Employment: Young People

Lord Norton of Louth Excerpts

Thursday 4th July 2013 Lords Chamber

[Lord Norton of Louth]

My Lords, I, too, congratulate my noble friend Lady Shephard on initiating this debate. I very much commend her for the way in which the Motion is drawn—the emphasis on aspiration is crucial. I declare an interest as professor of government at the University of Hull. That interest is relevant to what I want to say.

The focus on preparing young people for work tends to be on those in the 16 to 19 age range or younger, and especially those not in education or employment. I will look at a different body of young people, those in higher education, but the points I wish to make have a wider application.

As we have already heard, employers variously complain that students are not well prepared for the world of work and that they lack requisite skills and understanding. When students are in higher education, they may expect to gain jobs but, especially for those who may be the first generation in higher education, they may not always appreciate the range of career opportunities available to them.

One key means of addressing both these dimensions is through ensuring that students have some opportunity for experience-based learning. Enabling students to gain some experience in the workplace, as an intrinsic part of their studies and not simply an add-on, can enhance their skills and widen their opportunities. It has been recognised for some time that experience-based learning enhances opportunities for students. Increasingly, universities and other bodies are arranging placements for their students with firms, public bodies and other institutions.

I have been arranging placements at Westminster for a quarter of century. I run a four-year degree at Hull where the third year is spent on placement in Parliament, and we also now provide opportunities for one-semester placements for our students taking three-year single honours degrees in the department. The experience of being in Westminster has enormous value for students. In the time available, I want to draw out the benefits of such experience-based learning and at the same time identify what needs to be done to maximise the benefit of such experience for the student. The principal but not only benefits of such experience-based learning are threefold.

First, and this is very relevant to what we have already heard, students acquire practical and transferable skills. Research shows that not all employers seek the same attributes but what students acquire through placements are highly transferable skills. I know this not only from observation but from a funded study undertaken of our students in the 2004-05 academic year. The vast majority of students identified a number of skills acquired or honed as a result of a placement, including time management and interpersonal skills. Having to deal with a range of people—irate constituents, senior officials or some people who may have a sense of their own importance—is great training for later in life. Indeed, the students acquire the very skills identified by the noble Baroness, Lady Massey of Darwen.

The second value is pedagogic. Where students are placed not just to get some work experience but are placed in a work environment of interest to them, they get to learn about the institution and the process. They may begin to develop their analytic skills—understanding why things work as they do. As I shall explain, there are challenges in achieving this benefit.

The third benefit is that of personal development. Of the students surveyed, 87% felt that the principal thing they gained from the placement was self-confidence. Where students are given responsibility, it enhances their self-esteem and their capacity to look after themselves. They no longer feel dependent on others; they are able to act in a more independent manner. There is a particular consequence that flows from this. It widens their horizons. It makes them aware not only of career opportunities that they may not have considered but it gives them the confidence to apply for jobs that otherwise they may not have contemplated. That is why I welcomed the wording in my noble friend’s Motion. The reference to aspiration is so important.

The generalisations I have made are not confined to work experience placements of the sort for which I am responsible. The benefits can be achieved from a wide range of work-based opportunities. They can be life-transforming, especially for those from backgrounds where the perception of career opportunities may be narrow. The more we can do to ensure that such opportunities are made available to young people, the better. However, experience-based learning does not fulfil its full potential unless it is taken seriously by those arranging the placements. It is not a quick fix or a cheap option. To be effective it must be taken seriously, not only by those offering the placements but also by the home body arranging them. As one study of work experience in higher education observed:

“The quality of work experience is greatly enhanced by prior induction and briefing”.

One should not simply send a student off to a placement, in effect waving them goodbye and welcoming them back when it is completed. One has to prepare them for the placement and provide them with support during it. On my degree I emphasise what I characterise as the three Is: induction, integration and investment. I am responsible for an induction process leading up to and including the placement, ensuring that students are prepared and know what to expect from the experience. The degree is integrated: students spend a year studying the institution before taking up a placement, and continue to study while on placement. They also draw on their experience when they return and apply their knowledge of Westminster in a global context, and in completing a dissertation. The students receive support from the university while on placement. It is an investment, not only by the university but more especially by the students. The more they put into the experience, the more they get out of it.

The result is that students not only get good degrees, but they also tend to get the jobs to which they aspire. In the case of my students, that often means taking up posts in Westminster and Whitehall. However, as I emphasised, these points are not confined to this particular placement opportunity. I believe that much if not all of what I said applies generally to experience-based learning. It is a means of changing, and indeed transforming, the opportunities and aspirations of young people, whether through a short placement with a local employer or a particular institution or something of a much more long-term nature.

The more we can do to ensure that schools, colleges, universities and other bodies that serve the needs of young people develop and offer such opportunities, the better for young people and for generating a more effective and contented workforce. The benefits are clearly enormous, but achieving them requires a commitment of resources and planning. However, that commitment can be enormously rewarding.