of students sitting examinations in physics across the UK. The total number of students entered for physics A-level has risen by 5.2%, from 29 436 in 2009 to 30 976 in 2010. This encouraging result is supported by a continued increase in AS level numbers, with the number of entrants increasing from
41, 955 last year to 45, 534 this year - an 8.5% increase.

Although the number of entrants has increased much work is still required to reduce the gender divide in the physics classroom as the proportion of girls against boys taking physics exams remains stubbornly fixed at approximately 1 girl to every 3 boys.

Lesson idea

There is an opportunity here with this information to open up discussion on gender issues related to subject choice and especially in relation to physics and maths

There also remains concerns that some students - especially girls - are not following through from AS to A level - possibly because they think it will be easier to get a higher grade in other subjects despite the data showing that students who stick with the subject are very successful: 53% get an A*, A or B.

With universities looking to recruit students with good grades in traditional subjects, physics is a subject to stick with.

Charles Tracy, head of education pre-19 at the Institute of Physics (IOP), said,

"Only five years ago we were meeting results day with a sense of dread as we anticipated further decreases in the number of physics entrants. We are delighted that all of the hard work undertaken by policy makers, and through programmes like our own Stimulating Physics Network, is paying off.

"When it is taught well, physics is a rewarding and valuable subject for school students; however, there remain many schools where students don't have access to the quality of teaching that will encourage them to pursue it beyond the age of 16. The challenge now is to provide all students in all schools with the opportunities that many are now enjoying."

Professor Dame Jocelyn Bell Burnell, president of IOP, said,

"The increase in candidate numbers is good news but we can not lose focus now. We need the Government to continue expressing the importance of qualifications such as physics and avoid sending negative messages through hasty cuts to the UK's science base. Students will be encouraged to take subjects like physics if they can be assured that qualifications in physics lead to the brightest prospects."

An earlier article in August drew my attention to the same theme

More young people studying maths and science but skills shortage still threatens economy

This year's GCSE results show more young people are studying science and maths and the first cohort of students have successfully completed the Higher Diploma in Engineering.
However, Europe's largest body of engineers is warning that the UK faces a massive skills shortage, unless this trend increases at a rapid pace.

Around 20% of science-related professional jobs in the UK are filled by migrants demonstrating how significant the problem has become. This could become even more unmanageable with a number of low carbon economy initiatives high on the agenda.

At the same time, a soon to be published survey by the Institution of Engineering of Technology (IET) shows that one in every five engineering employers are concerned they will not be able to find suitable engineering candidates to recruit in the next four to five years. That is a significant increase from the figure reported in 2009.

Individual science GCSE entries are up. Paul Davies, Head of Policy at the IET said:

"There is a significant risk regarding the match between the supply and demand of UK engineering skills. That is why we have been supporting the formation of the new Diploma from the outset, as we believe it is essential to get engineering into schools and young people enthused about this exciting subject.

Though the author of the article speaks specifically about the new 14 to19 diplomas in England, the comment made about its development should concentrate our attention on the applied GCSE options in engineering available to our young people at 14 and 16 plus, if we are to meet the future demands of the engineering industry.

There is little doubt that the appropriate applied courses enables young people to progress towards undergraduate study or employment with the confidence that they have 'real work ready' skills. Appropriate applied engineering courses have the potential to ensure that engineering is at the heart of the curriculum and on the minds of young people as an exciting career option for the first time.

My final piece on the subject concerns the need to ensure that our best quality students are encouraged to consider a career teaching Physics and Maths and it is drawn from a piece that appeared on the Institute of Career Guidance (ICG) site back in October

Physics teachers: More than a decade of doubled intake needed

Having now calculated the extent of the shortage of specialist physics teachers in our schools, the Institute of Physics (IOP) has likened the rate of recruitment and retention in the profession to "a bath with the plug out and the taps only half on."

As science in school is split equally between physics, chemistry and biology, schools need equal proportions of teachers with the appropriate academic background, but at present only 19% of science teachers have a physics degree.

Evidence from Ofsted and an independent report by Professor Alan Smithers have found that schools with no physics specialists have fewer students progressing in the subject to A-level, at a time when businesses and politicians alike identify physics as one of the most desirable subjects to be qualified in.

At present, at least 500 state schools in England lack any science teachers with qualifications in physics and there are still big concerns about teacher retention with half of all new physics teachers leaving the profession within four and a half years.

This year, around 590 would-be physics teachers will begin teacher-training courses on their path to QT status but at least 1000 new physics teachers are needed each year, for 15 consecutive years, to achieve the desired balance.

Among some of the longer-term solutions are better marketing targeted at physics graduates, the creation of a few teacher training 'supercentres' particularly aimed at training to teach shortage subjects, and mentoring to improve retention.

Lesson idea

Why not ask your sixth form students, who have already opted for the subject, why they wouldn't include teacher training in Physics or Maths as one of their UCAS choices?

In the short-term, the only solution is to offer professional development to those already teaching science who do not have a physics qualification to ensure they have the confidence and enthusiasm required to inspire students. To this end, IOP continues to run the Stimulating Physics Network, which has resulted in partaking schools seeing a 30% increase in the number of students taking their physics AS exams.

Professor Dame Jocelyn Bell Burnell, IOP's President, said, "We now have a better idea of the scale of the shortage: how many teachers there are at present in England's state schools, how many are currently entering teacher training, and by how much we would need to increase this number in order for every school to have enough physics teachers to be sure its students are getting the best possible education in the subject.

"Despite a recent small upturn in recruitment, the shortage remains a serious problem."

Lesson idea

It would be interesting to research the figures re: the shortage of qualified Physics teachers for schools in N Ireland. I suspect they would be available from the Department of Education. Figures no doubt would reveal if the situation is on par, or perhaps more grave, than that in England. Nevertheless, the three articles should provide the careers teacher with enough material to develop some project ideas on how to bring the importance of Physics and Maths to the attention of all those making subject options; firstly at 14, then at 16, and finally those considering Further or Higher Education course at 18.

Check out these interesting resources and downloads

2010-12-06T10:26:00.000Z

Two diagnostic online career tools GRO and CareerUnlocker are being launched by the Careers Advisory Service (CAS) at the university of Reading. These take a holistic view of career development learning (CDL) and Personal Development Planning (PDL) and are available FREE of charge.

For more information and if you would like your own institutional copy go to read more where there is advice on how to download a free customisable copy.

For young people between the ages of 16 to 25 the economic conditions currently prevailing in Norther Ireland and the rest of the UK have dealt them a 'tough hand.' One in three young people in NI are currently out of work with conditions unlikely to improve over the next few years. Though challenging for the young the situation provides a stark reminder for the careers teacher to review current strategies etc in dealing with subject/option choices where school leavers are concerned.

Figures for those not in education, employment and training (NEETs) are growiing so it will be important to bring the current scenario to the attention of those in transition stages as a matter of urgency!

Changing the NEET mindset: Achieving more effective transition between education and work

is a recent report from Sally Gracey and Scott Kelly in which they seek to determine why the number of young people not in education, employment and training is so high, and what can be done to tackle the problem. If you feel the material might provide you with some directional light on reviewing your current strategies regarding the problem then a copy can be downloaded here. read more

TAX MATTERS

These online modules explore how and why you pay tax. They are designed for anyone who wants to learn about taxation and the public services, especially our young people at each of the three key stages; KS3, KS4 and post 16.

As there is a teachers' area on the site the content is excellent for constructing your own materials from the lessons and resources provided at each of the three key stages. You can source this invaluable and up to date resource here. read more

COMPETITION

Infocow from Futurelab and career site icould have joined forces to offer a competition open to 14 to 19 year olds in the UK for a chance to win an exciting opportunity to spend a day with one of six people at the top of their game

A journalist on a glossy magazine
An advertising executive for a London-based agency
A football coach & football marketing manager for a top team
A racing car designer
A film buyer for a national cinema chain
A production manager at a busy TV production company

For more information on the competition go to read more

icould read more is a radical and timely new online resource created to help and inspire young people standing on the threshold of the world of work. It is a talking library with thousands of personal stories to get young people thinking positively and imaginatively about their own career directions.

InfoCow read more is a free online resource from FutureLab made for and created by young people 14 to 19 year olds. It links to hundreds of different websites and sources of information that can help young people make positive changes with option choices.

Lifetracks

Lifetracks is a new website from YouthNet, a charity which specialises in using new technologies to inspire, support and engage with young people across the UK. Lifetracks read more offers a wide selection of articles, videos, interactive functions and tools giving young people reliable and solid information to aid their work, learning and training decisions.

Quicklook Books

New range of e-books on various careers now available. Read more for further information.

WYGU launches website to help break away from ‘accidental careers’

WYGU (When You Grow Up), read more a new social careers guidance, development and e-mentoring platform announced its public launch on 1st December. ‘What do you want to be When You Grow Up?’ it’s a challenging question that we’ve all faced in our youth, and some of us live with this uncertainty well into our career journey as adults.

Apprenticeships - Opening doors to a better future!

2010-12-06T10:25:00.000Z

As careers teachers we are all currently concerned with the competition for places irrespective of whichever option our young people are considering post-16. In an earlier piece written on apprenticeship, I encouraged careers teachers to provide a noticeboard, prominently placed in the school, specifically detailing opportunities for national apprenticeship applications.
This noticeboard would be in addition to the one already there providing opportunities with all our local providers. I feel this is important given that we now have an all age apprenticeship system and there is some anecdotal evidence to indicate that graduates are turning to apprenticeships as an alternative to post graduate study.

