The College of Paramedics provides advice to members and student members alike and is a source of information and guidance for those who are considering becoming a paramedic. Paramedic and Chief Executive, Tracy Nicholls, talked to us about #WhatParamedicsDo every day and will talk about her own experiences as a paramedic.
In 2015, while working at a London hair salon, Joshua Coombes took to the streets with his scissors to build relationships and offer haircuts to men and women experiencing homelessness in the capital. Joshua began posting images on insta to amplify the voices of those he met. The stories that accompanied these photos resonated, and others began to get involved in their own way. In this broadcast we find out about #DoSomethingForNothing and how you can too.
Feeling inspired? Explore our inspirational talks library featuring recorded sessions with high-profile speakers, all designed to motivate and empower. Or why not take the next step and apply for work experience opportunities with leading employers across the UK for both virtual and in-person placements.
Nurses are an important part of delivering care in general practice and with so many options and areas it can be a really exciting career choice. From obtaining blood samples to screening and helping patients to manage long term conditions you just dont know where it might take you, tune in to this NHS 75 broadcast with Paul Vaughan where we talk about the ins and outs of General Practice Nursing.
One day, I walked into a state school as a speaker from Speakers from School; I was greeted by the school’s point of contact, who took me on a tour of the school. Before my talk, I asked them out of curiosity “Do you teach A-Level Mathematics here?”. The answer was sadly no. Those who are interested in pursuing this subject must go elsewhere. Twenty minutes later, I started my talk to the 100+ pupils. I told them that I was a professional mathematician, President of the Institute of Mathematics and its Applications, and then I pointed out of the window and said, “Do you see the house over there? That is where I was born! I am like you, I come from here!”. The whole assembly hall started screaming and crying. I told them, “You don’t need anybody’s permission to be a great mathematician”. In life, there are certain things too important not to share. My name is Professor Nira Chamberlain, I am a multiple-award-winning mathematician; this is my story.
I was born in the inner city of Birmingham. My parents came to the UK from Jamaica in the 1960s and were part of the Windrush Generation. As a kid, I was into maths and logic, but my career schoolteacher encouraged me to become a boxer. However, my dad disagreed, stating “You don’t need anybody’s permission to be a great mathematician”. This started me on a journey of running up and down Europe, solving complex real-world problems using mathematics.
In 2014, before I won any awards or recognition for my mathematical career, I received a yellow-coloured letter from somebody called Robert Peston! He asked me to become one of their speakers for a charity called Speakers for Schools. I thought this guy shared the name of the then-BBC journalist. Little did I know it was “The Robert Peston” and its speaker’s roster were some serious eminent individuals from all different fields and that they were happy going into state schools to give free talks.
I thought this is a brilliant idea, as state schools would not normally have access to these individuals. The question: why me, had to be put aside, and I had to get on with the programme.
I accepted the role, but I found speaking to 100, sometimes 200+ pupils was challenging, especially if I was going to talk about mathematics. Upon finishing my first talk, a pupil asked me, “Sir, so what is the point of mathematics?”.
I quickly realised that if this was going to work, I had to connect to my audience (the pupils) and not just talk at them as if I were delivering a mathematical lecture. My talks had to be multimedia with music, video, live demonstrations, and mathematical simulations. In terms of mathematical simulation, I would write and build bespoke mathematical simulations just for my Speakers for Schools talks. For example, Jack Sparrow, a simulation of the Pirate of the Caribbean, searching for gold on a deserted island.
Also, if this was going to work, I had to show them my personal story, passion, enthusiasm, vulnerabilities, challenges, and victories. Ultimately, I had to tell them that “a mathematician is not necessarily someone who finds mathematics easy; a mathematician is someone who sees a problem and never ever quits; that is a mathematician!” This was followed by my mathematical adventures, whether it be using maths for international rescue, writing a computer virus to make a Formula One car go faster, or saving Aston Villa!
This personal and multimedia approach worked, and I am always keen to hear feedback from the teachers, as this gives me clues on how to improve and/or evolve my talks. Over the past 10 years, the pupils have changed, the world has changed (i.e. pre-, during and post-pandemic), and my talks have undergone at least four changes. The talks I would have successfully done in 2015 would not work for today’s pupils!
So far, I have given over 30 talks, and I am proud to hold the following records:
Not only have my talks inspired and changed lives, it has also changed me. Before, Speakers for Schools, I never knew that I would be good at mathematics communication, now, I am a recognised mathematical communicator giving talks all around the world. For example, in 2018, I was invited to participate in an international mathematics communication competition, which I won and was named “World’s Most Interesting Mathematician!”.
