Benefits for schools and colleges
Schools and colleges have never been more interested in working with employers. Curriculum change provides new opportunities for teachers and tutors to introduce learning materials and work with individuals from outside of the usual education system. It is a requirement for young people to undertake careers education and work-related learning at secondary school. In primary schools, literacy and numeracy activities often draw on volunteer reading and number partners, who come into schools to support teachers with the encouragement of their employers.
More than this, school and college leaders see opportunities to work with employers for mutual benefit in supporting the professional skills of teachers and managers and in providing the best school leadership.
New opportunities for employers to work with schools
"If you're realistic you know you can't give a rounded education just from within the teaching world. There has to be involvement from the outside. It might be through, charities, or sports clubs, but it may also be from business." Tony Cohen, Nsure
Work-related learning has been a key part of the curriculum since September 2004, when it became a legal requirement for all students to experience work-related learning between the ages of 14 and 16. Students in this age group are required to:
- learn through the experience of work
- learn about work
- learn skills in preparation for employment.
It is also a statutory requirement for young people to undertake careers education from Year 7 to Year 11.
Employers can get involved in three specific curriculum areas:
- Supporting the teaching of the Diploma
- Supporting the teaching of Young Apprenticeships
- Supporting the teaching of Functional Skills (applied use of English, Maths and ICT)
The current government has confirmed its support for the current range of Diplomas, whilst also emphasising that no one qualification will be promoted or funded above the others. Government policy in the area of work-related learning and work experience (including Young Apprenticeships), meanwhile, is currently being formulated. You can visit the DfE website for more information.
Developing teaching materials
Teachers and employers can work together to create relevant subject materials. Such materials can help to deliver the most up-to-date subject knowledge with a "real life" context for students.
- Teachers and employers can work together to develop innovative and exciting learning project briefs for students.
- Teachers and employers can work in partnership to adapt materials that are in everyday use in the workplace and adapt them for classroom use. Materials include: marketing and PR documents; training manuals; administrative materials; and accounting packages.
For more information and videos on how teachers and employers working together to develop teaching materials, visit the Diploma support programme website.
Teaching across a wide range of subjects
Partnership with employers can bring new perspectives to subjects for both students and their teachers. Employers bring with them a deep subject knowledge and broader range of theoretical and applied experience.
- Inclusion of employer input into subject delivery can allow
teachers to offer their students a wider range of teaching and
learning styles. Employer input can be achieved through:
- learning visits to employers' premises for talks;
- demonstrations;
- work shadowing;
- work experience;
- employers coming into the classroom to give talks;
- support projects, such as enterprise activities
- In certain circumstances, industry experts can even deliver some of the curriculum, to allow schools to offer a wider range of subject and qualification choices to students.
"As careers education, information, advice and guidance becomes an integral part of the role of the classroom teacher and with diplomas and many other vocationally related subjects becoming more popular, there is a need to ensure that students can relate their knowledge, understanding and skills to the real world. Employer participation in the provision of careers education, information, advice and guidance can help to give students this understanding by supporting curriculum areas and supplying realistic examples from the world of work." Debbie Godwin, advanced skills teacher and skills for life and community involvement coordinator at Greensward Academy in Essex
Becoming a school governor
One of the most important ways that employers can support schools and colleges is by encouraging their employees to think about becoming governors.
Newly appointed governors see personal benefits from volunteering, that can be of great value to employers, in:
- enhancement of their knowledge and understanding of education (particularly the problems schools face, school management, school funding and local authority involvement);
- chairing meetings;
- developing interpersonal and listening skills;
- making staff appointments;
- financial management;
- growth of self-confidence and seeing different perspectives.
For more information about becoming a governor of a school or college visit the SGOSS website.
Supporting the professional development of teaching staff
"Staff have gained a huge amount from association with the world of business and finance. It's clarified their thinking and sharpened up their practice. So because they're more confident in the classroom, there are improvements in learning outcomes."Alison Beer, Headteacher, Worthing High School
Many schools and colleges are now supporting staff development initiatives which support teachers in their subject knowledge and in their professional development. Consequently, they are looking for employers to work with in job shadowing initiatives, mentoring and 'buddying' activities all designed to build links between schools and the communities they serve. Many of the best relationship work both ways with professionals supporting and learning from each other.
HTI is one example of a third sector organization that can help broker partnerships to enhance school leadership for the ultimate benefit of young people.
For further evidence of how it makes a difference please visit Research Reports.