There will be an opportunity for schools to celebrate the success of their past pupils who opted for the apprenticeship route by actively participating in the National Apprenticeship Week February 7th to 11th 2011. The aim will be to highlight the talent and skills of your apprentices. Your event can be highlighted on the site read more

To help you plan activities etc there is a list of suggestions and ideas on this site. You can click on the relevant links - employers; apprentices; colleges; training providers; stakeholders; for more themes/ideas/suggestions. You can even download a toolkit!

In addition, you can keep abreast of what's happening nationally and review events from 2009 and 2010. No doubt you are aware of the current government's emphasis on vocational education and the Skills Minister, John Hayes (who recently spoke in Belfast at the ICG conference) has an interesting speech on skills needs in the UK (November 2010) available to download from the site.

In keeping with my recommendation to post national apprenticeship opportunities on the school noticeboard I have included a recent advert from BT to post on your board

New Customer Engineering and Delivery Apprenticeships Open

BT are looking for new apprentices read more The Careersbox site has a number of interesting videos on the work within BT.

If you are not familiar with Careersbox you can get more details here read more

Applicants for BT's most recent position need to have 5 A* to C GCSEs including English language and Maths as well as a full UK manual driving licence, permanent right to work in the UK and be able to pass a colour recognition test.

BT are recruiting with start dates from January 2011 so applications need to be completed as soon as possible to avoid missing out.

Interested students should go to read more

I have included this short article from the Institute of Career Guidance (ICG) July 2010 to indicate how government are emphasising the importance of vocational education

'The future is vocational' say UK employers

McDonald's, Whitbread, Merseytravel and Clugston Construction were among 100 leading employers who came together last week to campaign for greater recognition of vocational qualifications and discuss the positive impact they have on their businesses.

Over four million vocational qualifications (VQs) were awarded last year according to new figures released today to mark VQ Day, the annual nationwide celebration of vocational qualifications. The overall number of VQs achieved has risen over 11 per cent from last year - a rise welcomed by the employers.

Co-hosted by independent education foundation Edge and Business in the Community, the

'Is the future vocational'?'

debate took place at the Royal Horticultural Halls earlier today and included representatives from BT, Vue Entertainment, BAE Systems, J Sainsbury, Capgemini and Orange. Employers discussed how businesses can make the most of vocational qualifications, called for vocational qualifications to be more highly regarded across industry and backed a call for more defined career progression at higher levels for vocational careers.

Employers also discussed the benefits vocational learners bring to the business citing improved confidence, enhanced performance, reduced recruitment costs, increased productivity and reduced absenteeism. Participating employers again reinforced their commitment to developing staff at every level of the organisation and across sectors.

John Hayes MP, Minister for Further Education, Skills and Lifelong Learning added his voice to the debate and backed a vocational future. Speaking at the national VQ Day event at the Royal Horticultural Halls, Hayes said:

"This year, University Technical Colleges - pioneered by Edge chairman Lord Baker and the late Ron Dearing - have propelled vocational education to the top of the political agenda. My ambition is that at each VQ Day, every year, we celebrate a new triumph for vocational learning."

Copies of 'Vocational Qualifications in the UK; 2010 update' are available at read more

Key findings were:

o The biggest sector growth area is Science and Maths (33 per cent increase) followed by Leisure, Travel and Tourism qualifications (24 per cent increase),

o Higher level VQs are increasing with foundation degrees growing strongly in England, Wales and Northern Ireland. 18,850 were awarded across the UK compared to 15,000 the previous year

o Health, Public Services and Care was the biggest single sector for VQs in the UK in 2008-09, with over a million qualifications achieved

o Workplace qualifications are also increasing with 959,000 National and Scottish Vocational Qualifications achieved, an increase of over 24 per cent on the previous year

Lesson idea

Why not arrange your own special VQ day in the school for pupils and Parents and employers before the end of 2011. For more information about VQ Day, please visit read more

Skills Minister John Hayes welcomes IBM Apprenticeship Scheme 3rd Dec 2010

Skills Minister John Hayes met apprentices at the London launch of IBM's first apprenticeship scheme, aimed at school leavers.

Information Technology is one of the many sectors set to benefit from the Government's expanded apprenticeships programme. An extra £250m government funding a year will be put into apprenticeships by 2014/15 compared to previous spending levels.

John Hayes said:

"This government recognises that skills training must keep up with the fast pace of technological change. That's why the Government is not just expanding the apprenticeships programme by investing an additional £250 million, but also improving the scope and quality of apprenticeships so they deliver the more advanced learning and practical experience that firms like IBM demand.

"IBM's new apprentices will gain invaluable skills that will help them take forward their own careers in the ICT sector. And every firm that makes this investment in its people will help ensure its future prosperity as well as that of the wider economy.

"I am determined to seed apprenticeships in every part of the country, to spread opportunity, grow the nation's economy and produce a bigger society."

Stephen Leonard, Chief Executive, IBM UK and Ireland said:

"IBM is continually looking to develop and invest in its future leaders and the Apprenticeship Scheme is a great opportunity to engage with a new pool of talent.

"We recognise that studying for a university degree isn't for everyone. The scheme is a way for individuals who are keen to dive straight into the world of work to join a vibrant and forward thinking company whilst still working for a recognised qualification."

Apprenticeships are at the heart of the Government's skills strategy, launched this month. By 2014-15, the government will expand the numbers of adult apprenticeships available by up to 75,000, leading to in excess of 200,000 starts a year.

The Government is working with employers, through Sector Skills Councils and other representative bodies to ensure that all apprenticeship frameworks meet the needs of the real economy. Re-shaping the apprenticeships programme so that more learners achieve Advanced Apprenticeships and above will help deliver the technician level skills that a modern, dynamic industrial economy needs.

The IBM apprenticeship scheme in the UK is aimed at school leavers, and will take students with 8 GCSEs plus two 'A' levels who would like to go into work rather than go to university. IBM's 15 new apprentices will receive two year's training as IT specialists and will be offered permanent employment.

IBM is being supported in its initiative by e-skills, the government Sector Skills Council for Business and Information Technology.

Career opportunities highlighted within the Sector Skills Councils (SSC)

2010-12-06T10:24:00.000Z

In Career Guidance Today Volume 18.3 July 2010 Helen Barrett, Careers Executive, GoSkills, makes a strong case for considering passenger transport as a potential career area to research and reflect upon especially as there may be exciting opportunities for young people in such varied field as
designing transport systems, engineering high speed trains, or directing aircraft.
The sector is already getting ready to move million of people expected to visit the UK for the 2012 Olympics. Customer service is key to the sector! The sector continually invests in improvement to services, infrastucture and training.

Retention rates in many of its occupational areas are strong and promotion from entry level roles to those of supervisors, managers and directors, is commonplace.

Lesson Idea

As a short lesson ask the class to consider how many different job roles are involved in getting a flight off the ground at Aldergrove airport

Resources

Labour market information from all Sector Skills Councils (SSCs) is available on the Advice Resources website
Read more

and for more information on passenger transport specifically go to read more

Over half a million new engineers needed

In order for the UK economy to recover, the manufacturing sector will need to recruit over half a million (587, 000) engineering and manufacturing workers with state-of the-art-skills by 2017, according to a report launched by EngineeringUK, the independent organisation that promotes the vital contribution of engineers, engineering and technology in our society.

STEM in Northern Ireland

A report from the Department for Employment and Learning and Department of Education in Northern Ireland reveals that there is a need for their economy to have a workforce which has science, technology, engineering and mathematics qualifications.

It also states however that young people are not choosing these subjects in school, college and university. For your copy of the report read more

womenintechnology.co.uk - new blog

womenintechnology.co.uk, a leading career and networking organisation for female technologists, has just launched its brand new blog integrated into its main website.

As well as being able to search and apply for jobs online, access career advice and sign up for training courses and networking events, users of the website will now be able to engage more actively with the womenintechnology team and will have the opportunity to feature as guest bloggers themselves.

To visit the new blog read more

Entrepreneurship - Encouragement to make a job, not take a job!

2010-12-06T10:23:00.000Z

A number of interesting articles have crossed my path recently confirming what many writers, economists and politicians, commenting on the parlous state of the current economy, feel is perhaps the best way forward out of the current recession. The message coming out is more encouragement for all to consider entrepreneurship as a viable career option.
From post primary LLW and CEIAG programmes to graduate and post graduate first destinations alot of column inches have been devoted to this career option. The following articles consider a number of possible pathways as one explores the current entrepreneurial landscape.

In November last, Business Secretary, Vince Cable, announced a new Entrepreneurs' Forum. to provide informal and personal advice on new business and enterprise policies.

The announcement was made at the beginning of Global Entrepreneurship Week, seven days of events to boost enterprise and start-ups across the globe.

The forum is part of the Government's agenda to engage with business people to hear their views on unleashing enterprise and encouraging entrepreneurship as an alternative career. The Business Secretary wants to break down the barriers that deter people from taking the leap into starting a business and encourage them to make a job, not take a job.

The ever-changing economic environment represents an incredible opportunity for those willing to take a risk, for small businesses to flourish and for innovations to drive growth and create jobs.

Up to 26 entrepreneurs will sit on the forum, including Jan Fletcher, Dawn Gibbins and Sarah Tremellen. They have been drawn together on the basis of experience they can bring to the development of enterprise policy. A significant proportion of the forums are women and increasing the rate of female entrepreneurs is one area the forum will be encouraged to look at.

