Graduates’ Labour Market Outcomes During the Coronavirus Pandemic: Occupational Switches and Skill Mismatch

Recent graduates are facing tough challenges in the labour market amid the Covid-19 pandemic, but overall graduates are more likely to be in employment than people without a degree

This Office for National Statistic (ONS) report looks at the impact of the coronavirus on the labour market outcomes of graduate workers in the UK, focusing on unemployment, occupational shifts and the skills mismatch.

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Leadership Briefing 11 ..."
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Leadership Briefing 11.08(128)"
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      string(1203) "more likely to have had clearer career plans at an early stagethan those who were in non-professional employment or were unemployed. ■ The majority of graduates (62 per cent) had at least a good idea about the types of job or careerthey wanted to pursue at the point of leaving university, significantly greater than the proportionstating this at the point of entering university (50 per cent). Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Those with the clearest career plans upon leaving university were more likely to report apositive outcome of professional or managerial employment.WEB LINKPlanning For Success: Graduates’ Career Planning And Its Effect On GraduateOutcomeshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/604170/Graduates__career_planning_and_its_effect_on_their_outcomes.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/604170/Graduates__career_planning_and_its_effect_on_their_outcomes.pdf"
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Leadership

Graduates Career Planning And Its Effect On Their Outcomes

30 Mar 2017

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      string(380) "ResourceGLOBAL GRADUATES INTO GLOBAL LEADERSOriginal DocumentGlobal Graduates into Global Leaders. This research, by the Association of Graduate Recruiters (AGR), the Council for Industry and Higher Education (CIHE) and CFE Research, explores the topic of global graduate employability and the ways in which UK universities can work with businesses to ensure ..."
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Leadership Briefing 6.07 (67)"
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      string(4073) "ResourceGLOBAL GRADUATES INTO GLOBAL LEADERSOriginal DocumentGlobal Graduates into Global Leaders. This research, by the Association of Graduate Recruiters (AGR), the Council for Industry and Higher Education (CIHE) and CFE Research, explores the topic of global graduate employability and the ways in which UK universities can work with businesses to ensure that future graduates meet the expectations of global and international employers.KeywordsGlobal graduates, universities, businesses, employment, expectations, skills, school curriculumSummaryThis research, by the Association of Graduate Recruiters (AGR), the Council for Industry and Higher Education (CIHE) and CFE Research, explores the topic of global graduate employability and the ways in which UK universities can work with businesses to ensure that future graduates meet the expectations of global and international employers.To develop the best global leaders it is crucial that schools, higher education, employers, students and government understand the challenges facing the UK around global talent development and then work collaboratively to address them and respond to the evolving requirements of workplaces in 2020. Government and educational institutions need to provide the right environments and opportunities for young people to flourish and enable them to develop not only sound employability skills, but global competencies and a global mindset.Main Findings:· Global graduates can be developed if schools, higher education institutions and employers are prepared to raise their aspirations and learn from organisations that have been pro-actively developing approaches to global graduate development.· Achieving global graduate competence is not just about attaining qualifications and excelling in a knowledge-based or professional capacity. It is also about holistic development including outlook, values and character.· Experiential learning is a valuable part of professional development alongside formal education. Placements, study trips, years out and even holidays can all contribute.· An international dimension should feature in the school curriculum, degree programmes and graduate development programmes.· Students too have a role to play in acquiring global competencies and choosing appropriate pathways to enable them to develop a global mindset.· Experience of working outside their home country and immersion in a different culture can catapult a graduate into being considered for rewarding and challenging roles. However, many UK graduates are reluctant to accept the demands of mobility, whether within their home country or beyond and may even choose to study close to home.Schools, colleges and higher education institutions to:· Facilitate opportunities for industry to introduce the idea of global business activity and global roles to young people as early as possible e.g. through talks and industry projects.· Enable inspirational role models (alumni or graduate trainees on international programmes) to engage with students and talk about what it’s really like to work for a global organisation.· Provide opportunities for students to experience immersion in the world of the global workplace through internships, enternships and placements.· Broaden and enrich students’ learning experiences through encouraging them to take up a diverse range of extra-curricular activities, e.g. joining societies and taking part in multicultural events.· Support students to develop a platform of highly agile learning skills which can be applied to different contexts and situations e.g. self-didactic learning, self-assessment, critical analysis.· Provide viable opportunities for students to study part of their programme overseas or enabling students to work with project teams from across the globe and address problems with a global context.ActionNotesAuthorR ChimaDate CreatedJanuary 2012Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Global Graduates into Global Leaders

