Over the past six years, our students have experienced work placements with over 1500 employers. This occurs within various formats, e.g. weekly placements, laboratory work, online placements during the Covid-19 pandemic, week long placements for Level 4/5. We have received very positive feedback from our most recent employer engagement survey. A summary of these including a list of benefits are outlined below:
The Importance of a Systemic 'Primary School - Employment' Career Pathways Programme
OECD research and Aberdeenshire Council’s FA feedback and performance data tell us that intervention after school is often too late.
The recent Milburn Report also identifies that the roots of disengagement, limited aspiration and poor labour market outcomes are often established at a young age. By the time many learners leave school, perceptions about careers, pathways and future opportunities are shaped by social background, family experience and access to opportunity.
A successful Career Pathways Programme therefore cannot begin at post-school stage.
A coherent progression model would start early and develop throughout a learner’s journey:
Benefits to Colleges & Universities (and Employers) of Systemic FA Programme at Scale
This approach reflects international best practice and aligns with the Scottish Government’s Public Service Reform principles of local decision-making, prevention, and partnership. It recognises that careers education is not a single event but a developmental process.
Helps to address the ‘dumping ground’ issue
More aligned ‘seed corn’ better equipped to make decisions
Young people having completed the FA are clearer about what they want to do and know what they don’t want to do before they apply to college
More engaged and committed young people
Have qualifications and skills to build on
Clearer career aspirations, CMS and a fledgling ‘network’
Helps retention, drop out and successful completions at college
Allows colleges to plan more effectively
More effective and efficient use to limited resources
