The current means of assessing a child’s potential employment options have their origins decades ago. And so I was fascinated to hear that a radical new approach to careers information, advice and guidance has been announced by Ed Balls, bringing fresh ideas to the tired and outdated model that currently exists, with online careers advice and mentoring for secondary school students.
This was especially welcome coming just days after the British Youth Council and National Children’s Bureau survey of over 500 schoolchildren aged between 12-26 year olds found that eight out of ten of those surveyed were dissatisfied with the careers advice they had received.
I believe that children must have the opportunity to understand the full breadth and wealth of options available to them – it’s not a question of picking from the best known professions or following their parents’ career choices – they need strong exposure to the real world to learn about all those unusual and hidden job opportunities.
So called ‘work experience’ currently gives little more than a chance to sweep floors in a hairdresser or photocopy in a local office. Meaningful work placements are essential – and if a student goes into a placement expecting the best and then hates every second of their time there, that is just as valuable as going into placement and confirming that they will be inspired.
And different approaches must be sought – my Foundation seeks to encourage entrepreneurship – even a would-be hairdresser can start a business! In a recent survey we conducted in partnership with Real Business, we found that the majority of entrepreneurs came from middle-income backgrounds (54%) with a third from lower income families. This contrasted with the view from Alan Milburn’s report on Fair Access to the Professions, which revealed that the majority were from affluent backgrounds and commonly attended elite universities.
Some reforms announced by Ed Balls might be a little too sweeping – a child of seven is unlikely to know enough to make an informed choice, and choices must not be made for that child, pressuring it down a study and career path before it can even understand the full weight of its choices. However, whilst not pushing too far too soon, the idea of ongoing pilots of the teaching of enterprise in primary schools is fascinating – it is never too early to start to stimulate the minds of children.
And, equally, suggesting that any child is aiming too high by seeking to go to university will be controversial. But it is undeniable and absolutely essential that a thorough overhaul takes place – and it will be interesting to see, as more details become apparent, just how ‘radical’ the DCSF’s plans will be.
Rod Aldridge is chair of the Aldridge Foundation
