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Tell it like it is: Education and employer engagement; freelance and self-employment

Huddleston, Prue and Ashton, Heidi S. (2016) Tell it like it is: Education and employer engagement; freelance and self-employment. In: International Conference on Employer Engagement in Education and Training, 21-22 July 2016, London.

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Abstract

Background and rationale. Calls for employer engagement with education often focus on large companies and on specific sectors. Small employers, in particular self - employed and free - lancers, are often invis ible, yet they account for more than 15% of the workforce. The creative and cultural sector makes a significant contribution to the economy (5.2% of the UK economy) and accounts for 8.8% labour market (DCMS 2015); it has seen the highest growth since 2010 recession. 44% of those working within the sector are self - employed (CCS 2013.)Many young people are very interested in activities connected with the creative and cultural sector (often outside formal school). What does the research tells us? Those working in the sector require a set of skills beyond technical expertise; confirmed by evidence from employers when talking about recruitment, for example commercial awareness; confidence in promoting and managing oneself and one’s work; working in a team; creati vity; versatility. A mismatch exists between what is available within the ‘prescribed’ curriculum, which is subject and target based, and what employers require within this sector and more broadly. Recent curriculum reforms have down played the importance of creative and performing arts. Assessment required by public examinations is inimical to the sorts of approaches essential for those working within the creative and cultural sector where project - based work, portfolios, performances, show reels, videos, artefacts are the metrics of assessment. A lack of understanding of what is required in these industries and an unwillingness to recognise that creative and cultural activities can provide opportunities for young people unavailable elsewhere in the curricu lum - and for many unavailable at home or within their wider community. Employer engagement, from this sector, with education very limited, they ‘would not know what to do anyway’ (CCS Report) Conclusions: Education should provide young people with a more r ealistic picture of employment, particularly self - employment and freelance work, for which the creative and cultural sector is a rich source of evidence and expertise, often providing role models to which young people can relate. The creative and cultural sector can provide opportunities to individuals who do not thrive within the conventional school curriculum and to develop skills and attributes valued by employers.

Item Type: Conference or Workshop Item (Paper)
Depositing User: RED Unit Admin
Date Deposited: 19 Jun 2018 08:47
Last Modified: 19 Jun 2018 08:47
URI: http://bucks.collections.crest.ac.uk/id/eprint/17484

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