In conclusion, ultimately, our job as speakers of Speakers for Schools is to inspire the pupils of state schools, to show them possibilities and dreams of their future selves. Like the title of the blog state, there are certain things too important not to share. Teachers have contacted me either through Speakers for Schools or via social media to inform me of my talks’ impact on their pupil’s outcomes. One example is pupil Tom who heard my talk in a school in Wolverhampton one year, he then went on to do his A-levels and made it into Oxford University to study mathematics. My dad’s words, “You don’t need anybody’s permission,” are not just for those aspiring to be mathematicians; it is for everybody. My dad’s statement is an example of something too important not to share.
Professor Nira Chamberlain OBE
We know there is a scarring effect of unemployment; young people with a history of unemployment face long-term consequences such as lower wages and fewer career prospects, all of which can have a profound and damaging effect on a person’s mental health and wellbeing.
Recent research continues to shine a spotlight on the mental health crisis in young people, showing an increase in mental health conditions and low self-confidence are key factors preventing a rising number of young people from entering employment, all compounded by the pandemic and its aftermath, which continues to be felt by this group.
The Prince’s Trust NatWest Youth Index 2023 reported similar findings. It revealed young people’s overall happiness and confidence remain at an all-time low as the pressures of a cost-of-living crisis weigh heavily on their minds. It also revealed that one in four young people feel like they are going to fail in life, rising to 35% among NEET young people and 36% among those from poorer backgrounds.
Clearly, young people are facing significant challenges.
How can work experience help a young person who is NEET?
Crucially, a work placement provides an opportunity for young people to gain experience of the workplace, develop their skills and build their confidence in a safe and supportive environment while also deciding if a particular role, organisation or sector is right for them, without committing to a permanent position.
One young person who completed work experience with BAE Systems said: “The programme gave me the confidence to showcase my talent, build new skills and develop my self-worth. It changed my life.”
How can work experience benefit businesses?
A work experience programme can help businesses tap into a more sustainable pipeline of young talent reflective of our society, helping to address key skills gaps and create a more inclusive and diverse workplace fit for the future, therefore driving competitive advantage.
This is demonstrated by a recent research commissioned with Oxford Insights based on the delivery of Movement to Work programmes at Marks & Spencer in 2022. This found that 93% of participants were employed by the company on completion of their programme, with 49% being female, nearly a quarter were from ethnic minority backgrounds, and 31% disclosed having a disability.
The opportunity for employees to mentor young people who come into their business also helps to contribute to job satisfaction and provides valuable development opportunities.
The young person quoted above is still employed by BAE Systems nine years after completing her programme. She is an excellent example of employee loyalty, reduced hiring costs and higher retention rates which make a compelling business case for running work experience and employability programmes.
Why is this support for young people so important?
Put simply, young people are our future – our future workforce and our future leaders. The more we invest in them, the more we secure the wellbeing of future generations.
ONS data released in May 2023 reveals the number of young people not in employment, education or training is approximately 770,000 – equating to an estimated 11.3% of all people aged 16 to 24 years in the UK. Further data released in August 2023 shows that unemployment in young people aged 16 to 24 rose by 41,000 (Jan – June 2023), an increase of 95,000 from this time last year. Moreover, youth unemployment remains nearly three times the national average, while open vacancies continue to fall. Quite a stark picture.
What is Movement to Work, and who do we help?
At Movement to Work, our mission is simple – we want to help young people, who face barriers to employment, gain access to great work experiences.
We believe that at some point in our lives, we are all reliant on being presented with an opportunity and seek to create opportunities which help break the vicious ‘no experience – no job’ cycle that is preventing so many young people from entering into employment.
We do this by working with employers across a wide range of sectors – from retail and hospitality to tech and engineering – to design and implement work placements, vocational training and employability programmes for young people aged 16-30 who are not in employment, education or training.
Working with our employer and partner network, since Movement to Work was formed in 2013, we have collectively delivered more than 155,000 opportunities, with more than 89%* of young people going on to secure employment or go on to further education and training.
However, there is still much work to be done, particularly for young people from disadvantaged backgrounds and underrepresented groups, to help them prepare for and access the world of work.
To find out more about Movement to Work, please visit https://movementtowork.com/.
Gillian Churchill, CEO of Movement to Work
Speakers for Schools is committed to showing young people what the future of work looks like, and the skills needed to thrive in rapidly evolving workplaces. So, we are glad to see the APPG on Youth Affairs publish the report of its inquiry on skills and youth employment.
