Engaging with Education

Offering apprenticeships is an effective way for any organisation to grow talent and develop a motivated, skilled and qualified workforce. Those
starting an apprenticeship are aged 16 or older. They will also be studying at a local college or training company for off-the-job training and are
usually released for one day a week to complete this. There are minimum wage requirements for apprentices. On completing their apprenticeship an individual is competent to undertake the occupation they have trained for. They could also move to a more senior apprenticeship. Apprenticeships take a minimum of twelve months to complete. The overall time will vary depending on the level of apprenticeship and an individual’s
prior learning and experience:
– Intermediate apprenticeships (up to three years)
– Advanced apprenticeships (up to four years)
– Higher (up to four years) and degree apprenticeships (up to six years)

Supported Internships are a structured, work-based programme for 16–24 year olds with Special Educational Needs and Disabilities (SEND). Interns
spend the majority of their time at the workplace, undertaking a placement that lasts between six months and a year. Alongside their time with the
employer, each intern also completes a study programme at their school or college, which includes studying English and maths. A dedicated member of staff at the school or college works with employers to support the internship process

The Government has introduced several schemes to provide help and training to young people and adults looking for work, who may not have a
set of formal qualifications, may have been through alternative education routes or who may be facing other barriers to the workplace. They all
benefit from employer involvement, by offering either work experience or providing advice and guidance.

Specific programmes are designed to strengthen higher technical education, including through
Higher Technical Qualifications. Institutions working in this area include Institutes of Technology (IoTs), which are collaborations between existing
further education colleges, universities, and leading employers. Some of the range of government programmes offer financial incentives. There are also free resources, such as the Skills Builder Universal Framework, that you could build into your own recruitment and training to help
develop your staff.

Schools, colleges and universities value employers delivering a presentation about career paths in a particular industry or organisation and sharing personal career journeys with students.

Getting involved in careers events enables you to increase young people’s understanding of your organisation or industry and inspire their future
career choices. It can also be an opportunity to inform and influence Parents, carers and guardians who can play a key role in young people’s
career decisions. You may be asked to act as an ambassador, contributing
to school or college choices events, careers and/or recruitment fairs, speed-networking events, or present a careers talk.

Employers can provide invaluable advice and support on writing CVs, completing job applications and interviews. Activities you can take part in include offering CV feedback or workshops, practice interviews and Q&A sessions.

Mentors provide a positive role model for young people. You work one-to-one with a student, typically aged 14 or above, to help build their confidence, develop their resilience, and support their aspirations. Some mentors also help students to develop particular subject knowledge and skills. In some cases, the mentor-student work has a specific goal, such as preparing for an apprenticeship or job applications, or for higher level study at college or university

Employers can help students to develop essential skills – such as teamwork, communication and problem solving – by getting involved in a
range of extra-curricular activities. These activities include school clubs, and skills or entrepreneurial competitions at local, regional or national events. Your support could be in the form of setting challenges, running workshops, mentoring teams, and/or judging competitions

Employers can help by donating or loaning equipment including machinery, tools, computer hardware and software or workshop items. Alternatively, you may wish to consider providing
occasional access to your premises where possible. Some colleges also host manufacturers’ equipment, enabling local companies to
view demonstrations on their sites

Employers can give teachers first-hand experience of their industry through professional development opportunities such as site visits, short placements for teachers, or longer-term part-time working arrangements between the institutions. These opportunities help to maintain teachers’ knowledge of the latest technical and professional developments in your industry, including present and future career opportunities, and the knowledge, skills and behaviours required for different roles. Teachers use these insights to inspire their students and keep the teaching curriculum up to date.

Employers can share specialist knowledge with students in a variety of ways, such as advising on new technologies, processes and services
within a specific industry. You could act as an ‘Industry Associate’ – getting involved in a range of activities with students including presenting masterclasses, helping to deliver workshops or lectures

Employer input can add real relevance to educational programmes to bring the curriculum to life and equip young people for the transition
from school or college into the workplace. You can support teachers in a range of ways, from giving feedback on the curriculum content, to co-designing courses. For particular topics you may help with designing a specialist lesson or workshop or being involved in case studies and projects

With employer projects students address a ‘real-life’ challenge experienced by a local employer – their client. You will be involved throughout the project, working with teaching staff in designing and setting the task, reviewing students’ progress, receiving the final product or report and feeding back to students. In some cases, a project could
be a formal requirement of a student’s qualification, and at higher levels, students can work on solutions for your real business challenges