…same world view or career aspirations. Instead, the authors suggest four types of individualised social capital: weak, strong, changing and fluid. These capture the different constraints and opportunities afforded to…
…world” are all drawn upon to create a rich dataset with (unusually for this field) global reach. The report makes multiple recommendations for addressing the decline in take-up of MST…
…teachers resorted to “a narrow range of teaching strategies” (thus reducing work-related opportunities), students “had low levels of motivation and failed to understand how their learning related to the world…
…15,025 student responses to a survey designed to assess the impact of work experience on the following areas: student motivation and confidence; knowledge and understanding of the world of work;…
…independent charity. It brings together leading partners from the worlds of education and employment. Read more about the Taskforce. The conference was overseen by the Taskforce’s Expert Working Group on…
…University of Edinburgh in 1979 with a degree in Business and Economics. Previous roles were: – Co-chair of the World Economic Forum’s Partnering Against Corruption Initiative (PACI) – A member…
…as President of the world academic body in his field (the International Studies Association) from 2003-2004. Sir Steve was President of Universities UK (UUK) from 2009-2011; Chair of the UCAS…
…of priority activities endorsed by all leading organisations from the world of education and employment. The campaign week marked the first anniversary of the Taskforce’s launch and was timed to…
…will enhance student engagement, motivation and grades. Relevance is defined as a) meaningful application to solve problems or accomplish desired tasks in the real world or b) current or future…
…greater experience of the world of work while studying at school, should also confer benefits in accessing and successfully participating in employment later. This logic underpins UK government policies, introduced…
