## The Transformational Shift In Educational Outcomes In London 2003 To 2013: The Contribution Of Local Authorities

 
Robert Cassen -  
 
Sean Hayes - Education Consultant and Local Authority Researcher 
 

London's education has had a remarkable transformation in 
the past 15 or so years 
Very inclusive, with disadvantaged and BME students moving 
up with the rising tide, commonly outperforming national and improving at a faster rate 
Wide-ranging discussion about what has been behind the 
results 
We don't claim to have resolved the issues; but we do try to 
say something about the role of Local Authorities. It is largely an untold story, at least in the research literature, and it 
deserves to be better known 
The many LA officers involved in London's success should get 
more credit for what they have achieved. 
 
Professor Robert Cassen's contribution has been to interview, Directors of 
Education/Children's Services and LA school improvement staff in 4 London boroughs 
They said many things in common. Started from a low point. 'In the mid-
90's we had a few good schools and a lot of terrible ones.'  
They all emphasised the use of data, setting targets for schools and 
monitoring the targets, and taking steps if the targets were not met. 
'Heads didn't understand spreadsheets in the early 1990s; we had to work 
with them and by the end of the 1990s things improved.'  
They had to counter complacency and low expectations. 'We could not 
accept that schools were providing four good lessons out of five; it was like 
saying children could stay at home one day a week.' 
They all emphasised school leadership and concentration on the quality of 
teaching, including training support in primary schools for headteachers and governors, and *'good recruitment packages'* to attract the right 
people. 
No-one referred to resource shortages: even before the London 
Challenge, 'With Excellence in Cities and the Education Action Zones, 
we had a lot of money coming in.'  
The main differences between the boroughs were in local 
conditions. Some stressed the significance of minority communities, 
others large transient populations or the perennial problems of 
disadvantaged White British families. 
All agreed on the importance of addressing these specific issues. 
'We'd never have got anywhere without bringing women from the 
[x] community into our schools as mentors and teaching assistants.' 
One further thought: I don't think the research community should 
be as single-minded as it is in demanding RCTs and 'robust statistical modelling'. It is very unlikely that the story of the LA role in London's 
success can be derived from either of these 

Relentless focus on raising standards 
Moral purpose Disadvantage not permitted to be a barrier to 
achievement 
Target setting at LA and school level Collecting predictions Schools causing concern Production of data analysis for schools Standards' Meetings 
Council Scrutiny 
 

## Let Us Look At

# Key Stage 2

## Key Stage 2 % Level 4+ In English & Maths Combined From 2005 To 2012

Let us look at  

# Key Stage 4

## Key Stage 4 % 5+ A* - C (Inc. English & Maths) From 1998 To 2013 London V National

Some concepts: 1. The "FT score" - 8 points for an A* down to one for a G and add up the score for English, maths and their three best other subjects. 2. IDACI - Income Deprivation Affecting Children Index) an index of poverty which measures how poor the neighbourhood in which a child lives is. 3. Uses regression analysis  
http://blogs.ft.com/ftdata/author/christophercook/  
A school is below the floor standard in 2014 if fewer than 40% of pupils achieve 5+ A *-C 
(Inc. Eng & maths) and the expected progress between KS2 and KS4 is less than the median of 74% in English and 67% in mathematics Source: DfE Statistical First Releases Notes: The A Level Results (from SfR Table 12b) include all state-funded mainstream schools, academies, free schools and maintained special schools but exclude FE sector colleges, PRUs, non-maintained special schools and other government department funded colleges. 

## Top 10 Factors For Impact

A relentless focus on standards in your LA
3.72
A focus on progress to drive up attainment
3.53
Teaching strategies for EAL at lower stages 
3.50
of fluency in English
Putting effective school improvement 
3.50
support in place
LA not allowing disadvantage to be a 
3.47
barrier to achievement
Schools in your LA committing to the 
3.47
standards' agenda
A relentless focus on pupil groups at risk of 
3.42
underperformance
Pupil tracking in schools
3.42
The role of headteachers in your LA
3.40
Your LA's stance on schools causing 
3.35
concern