Business Secretary Vince Cable said:

"People with the courage to start up a business will be crucial to driving the growth of the economy. Start-ups create jobs, stimulate innovation and provide a competitive spur to existing businesses to encourage them to increase their productivity. I am delighted with the quality of the membership of my new forum and look forward to bouncing ideas off them and hearing their views."

The forum will meet around four times a year, with a flexible schedule according to the material to be discussed. The first meeting is expected to take place early in the new year.

Members were chosen on the basis of individual experience and advice they can provide on new business and enterprise policies.

The forum is just one of several ways in which the Business Secretary will hold dialogue with business. The forum will complement other groups, such as the Prime Minister's Business Advisory Group; the Secretary of State's Business Advisory Group; and the Small Business Economic Forum.

On 1 November the Government announced a range of initiatives to promote small business and enterprise. Lord Young was appointed as enterprise advisor to the Prime Minister to promote small business and entrepreneurship; initiatives to increase access to finance were unveiled and barriers to social tenants starting a business from their home were removed.

The Government has also announced an enterprise allowance scheme to encourage unemployed to become entrepreneurs.

Britain's burgeoning army of stay-at-home Mumtrepreneurs is vital to the economy

'Britain's burgeoning army of stay-at-home Mumtrepreneurs is vital to the economy' says Krista Waddell

Stay-at-home mums, who feel under attack by a Government that is clawing back their Child Benefit, are restoring their financial independence by creating businesses at home according to entrepreneur Krista Waddell

"Over 60% of new businesses are started from home and most of them are being created by mothers who want to stay with their children,"

Stated Krista Waddell, founder and CEO of gold party organisers Ounces2Pounds, who was speaking today during the launch of Global Entrepreneurship Week. She continued

"Many middleclass women are worried that they will lose their personal income when Child Benefit is removed from homes where one earner is in the high tax bracket. Modern IT capabilities and internet speeds mean that they can restore their income by setting up a business at home," said Mrs Waddell.

According to a report by the government adviser Enterprise Nation more than 1,400 new home businesses are created every week - far more than any other type of start-up.

Mrs Waddell who created Ounces2Pounds on her laptop at home following the birth of her daughter commented further

"There has always been pressure on women to stay at home with their children and they can be left with feelings of guilt when they leave their child in a nursery. Home-working is the ideal solution which allows a woman to bring up her children and run a business,"

Stay-at-home mums are responsible for setting up the most home-businesses followed by young people and the over 50s.

"The home-business is a route is an excellent way to bring people into employment who might otherwise not contribute to the economy," said Ms Waddell, whose company was included in The Guardian's top 50 good ideas for home-working.

When Parents do the business

Rebecca Smithers wrote a very interesting piece recently in the Guardian (20th November) in which she reflected on the current state of the graduate market given the enormous debt many young people are leaving university with today. Graduate unemployment is at its highest level for 17 years, competition for those most sought after vacancies running in some areas on average of 69 applicants for every place, and with the government about to vote on increasing fees three fold in England (no decision has been made in NI yet!), some Parents are asking the question

'Is business ownership (through franchise) a better bet for their children than a degree?
(possible debate topic for post 16 lesson)

There are 842 franchise brands in the UK today, which contains 34,000 units of operation. This creates employment opportunities for apprximately 465,000 people generating £11.8 billion for the UK economy.

Figures show that that while 50% of the population want to start a business, only 5.8% are doing so!! Strikingly, young people between the ages of 18 to 24 are FIVE times more likely to be UNEMPLOYED than they are to START THEIR OWN BUSINESS read more

Lesson idea

Get the class to identify as many local franchises that they can think of to post up on their Enterprise notice-board

To conclude, entrepreneurs are in the limelight as never before. They are being heralded by the media and government ministers as pioneers forging a new era of prosperity - thrusted centre stage, tasked with creating new opportunities, spearheading economic growth by creating new jobs and new markets.

Could this be the most entrepreneurial decade in our history?

The role of enterprise education - schools, colleges, university must be at the centre of any meaningful growth strategy.

Evidence shows that enterprise education doubles the likelihood of someone starting a business. Over 50% of young people say they would like to set up their own business, yet fewer than 1:8 actually do so! In the USA, twice the number of business owners are under 35 years of age - an advanced network of entrepreneurial colleges may have something to do with this statistic.

Lesson idea

I'm suggesting that those CEIAG teachers delivering to post 16 students should consider how they could revamp their enterprise programmes to rise to the challenge posted below by Tom Bewick, chief executive of Enterprise UK

The number one challenge for any educator in the next decade is this: How do I help my students make a job, rather than take a job?

Lesson idea

Create your own Global Enterprise Day in the school by showcasing a range of entrepreneurial options including;

Mums who have recently set themselves up in business, young franchisees, past pupils (some of whom may well be servicing the school e.g. trades people, suppliers, educational facilitators etc), retired teachers who have gone into business for themselves etc.

Half of women believe their gender affects chances of being hired

2010-12-06T10:22:00.000Z

I came across this interesting piece of research from the Institute of Career Guidance (ICG) news and felt that it would be a useful stimulus to provoke discussion and debate on issues of gender especially as it relates to one of the six KS4 LLW Statements of Minimum Entitlement - Investigate recruitment and retention, rights and responsibilities in the workplace. Arguably, this challenging topic of equality and diversity in the workplace should be an integral part of any careers teachers' 14 to 19 CEIAG programmes of work.

Half of women believe their gender affects chances of being hired

New research from a UK recruitment agency review site has revealed that 79% of people in the UK believe that employers work towards a "candidate brief" when hiring. A further 34% believe that potential employers could be put off by their age, depending on the role.

New research has revealed that a quarter of those questioned believe that employers make decisions with regards to who they hire based on irrelevant personal information. A third of these said that they thought their age would be taken into consideration when applying for a job, whilst 79% thought that employers worked towards a "candidate brief".

The research was conducted by a UK recruitment agency review site, www.HireScores.com, who wanted to find out what members of the British public thought of the job application and selection procedure; as a result 1,278 people in the UK were polled.

When asked the question "do you think personal information such as gender, age and marital status would hinder your chances of employment?" a quarter of respondents, 26%, said that they thought it would, compared to the 67% who said that they didn't.

When HireScores.com asked respondents to stipulate what factors they thought would affect their chances of employment, a third, 34% said that they thought their age could have a negative impact on their application. Of these three quarters, 77% said that they thought they would be less likely to get the job because they were 'too old'. 23% said they thought young people could be ruled out for their "lack of experience".

Just over half of women, 52%, said that they believed their gender could go against them when applying for a job, however 87% of them said that it wouldn't stop them from trying. 72% of male respondents confessed that they thought their gender would work in their favour when it came to applying for a new job.

A fifth of employees believed that their marital status could hinder their chances of getting employed in their chosen career. Those who were single believed that they were least likely to be considered for a job, as they felt employers would believe them to be "less likely to remain loyal" with 23% saying they believed this.

When HireScores.com asked respondents whether they thought their potential new employer was working towards a "brief", 79% admitted that they thought they were.

Lisette Howlett, managing director of HireScores.com said;

"Personal information such as gender, marital status and age should not be considered relevant when it comes to employing someone. It is somewhat worrying therefore that such a high percentage feel that some employers may base their hiring decisions on these factors. Many employers take personal details from potential employees during the application process, but these are normally strictly for monitoring purposes and shouldn't affect your chances of employment."

She continued;

"Whilst it may be that certain job requirements make a job less attractive or practical for some people, for example, a single parent with a young child might not wish to travel long distances and stay overnight on business trips but this is for the individual to decide and not for the employer to assume. If a job does include extensive travel and overnight trips all candidates should be asked if this job requirement is understood by them and something that they can manage. If they say yes, they qualify for consideration."

Lesson ideas

Related issues on gender might include

Equal pay irrespective of gender (e.g.should women be paid as much as men for comparable work and why is there still a disparity in pay in some occupations?

Stereotyping jobs (e.g. male figures for primary school teaching)

Subjects for the boys! (e.g physics and technology for the boys?) Consider the subject choice breakdown in your school

Course choices for girls! (e.g.poor take up by girls of engineering where only 1:7 engineers are women; poor take up by girls of computer science post 16 etc)

Languages - a crucial addition to today's CV

2010-09-11T12:35:00.001+01:00

Giving up a language too soon can affect one's career prospects. In our competitive global market place the demand is increasing exponentially and employers are valuing multi lingual employees who have the skills and expertise to operate in international environments.
I'm indebted to Kathryn Board, Chief Executive of CILT National Centre for Languages, who contributed such an informative article on modern languages in the Independent 15th October 2009. Read more

CILT has established 'Languages Work' - a national information resource to provide advisers with information to guide young people through their education and career choices.
What does one automatically think of when language careers are mentioned? Interpreter, translator, teacher perhaps!

Translators: Working on business manuals, legal documents, information for websites, subtitles for DVDs. There are opportunities both in the private and public sector for this kind of work.

Interpreter: Highly competitive - requires one to be highly proficient - currently a shortage of English mother tongue interpreters, so there are likely to be many more interpreting jobs over the next few years.

However, Translating/Interpreting are only a small percentage of the jobs that require languages.

Others include; marketing in a global firm, journalists (particularly sports journalists) able to interview people in their own language and have some understanding of their culture. Salesperson no doubt! Who else could benefit? Doctors, TV presenters, civil servants, those working for/at sports events such as the Olympics, World cup etc

With globalisation and the world financial crisis, the socio-economic map is changing and employers are becoming increasingly conscious that their staff need to be able to communicate in languages other than English.