25 Jan 2012

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Leadership Briefing 5.04 (52)"
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      string(351) "... and the environment.· Rising numbers of graduates are prioritizing commitments to care for their children and parents in their old age (a third of male graduates are willing to sacrifice their career in order to care full time for their children).· Graduates are prioritizing work/life balance and social relevance ..."
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      string(542) "This report, published by Endsleigh, calls for a radical overhaul in the way that university careers services currently function. Responding to feedback from the first set of graduates to have gone through university through the recession, the research, carried out by think tank Demos, recommends that careers services are turned into not-for-profit recruitment consultancies for their respective universities, specialising in finding work for graduates in businesses local to the institution.
Leadership Briefing 5.04 (52)"
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      string(4071) "ResourceCLASS OF 2010Original DocumentClass Of 2010 – Attitudes And Aspirations Of This Year’s Graduates. This report, published by Endsleigh, calls for a radical overhaul in the way that university careers services currently function. Responding to feedback from the first set of graduates to have gone through university through the recession, the research, carried out by think tank Demos, recommends that careers services are turned into not-for-profit recruitment consultancies for their respective universities, specialising in finding work for graduates in businesses local to the institution.KeywordsAttitudes, aspirations, graduates, university, careers, environment, employers, internshipsSummaryThis report, published by Endsleigh, calls for a radical overhaul in the way that university careers services currently function. Responding to feedback from the first set of graduates to have gone through university through the recession, the research, carried out by think tank Demos, recommends that careers services are turned into not-for-profit recruitment consultancies for their respective universities, specialising in finding work for graduates in businesses local to the institution.The report examined the Class of 2010s’ aspirations and concerns on issues such as university life, the job market, family and community life, politics and the environment.· Rising numbers of graduates are prioritizing commitments to care for their children and parents in their old age (a third of male graduates are willing to sacrifice their career in order to care full time for their children).· Graduates are prioritizing work/life balance and social relevance of their job over starting salary. 89% of graduates rate climate change as an important global issue and a quarter of graduates would turn down a job offer if the employers environmental credentials weren’t up to scratch.· One of the key conclusions of the report proposes a role that universities and local businesses might be able to play in assisting graduates find work. The recommended change to the function of the careers service is expected to:· Reduce the graduate skills gap and graduate unemployment· Foster a closer relationship between the student and their careers service over the course of their degree· Assist universities in raising additional funds that would be channelled into education and training activities as well as into small grants to encourage student and graduate enterprise· Help the government’s localism agenda by encouraging graduates to live and work in a town or city close to their university· The report recommends that those employees working for the careers service would not be paid by commission to ensure that the students’ best interests are maintained.Another key recommendation to come out of the report focuses on the role of internships. Internships were seen as one of the most valuable and sought after positions for today’s graduates. According to the findings, there was a huge disparity between the types of internships on offer when it came to issues such as pay, quality and length of placement. The recommendations for internships are to:· Create a legal definition for internships – similar to the new legal definition of apprenticeships in 2009[i] – that focuses on their purpose in supporting the transition from education to employment· Conduct further research to understand the qualitative differences between paid and unpaid internships to ensure that the best quality internships are protected· Create an Internship Charter that employers are legally obliged to uphold if they offer unpaid internships that sets limits on length of internships and provides measures to ensure equal opportunity in recruitmentActionNotesAuthorRaspal Chima, Imaginative MindsDate CreatedSeptember 2010Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Attitudes And Aspirations Of This Year’s Graduates

