With so much change going on in the higher education and jobs landscape, how do we guide young people to make the right choices for them? We get insights from careers specialists at three leading independent schools

We hear: ‘educating for careers that haven’t been invented yet’ a lot and – like all great clichés – it’s repeated because it’s making an important point. What world are young people full of ambition, skills and talent heading into? We can be pretty certain that side ventures and career changes are increasingly likely – the job for life is so 20th century.

Then we have shifts and a degree of uncertainty in the higher-education landscape (with more seismic shifts likely). We must also factor in young people’s shifting perceptions of the value of committing to a chunk of debt before they even join the world of work. These and many other tough questions are facing careers advisors, who are on the front line and tasked with giving guidance. Here’s what they are saying. 

Careers and Higher Education advice for changing times
At Whitgift (also pictured top), the careers approach is to focus on a coaching ethos so that students consider interests, strengths and values when making onward choices

Whitgift School

At Whitgift we’ve moved away from the whole notion of ‘career advice’ – which conjures associations for me of the ‘expert’ telling a young person how to map out their life, with little regard for the seismic changes in the world of work that are now underway, and little respect for the young person’s autonomy,” says Kate Goldberg, Assistant Head (Student Futures).

She says a whole different mindset is required. “We’re committed to a coaching ethos, which centralises an ongoing discussion about the young person’s values, strengths and interests and gives the students the tools to match these to potential careers and higher education options.” In Whitgift’s approach, there’s also recognition that young people may well change course as their interests and strengths evolve. The aim, says Kate Goldberg, is to give them the tools to carry on with the coaching on what they want long after they’ve left school. There’s plenty of in-school inspiration though. “We have an extensive programme of employer encounters – which starts from Year 6 – and ensures our students are exposed to a wide range of professionals from different sectors and industries.”

Kate Goldberg believes we may be behind the times in understanding young people’s viewpoint and knowledge of what a good job is. “The stereotype is still that they want a job as a doctor, lawyer or investment banker – and they feel they need to study Biology, Latin or Maths to open certain doors. But we’ve now embedded our Student Futures programme into our PSHE curriculum,” she says. “Throughout their time at school students develop their understanding of growing and shrinking industries, the changing workforce and how key skills are used.” Useful intel, as is Whitgift’s inclusion of topics such as entrepreneurship, global citizenship, digital literacy and critical thinking within the Junior Year Curriculum (ages 10-12), and with a focus on their importance to future employability.

Students are also up to speed on shifts in higher education so, while most students still focus on Russell Group universities, there’s increased interest in international universities and degree apprenticeships. “It’s interesting that we see some of our brightest and most aspirational students choosing degree apprenticeships now. They suit students who are self-starters and already focused on a particular professional pathway,” says Kate Goldberg.

Whitgift is doing more in the space around evolving options – notably degree apprenticeships – as it watches the landscape of funding for UK universities. Kate Goldberg notes that students are certainly attracted to the idea of zero student debt, a salary as they develop their professional skills – and also notching up three years’ career experience when peers are still on the jobs starting block.

With so much to consider, it’s certainly an increasingly tough decision-making process. “I tell students not to worry at all of they don’t know what to do by the time they leave school,” says Kate Goldberg. “Studying a subject you love is always going to be better than forcing yourself to do something you have zero interest in, just because you think it leads to a better career.” Ultimately, the jobs may change but some things will always stay the same. “Most workplaces want passion, people-skills and raw talent; they’ll teach you the specifics on the job.”

Whitgift School whitgift.co.uk

Careers and Higher Education advice for changing times
Careers information starts early at Oakham and is carefully tailored to age and stage

Oakham School

Careers advice starts early at Oakham School, paced to be appropriate to age and stage. “We include information on careers in the pastoral curriculum for all year groups, including those in the youngest year. Events and one-to-one guidance then increase as students make GCSE choices and move through study at GCSE and post-16 level,” says Dr Rachael Pearson, Head of Careers and Progression.

Getting the right blend is important, so Oakham offers a mixture of talks, workshops and individual support. Students are pretty well informed at a general level but may want a bit more support on the specifics. “Our students are engaged and aware of the world – they have heard of potential pathways in many cases but may not have access to information on the details or planned changes to application systems, for example,” says Rachael Pearson.

The careers team suggest bespoke areas for students to investigate, also offering access to platforms, such as Morrisby and Unifrog, that help students consider their aptitudes and interests and check out choices in higher education and careers. Oakham students are increasingly open to the variety of options. “There is a strong interest in traditional UK institutions but also an increasing awareness of overseas options and less traditional routes – including apprenticeships and also interdisciplinary and multidisciplinary degrees.”