Tim Brighouse: "[It made] more good things happen and fewer 
bad things happen" 
DfE Evaluators - Merryn Hutchings (London Met Uni. June 12) 
concluded that it was the main factor, and: 
◦"Perhaps the most effective aspect of City Challenge was that it 
recognised that individuals and school communities tend to thrive 
when they feel trusted, supported and encouraged. The ethos of the 
programme, in which successes were celebrated and it was recognised that if teachers are to inspire pupils they themselves need to be motivated and inspired, was a key factor in its success." 
Ofsted report (Dec 10) - It made a difference and improvements 
from schools' involvement sustained once LC support ended 
Our view is that it was a catalyst and a lever to drive 
improvement, but not the only one - London schools 
themselves and local authorities played crucial roles 
**Evaluation of the City Challenge Programme.** Hutchings, Merryn et al. 
(DfE 2012) 
**Evaluation of City Challenge Leadership Strategies.** Poet, H., & 
Kettlewell, K. (London Area Report 2011) 
**London schooling: lessons from the capital.** Wnyess, G. (Centre: Forum 
2011) 
Lessons from London schools for attainment gaps and social mobility. 
Greaves, E. et al. (Social Mobility and Child Poverty Commission 2014) 
Understanding the success of London's schools . Burgess, S. (The 
Centre for Market and Public Organisation 2014) 
**Lessons from London schools.** Baars, S. et al. (CfBT and Centre for London 
2014) 
**Transforming Education for All: the Tower Hamlets Story.** Woods, D. et 
al. (Tower Hamlets Council - 2013) 
**Transforming Education: the Lambeth Story.** Demie, F., & McLean C. 
(Lambeth Council - 2015) 
**Lessons from London: Insights on improving schools.** Brighouse, T. et al 
(London Councils - 2015) 
The London Challenge and the London LAs 
The use of data and improved data literacy 
But not the LC Families of Schools data 
LA role in target setting in the 2000s - interviews 
with school improvement officers  
Moral purpose within which disadvantage should not 
be seen as a barrier to achievement, to paraphrase Mongon & Chapman:  
 
'poverty and culture [were not allowed to] 
corrode the potential of young people to fulfil 
their talent'. 

LEADERSHIP: Strong link between the quality of 
system leadership (LAs), school leadership and the impact of good leadership on the quality of 
teachers and their teaching practice 
It is possible that these factors, allied to: 
teachers being better able to teach the more 
diverse pupil intakes in London, and 
many London children from disadvantaged 
backgrounds being resilient enough to succeed 
against the odds 
have all coalesced to drive up the improvements in 
London over the last 10 years 
Our view that the London Challenge bore many of the 
hallmarks of a successful intervention, but it was not the 
only factor 
LC was significant and it acted as a catalyst for change 
and a lever to drive improvement, but 
the green shoots were already appearing before LC, and  
most London schools and LAs played crucial roles in 
securing the rapid improvement over the life of the LC 
and beyond 
The big challenge now for London is the ability to 
replicate the successes at Key Stage 2 and 4 at Post 16. 

## Thank You

 

Contact Details: 
Sean Hayes - Freelance Education Consultant and LA Researcher 
Email: sean.hayes@carmo.myzen.co.uk 
Professor Robert Cassen - London School of Economics 
Email: R.Cassen@lse.ac.uk 
IPR: Public domain information in this presentation can be used by 
anyone.  The text in slides 2 to 5 and 16 to 20 is attributable to Robert 
Cassen and Sean Hayes. 

# Post-16 Attainment In London 2010-2014

Rob Atkins 

## Level 3 Average Points Score Per Entry % Achieving Aab Or Above

England
8

| 2011   | 2012   | 2013   | 2014   |
|--------|--------|--------|--------|

## % Achieving Aab Or Above % Achieving Aab Or Above % Achieving Aab Or Above % Achieving Grades Aab Or Above

England
6 4 0

| 2011   | 2012   | 2013   | 2014   |
|--------|--------|--------|--------|

## % Achieving Grades Aab Or Above % Achieving Grades Aab Or Above % Achieving Grades Aab Or Above Idaci 2010 5 Gcses A*-C 2014 Ks5 Aps 2014 No. Apprenticeships (London) No. Apprenticeships (London) No. Apprenticeships (London) % 16-18 Apprenticeships % 16-18 Apprenticeships Mix/Balance - A Level Provision Some Final Thoughts

How can we use the experience of improving KS4 to 
improve KS5 for **ALL** young Londoners 

## Some Final Thoughts

How can we use the experience of improving KS4 to 
improve KS5 for **ALL** young Londoners 
What should the vocational offer be? Do we need a 
revolution in Apprenticeship provision? How should 
employers be involved? 
 

## Some Final Thoughts

How can we use the experience of improving KS4 to 
improve KS5 for **ALL** young Londoners 
What should the vocational offer be? Do we need a 
revolution in Apprenticeship provision? How should 
employers be involved? 
Is the mix and balance right? Could we do more to 
support our colleges? 

