Education & Employers Research Digest
No images? Click here
Education and Employers
Research Digest - March 2025
Full summaries of all publications contained in the Digest are available by clicking the link embedded titles.
We are always looking to promote the work of others in related fields. To share your publications, conferences, events, or blog posts with our network please email: research@educationandemployers.org
In case you haven’t seen it, our free, searchable online library of research from around the world is available here: Research Library
PUBLICATIONS
Highlight from our New Report
Drawing the future: Exploring the career aspirations of children in Northern Ireland
Chris Percy, Deirdre Hughes OBE, & Nick Chambers
The report found that there is a significant misalignment between the jobs children aspire to and economic forecasts. For example, 35% of children aspire to careers in culture, media or sport but only 1% of projected jobs are in those areas. Also, socio-economic disadvantage makes a big difference to children’s aspirations. For example, girls in high-rate FSM schools see much more interest in creative/performing arts than girls in low-rate FSM schools (21% vs 12%)
Ready for work: Careers Education in England 2023/24 Learning Strategies and Attitudes for Life
Shobhana Sosale, Graham Mark Harrison, Namrata Tognatta, Shiro Nakata, & Priyal Mukesh Gala
This report summarises insights from young people (over 230,000), schools and colleges (4,751) and employers (over 800) about careers
education in the academic year 2023/24. The insights focus on: how careers education addresses
disadvantage; the contribution of careers education; to economic growth
and how careers education drives readiness for work
Curriculum and Assessment Review Interim Report
Government of UK
The report found that children and young people and their parents want more focus on the applied knowledge and skills that will equip them for later life and work; such as financial education, careers knowledge and politics and governance. For example, our polling shows 32% of key stage 4 learners and 36% of their parents would have liked more time on employment and interview skills.
Who Is Losing Learning? Finding Solutions to the School Engagement Crisis
Eleanor Harris, Cristín O'Brien, Kiran Gill, Loic Menzies, Efua Poku-Amanfo,
Kirsten Rooney & Jenny Graham.
This report suggests that while lost learning is a symptom of dysfunction, it also provides a benchmark against which future progress in education can be measured. The report sets out 10 recommendations for national government, local authorities, trusts and schools which, if delivered, would see a measurable improvement in inclusion, meaning fewer children would be losing out on learning.
Carrie Tzou, Symone Gyles, Julia Aguirre & Maria del Rosario Zavala
This report (a) examines the state of the evidence of CRSE in mathematics and science education over the past 15 years, (b) identify priority areas for research and action, and (c) offer research and policy recommendations that
can bolster positive and long-lasting shifts in how students experience mathematics and science learning in and beyond the classroom.
OECD
This Policy Brief draws on evidence from PISA, national longitudinal studies and wider research literature to address three main questions:
• What are the likely impacts of part-time work on students’ future employment outcomes and why can benefits be expected?;
• What types of students are more likely to work part-time across the OECD?;
• How can schools optimise positive outcomes for young people?
COMMENTS
Managing and leading education systems in an era of uncertainty
Karen Mundy and Sheena Bell
STEM teachers are in short supply
GEM Report
A vision to prioritize numeracy: empowering children with numbers for a brighter future
Alice Mukashyaka
EVENT
We believe no child should be constrained by stereotypes or the expectations of others. We know that if young people hear firsthand about the world of work, they work harder, get better grades and are more likely to break down barriers.
They should have the chance to start as early as possible, and that is why we launched the national I am #InspiringTheFuture campaign.
Any views expressed in the publications featured in this newsletter are those of the authors and do not reflect the views of Education and Employers.