Oakham gets critical advice started early – for instance GCSE students get advice sessions on producing a CV, also offering follow-up meetings. “We stress the significance of transferable skills and competencies especially in relation to co-curricular activities, so students become accustomed to understanding these through the lens of recruitment. The school is active in organising and supporting placements, also helping with that non-school reference for onward destinations.

Interest in apprenticeships is growing all the time and there’s a dedicated Work Experience and Apprenticeships Officer at Oakham. “Demand can outstrip supply though – it is a competitive route.”  Inevitably, money is part of the choice equation, and Rachael Pearson finds that students thinking about university are influenced by factors such as outlay versus time to recoup. “They also express concern about the cost of living being higher in some cities, especially in London.”

Oakham offers a full suite of study options – A level, BTEC and IB – so part of the advice process is to encourage students to think about how they want to learn, as well as what they want to learn. But Rachael Pearson says the team are also on hand to advise on ensuring subject combinations to keep options open. “We do point out that some career and higher education pathways have prerequisites – and we also encourage students to explore how subjects become broader at higher levels, so can lead to routes they may not have considered.”

Oakham School oakham.rutland.sch.uk

Careers and Higher Education advice for changing times
At The Leys School in Cambridge, careers advice is tailored and also linked to curriculum learning – pupils are encouraged to investigate a broad range of options

The Leys School

At The Leys in Cambridge, careers education starts early. “Starting in Year 7, we deliver a focused and impartial careers curriculum,” says Head of Sixth Form and Careers Robin Griffiths. This gears up as children grow, with some sessions delivered across year groups, others to interested groups. Often the advice is one-to-one, and a critical aim is to build emotional intelligence so students think broadly and make informed choices.

While some pupils are very well informed, others can be uncertain about where their future lies, so narrowing down happens organically, not just in careers sessions. “Curriculum learning is linked to careers, and we encourage pupils to investigate a broad range of opportunities and career options to help them make informed choices appropriate to their personalities, interests and aptitudes.”

The Leys gives access to Unifrog, so young people can do their own research, and also provides expertise with the mechanics of UCAS, Oxbridge and international university applications. There are lots of events throughout the year, from industry-specific workshops to careers forums. A Cambridge location means a great range of = visiting speakers. “Recent guest speakers have included an RAF fighter pilot, a coffee entrepreneur, the General Counsel for Adidas, a leading author and film director, a computer gaming artist, a Fellow of The Institution of Mechanical Engineers and the Head of Microsoft’s Talent Sourcing Team,” says Robin Griffiths.

The Old Leysian network also proves to be able and willing, with speakers, careers advice and work experience all being offered in support of current pupils – and, says Robin Griffiths, these can be the most inspiring insights and connections. Higher education talks are a big feature of careers support during Year 11 and Sixth Form, and the Careers Office has drop-in guidance sessions. There’s also advice on CV building and writing, as well as support with work shadowing and work placements.

Russell Group universities are still very popular, but since the school, like the city of Cambridge, is cosmopolitan, there’s also plenty of interest in international destinations. “We had university applications to the USA, Canada, Europe and Asia last year and expect similar again this year,” says Robin Griffiths. “Those pupils are looking for different types of educational opportunities, particularly with those applying to the US where the emphasis is on breadth of curriculum.”

While the degree versus apprenticeship debate is not new, Robin Griffiths says that interest has grown and the careers team are providing lots of guidance. “They are now recognised as a high-status alternative to university. Those degree apprenticeships that combine employment with a well-respected firm and a high-quality degree course are seen as a very attractive option, although they are highly competitive as a result.”

He believes financial considerations are influencing students’ decisions on onward destinations – as is the current state of the university sector. “Fear of debt and concerns over the rising costs will deter some young people,” says Robin Griffiths. “For others, it will influence choices over what and where to study, with living expenses often a deciding factor in more young people choosing to stay living at home while studying nearby. The value for money of investing in a degree is also under scrutiny.”

And for those students who don’t know what they want to go on to study and be, Robin Griffiths believes that told rule of doing what you love is still a good one, with the usual proviso of choosing wisely if you have a specific course or university in mind. “Passion and natural aptitude can certainly help towards getting better grades.” he says. “It is also perfectly normal not to know what you want to do for a career, or what you want to study at university – and many graduates go on to work in fields completely unrelated to their chosen degree.” 

The Leys School theleys.net

Further reading: Wellington College on encouraging students to think bigger on HE and career choices