## Some Final Thoughts

How can we use the experience of improving KS4 to 
improve KS5 for **ALL** young Londoners 
What should the vocational offer be? Do we need a 
revolution in Apprenticeship provision? How should 
employers be involved? 
Is the mix and balance right? Could we do more to 
support our colleges? 
(What about IAG? and retention?) 
17+ participation, attainment and progression in London:  
Main research findings and recommendations Professors Ann Hodgson and Ken Spours Institute of Education, University of London 
 

## The 17+ Issue

- RPA and the importance of sustained and high quality 
participation post-16 
- Successful 17+ participation is the major indicator of 
potential success at L3 and progression from L2 to L3 by age 19 
- London has made important strides in pre-16 attainment but 
less so in post-16 attainment at L3 
- In 2013/14 IOE and London Councils have been researching 
this issue using secondary data and visits to schools and colleges  

## 17+ Participation

•
Participation at 16 &17 in 2014 in London is higher than the 
rest of the country (**92.3%**/90.8%) and in full-time education (**88.7%**/83.2%); participation at 17 continues to rise 
•
Participation rates varied considerably between London 
boroughs depending on their level of economic and social 
deprivation 
•
The proportion of 16-18 year olds studying in school sixth 
forms and sixth form colleges (SFCs) has increased over the past year, while the percentage studying in general further education colleges (GFEs) has declined 
•
Under 3% of 16 &17 year olds are in WBL/Apprenticeship and 
this has continued to fall 

## 17+ Retention

- Almost a quarter of Year 12 L3 starters 'dropped out' of 
their sixth form before 18 
- Only a third of school students embarking on a L2 course 
at 16 progressed to L3 study 
- 17+ retention in A Level programmes in schools (82%) is 
greater than in L3 vocational programmes (59%) 
- GCSE English and maths at grades A*-C are highly 
important in 17+ retention as are the number of GCSEs or 
vocational equivalents (8 not 5) 

## 17+ Attainment

- London is below the national average on all L3 attainment 
measures (except attainment of two L3 awards at 18) and 
notably on total points - 682 compared to 706 nationally 
- Broader attainment at KS4 produces better outcomes 
post-16:  
About 30% of L3 learners in London schools in 2011/12 did not 
have A*-C grades in GCSE E&M and scored on average 540 points 
Those who had at least 5 GCSE A*-C grades including E&M 
scored on average 753 points at L3 
Those with 8+ GCSE A*-C grades including E&M scored on 
average 795 points 

## 17+ Risk Factors For Schools 17+ Risk Factors For Gfes And Sfcs School Strategies At Key Stage 4 School Strategies In Year 12 Gfe And Sfc Strategies At Recommendations

1. The need for a **pan-London focus on 17+** participation, attainment and 
progression  


2. A **Post-16 London Challenge** focused around the 17+ issue 
•
Addressing institutional and borough-based variation  
•
A step change in the sharing of good practice on the 17+ issue particularly on 
high quality A Level teaching and learning and underpinning support systems  
•
Raising performance through increased partnership working  
3. Effective 14-19 Careers Education, Information Advice and Guidance  
4. An emphasis on building in progression skills at KS4  
5. Increasing the supply of high quality vocational (or mixed academic/ 
vocational) L3 provision and apprenticeships  
6. Developing planned **'three-year sixth' programmes** and reinstating funding for 
18 year olds 

## Policy Reforms - What Is Happening To Vocational And Technical Qualifications And Why?

Sarah Read Head of Vocational Qualification Reform Department for Education 

## Wolf Review Of Vocational Education (March 2011) Wolf Review Of Vocational Education (March 2011)

In England today, around 2.5 million young people are aged  
14 to 19. Most now take some vocational courses before    
they are 16; and post-16 the majority follow courses that      
are largely or entirely vocational. 

But many of England's 14-19 year olds do not progress 
successfully into secure employment or higher level education 
and training. Many leave education without the skills that will 
enable them to progress at a later date. 

Young people are encouraged to take qualifications at age      
14-16 which will block their progression to many valuable  
post-16 options, and for reasons that have nothing to do with 
the pupils' own best interests. 

## Professor Alison Wolf

At least 350,000 16-19 year olds get little to no benefit from the post-16 education system. 

## Growth In The Study Of Vocational Qualifications

*Students can appear 
in more than one 
cohort so numbers in 
the A level and 
vocational cohorts can 
sum to more than the 
total number of level 3 
students. 

