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2. A long-term, joined up approach: Wherein learning, skills development and careers IAG are understood as on-going, life-long and life-wide processes that are best designed and produced in partnership with young people. 3. Flexible and non-prescriptive frameworks for learning and IAG: Recommendations include the need for personalised, local applications of learning models and careers IAG, that are tailored to the needs and circumstances of the individual young person. Learning and development opportunities beyond formal schooling are important, particularly leadership and citizenship development. Mainstreaming non-formal learning opportunities and more partnership between formal and informal educational settings could potentially increase the range of opportunities available for young people to develop employability skills, and could help to share knowledge and practice. Efforts to challenge constraining practices including streaming
and stereotyping, and opening up the meaning of success and promoting multiple pathways to work are also critical. 4. Rethink roles, relationships and mindsets: Creating a more collaborative and enterprising climate for learning can destabilise existing power relations and challenge existing roles. Attending to adults’ behaviours, attitudes and mindsets is important in supporting young people to develop and apply employability skills, particularly in the areas of creativity and innovation. The report concludes by advocating the need for an approach that empowers young people to take an active role in managing their own learning and school-to-work transitions, and sets out the value of a co-production agenda within the provision of education and IAG – whereby young people can apply their own skills, experience and insight into their own needs to determining the shape and form that provision takes.
The way to work | Executive summary