This blog is designed to keep you up-to-date with Careers Education, Information and Guidance (CEIAG) available locally, nationally and through the school. I’ll be posting information about employment and training opportunities available locally as well as details of open days and useful websites. The world of education, employment and training opportunities is changing rapidly so keep checking in for the latest information.

Mr Cross

Monday, 15 May 2017

What does a Degree get you?

The DfE has recently released its 2016 Graduate Labour Market Statistics report. The main findings are:

  • 87.3% of graduates were employed, compared to 70.4% of non-graduates. 
  • Working age graduates earned on average £9,500 more than non-graduates, while postgraduates earned on average £6,000 more than graduates.  
  • Male and female graduates had similar unemployment rates within the working age population, but male graduates had a higher employment rate and a lower inactivity rate than their female counterparts.
  • Black graduates had lower high-skilled employment rates, higher unemployment rates, lower inactivity rates and lower median salaries than White graduates and Asian graduates. 
  • Degree class appears to have more of an impact for the younger population than overall working age population. Working aged graduates with an upper and lower second degree earned £500 more, on average, than graduates with a first. Young graduates that achieved a first in their degree earned £2,000 and £3,000 more, on average, than those who achieved an upper and lower second, respectively. 
  • STEM graduates on average, had higher employment rates, greater high-skilled employment rates, lower unemployment rates and higher median salaries than the graduate population as a whole. 
  • However, within the working age population, Law, Economics and Management (LEM) graduates earned, on average, £1,000 more than STEM graduates. There is a similar pattern for the young population, with young LEM graduates earning £2,000 more than young STEM graduates.

Monday, 24 April 2017

Will robots take your job?

A study by Pricewaterhouse Coopers (PwC) has concluded that robotics and artificial intelligence (AI) could affect almost a third of UK jobs by the 2030s. However, the report also said that automation could create more wealth and additional jobs elsewhere in the economy. The study estimated that 30% of existing UK jobs were potentially at a high risk of automation, compared with 38% in the US, 35% in Germany and 21% in Japan. John Hawksworth, chief economist at PwC, said that "more manual, routine jobs" which "can effectively be programmed" were the most at risk, whereas, "jobs where you've got more of a human touch, like health and education," would be safer ... You can already see on the railways that all these strikes are not unrelated to the move towards driverless trains”. The report said that with the UK at near record-low levels of unemployment, outsourcing more repetitive tasks to robots could free up people to do more valuable work. 

  • Transportation and storage - 56% of jobs at high risk from automation
  • Manufacturing - 46%
  • Wholesale and retail trade - 44%
  • Administrative and support services - 37%
  • Financial and insurance - 32%
  • Professional, scientific and technical - 26%
  • Construction - 24%
  • Arts and entertainment - 22%
  • Agriculture, forestry and fishing - 19%
  • Human health and social work - 17%
  • Education - 9%

Sunday, 26 March 2017

Degree Apprenticeships: a success story

A report by Universities UK (UUK) says that England is 'on the verge of a significant success story' in Degree Apprenticeships, with 'at least 60 universities and other Higher Education institutions currently implementing, or planning to implement, Degree Apprenticeships'. The report says that most growth is in 'chartered manager, digital and technology, and engineer related Apprenticeships', with major employers, such as Mercedes Benz, Nestle, IBM and Airbus already offering them.

Tuesday, 14 March 2017

Was it worth it?

The i newspaper has published an infographic showing university graduates' opinions about whether or not they felt their degree courses were worth the money they (or their parents!) had paid toward them.

Sunday, 5 March 2017

National Apprenticeship Week 2017

There are lots of videos on You Tube from a wide range of employers and government organisations explaining the advantages of taking an Apprenticeship course, including a very colourful guide from vlogger Megan Jane!

  • This clip explains Apprenticeships in 30 seconds.
  • This clip tells you more about how they work.
  • This three and a half minute clip explains how to apply.
  • This link takes you to a collection from the government website.

If you want to learn more, use the links on the left hand side of this page or look at the information on local Apprenticeship opportunities on the Youth Connexions website.
Get in, go far ...

Crackdown on cheating at universities

Universities Minister, Jo Johnson, has called for "tough action" against the spread of plagiarism and the commercial industry it has spawned and has asked the Quality Assurance Agency (QAA) to pursue websites advertising essay-writing services for students. Mr Johnson said these essay mills could "undermine" the reputation of degrees from the UK. QAA director, Ian Kimber, said, "Essay mills are a major challenge for universities and colleges, because, unlike other forms of cheating, the practice is notoriously difficult to detect."

Last summer, the QAA, which monitors standards in higher education, published a report into the scale of the problem. It found essay services with charges, depending on length, complexity and speed of turnaround, from £15 to thousands of pounds, with many claiming to produce customised work that was "100% plagiarism free". QAA said it was difficult to estimate how widely such services were being used, but there were about 17,000 cases a year of ‘academic offences’, however, there was no breakdown of how many of these involved students who had used essay writing services. Essay-writing websites often carry disclaimers suggesting the essays being sold should be used only as examples and not passed off as students' own work.

University lecturers bite back

As part of a recent study conducted by the Times Higher Education Supplement, involving over 1000 university academics, the following comments were made about UK universities in the 21st century:

“It takes me more time to process the students graded assessments than to actually mark them”.

“Students study to pass exams, no longer to study a discipline”

“Universities have become so defensive about marking that a considerable bureaucracy has built up”.

“Few students will read the material on the reading list, relying instead on handouts or PowerPoint slides”

“The lack of attention span and focus from students is an ongoing concern, with teachers placed under pressure often for the shortcomings of their students”.

“Many universities have shifted their focus towards student satisfaction at the expense of academic quality”

“Many students receive pass grades for sub-par work simply because academics are being repeatedly placed under the spotlight for their students’ poor performances”

“When in doubt about a mark, always give the higher option. You won’t get paid more for the time wasted if the student complains, so just make them happy and move on”