Source: DfE SFR A level and other level 3 results (revised): 2013/14 

In 2013/14, 64.5% of the potential 16-18 cohort entered for at least one level 3 qualification. 
This has increased from 53.8% in 2008/09 and 63.1% in 2012/13. 
Level 3 participation has risen to the highest 
levels since records began in 1994/95: 
In 2013/14, 28.0% of the potential 16-18 cohort entered for at least one level 3 vocational qualification. 
This has increased from 15.3% in 2008/09 and 25.9% in 2012/13. 
Level 3 vocational participation has increased rapidly: Level 3 A level participation remains stable: 
In 2013/14, 41.5% of the potential 16-18 cohort entered for at least one A level.   
This has increased slightly from 39.9% in 2008/09 but dropped marginally from 41.7% last year. 

## New Routes To University, An Apprenticeship Or Skilled Employment Gcse English And Gcse Mathematics Continuing With English And Mathematics Optional Subjects Other Gcse Subjects  E.G.  Art And Design Technical Awards Other Qualifications For Students With Particular Needs That Do Not Count In Performance Tables A-Levels

Applied general qualifications 
University-endorsed qualifications that offer the opportunity to gain applied knowledge and skills alongside A-levels 

## Tech Levels Employer-Endorsed Qualifications For Those Who Want To Specialise In A Particular Occupation Or Industry Sector Technical Certificates Employer-Endorsed Qualifications For Those Who Need Initial Training Before Starting A Tech Level Or Entering A Skilled Trade Apprenticeships A Real Job With Training That Leads To Further Employment Opportunities Or Studying At University Level

Traineeships  
A scheme to help young people who want to get a job or an Apprenticeship but don't yet have right skills and experience 

## Technical And Applied Qualifications Recognised In The School And College Performance Tables From 2017

Broader, less specialist qualifications More specialist, occupational qualifications 

# Technical And Applied Qualifications: 14-16 Year-Olds Non-Gcse Qualifications And Technical Awards

Wolf Review: 
Limited specialisation at key stage 4 is clearly the best option for young people. 
 
•
Review recommended that vocational options be restricted to 20% of a pupil's timetable (remaining 80% to be used for the core curriculum) 
 
•
2011 onwards - poor-quality vocational qualifications, those smaller than a 
GCSE, and those that covered only narrow occupations were identified and excluded from key stage 4 performance tables from 2014 
 
•
2014 - **Technical awards** were announced:  
"broad, high-quality level 1 and level 2 (GCSE-standard) qualifications that equip students with applied knowledge and associated practical skills, not usually acquired through general education"   
 
•
Technical awards that passed our approval process last autumn will be taught from September 2015 and reported in the 2017 performance measures 
Publication of an update to first 14-16 Wolf list  3175140118186104??

## Technical And Applied Qualifications: 14-16 Year-Olds Technical Awards - The Annual Approved List

Non-GCSE/IGCSE qualifications (including  
Before Wolf 
(2011) 
L1/L2 certificates in EBacc subjects) 
2014 list 
2015 list 
2016 list 
2017 list 
2018 list 
The best 
Qualifications 
qualifications 
redeveloped 
so approved 
qualifications 
already 
available at 
key stage 4 
all meet  
new, tougher 
 
requirements 
(external and 
synoptic 
assessment, 
grading) 

 

Technical awards 
(no EBacc subjects) 
New 
Approval 
process 
qualifications 
opened up to 
First list of 
technical 
awards -  
are under 
brand new 
development 
shifting the 
focus to 
qualifications 
so we expect 
technical and 
to see the list 
for the first 
time - these 
vocational 
qualifications 
to be a little 
longer than 
for 2017 
courses 
started in 
September 
2014 
and away 
from EBacc 
subjects  

## Technical And Applied Qualifications: 14-16 Year-Olds Which Qualifications Have Young People Taken?

Wolf Review: 
Whilst there is value in the study and mastering of practical 
skills at 14-16, studying vocationally specific skills that will not be used for 3-4 years serves as a distraction. 
- In 2012, 59% of pupils achieved 5+ A*-C including English and maths at GCSE. 
 
- This figure would have decreased by 5 percentage points if the Wolf reforms 
had applied to those results: 
•
In 513 schools, 5+ A*-C would have dropped by 10 percentage points 
•
In 105 schools, it would have dropped by 20 percentage points 
•
In 1 school, no pupils would have achieved 5+ A*-C (down from 70%) 
 
•
In 2014, 53.4% of pupils achieved 5+ A*-C grades  (including English & maths).  
 