Take Greiner Packaging (formerly Wilsanco Plastics) - now an Austrian company with Austrians working in Dungannon. How often have local schools invited in their key personnel to talk about their language proficiency and the advantages of more than one language to the business world?

A CBI 2009 survey revealed 74% of employers want to employ people with conversational skills in a foreign language - if not available in the UK then companies will recruit from overseas.

Languages can boost the economy by creating jobs. An economist at Cardiff Business school, James Foreman Peck, has studied the role of languages in patterns of world trade. Alarmingly his research shows that the UK is under performing in trade with non- English speaking countries. Not sharing a language is a barrier to trade for countries but for the UK the effect is nearly double the world average. By improving language skills we could add £21 billion per annum to the GDP. The UK is under investing in language skills!

Which languages?

French and German still the most sought after. Spain's export market is valued at £10 billion for UK companies. The economic importance of Spanish is growing around the world.

There is increasing need for speakers of Portuguese and Russian. Some 38% of firms surveyed are interested in people who speak Cantonese or Mandarin.
Developing financial markets in the Middle East have led to a significant proportion of employers (15%) seeking staff with Arabic language skills. Read more

Graduates without a second language are disadvantaged when looking for jobs. The actor and TV personality Michael Palin's biggest regret was that he was not able to speak another language properly. In a YouGov poll taken recently - adults now regret not taking languages more seriously when at school. Currently in the UK, 44% gain a GCSE in a modern language, 1:20 take French as one of their A levels.
Only 3% of university students take a foreign language as a single/combined degree.

Languages are 'hard' in relation to other subjects! The rewards, however, are there for all to consider.

In schools we must:

make their experience of learning languages enjoyable, relevant, creative and satisfying
develop new and interesting courses, such as diploma in languages and international communications.

Young people need good information on which to base their decisions. The labour market is international - companies can now recruit from EU and beyond! There is an unlimited supply of talented multi lingual EU graduates wager to work in the UK.

Why not check out these initiatives with your post 16 students?

The Open School for Languages (provisionally called MYLO), a £5.4 million online learning project to support teenagers learning a key languages. Eleven to sixteen year olds with a new range of online materials relevant to their world as well as new resources for teachers - French, German, Spanish, Mandarin with plans to add more languages.

In 2000, 51% of Internet use was in English but this figure has now dropped in favour of Chinese and Arabic. While English remains a key language of business for the present, it is quite possible that Mandarin will overtake it.

Were you aware that less than 7% of the world speak English as a first language and 75% of the world's population don't speak any English at all?

Hopefully new initiatives will help unblock an anti language culture among young people in schools.

Did you know?

Some 6,000 languages are spoken globally and only 7% of the population speak English as a first language. Languages are compulsory in KS3 only. Today only 44% take GCSE language, a decline from the 76% in 2000. CBI reports that more than a third of employers are specifically recruiting people for their language skills. Some 49% of employers are not satisfied with university leavers' foreign language skills (Research from the Council for Industry and HEd.)

Where in your local area is there the opportunity to explore the importance of modern languages?

Wherever you are in Europe it is a tough time to be looking for work. What is the solution? How do you gain that extra advantage in such a competitive environment?

EUROPASS - UK National Europass Centre (NEC) Read more
Europass is a tried and tested means of highlighting skills and experience in an effective way. It can help to remove barriers to working, studying or training in Europe. It enables people to present competencies and qualifications in a way that is clear and understandable and best of all, it is free!!

Europass is a portfolio of FIVE documents recognised across Europe that demonstrates the various skills and experiences of an individual. Young people choose the relevant document from the list below;
Europass CV, Europass Language Passport, Europass Mobility, Europass Certificate Supplement, and Europass Diploma Supplement. Read more

'I've got these languages and I still can't get a job!' In seeking careers advice and guidance, young people were generally advised to take their languages as part of a wider skills set - combine one or more languages with other disciplines such as Engineering, ICT, Law etc to make oneself more employable.

Writing in the Independent 8/10/2009, Hilary Wilce makes a case for Mandarin;

Mandarin is fast going mainstream with about 500 schools offering it as part of the curriculum, and many more in after school clubs. The language that used to be seen as an exotic novelty is taking its place as a normal GCSE language option.

The subject opens pupils' eyes to the biggest country in the world, hones general language skills, engages boys, who relate to the visual and spatial aspects of the language - enhances students' resumes, and can be a subject in which pupils who struggle with other languages do well.

Mandarin is in the top three languages that employers say they want. The language has gone from novelty to mainstream. There's certainly a general and growing awareness of China.

Interesting resources and downloads to explore

2010-09-11T12:35:00.000+01:00

As this is the final blog for the 2009/2010 academic year I thought I would sign off by providing you with some interesting resources and downloads for you to peruse in your own time over the coming months so that, if you feel they are relevant to your programme of work for 2010/2011, you can integrate them.

On March 11th this year, the SELB in conjunction with Dungannon/Cookstown Business Education Partnership (BEP) relaunched its revised website with emphasis on current labour market information (LMI). Read more

The re-launch was accompanied with a teachers' pack of materials for the careers teacher to read through and decide how he/she might integrate the contents into a sixth form programme. If you didn't receive a pack you can email me your address and I'll forward you a copy of the pack.
Interestingly, the two occupational sectors featured on the site are both STEM sectors; food and engineering, and companies within the two sectors have recently been making the news.

Food and Drink is now NI's second biggest manufacturing exporter and accounts for almost 20% of our total manufacturing sales. Writing in the Belfast Telegraph's NI's Top 100 Companies (April 2010), Robert Hamilton comments that

Food is one business that tends to remain strong during a recession. What we have been seeing over the past few years is the development of an industry that's now more outwardly focused, innovative and competitive than ever before.

Dungannon's Dunbia is one of the food companies featured on the site. It is one of the UK's biggest, most successful and innovative companies, turning over £500m per annum. Recently it secured a deal with ASDA to produce the supermarket's premium Extra Special sausage range for the NI market. Dunbia entered the sausage production category after acquiring Stevenson and Co pork facility in Ballymena last year. The move highlights Dunbia's continuing growth within the meat processing sector. The move highlights ASDA's commitment to the sustainability of local agriculture, which is such a key contributor to the province's economy.

O'Kane Poultry has been in the news recently with news of a £20 million new factory expansion. Work on the site is to begin within weeks. Currently the company employs 1450 workers. The investment will secure jobs and create further opportunities for suppliers. The O'Kane Group is one of Ballymena's largest employers, operating two feed mills, three hatcheries and three processing plants producing more than 500 different product lines. It is a major supplier to the retail and food service sector. In the year to April last year the company turned a profit of £1.6m on a turnover of £140m. O'Kane's along with Moy Park and Glenfarm holding is part of the Rose Energy consortium which has submitted plans to build an incinerator near Crumlin, Co Antrim, fuelled by poultry waste.

Writing in the April copy of Career Guidance Today (Volume 18.2), Pauline Tait writes positively on three DVDs from Classroom Video publishers which provide an excellent resource to support a careers education programme for young people in school or college.

Selling Yourself Successfully is a set of 3 x 26 minute DVDs designed for use within a careers education programme. The focus is on helping people find employment. All three DVDs; The Application Form; The Interview; and The Career Portfolio are well presented using young people as case studies to illustrate the topics covered. Though there is regular reference to the Connexions service in England, the inclusion of views from employers makes for interesting comment, discussion and activities with the students. All three DVDs are supported by a comprehensive resource packs available online. Read more

Recently I came across a very interesting resource on the motor industry. Read more
The site will give you an insight into everything you need to know about careers in the motor industry and will provide you with resources for project work. In addition, there are a number of interesting case studies and career films on Careersbox Read more

The TUC produces a monthly labour market information (LMI) report providing ongoing analysis of labour market trends and forecasts, and some of the facts behind the headlines. In its bi-monthly Economic Report it considers the wider economic context, with a special focus on a different policy issue each month. Read more Not only might this prove useful to you the careers teacher, but sixth form students of economics, history, politics mght find some very useful material for debate and assignments within the reports. Why not explore the TUC's public policy blog? Read more

New courses - new opportunities!!

2010-09-11T12:34:00.000+01:00

I feel it appropriate in this the last Blog for 2009/10 that I pinpoint a number of new job opportunities that have come to my attention over the past month and which might provide some discussion with sixth form students in the new term.

The workforce goes green.

The world has really moved on since 'green jobs' were largely low paid, worthy occupations on the edges of recycling and litter reduction. Now experts in energy reduction, sustainability and conservation are sought after and can command impressive salaries. New courses have emerged to address the needs of a growing 'green' agenda. Young people should be encouraged to investigate the range of new 'job' opportunities emanating from a more environmentally aware world! For example, did you realise that a senior solar consultant in a leading accountancy firm can command a salary in excess of £120k a year plus bonus and benefits.
The work?- H/she offers taxation and financial structuring advice to global solar project developers and prepares business plans for new entrants. And what of the environmental and sustainability project manager who could earn anything between £60k and £80k? or an energy and environmental manager at £55k?

Two factors are working to swell the demand for people with green credentials - the climate of public opinion that can give environmentally friendly companies an edge in the marketplace and recruitment, and government regulations in the form of the Carbon Reduction Commitment, now renamed the CRC Energy Efficient Scheme.

