Job shadowing: A guide to delivering an effective career development activity
This Policy Brief summarises evidence on the impact of teenage job shadowing on adult employment outcomes; presents international data on the characteristics of students who job shadow; draws on the research literature and national examples of practice to illustrate why and how job shadowing can be expected to benefit students and provides a step-by-step guide to the effective design of job shadowing programmes.
Career readiness in the pandemic: A summary of project findings
This Policy Brief summarises findings from three OECD working papers that looked for evidence of more positive adult employment outcomes linked to teenage participation in career development activities. It describes the project methodology and results which confirm 11 indicators of greater career readiness.
Career readiness in the pandemic: Insights from new international research for secondary schools
This Policy Brief summarises findings and draws out implications for secondary schools, including 14 questions for consideration by guidance counsellors and school leaders linked to the career readiness indicators.
Indicators of teenage career readiness: Guidance for policy makers
This Policy Brief explores the policy implications of international indicators of career readiness. It shares evidence from OECD Programme for International Student Assessment (PISA) 2018 on the extent to which young people are meeting the indicators and examples of practice that align with the empirical findings. It concludes with insights from the research for guidance policy (including 14 questions for schools) and, acknowledging the limitations of the new evidence, provides guidance on how the evidence base can be further strengthened.
Experiencing the workplace: The importance and benefits for teenagers
This policy brief draws on analysis of international longitudinal datasets to explore:
- Why is it important for secondary school students to have first-hand experience of work, including through part-time working, volunteering and work placements?
- What difference workplace experience is seen to make in their transitions?
- How can schools and education systems best optimise its benefits to young people?
Career conversations: Why it is important for students to talk about their futures in work with teachers, family and friends
This policy brief draws on evidence from international longitudinal studies to address the following questions:
- What is the evidence of career conversations being associated with better employment outcomes?
- What are career conversations and how common are they?
- How can schools optimise the chances of career conversations being useful to young people?
Getting the most out of employer engagement in career guidance
This policy brief draws on international practice and evidence, including new analysis exploring the impact of employer engagement on student transitions into work, to ask:
- Why engage employers in career guidance?
- What does good employer engagement looks like?
- How to deliver employer engagement effectively, efficiently and equitably?
The paper also highlights ways in which schools are using online technologies to enhance student access to employers (and people in work) within career guidance.
Getting a job: How schools can help students in the competition for employment after education
This policy brief focuses on different ways that schools can help students to prepare for the search for work when they leave education. It sets out insights from analysis of longitudinal datasets identifying long-term positive impacts linked to the development of such application skills and explores how schools can:
- Demystify the recruitment process
- Teach students how to apply for jobs
- Help them prepare to succeed in job interviews.
How schools can help protect young people in a recession
This policy brief sets out the findings of an international literature review and new analysis of data from the 2018 round of the OECD Programme for International Student Assessment (PISA). The paper explores evidence of better long-term outcomes linked to teenage career-related attitudes, experiences and activities. It summarises available research on how schools can be most effective, laying the foundation for new analysis of international longitudinal datasets reported in the working papers above.. In particular, it focuses on three important teenage attributes which act as indicators for whether they can be expected to do as well as possible in the jobs market. It matters:
- What teenagers think about their futures in work
- How they explore their potential futures at home or at school
- Whether they experience workplaces through part-time working, internships or volunteering.