•
If the Wolf reforms were disapplied to the 2014 results, the 5+ A*-C figure would increase by only 1.5 percentage points - demonstrating that there has 
been real behaviour change in schools. 
# Technical And Applied Qualifications: 16-19 Year-Olds Tech Levels And The Techbacc Performance Measure

Wolf Review: 
Many of our vocational programmes are not as good as they could or should be, in terms of what either the labour market or higher education demands. 
•
2013 - **Tech levels** were announced:   
"advanced (level 3) qualifications, recognised by employers, that equip students with the 
specialist skills and knowledge they need for occupations such as engineering, computing, 
accounting or hospitality" 
 
•
Students who achieve a Tech Level in combination with a level 3 Maths qualification and the extended project will be recognised as meeting the Technical Baccalaureate ('TechBacc') standard and there will be a funding 
uplift for students who successfully complete large TechBacc programmes 
 
•
Technical certificates offer initial technical training (at level 2). They cover 
occupations where employers recognise entry at this level and enable 
students to access specialist tech levels. 

## Technical And Applied Qualifications: 16-19 Year-Olds Timescales For Redevelopment

Awarding organisations have up to 2 years to ensure that their qualifications meet the full requirements: 

Taught from 2014, reported in 2016 tables 
Taught from 2015, reported in 2017 tables 
Tech levels 
Interim 
requirements 
Interim or full 
requirements 
Interim requirements 
Interim or full requirements 
Applied general qualifications Technical certificates 
Interim requirements 
Interim requirements: declared purpose, size, recognition 
 
Full requirements: appropriate content, appropriate assessment, synoptic assessment, grading, employer involvement (for tech levels and technical certificates); and track record and progression (after first awarding) 
Taught from 2016, reported in 2017 tables 
Taught from 2017, reported in 2018 tables 
Full 
requirements 
Full 
requirements 
Full requirements 
Full requirements 
Interim or full requirements 
Full requirements 

## Publication Of An Update To First 14-16 Wolf List  372123028491107162 Technical And Applied Qualifications: 16-19 Year-Olds Tech Levels, Applied General And Technical Certificates

Tech levels 
Before Wolf 
(2013) 
 
2016 list          2017 list 
- Tech levels available in 
all major sectors* - 
mainly larger qualifications 

- Some already meet 
'full requirements' 

- All need to do so by 
autumn 2015 

* Sectors not covered by tech levels include social sciences (predominantly covered by academic qualifications), preparation for life and work (actively discouraged at level 3 as qualifications do not lead to recognised occupations), and education and training (where entry is primarily at graduate level). 

## 

Applied general 
Technical 
certificates 
qualifications 
2017 list 
2016 list        2017 list 
- First list of L2 
qualifications  
- Fewer applied general 
qualifications than Tech Levels - mainly smaller qualifications 
- None yet 
meet 'full requirements' 
- Some already meet 
'full requirements' 
- All need to do 
so by autumn 2016 
- All need to do so by 
autumn 2015 

## Timetable For Implementing Qualification Reforms

September 2012: 
First teaching of approved non-GCSE qualifications 
September 2014: 
First teaching of approved tech levels and applied general qualifications 
December 2014: 
First publication of approved lists for all four categories of technical and 
 
applied qualifications, approved for teaching from 2015 and inclusion in 
 
2017 performance tables 
January 2015: 
2014 performance tables published - the first to show the impact of the 
 
Wolf reforms at key stage 4 
September 2015: 
First teaching of new technical awards and approved technical certificates 
 
and some 'full standard' tech levels and applied general qualifications 
Late autumn 2015:  Next publication of the four lists of technical and applied qualifications, 
those approved for teaching from 2016 for inclusion in 2018 performance 
 
tables, including 'full standard' tech levels and applied general qualifications  
January 2017: 
2016 performance tables published - the first to report achievement of tech 
 
levels and applied general qualifications at 16-19 
January 2018: 
2017 performance tables published - the first to report achievement of 
 
technical awards at key stage 4 and technical certificates at 16-19 

## 2016 Accountability Changes 2014 Changes To Performance Tables

Wolf Review
- Restricted set of qualifications - No qualifications equivalent to >1 GCSE - Only 2 non-GCSEs per pupil
Early entry policy
- Phased introduction

## Ks4 Accountability The Attainment 8 Measure But Is The P8 Gap Really That Wide? Ks5 Complexity

- Not based on all students- just those who complete 
level 3 study by age 18
- Not just about schools - Variation between institutions (and regions) in 
entries
- Types of qualifications - Number of qualifications
- More variation in quantity (entries) than in quality 
(APS)

## Y11 Students 2011 In Ks5 Tables Progress 8 By Ethnicity In London Y11 Students 2011 Completing L3 Study 16-19 Accountability Y12 L3 Students Retained In School Level 3 Attainment And Entries, 2014