16 Sep 2010

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      string(393) "... earned by graduates across the UK in 2014/2015 wasapproximately £21,000. This varied across subject areas, with medicine and dentistrygraduates earning roughly £30,000. Graduates with other science related degrees suchas engineering and computer science also earned starting salaries above the nationalaverage. By comparison, graduates with a background in ..."
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Leadership Briefing 11.02(122)"
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      string(4025) "20-24 year olds with no qualification was far lower,at 11%. Across the 35-39 age band, the employment rate of degree holders rises to roughly 90%.Notably, the employment rate of those with A-levels only is not significantly different, at 86%. Theemployment rate across the lifetime of an employee without any qualifications remains relativelylow. ■ Employees aged between 20 and 24 were most likely to be employed if they held a NVQ Level 3,where the employment rate is approximately 84%. By contrast employees aged 35-39 were mostlikely to be employed if they held a NVQ Level 5, where the employment rate is 96%. ■ The unemployment rate of degree-holding employees aged between 20 and 24 is roughly 6%. Bycomparison, the unemployment rate of 20-24 year olds holding a higher education qualificationonly is approximately 8%. In the 25-29 age band, this discrepancy between the unemploymentrates of employees with degrees and higher education qualifications respectively diminishes to Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.1 percentage point. This discrepancy between unemployment rates vanishes completelyamong employees aged between 30 and 34 years old. ■ Among employees aged between 20 and 24, those with NVQ Level 1 were most likely tobe unemployed (other than those without any qualification). The lowest unemploymentrate is experienced by NVQ Level 4 holders. By contrast, across employees agedbetween 30 and 34, the highest unemployment rate (other than those without anyqualification) is experienced by NVQ Level 2 holders, while the lowest unemployment rateis identified among employees with NVQ Level 5. ■ The average starting salary earned by graduates across the UK in 2014/2015 wasapproximately £21,000. This varied across subject areas, with medicine and dentistrygraduates earning roughly £30,000. Graduates with other science related degrees suchas engineering and computer science also earned starting salaries above the nationalaverage. By comparison, graduates with a background in the arts, such as languages andhistory generally earned below-average salaries. ■ The highest salary is earned by those with Higher apprenticeships –those with NVQ Level4 or NVQ Level 5. Employees with an NVQ Level 5 earn roughly 71% more than thosewith a NVQ Level 1. Notably, the average earnings of employees with an NVQ Level 5surpass the starting salaries of many graduates. ■ Across all subject areas, for those at the early stages of their career and aged between25 and 29, there is a surprisingly small difference in the annual pay between those inpossession of a degree and an advanced apprenticeship (Level 3). While employeesaged between 25 and 29 with a higher apprenticeship earn a relatively low salary, theyexperience a pay rise of over 90% as they gain more experience and move up the careerladder. By comparison, Advanced apprentices aged 25-29 experience a 18% growth inearnings as they enter the 30-34 age bracket. ■ Individuals enrolled in the accountancy scheme are estimated to be the most productive(output per worker, per year), on average boosting productivity by £18,000 each over thecourse of the programme. ■ The net lifetime earnings premium associated with gaining a Level 4 apprenticeshipaverages £117,600 across all subject areas. The net lifetime earnings premium of a Level4 apprenticeship was found to be on average only 1.8% lower relative to the averagedegree. The net lifetime earnings premium associated with a business, administration andlaw Level 4 apprenticeship was estimated to amount to approximately £71,900.WEB LINKProductivity and Lifetime Earnings of Apprentices and Graduateshttps://documents.vuelio.uk.com/DocumentView.aspx?id=d5d0db29-0992-4f74-b992-645c9ff42866.pdf&token=00ace2d7-e04f-4114-905c-8f0b53880da3"
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Leadership

Productivity and Lifetime Earnings of Apprentices and Graduates

22 Sep 2016

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