A Curriculum for Life? Apprenticeships, Internships, and Work Experience

One of the techniques that are increasingly being used to attract young voters are the promise of apprenticeships and youth employment. Indeed, the House of Commons Library latest apprenticeship statistics update has reported that in the 2013/2013 academic year, there were 510,000 apprenticeship starts. This is a clear improvement on the 2009/2010 statistics when just 231,000 apprenticeship starts took place. However, many others are claiming that this is simply not enough. Furthermore, The British Youth Council who are the national youth council for the United Kingdom and aims to connect with networks of young people’s councils to empower young people, wherever they are from, to have a say and be heard believes that there should be a ‘Curriculum for Life.’

In a recent report composed and published by the Youth Select Committee, a British Youth Council initiative supported by the House of Commons which enables young people to scrutinise and hold inquiries into issues that they care about in order to influence policy and legislation, commented that “the development of different skills and knowledge that prepare young people for the experiences and responsibilities of life (are) vitally important to help young people realise their full potential as active citizens, increasing their employment opportunities, and prepare them for adulthood.”

One of the biggest questions being asked at the moment regarding youth unemployment is how do we make sure that young people are prepared for the world of work once they have left education? There are a number of quick-fix solutions that can be answered in relation to this. More youth fayres, more apprenticeships, and more opportunities for young people are amongst the most commonly used answers. However, what has proven to be the solution most in demand for and by young people is a long-term strategic programme delivering tangible outcomes, equipping young people with a broad set of skills such as communication, teamwork and leadership whilst being able to develop a portfolio of practical experiences. Nevertheless, this should not be at the exclusion of tools such as youth fayres, apprenticeships and more opportunities for young people. After all, they can quite often can lead into meaningful results when fully invested in. Instead, the priority for decision-makers should be to actively listen to young people and engage them in the decision-making process, especially when regarding the economy and the marketplace.

This is what a recent youth consultation carried out by Worcestershire Youth Cabinet called ‘Getting Ready for Work’ has concluded. In their report, they found that out of the 3,000 young people who took part in their survey, a total of 66% of respondents had never received work experience, and that an additional 41% felt that their work experience placement was not relevant to their chosen career pathway, although 29% felt that it was useful in preparing them for the world of work.

As a result of this, Worcestershire Youth Cabinet worked in partnership with Worcestershire Local Economic Partnership and Worcestershire County Council to develop an online ‘Connecting Schools with Businesses’ platform where young people can share their curriculum vitae, past experiences and professional references with Worcestershire’s strategic businesses including Worcester Bosch and Malvern Instruments in order to be matched up with any available internships, apprenticeships and work experience placements. Since its launch in March 2014, over 100 placements have been secured, and they are growing daily.

The Youth Select Committees’ Report on a Curriculum for Life concluded by recommending that “programmes of life skills should be a partnership that is inclusive of parents and carers, local authorities, businesses and any other organisations.” Worcestershire’s Connecting Schools with Businesses initiative is just one illustration of how working collaboratively can result in shared, positive outcomes, providing meaningful opportunities for young people – the next generation – to acquire, demonstrate, and develop transferable, interpersonal, and high quality skills whilst feeling motivated to contribute back to not only the economy, but the wider social framework of society

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