Inner 
London
Outer 
London National
APS per student
Schools
727.3
765.0
775.3
Colleges
565.1
579.6
623.4
Schools
3.40
3.51
3.61
Average entries per 
student
Colleges
2.87
2.88
3.00
APS per entry
Schools
214.1
217.9
214.8
Colleges
196.8
201.2
207.9

## Level 3 Aps (2016 Quals) Per Student, 2014 % Level 3 Students In Fe Colleges 2014 Differences In Entry Rates Progress Ks5 Aps Per Student, 2014 Ks5: Other Proposed Changes

- Students to be counted at >1 institution
- Tech Bacc
- Tech Level 3 - Level 3 maths - Extended project
- A level reforms from 2015 - Pilot/ experimental data during 2015 and 2016

## Ks5 Aps Per Student, 2014 Level 3 Value Added By La, 2014 Further Info

DfE - https://www.gov.uk/government/uploads/system/upl
oads/attachment_data/file/359909/Technical_Guide
_final_for_publication.pdf
- https://www.gov.uk/government/publications/progre
ss-8-school-performance-measure

FFT - http://www.educationdatalab.org.uk/
  
Improving the relationship between education and business  


Deirdre Hughes, Director, DMH & Associates Ltd, Associate Fellow, Warwick University IER & UKCES Commissioner 20th March 2015 

## Aim

To focus on improving the relationship between 
education and business and reflect on the 
evidence-base 
 
Think about the macro challenges ahead 
Discuss enablers and barriers Identify levers for change 

## London As A Labour Market

40% of London's working age population holds a level 4 qualification 
(equivalent to a certificate of higher education) compared to 30 % across the UK;  
The average household income per head in London is 30% higher than 
the UK level; 
London has the highest percentage of self-employment of any region at 
18%, compared with a UK average of 14%; 
London's employment rate of 68% is persistently below the UK rate of 
70% - and rates vary greatly between boroughs, from under 60% to more than 75%; 
The proportion of young people in apprenticeships and jobs with training 
in London stood at half the England average in 2014 and has fallen over 
the last 12 months (IOE, 2014)  
Around 300,000 people registered unemployed in London - one in six of 
the UK total.  

## Education & Employers: Policy Backdrop?

  Patch work 
masquerading as  
    unified & 
   coherent? 

## Education & Employers: Who Says What?

- Statutory guidance - Non-statutory guidance 
DfE 
- Employers, Partnerships, Skills 
- Colleges; Apprenticeships, Traineeships 
DBIS 
- GLA; LEP; London Councils; ASCL; 
NAHT; Ofsted; UKCES; CBI; TUC; BCC; FSB; SFA; OECD: EC 
Related 

## Growth Through People Sustaining The Recovery: 3 Challenges

•
Growth in **productivity** is the most 
important factor for sustaining the 
recovery and improving pay and social 
mobility. 
Productivity and employment, 2012, UK and selected advanced countries 
•
But productivity has remained subdued since the recession, and is 2.2% below where it was in 
2008. 

•
   We have identified 3 challenges  in 
   sustaining the recovery and achieving 
   growth through people, using the 
   metaphor of rungs on the career 
   'ladder': getting in, getting on and 
   moving up. 

## An Overview

•
The economy is recovering and recent employment growth has been 
impressive - but there remain deep-rooted challenges that must be 
addressed if **growth is to be sustained** and competitiveness 
improved. 
•
That's why in November 2014, UKCES published Growth Through 
People, backed by the CBI and TUC. 
•
Building on our previous work 
and a substantial evidence, we have identified 3 deep-rooted 
skills and employment 
challenges, and 5 priorities for action. 

## The Challenge: Getting In To Work

•
Youth unemployment is falling, but securing a foothold into a good career is still harder than it was twenty years ago.  
 
 
Employment by age group, 2003-2013 

•
The UK is particularly unusual in that the 
ratio of youth unemployment to adult 
unemployment is 3.6, significantly higher 
than other leading economies.  
•
This is a **structural problem** that has been around since before the recession, reflecting a long-term decline in entry level jobs in industries that young people traditionally go into, and fewer opportunities to combine earning, learning and to progress. 

## The Challenge: Getting On At Work

•
Globalisation, new technology and longer working lives are changing 
the labour market.  
 
•
Traditional middle-skilled jobs such as clerical and secretarial trades 
declined by £1.2m in 1992-2012, alongside the emergence of a new 
'middle' requiring higher skill levels than before. Meanwhile, low skill 
jobs grew by £1.3m and **high skill jobs grew by £4.6m**. •
As a result there are growing opportunities for highly skilled people 
in both employment and wages, but longer pathways and greater 
competition for those in low skill roles.  
 

