Further education (FE) is getting a lot of attention at the moment and rightly so. The UK has major skills shortages in many sectors and Brexit may mean we are less likely to be able to rely on EU immigration to plug the skills gap. The Education Secretary, Justine Greening, as I type this blog, has just made a speech where she talked about creating ‘an army of skilled young people for British business’. To address skills shortages the Government is creating 15 technical routes and new T-level qualifications in England. Wales is also on the verge of significant post-16 education reform.
FE colleges will play a major role in delivering the new qualifications and with FE colleges being the destination for the majority of deaf young people at 16, investment in the new technical routes will be no bad thing if they lead to clearer pathways to employment.
Recently, a small piece of research was carried out for us by a group of civil servants and corporate sector employees on the transition deaf young people make from FE into employment and the support they receive to do this in FE. We asked them to look at this issue because there is so little data out there on the outcomes of deaf young people who attend FE colleges – are they finding jobs after leaving college and how well prepared are they for entering the job market? We suspected that the support available to them to find work might be quite poor. Sadly, the research confirmed that this is probably the case. The main findings of the group’s research were:
- 59% of parents of deaf young people stated their child’s college did not help them find any work experience or placement opportunities
- 39% of parents stated their child had not received any careers support or guidance at college
- Young people who had received college-supported work experience were more likely to have gone onto employment or further study
Some parents reported negative experiences with their child making the transition to work:
“It was disappointing that on his first visit to the Job Centre, in an effort to find employment, they put him on ESA (Employment Support Allowance) without the necessity to attend support sessions. In other words, he was written off as being unemployable”
“We didn’t know what help was available. Recruitment companies didn’t seem to be interested in helping my daughter get a job and I put this down to her being deaf.”
This type of experiences provide a strong case for deaf young people having access to tailored careers advice at school and college. It is not just about access to careers advice that their hearing course-mates receive. Do young people know that they can benefit from Access to Work? Do they understand their rights under the Equality Act? Are they aware of the organisations that might be able to provide further support when they leave education? We believe schools and colleges have a role in making sure deaf young people receive this type of information.
It is expected that work experience will be a compulsory part of a T-level – this is welcome and we need to make sure deaf young people receive the support they need on these placements.
FE and skills reform has cross-party support and I believe that better investment in FE will benefit many deaf young people. However, before they embark on any technical routes, we need to fight for deaf young people to have better access to decent careers advice so that they can make properly informed decisions about the career opportunities available to them and understand support that is available in the workplace.
I’m deaf myself and remember leaving education to find work being very daunting. I am sure it is the same many deaf young people finishing education today. Through working together with the FE and skills sector NDCS hopes to make the divide between education and work a lot narrower.