The CRC is the UK's first mandatory carbon trading scheme which officially begins this month. Companies are looking to hire professionals to make their businesses more environment friendly.

There is evidence that during the recession some experienced professionals decided that this was an opportunity for a career change, with movement from construction and engineering and into the environmental and renewable energy sector.

With more and more media and political focus on 'green' jobs one is seeing the beginning of a surge in this sector!

Universities report a surge for postgraduate 'green' courses such as the MSc in Water, Energy and the Environment in Liverpool John Moores or the suite of sustainability Masters degrees offered by the School of Earth and the Environment at Leeds University. The opportunities for young graduates are diverse; from the environmental, social and economic impact of big schemes such as the 2012 Olympics to energy reduction, waste management and sustainability in big companies, local authorities and Government departments.
Lesson idea

Why not get your Year 13 students to research 'green' course development both at local and national colleges of FE and HE, checking on the first destinations of recent graduates from those courses.

A debate topic might involve questioning whether it is best to graduate in a general discipline first such as chemistry, physics, engineering etc before Mastering in a post graduate environmental discipline or take an undergraduate course in a new 'green' option?

Compile a list of past pupils currently working in the 'green' sector and invite them in to speak to Year10 (subject choice) pupils

Brussels wants you to apply

In a recent article in the Independent (29th April 2010) Caitlin Davies writes that if you're a graduate with an interest in languages and policy, then you should consider crossing the Channel in the direction of Brussels. At a time when job opportunities for graduates appear bleak in the UK, the European Union wants new recruits to work in the 'capital' of Europe where there are scores of other young graduates of different nationalities and many social and cultural attractions to help make up your mind.

Many UK graduates don't consider working abroad, yet as EU citizens, there is no need to worry about visas or work permits. In addition, the EU has completely revamped its Europe-wide selection procedure. No longer will young graduates have to take the feared test, which required a broad knowledge of EU matters.Testing is now geared to recruit on future potential!

The jobs on offer are split into administrators, assistants and linguists. Take an administrator's role as one example of graduate opportunity. Recruitment is in March each year and the successful applicant could eventually find him/herself involved in policy development or project management. The job could mean inspecting fishing fleets in member states, developing a scientific research programme, or drafting a decision of the European Court of Justice. The entry level salary is 4200 euros a month! Property prices are a quarter of what they are in London.

There surely appears to be definite material advantages to living abroad and working for the EU. Why not look a little deeper before committing yourself to UCAS course choices.

New University for Derry - a stimulus for the future?

2010-09-08T07:48:00.222+01:00

Derry's euphoria from winning the UK City of Culture 2013 has not yet died down. Whether it will be a sufficient enough incentive to get university aspirants to consider Derry as a venue in the same way as they view either Belfast or Jordanstown remains to be seen! Allied to this is an ambitious plan drawn up various business and community leaders to create new university conditions in the city by 2020. The intention is to lift the city and the North West region, both academically, and importantly, economically as it sets about challenging decades of economic inactivity, high unemployment and few opportunities for higher skills development. Read more

The plan to promote university development in the city will run parallel, at least over the next three years,with Derry's business community's intention on maximising investment required to deliver a comprehensive cultural and arts programme in 2013, and to support this with improvement across the hospitality and leisure sector. The intention is to create a positive and lasting legacy for the region and NI as a whole. Over the next two years Derry will engage in a hectic phase of transformation. The city is intent on creating a major new industry around cultural tourism. In total the new initiatives should create more than 1500 jobs in the construction sector alone.

The Chamber of Commerce is also seeking a 25% growth in Derry's creative industries through the expansion of the digital sector in the city. Digital technologies are a priority for Derry. The Chamber is determined to see Derry become Ireland's Centre for Digital Excellence. Derry has some of the fastest growing firms in the sector, including Learning Pool, EyeSpyfx, 360 Production, the Nerve Centre and Smalltown America. Derry wants to ensure that she competes in digital infrastructure; that its young people - the future labour force - have advanced digital skills and that the city can host world-class digital conferences.

Let us return to those consultation proposals which set out the argument to establish a thriving university in Derry. In 2009, Sir Reg Empey set up a Higher Education Strategy for NI under the chairmanship of Graeme Davies. The University for Derry (U4D) group indicated that taking part in the process would allow it to make the case for substantial expansion of undergraduate and post graduate provision in the city. Should the plan come to fruition another facet of an expanded and successful economy in Derry in the future would be based around the high quality research and development that would emerge from the University of Ulster's expanded provision in the city.

Writing in 'Belfast Telegraph' on Friday August 13th, Kathryn Torney reported that university places in NI must be dramatically increased to end the 'brain drain' of many of the province's best students to institutions in other parts of the UK. The article is very much keeping alive the campaign from University for Derry (U4D) for increased provision at Magee not only to accommodate the rise in applications from both our local universities, QUB and UU, but also to make a very strong case for developing the economy in the North West.

This year, 2010, at both universities here, some 21,680 applications have been received for the 8,378 first year places available. Across the UK there was a record 660,953 applications to the university admissions service UCAS - almost 200,000 more than there are places.

Given this developing trend of increasing numbers, U4D was established by leaders of the business and community sectors in the North West and is campaigning for student numbers at the UU's Magee campus to be increased from its existing 3700 to 10,000. The plan has already been endorsed by the Irish Congress of Trade Unions, Derry City Council, the city's Chamber of Commerce and all the major political parties in the North West.

This crisis on university places in England will get even worse with pressure coming on those places through new funding arrangements and cut backs in public sector spending. Currently over 30% of NI students go away to GB to study at university - and most of these do not return. With a cap on university places here in NI it is likely that this situation will continue as long as the cap is retained. The current system forces our students to move away to study. Many of our students want to remain within NI but can't do so under current arrangements.

In a student satisfaction survey taken in 2009, one of the conclusions reached was that 'higher education is better here than in the rest of the UK'. In this national survey some 84% of respondents in NI were satisfied with their course, a shade ahead of the 82% rate across the whole of the UK. All NI institutions scored above the national average with St. Mary's University College topping the poll! Commenting on the figures Sir Reg Empey alluded to the value placed on high quality higher education by students and staff at local institutions, working together to make higher education one of the keys to success for our students, and, in turn for the economy.

The proposed expansion of higher education provision in the North West aims to include courses more relevant to the needs of local employers. It aims to make Derry/Londonderry a true university city with a full range of courses and 10,000 students. Such a development would transform the local economy. It would provide a direct boost to the city by creating extra jobs and increase spending power from both staff and students. It will provide the best educational and career prospects for our local fresh talent.

In summary, the consultation document - 'A Vision for a 21st Century University in Derry' includes detail on

- connecting the university to city to increase impact on local area
- redevelopment of underused/underutilised sites on the Strand Road
- medical school attached to Altnagalvin hospital
- increasing range of courses to include more focus on STEM that could be the city's future economy
- new courses in the creative industries; a school of architecture and design, and an Irish School of Performing Arts.

The targeted date for this ambitious plan is 2020.

Key among the proposals is the plan to make the university of Ulster's campuses at Magee, Coleraine and Jordanstown into three autonomous universities within a combined framework. The plan is based on the National University of Ireland (NUI) model in the Republic. Employed by U4D is Professor David Chiddick from the University of Lincoln, who in 2000 mirror imaged in Lincoln what is being proposed by the consortium group in Derry. The University of Lincoln has grown substantially and is a success story both financially and academically and has moved significantly upwards over the past decade in the British universities performance league tables.

Derry could become a true university city ploughing £200 million a year into a city economy and stopping the brain drain of its most successful people. With its new skills base it would be in a key position to attract inward investment. In Derry just 10% of the population is graduate trained and this figure pales against the 25% in some comparable cities in Ireland, Britain and the rest of the Europe. There must be some effort to replace the 14000 who leave NI each year for higher education in GB by attracting those from outside NI to apply here in greater numbers.

Universities are a major driver of wealth and contribute significantly to economic well being. In 2007/8 universities contributed £31 billion to the British economy. The University of Lincoln already generates £187 to £250 million to the local economy and employs over 1180 staff.

Qualifications are good for employment prospects. Some 89% of working age adults with degree/professional level qualifications are in employment in Britain compared with 65% of those with lower school level qualifications. Graduates of working age earn around 70% more per week than their non-graduate counterparts. For the economy to become stronger requires higher local skills, which will drive higher levels of employment and higher pay. Currently some 20,000 of Derry's best and brightest students are studying at universities in Britain and 50% of these will not return. In NI we require an additional two universities if we are to match England's ratio of student to population.

As the first wave of Open Days pass by for yet another year it will be interesting to watch the developments from the consultation process. Perhaps if Derry can become a centre of excellence in those STEM areas alluded to at the beginning and throughout the article then our young people in making their higher education decisions may be less reluctant to shy away from what the North West could offer.

Widen your search for Apprenticeship opportunities

2010-06-30T14:03:00.123+01:00

In my final piece on Apprenticeship for the academic year 2009/10 I was struck by an article in the Belfast Telegraph on Tuesday 27th April 2010 when Symon Ross informed us that the Engineering Training Council (ETC) was inviting applications for more than 100 engineering apprenticeships to begin in September.

The ETC's subsidiary, Engineering Training Services (ETS) which recruits on behalf of engineering companies throughout NI, said its 2010 recruitment drive was open to anyone with an interest in the sector.
Funded by the Department of Employment and Learning (DEL) under its ApprenticeshipsNI programme, the scheme aims to match candidates with the opportunities that companies have on offer in areas such as mechanical maintenance, welding, technical support, and toolmaking.