## The Challenge: Moving Up To Higher Skilled Jobs

•
The workforce is getting better educated - by 2020 nearly half of the 
workforce will be qualified to degree level and above, overtaking 
the USA. •
But in certain sections of the economy businesses face long-standing 
skills shortages. 
 
•
At the same time there are significant portions of the workforce with skills that are underutilised - this equates to 4.3 million workers or 16% of employees.   

## The Complexity

•
These deep-rooted challenges are not new - and there is no easy win. 
They **vary by sector, locality and business size**. They also impact 
disproportionately on different communities within society. 
 
•
Pressures on public and private finances, and a changing world of work, 
mean that **traditional models of skills investment are unsustainable**. •
To effectively tackle these challenges we will need sustained 
leadership and collaboration on the part of government and industry 
over the long term. 
 

## How To Deliver Growth Through People: 5 Priorities

Building on a substantial evidence base, we have identified 5 priorities for action: 
 
1.

Employers should lead on skills and government should enable them 

2.
Improving workplace productivity should be recognised as the key 
route to increasing pay and prosperity 
3.
'Earning and learning' should be the gold standard in vocational education 
4.
Education and employers should be better connected to prepare 
people for work 
5.
Success should be measured by a wider set of outcomes, not just educational attainment 

## 1. Employers Should Lead On Skills And Government Should Enable Them

•
To meet the challenges we face, businesses and the people who work in them must be in the driving seat. 
 
•
We are making good progress in the UK. For example, in England 
industrial partnerships of businesses working with each other, trade 
unions and other partners are tackling skills and recruitment challenges 
in their industries.  
•
However, partnership working across the UK is 
underdeveloped. Only 13% of firms work with 
other employers to access, share or provide training. 
•
We need **a new level of leadership from employers** to take 
responsibility for competitiveness and growth. 
 
•
Employers, working with each other and with their employees and trade 
unions, should raise the bar on skills in sectors, regions and supply 
chains. Collaboration is vital to building the skills we need for 
competitiveness. 
 
•
Governments should commit to supporting employer leadership on skills, individually 
and in partnerships, as a central part of longterm growth plans and a way of aligning public and private resources. 

## 2. Improving Workplace Productivity Should Be Recognised As The Key Route To Pay And Prosperity

•
Productivity and the workplace matter - to business competitiveness and to social mobility. 
 
•
How productive people are in work depends on their level of skills and 
how those skills are used. In turn this depends on management, how 
jobs are designed, how technology is deployed and crucially, how 
people and organisations are led. 

•
   Whilst the UK has many of the highest 
   performing businesses in the world, there is a 
   'long tail' of poorly performing firms. 

•
Up to 90% of the current workforce will still be in work in the next 
decade. To tackle the productivity deficit for the economy as a whole, 
there must be a much greater focus on job design, technology and 
progression for those in work. •
Equipping people with **the right skills** and giving them the best 
opportunities to use them will lead to better paid jobs. 
 
 
•
This means better leadership and 
management of people and organisations, increased employee engagement and more 
transparency about the value of people to 
business success. 

## 3. 'Earning And Learning' Should Be The Gold Standard In Vocational Education

•
Combining work with learning helps young people make their first step into a career. In general terms young people who do this are 
less likely to be NEET, and earn more than those who don't. 
 
•
Just 10% of UK employers currently employ apprentices - far lower than 
in Austria, Germany, Switzerland and Australia where there are three to 
four times as many.  


•
Employers should be encouraged to develop 
quality 'earn while you learn' routes - including apprenticeships, higher apprenticeships, school leaver programmes and sandwich degrees. 
•
We need a step change in attitude and uptake of quality vocational 
routes into good jobs. High quality apprenticeships should be a normal 
career pathway for many more young people, and a normal way for 
businesses to recruit and develop their talent pipeline. •
Employers, working collaboratively, should have the lead role in 
designing apprenticeships to ensure they have value in the labour 
market. The public contribution should be channelled via employers to stimulate greater employer uptake.  
 
 
•
In England, long-term stability in vocational 
education and training is essential for 
employers to have the confidence to engage. 

## 4. Education And Employers Should Be Better Connected To Prepare People For Work

•
To create a workforce with the right skills and experience, far greater connectivity is needed between the education system and 
the world of work. 
 
•
Exposure to the world of work should be a central feature of every 
young person's educational experience. 
 
•
But the reality is that only 30% of employers offer young people work 
experience. Part-time work opportunities for young  
     people have also declined - the so-called 'death of  
     the Saturday job'. 

