Education and Employers
Research Digest - March 2022

Publications

How youth explore, experience and think about their future: A new look at effective career guidance 

OECD

How do we know what really works in career guidance? The OECD’s Career Readiness project draws on the best available international evidence to understand how schools can reduce student risk of unemployment and poor school-to-work transitions, bringing relevant evidence of ‘what works to the attention of practitioners and policymakers during this period of global economic turbulence. The project does this by looking at evidence found in national longitudinal studies which follow the same cohort of people from school to early adulthood. This new analysis of 12 datasets from 10 countries looks at career guidance-related attitudes and experiences at ages 14-16, and identifies relationships with better outcomes in employment 10-15 years later. Read more about the OECD's work on career readiness

The Skills Imperative 2035: what does the literature tell us about essential skills most needed for work? 

Amanda Taylor, Julie Nelson, Sharon O’Donnell, Elizabeth Davies & Jude Hillary 

The report presents an extensive literature review as the first report under The Skills Imperative 2035: Essential skills for tomorrow’s workforce research programme. The programme is being funded by the Nuffield Foundation to explore the wide-ranging and growing evidence base, which sets the scene for our wider research study by bringing together what the literature suggests: What the world of work will look like in 2035? One aspect of the key findings suggests that problem-solving/decision making, critical thinking/analysis, communication, collaboration, creativity and innovation are transferable skills that will be in high demand in the next 15 years and beyond as technology becomes more embedded in the workforce.

Making Career Readiness Count 3.0

NEXTGENSCIENCE

Making Career Readiness Count 3.0 provides an analysis of how the 50 states and the District of Columbia are including and incentivizing measures of career readiness in their new accountability systems under ESSA, as well as an analysis of state-level accountability systems in states with dual systems. This report is the result of a collaboration among Achieve, Advance CTE, the Council of Chief State School Officers (CCSSO), and Education Strategy Group (ESG) and is the third report in a series developed through a longstanding partnership between Achieve and Advance CTE (previous versions were released in 2014 and 2016). The report uses the framework outlined in Destination Known to classify states’ measures of career readiness within the framework’s four categories: Progress Toward Post-High School Credential, Co-Curricular Learning and Leadership Experiences, Assessment of Readiness, and Transitions Beyond High School.

Mending the Education Divide Getting Strong Teachers to the Schools That Need Them Most

OECD

Remote schooling during the early months of the COVID-19 pandemic salvaged education for many students. But online classes did not work for everyone. While differences in access to the Internet and digital tools have been shrinking across the OECD, PISA 2018 shows a persistent gap between disadvantaged students with lower digital skill levels and advantaged students who readily use the Internet. This contributed to greater learning losses during the pandemic for vulnerable students. As society and schools move back to more normal functioning, we will need our best teachers and digital resources to help students find their footing again. But what constitutes “good” or effective teaching? And are good teachers working in the schools that really need them?

Challenging gender bias and stereotypes in and through education 

UNESCO

This fact sheet was made to mark International Women’s Day 2022 and highlight how education can challenge gender bias and stereotypes in and through education. Discriminatory gender norms, biases and stereotypes. One of the main facts is that Breaking gender bias and stereotypes is key for girls and women’s empowerment. Discriminatory gender norms will not change without education challenging them, providing opportunities and skills for critical thinking. Changing negative gender norms also requires the support of men and boys. While there is evidence that men and boys may resist change, they are often found to support it as well.

The Future of Learning 

Future learn 

 In this report, Future Learn analyses insights from our dual surveys of learners and business leaders. We uncover the education motivations, attitudes and behaviours of 2,000 people and more than 500 employers based in the UK. To add to their voices, we’ve interviewed ten top academics and education sector experts for their take on the trends that are set to shape learning delivery for decades to come.

The Impact Of Vocational Qualifications On Young People’s Employability And Labour Market Outcomes 

All–Party Parliamentary Group for Youth Employment 

The report follows a 4 month inquiry that seeks to understand the impact of proposed changes to post–16 education policy on future labour market outcomes of young people. The Department for Education (DfE) has proposed the streamlining of post–16 qualifications by removing funding for some vocational, technical, and other vocational-technical qualifications (VTQs), such as CTEC and BTEC qualifications by 2024–2025. T Levels, A Levels and apprenticeships are intended to be the main options for students at Key Stage 5.

All My Friends Need Teachers

Anna Darling & Tom McEwan 

This report sets out the centrality of teachers to the UK Government delivering on its global education agenda with particular consideration for inclusive education and education in crisis contexts. The G7 Girls’ Education Declaration targets, the ambitions
of the UK’s Girls’ Education Action Plan more widely, and SDG 4 are simply unachievable without a step-change in the recruitment, retention and training of teachers. The UK Government must support the national governments of low- and lower-middle-income countries in advancing system-specific solutions that ensure that all children, including the most marginalised, are able to access qualified, well-trained, well-supported teaching professionals and quality, inclusive education

Comments

What is the purpose of school and who should control it?

Tim Brighouse & Mick Waters 

Post-pandemic: Return or reset?

Chris Rolph

Using Interactive Storytelling to Teach Key Vocabulary Terms 

Gina Lappé & Kent Dwyer

Lessons for the design of fiscal transfers to improve student learning and reduce learning gaps: The case of Colombia

Emiliana Vegas

Rising to the challenge of providing all students with high-quality STEM education: Lessons from 100Kin10

Talia Milgrom-Elcott

Supporting teachers in emergencies through crisis-sensitive policies

Karen Mundy & Carlos Vargas-Tamez

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Events