Though there are not as many apprenticeships available as before the recession, there is still strong interest from both employers and job seekers. The programme has run for ten years now but the sector is not as buoyant as it once was. Because of the economic downturn over the past year, there have been more young people than positions available. There is a very uneven picture with companies - some with embargoes on recruiting while others are desperate to get more people through their doors, and it's the small companies in particular who are keen to take on apprentices.

ETS believes it could receive up to 600 applications, around half of which will go through to an aptitude test in June before being considered for the jobs. The industry is keen to encourage more women to apply for apprenticeships in the engineering sector, where they have traditionally been under-represented.

In a companion piece on engineering I was interested to read that the inventor James Dyson sees terrific opportunities for engineers when he recently announced plans to double the number of UK engineers working in his Wiltshire laboratories.
Dyson is doubling its UK engineering team from 350 to 700. Bucking the trend, Dyson is increasing research and development investment and recruiting during recession.
The new engineers, many from university, will work at Dyson's Wiltshire laboratories, where machines are conceived, researched and designed. New positions include graduate design engineers, mechanical engineers and acoustic engineers.

Dyson - the second highest UK patent filer after Rolls Royce - invests millions developing new technology every year, making it one of Britain's most inventive companies. Areas of expertise include microbiology, fluid, mechanical, electrical, electro-magnetic compatibility, thermal, acoustic and software engineering.

Dyson employs over 2,500 people worldwide. The number in the UK is set to rise to 1,600. This heavy investment in British engineering talent follows James Dyson's recent report

Ingenious Britain
Making the UK the leading high tech exporters in Europe
March 2010
which calls for education reforms and greater R and D tax credits to make Britain Europe's leading high tech exporter.

Since 2005 Dyson has quadrupled its Rand D investment. Dyson exports its machines from the UK to 49 countries and is market leader in the UK, US, Australia, New Zealand, Western Europe and Canada.
James Dyson said:

"I am extremely proud of the new technology developed by our engineers in Malmesbury. It is vital that Dyson - and the UK - continues to invest in the nation's engineering talent if we are to stay ahead."

"With excellent young aspiring scientists and engineers in our schools it falls to companies such as Dyson to encourage this future generation. As our need for good design and technology increases so does the need for creative and adventurous designers, engineers and scientists."

Lesson ideas

Why not compile a list of all the major employers like the one listed below offering apprenticeships and have it posted around the school. (You will get help to compile this from DEL Careers Officer)

In an article in Times Education Supplement 28th May 2010, Alan Thomson provides an insight into apprenticeship opportunities within the airline Flybe. Airline Flybe is based in the west country at Exeter airport. Currently, Flybe delivers the only industry recognised vocational qualifications for cabin crew. It offers training for aircraft engineers - recently launched a new aircraft engineering apprenticeship - pilots and managers. A new £24 million training facility purpose built, together with a new hotel providing accommodation for trainees during their courses, is currently in progress. The airline is also working with Exeter college and university to develop foundation degrees to accredit the management skills of its more senior staff. The company has a different approach to apprenticeships. These 4 year qualifications are delivered as a full time education programme so the trainees are not employed by Flybe and are not therefore recognised as apprentices by the government. But this matters little to those who sign up knowing they are guaranteed a £30,000 per annum job if they pass the course.

BAE Systems - defence and security systems - employs more than 100,000 people worldwide and has sales in excess of £22 billion in 2009. It runs highly competitive programmes both for school leavers and graduates. It has 1,000 apprenticeships at any one time and recruits 300 every year!!. The three and a half year apprenticeships cost the company some £80,000 for each apprenticeship! Some 90% of those who complete the apprenticeship stay on with the company. BAE designs and delivers its own programmes.

MCDONALDS is its own awarding body - 6,000 signed up for level 2 apprenticeship in hospitality since its launch in January 2009. McDonald's has enabled more than 8100 people to study for apprenticeships last year - 10% of its UK workforce. McDonalds spends some £30 million a year on training.

Opportunities within the ICT sector
An Apprenticeship opens up a wide range of options, including:

A Higher Apprenticeship, which includes a Foundation Degree and leads on to a full honours degree
Progression on to new job roles, such as Management, Technical Specialists.

Apprentices are motivated young people who have the potential to become ‘managers of the future’. Apprenticeships provide a foundation from which young people can progress into management roles, particularly where the Apprenticeship frameworks are aligned to a company’s management development programmes. Apprentices learn while they work so their knowledge is up-to-date and because their training is on the job, the practical skills they gain are the ones that are right for the organisation’s business.
There is the opportunity for an Apprentice to gain a degree if they have the motivation and ability. This is a “fast-track” apprenticeship to a full Honours degree via a Foundation Degree. A high quality work based training and development programme demanding high standards. It aims at raising the skill levels of people available to the ICT industry to degree level. It is essential therefore that the selection process for potential “Higher Apprentices” is both rigorous and effective. Who can apply?

Students at schools or sixth-form / FE colleges with A- Levels or equivalent educational attainment including NVQs, Baccalaureate, relevant Level 3 IT related technical qualification
Advanced Apprentices wishing to progress further
Employees with A-Levels or equivalent educational attainment
Employees who have worked in the industry for a number of years and demonstrated to their employer that they have a reasonable expectation of achieving the stated outcomes

Making informed decisions about your future

2010-04-13T22:45:00.000+01:00

Writing in The Independent, Thursday 18th March 2010, Lucy Hodge comments positively on a new website giving wannabe students vital information about drop out rates and earnings. Read more

How many students comment on the poor or inadeqaute advice they received while at school about higher education and how many end up in their courses more by luck than design.

David Willetts, the Shadow higher education spokesman is spearheading the site. For the first time data on employment, careers and salaries are brought together in one place to help students to make the right choices of institution and subject for them.

Suppose one wanted to find out the earning power of a particular course, say study physics against English (about £4,000 p/a is argued to be the approximate difference here), and the employment rate of graduates on those two subjects, then the site can help students here. Similarly, one can discover the difference in earning power depending on location of study. It's important to use the site to find the drop-out rate from all institutions.

The information on the site is all publically available data. It is important that potential students have the information they need about the earnings they might expect from studying different subjects at different institutions.

The plan is to expand the website to give information to potential students on the GCSEs and A levels needed for different courses at individual universities. After that the hope is to expand to include information about bursaries - important as there is a patchwork blanket of bursaries at universities across the UK. At he moment it is difficult for students to find the best deal for them with many thinking university is more expensive than it is.

There is evidence that a growing number of undergraduates in the UK are abandoning the red brick and grey skies and seeking a top flight education overseas. With the UCAS application numbers continuing to rise, intakes being capped, higher education budgets cut and vice-chancellors pushing to raise the ceiling of £3240 on tuition fees, a foreign education should not be ruled out at this stage.

In the 2008-9 academic year a record 8701 students from Britain studied in America, a four percent rise on the previous year. (Figures from the Fulbright Commission which awards and advises on American scholarships for British students). There is no doubting the "Obama" effect on American interest but young people are increasingly seeing the value of an international education on their CV.

Europe is also welcoming more British students with a record number of over 10,000 (a 6% increase) taking advantage of the Erasmus programme which enables EU students to spend time abroad as an integral part of their degree programme. In an earlier piece I wrote about a number of intrepid undergraduates breaking the mould and crossing into mainland Europe especially Sweden, Italy (Milan's Bocconi university teaches 22 programmes in English) and the Netherlands. Interestingly, the university of Maastricht is so taken with its recent arrivals that it wants to be part of UCAS!! In addition, a larger than usual number of British students are applying to universities in Australia and New Zealand because of their strength in intenational ratings.

What attracts our students may well be the reduction in university places as a result of the cuts, overseas scholarships, academic excellence and lifestyle benefits. Now more than ever young people need to be in possession of accurate and relevant information to help them make informed choices.

Uni life!

2010-04-13T22:44:00.002+01:00

Lucy Tobin is a 23 year graduate from Lady Margaret Hall, Oxford University, with a First in English achieved in 2008. She is currently working in London as a journalist and her work appears regularly in national newspapers including the Guardian, Sunday Times, and Daily Mail. This is her first book.
There is little doubt that in making the transition from second level to third level 'survival' at university requires quite a few skills that need addressing in any current sixth form learning for life and work (LLW) programmes of work. I would like to think this book might inform decisions about any meaningful sixth form PSHE/CEIAG schemes of work.

What makes this particular work stand out from a number of survival guides that I have used with sixth formers in the recent past is the fact that it was designed in this student's third year on her course with fellow peers experiencing many of the problems and difficulties of those who leave for university unprepared.

What began as a compilation of a list the students wished they'd been aware of before arriving at university took shape in this compact 173 page paperback that contains useful tips on; freshers' week, money, halls and housing, health, food, work, exams, righting wrongs, ending with a useful chapter on help and resources. This is a guide for students by students! What has been most valuable for Lucy in writing the book has been the daily experiences, whinges and fun shared by her friends and herself during their three years at uni.

In reading each chapter I was drawn to how I might convert the content to practical experiential lessons for the current sixth formers. I can think of a fun exercise I would do with students based on Uni lingo. I would be very interested in hearing about the lessons you could devise from pages 163 to 167! So the book can be used on a number of different levels - as a resource for the teacher, as a general reader for students, or perhaps as a required purchase for each aspirant university undergraduate as he/she navigates their way through the uni experience.