 

•
To create new pathways into work we need to start much earlier. All 
schools should have links with local businesses and use those links 
to inform and inspire young people about the breadth of career 
opportunities available. •
Further education colleges should be supported to work with employers 
to deliver higher level technical and professional education to meet 
the UK's technical skills gaps. 
 
 
•
Closer collaboration between employers, colleges and universities is essential to 
ensure there are seamless opportunities to 
work and learn over the course of longer working careers. 

## 5. Success Should Be Measured By A Wider Set Of Outcomes Not Just Educational Attainment

•
To improve productivity and social mobility, measuring and rewarding educational attainment via qualifications alone is no 
longer good enough. •
Qualifications are important and give learners portable evidence of 
skills, but they must also lead to good labour market outcomes: a job, a 
better job, or for the business, the 'job done better'. 
 
•
A wider basket of outcome measures would 
provide a way of aligning incentives, create stability for employers and individuals to invest over the long term, and foster a culture of 
continuous assessment and improvement.  
•
We need to align measurement of schools, colleges and 
universities more clearly with the outcomes that are needed for 
sustained growth through people. •
These outcome measures should be more prominent in demonstrating 
accountability and key outcome data shared widely with employers, 
individuals and communities. 
 
 
•
Reliable labour market intelligence should 
be widely used to support better decision making by individuals, employers and education providers. 

## Understanding The Link Between Employers And Schools And The Role Of The National Careers Service - Warwick University, Ier

**Literature review** - employers are working with schools/ colleges in a 
variety of ways but activities need to be incorporated within structures and models that allow for a more substantive up-scaling and coherence of provision 
**Survey data** - 301 employers and from 98 educational establishments 
(78 schools and 20 colleges).  
Data supplemented by **12 in-depth interviews** with career 
representatives in schools/colleges, with **case studies** undertaken on 
six, representing examples of good practice.  
**Semi-structured interviews** were also conducted with 23 key 
stakeholder organisations, including the National Careers Service helpline and webchat services. 
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/386030/bis-14- 1271-understanding-the-link-between-employers-and-schools-and-the-role-of-the-nationalcareers-service.pdf  

## Employer Survey

•
More than half of all engaged employers had undertaken some 
type of activity in the last half year. Main reasons for a lack of 
more regular engagement were threefold: lack of time and resources; unwillingness of schools (unable or not interested); and the age restriction preventing employment of staff under the 
age of 18 years. 
•
Approximately half of all engaged employers indicated that 
these activities had not had any benefit to their business.  
•
Approximately half of all employers surveyed had never engaged with schools or colleges.  
•
Nearly all indicated that they were not interested in linking with 
schools or colleges in the future, because of lack of time and 
resources; financial reasons, and/or barriers created by health and 
safety and insurance regulations.  Some stated that they could not see any potential benefit to their businesses of this activity. 
 
1. Activities rationalised and incorporated within better co-ordinated 
structures and local models - more substantive up-scaling and coherence of provision 2. Incentivising SMEs to work with educational institutions and the National 
Careers Service and should be a policy priority. 
3. Scope to incentivise, stimulate and support employer interest in 
engaging more fully with schools and colleges - a clear steer is required to indicate the types of support (e.g. 'local hubs') that could and should be provided.  
 
 
4.
Employer engagement activities in school and colleges should be 
promoted alongside careers education and access to impartial careers guidance, not as an alternative to impartial guidance. Strong school leadership is essential to drive forward new conversations and actions. 
5.
School and colleges welcome support with developing links with employers 
 
- database of employers 
 
- brokerage service 
 
- mapping of partnership organisations 
 
- examples of good practice 
 
- expose teachers to labour market information  
 
 
- focus on teacher's CPD 
6. School and colleges would welcome support with developing links with 
employers. They need and want further information and support on 
employer contacts and the range of activities they can bring to the institution(s) such as mentors, role models, work experience, talks and visits to the workplace. 
7. High quality, reliable labour market information (LMI) is in high demand from schools and colleges 8. Less than half of all the employers surveyed were aware of the National Careers Service 
 
9. An 'Employer-Led Advisory Body' ….could help facilitate the strengthening of strategic partnerships and more flexible utilisation of resources between the National Careers Service, employers and schools 
 
10. Limited resources available to the National Careers Service, working in partnership with the Local Enterprise Partnerships and Local Authority Economic Development Units and other agencies avoiding duplication of the work of the local education business partnerships (EBPs) 
For more information:  
www.gov.uk/ukces       www.deirdrehughes.org  
info@ukces.org.uk         
deirdre.hughes3@btinternet.com 
@ukces 
               @deirdretalks