Freshers' week: For one week at least you will be centre of attention and have the university all to yourself! How will you cope with emotional separation, embrace new interests and activities, take to advice on keeping yourself and your possessions safe and secure?

Money: Here's advice on how to prudently pick a student bank account and guard against being swayed by shallow freebies, information on getting a student job, and paying tax, and of course, where to turn to when, inevitably, you run out of money!!

Accommodation: Where you live and who you will live with will have a big bearing on your day-to-day happiness. Increasingly more and more students are deciding to stay at home and commute to their course. How would you handle this change of emphasis on study while still remaining at home?

Health: If you have taken the option not to remain at home and study, who's going to look after you if you fall ill? Registering with doctors and dentists are important when away from home, coping with student stress and homesickness, who to talk to when you're feeling down or need advice and information on personal issues affecting your well being are all covered in this chapter.

Food: To prevent illness in the first place you need to ensure you eat well! This chapter provides tips on how to shop, what to buy and some favourite student menus!

Exams/Assignments: Wasn't the whole point of going to university to enhance my qualifications? Rarely in school are we prepared for the independent learning skills we need to cope with lectures, taking notes, writing essays, dissertations or doing experiments. What if your university gives you the opportunity to spend time studying abroad? There are some key guidelines here on this developing trend.

Righting the Wrongs: Here's an interesting chapter in any publication dealing with decisions. Here, there is an opportunity to reflect on whether you have picked the right course, accommodation or even university and who to turn to if any of these decisions are giving you sleepless nights.

Carbon Zero NI - The 'Greening' of FE Courses

2010-04-13T22:44:00.001+01:00

On Monday 29th March 2010, The South West College unveiled a 'green' training initiative to support job opportunities in the fast growing renewable energy sector.

Supported by industry heavyweights; NIE, Bombardier and B9 Energy and funded by Department of Employment and Learning (DEL), the new 'Carbon Zero NI' programme aims to develop and deliver green educational and training programmes within the FE sector ensuring NI can compete in the multi-billion pound global 'clean and green' market.

All six regional FE Colleges are involved in the initiative though the project is led by the South West College. Speaking at the launch at the Dungannon campus of the college, Minister for Employment and Learning, Sir Reg Empey said the programme will power NI's bid to become a leader in the clean energy sector. The Minister promised that his department would give every support to FE in developing partnerships with colleges and businesses across the globe. He went on to predict that future international opportunities would be identified through the programme. Undoubtedly, the college network will be invaluable to those local companies already keen to exploit new opportunities. The likelihood of new markets opening up both here at home and abroad is both challenging and exciting.

The programmes will provide local industry with R and D services, support, technology development, specialist training and advice in all areas of Sustainable Development. The new programme will deliver hundreds of courses specially designed to help businesses adapt to the emerging green economy and train students to tap into the new green collar jobs.

It is widely recognised that future economic growth lies in the development of sustainable, clean technologies that benefit the environment and support job creation. Carbon ZeroNI will allow our FE Colleges to take the lead in helping to equip students and businesses with the expertise and skills to profit from the green economy.

Writing in the Business section of the Irish News (Tuesday April 6th 2010) Susan Kinane, Managing Director ESB Independent Energy (ESBIE) reviews the landscape as NI undertakes the transition to renewable energy.

Despite the disappointment with no international agreement from the Copenhagen summit on climate change in December 2009, what's clear is that any international agreement would have benn dependent on action being taken at local level. The NI Executive's strategic energy framework has set the target of 40% of energy to come from renewable sources by 2025. Eco-friendly energy provision will be key to delivering a sustainable future in NI and the energy sector here has to recognise the importance of and continue to invest in this area.

Here in NI, we enjoy a unique position compared to our colleagues within Europe especially in terms of access to wind conditions of sufficient speed to make investment economical. An increase in the use of eco-friendly renewable power will reduce dependency on imported fossil fuels, thereby reducing exposure to the highly volatile international prices for such commodities, given their decreasing availability over which NI has no control, thereby enhancing competitiveness internationally.

With regard to our existing resources, wind turbines are perhaps the best known and will be a key area if the Department of Enterprise, Trade and Investment's (DETI) renewable target is to be met.

ESBIE and Queens University, Belfast have fused a new working partnership aimed at preparing young people to work in this important and emerging sector of work. This new partnership will offer four scholarship per year to MEng Electrical/Electronic engineering students and in their work experience with the company, help create opportunities for NI's top engineering students. Science, Technology, Engineering and Maths (STEM) subjects have been earmarked as key areas that will impact on future competitiveness and ability to grow and maintain high value jobs. Read more

PROJECT 1

At present there are a number of interesting developments within NI nascent renewable sector. Why not have your students research the initiatives that are currently afoot in wind, solar, biomass, wave energy. Locate some local companies that are meeting the needs and challenges of the future and set up a RENEWABLE ENERGY information board somewhere in the school to highlight the sector and the opportunities that it hold for jobs of the future.

PROJECT 2

I recently came across an interesting and related article in the Environment section of the Irish News (Thursday April 8th 2010). I thought the content of the competition 'Challenge Europe', if modified, might make an interesting project for a sixth form collaborative exercise with different subject departments within the school participating.

In brief, since 2008 the British Council has challenged hundreds of early career individuals from 13 countries across Europe to take action to cut carbon use by joining a pan-European programme launched to change the way we use carbon forever.

The organisation recently launched the final recruitment for 'Challenge Europe' and is looking for participation from throughout Ireland. Selected by an independent panel the 15 'climate advocates' will be announced in May.

The challenge for the final 'climate advocates' will be to draw on knowledge from the worlds of science, business, academia and political thinking to develop and propose THREE practical ideas by the end of this year. They will then pitch the ideas to outside groups including businesses, entrepreneurs, politicians to transform the concepts into reality. 'Challenge Europe' aims to show that individuals outside the climate change arena can bypass debate and make a profound impact. More details on the competition and an interesting application form to accompany it can be reviewed here. Read more

The Eden Project has launched a unique online 'green' careers resource, funded by DFSF. Focused on jobs that contribute towards building a sustainable future Real Cool Futures features an interactive database of inspirational case studies, written and film referenced by areas of talent and interest. In addition, the site contains a range of downloadable innovative teaching resources designed in partnership with secondary school teachers. The resource's aim is to support teaching professionals in careers education, PSHE and a number of other curriculum subjects. Real Cool Futures is Eden's first online initiative to reach secondary schools across the UK. Read more

Thinking entrepreurially!

2010-04-13T22:44:00.000+01:00

The Ministerial foreward in A Guide to Enterprise Education states that

Young people today often say they want to be their own boss, to start their own company or to make a living from a personal passion. Enterprise Education will help them to do that successfully, to their own benefit and that of the economy and the local community.

Ian Wright MP Parliamentay Under Secretary for 14-19 Reform and Apprenticeship

Being enterprising is the ability of individuals, groups and businesses to repond to change, take risks, to innovate and generate and implement new ideas and new ways of doing things. Put simply, enterprise is having ideas and making them happen.

An enterprise culture- in the form of entrepreneurial confidence, motivation, capability and ambition running through society - requires the application of talent to deliver economic and social benefit and remain globally competitive. Enterprise contributes to business growth, to the delivery of public and third sector services, to the regeneration of communities, and to building the skills and confidence of individuals to seek opportunities to create wealth and achieve social impact. Its effective delivery can create results where

new businesses boost our economy
social entrepreneurship can enrich communities
enterprising employees revitalise organisations and aid business growth
having a can-do attitude and the skills to spot opportunities and implement ideas benefits everyone of us.

In the current global economic climate it is crucial to focus on supporting the enterprising skills and ambitions that will maintain our long term economic prosperity. We need people who are motivated and equipped to seize new opportunities. I would encourage you to read some of the inspiring stories in the weblink below of those young people who have succeeded in the entrepreneurial world.

Bring it to the attention of your students that many people have untapped entrepreneurial potential and lack the motivation, confidence, experience and capability to be enterprising. New and existing businesses often fail to grow at a rate that would drive up our competiveness and productivity. Our greatest challenge in schools is to unlock the talent and potential of everyone, using enterprise and the entrepreneurail opportunity as the key. Read More

PROJECT

Imagine that there were no employers, either in the private or public sector, only self employment - challenge your students to decide the kind of business they would develop for themselves in this 'new world order'.

At a recent careers event showcasing the eskills sector in Northern Ireland, the MD of a leading multi-national company, commenting on the current NI curriculum, felt that we still don't put as much emphasis as he would have liked on enterprise education in the curriculum. He emphasised his viewpoint by signalling the large number of US students who currently leave college with qualification in one hand and their business plans in the other.

Within the CCEA Statements of Minimum Entitlement at both KS3 and KS4 enterprise and entrepreneurship figure very prominently, and yet appears 'neglected' in many post-16 programmes of work. Surely at a time in their lives when young people are making a significant transition from post primary schooling to a consideration of other options, there is a case to be made for more, rather than less, enterprise education from 16 to 19. This is especially relevant given that one of our local universities, Queens, Belfast, had been voted in October 2009 'The Times' Entrepreneurial University of the Year. In earlier blogs I had signalled how many of the universities within the UK were currently restructuring their course/syllabus content and delivery to accommodate employability and enterprise skills.

PROJECT

I would recommend that sixth form students be given the opportunity to hear first hand the enterprising activities currently ongoing at Queens by contacting Denise Murtagh and invite her or one of her team to speak. Email her at d.murtagh@qub.ac.uk

Read more

Finally, according to Lord Davies, the former banker and now UK minister for trade, investment and small business, Britain would have 750,000 more small firms if women were fully engaged with the business world. Putting female entrepreneurship on a par with that in America would boost the British economy and employment. Appointing more female directors to the boardrooms of Britain's big companies would also inspire more women to start their own companies and businesses.

We have an issue in Britain that we don't have enough women start their own companies. We need more female entrepreneurs. A quarter of the large FTSE companies don't have women on their boards. It's all about providing role models. One needs to showcase women who have done great things. The organisation Women in Business is gender-specific, but through their activities they are delivering for everyone. They are aiming through their work for the economy to redress the imbalance by providing women with the skills to network equally, by encouraging and helping them to start or grow their own business, by presenting role models. Read more

PROJECT

Get your students to compile a list of female entrepreneurs from their town/area that have built up successful businesses - better still, if some of the example are past pupils, then invite one or more in to talk with the students.

Check out the websites below for more ideas and resources on enterprise education.
http://www.springwise.com/
http://www.trendwatching.com/

The future of apprenticeships lies in the hands of employers

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The Building Services Engineering sector (BSE) has developed an excellent reputation across the sector with employers supporting and investing in employer-led apprenticeship training.

This approach has developed quality training in the workplace and is supported by directed learning off-the-job. The employer-led approach ensures that much more of the apprentices' skills development is carried out on-the-job alongside qualified and experienced employees.

In NI the BSE sector employs approximately 13,000 individuals across 3,600 businesses. The sector includes electrotechnical, heating and ventilating, air conditioning, refrigeration and plumbing industries.

SummitSkills, the Sector Skills Council for the BSE sector, seeks to understand the skills issues that employers in these industries face and work towards developing solutions to improve skills and long term productivity for the sector. To find out more about this sector read more

The employed apprenticeship method of training equips apprentices in this sector with the knowledge and skills to do the job better, enabling the sector to get the workforce it needs now and for the future.
Employers in the BSE sector welcomed the Committee for Employment and Learning review of apprenticeships in Northern Ireland in 2009. The review made the overarching recommendation

"that the future of apprenticeships lies in the hands of employers and employer groups and they should be the drivers of how apprenticeships should evolve."

One prominent group of employers made the comment that within the electrical contracting industry in NI there has been an effective, committed and sustained approach to employed apprenticeship training over the past twelve years. Employed apprentices are motivated and work effectively and efficiently for the electrical contracting business.

In 2009 the SummitSkills apprentice cost benefit report highlighted that effective use of apprentices can accumulate significant savings in labour costs. While recruitment and retention of employed apprentices has been affected by the current economic recession, BSE sector employers remain convinced that the best way to develop highly skilled, motivated, enthusiastic and committed future employees is through its continued investment in the quality ApprenticeshipNI programme.

PROJECT WORK

Why not get an indication of how the other sector skills are addressing the training of apprentices by checking out the Alliance Sector Skills Council website read more

As if to underscore the importance of the above piece on apprenticeship training, Sir Reg Empey, Minister for Employment and Learning, speaking at the recent CBI dinner in Belfast, said that it was imperative that private sector firms be given as much help as possible to bring the skills in the workforce up to date. NI requires a workforce that will allow it compete in the global marketplace.

Sir Reg is bringing the new Northern Ireland Skills Strategy before the Executive. It sets out demanding challenges for government, schools, HE, FE, and businesses. Recent research undertaken by Oxford Economics for the department of employment and learning has demonstrated quite clearly that unlesss NI 'ups its game' when it comes to skills, it will be unable to compete. The government intends working closely with the privare sector to promote a new skills culture within the economy. (Source: Belfast Telegraph 28th March 2010)

PROJECT WORK

When available it would be important that the new Skills Strategy should be read and discussed within your post 16 programme to evaluate its impact on decision making for young people.

Doing it for the kids!

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Of late social work as a career has come in for some bad press. Anna Tims writing in the Guardian on the 21st March 2010 put it most succinctly when she reported,

'In the good times social work is ignored by the comfortable majority. In the bad, it is relentlessly, damningly publicised!'

The Oscar nominated actor, Samantha Morton spoke last year of the 'wonderful' social workers who supported her as a child as she helped to launch a national campaign aimed at recruiting more people into the profession. She is backing a campaign to recruit more than 5,000 social workers for vulnerable children, adults and families. The Help Give Them a Voice TV campaign is being fronted by a number of leading celebrities, and comes amid fears that recent bad press will deter people from choosing social work as a career.The Children's Secretary wants a more confident, better resourced, and better trained profession.

Entry to the profession requires a degree in social work or two years' postgraduate qualification. Either way your study will include at least 200 days of assessed practice in social work settings. Bursaries of up to £5,000 are available for students on these courses.

The recent sacking of six Birmingham social workers, broadcast nationally, will have done little to gild its image. And yet a recent government pilot scheme hopes to persuade bright graduates to offer their skills to children's services.

The Step Up to Social Work programme offers an annual bursary of £15,000 to graduates of any age with a degree of 2:1 or higher and some experience of working with children. Read more who want to re-qualify as a social worker. The scheme is part of the government's £37 million ambition to reform the recruitment and training of social workers and the aim is to remove any psychological and financial barriers that might prevent high calibre candidates from making the switch.

The government funded project is entitled the Children's Workforce Development Council (CWDC). Since 2003 new social workers have had to hold an undergraduate or post graduate degree in social work, with bursaries of up to £4975 available to fund them through their study. Successful applicants for the 200 Step Up places will receive three times that in living costs, and their tuition will be paid for by the government.

To fast track the qualifications, the eight local authorities in the pilot will train candidates on the job, tweaking the length and content of the syllabus to reflect their academic, professional or volunteering experience. The resulting Master's degree will be awarded by Manchester Metropolitan and Salford universities.

The salary - newly qualified social workers earn about £18,000, rising to £30,000 for experienced employees - is unlikely to be a bait for career-swappers since the job tends to involve high stress levels and heavy workloads. The rewards of helping struggling families are, however, so exhilarating that CWDC's Be the Difference campaign has prompted 52,000 to register interest in the profession and a 41% increase in UCAS applications has elevated social work to the top 10 university courses this year.

Most social workers go on to specialise, for example, in working with drug abusers or foster carers, and there is a definite career ladder culminating in management, academic or political adviser posts.

Over 40,000 people are currently employed in Social Care, Children's and Young People's services in Northern Ireland. This includes children's homes, care homes, domicillary care and support services, nursery and early years work.

This sector represents almost 7% of the NI workforce and is forecast to grow by 2.2% a year over the next decade. Skills for Care and Development is the UK Sector Skills Council responsible for promoting training and skills development for the sector. It is represented in NI by the NI Social Care Council (NISCC).Read more

Northern Ireland has the fastest growing and youngest population of all UK countries, with over 20% of the population under 18 years of age and 16% of pensionable age (NISRA 2009). It is vital that the sector has sufficient number of workers with the right skills ready to meet the increasing demand for services over the next few years. Read more

'Avatar and The Bournemouth supremacy'

2010-04-13T22:43:00.000+01:00

With so much educational press written of late on the importance of Science,Technology, Engineering and Maths (STEM) subjects and career opportunities, I particularly enjoyed Lucy Tobin's insightful article in the Guardian (6th March 2010) into the making of the recent sci-fi blockbuster 'Avatar.' The article considers the work done in the different departments of Bournemouth university where expertise is shared in the complimentary disciplines of computer technology and design technology to produce arguably the most talked about film of the year.Read more

The National Centre for Computer Animation (NCCA) on Bournemouth's University media campus is bringing film makers flocking to sign up graduate talent. There, in studios containing computer pods with the latest modelling software, tutors teach courses such as digital special effects and computer visualisation and animation. Its alumni are so in demand from the movie industry that more than 50 Bournemouth graduates had a hand in making Avatar.

Paul Kavanagh is one of the industry's heavyweights. He graduated with a Master's in animation from Bournemouth in 1991 and was Avatar's animation supervisor, overseeing work on character and visuals. But many young graduates who entered the working world at the beginning of the credit crunch also managed to land jobs on the film.

Many of the recent graduates have found work with Lola, a visual effects studio in London, and another London animator, Framestore. Such work and projects like Avatar are a source of inspiration for the current crop of graduates.

The industry is growing alongside a passion for animation in the UK. Boosted by the special effects used in the Harry Potter series and other British films, it's also in demand by the video games sector. Studio giants such as DreamWorks often farm out shots to production companies with a specific skills base, so British films are grabbing bigger slices of global projects, too.

All of this means brighter opportunities for new graduates. Again on Avatar, Bournemouth graduates worked on everything from animation supervision to facial technical direction - designing muscles and skin so characters have believable faces and bodies. The particular structure of the NCCA courses makes their students very employable. They are a marriage of art and sciences. Lectures cover 'techy' things such as programming as well as aesthetics, idea generation and cinematography. In addition, industry experts - including many Bournemouth graduates - visit on Fridays to talk about their work on films, games and advertising. Many are able to offer work experience in the industry. Each year Bournemouth's annual animation student show attracts industry high flyers to talent-spot. Often the student show reels are so good that a number walk away with interviews and job offers!

Such initiatives provide healthy employment rates. For example, six months after graduating in 2008, 82% of students on the computer visualisation and animation course were in jobs or involved in further study. One particular past pupil made a short film for his Master's course that so impressed DreamWork, that he was signed up and subsequently worked on Shrek and Madagascar, and this year was nominated for an Annie, the animation industry's big award.Read more