We know that tackling poverty and promoting social mobility requires policies cutting across various areas, including work experience, mental health support, careers education, extracurricular activities, and youth services. So, we consulted young people around the country to ensure that their voices are at the heart of our understanding of barriers to social mobility. We are pleased that our evidence was reflected in the inquiry’s findings, vindicating our research and the lived experiences of young people who told us of their struggles in progressing into the world of work.
It is great to see that the report recognises the £30 billion annual cost of labour shortages if the UK fails to tackle the skills gap. We support the call for a new joined-up skills strategy that will ensure ministerial and cross-departmental accountability and reduce silo-working. It must recognise the importance of place and use best practices from the UK and abroad to have the greatest impact.
Research by Sutton Trust shows that 1 in 4 working-class students did not participate in Career Education Information Advice and Guidance (CEIAG) activities, including open days, work experience placements and employer talks1.
Young people from marginalised backgrounds without family networks in business face multiple barriers to accessing career information.
70% of young people who attended work experience via our portal told us the primary benefit was in raising awareness of the different career routes into their chosen industry2.
Attending work experience reduces the chance of becoming Not in Education, Employment, or Training (NEET) from 11 to 7%*, yet two-thirds of 16 to 18 years olds can’t recall doing any work experience at school3. For this reason, we applaud the inquiry for echoing our Work Experience for All campaign call for a statutory duty to ensure all young people should be given work experience during secondary education (including further education and academy schools) and relevant career advice.
We agree that all young people should be given multiple opportunities to develop transferrable skills to adapt to the future world of work.
Furthermore, our National Teen Book Club exemplifies the positive influence that reading for pleasure [alongside peers and teachers] can have on confident communication. We welcome the call for investment in programmes that provide extracurricular activities to support young people’s development. Initiatives like our book club can strengthen the bonds between educators and supporting partners such as Speakers for Schools.
Rapid technological advances, including AI, will significantly impact the generation that is currently in education.
The UK’s Net Zero commitments will also require a significant shift in skills needed in the future. Competitors like the USA introduced a $370bn green subsidy package this year to boost its Green Economy4. We also need to ensure that young people in the UK are career-ready and not left behind in the global race for Digital and Green jobs.
We are incredibly proud of our employers and speakers who offer work experience placements and deliver inspirational sessions focused on Green Skills. They help young people to understand how businesses can sustain our environment and demystify the economic and ecological value of green jobs.
The report rightly argues that a public campaign focused on technical education routes into net-zero apprenticeships, future green jobs, and the importance of STEM skills will help young people learn about the skills required in the workforce of the future.
We are pleased that the report recognises the need to firm up the Gatsby Benchmarks and the critical role that the provision of meaningful work experience plays in the career outcomes of young people.
We would like to see a long-term strategy that addresses the skills and careers education gap for state school students. This strategy should outline the central Government’s responsibilities and the role that local authorities, employers, educators and partners such as Speakers for Schools will play in meeting the skills needs of all young people, no matter their background or location.
Social mobility can only be achieved if access to inspiration and experience is open to everyone, regardless of where they live or who their parents know.
Please find out more about our recent campaign to make work experience accessible for all here.
1 https://www.suttontrust.com/our-research/paving-the-way/
2 Speakers for Schools post placement survey
3 https://www.speakersforschools.org/wp-content/uploads/2022/11/SP-2074_SFS-Work-Experience-For-All-YouGov-Report_v1.pdf
4 https://www.thechemicalengineer.com/news/us-climate-deal-signed-into-law/
The abrupt rise of AI automation is the latest evidence of the UK labour market undergoing a transformation not seen since the industrial revolution. This time, though, it is not steam engines but digital technologies, automation, and problems like climate change. Employers, educators, and young people all acknowledge the urgency of addressing the skills gap, but bridging it is easier said than done. To yield meaningful outcomes, the rhetoric around skills strategy must be backed by solid evidence and robust, long-term planning.
For years, the Edge Foundation has been releasing regular Skills Shortages Bulletins that examine fluctuations in the UK labour market. Before exploring solutions, then, it seems sensible to define these skill areas.
One crucial area for a sustainable future is green skills. Backed by the government, eight Chambers of Commerce across England are currently trailblazing local skills improvement plans (LSIPs) that aim to align technical skills training with specific regional needs. These include a particular focus on transitioning to net zero. Employers like Mitsubishi Electric UK are already pioneering specialized training programs to prepare workers for the widespread adoption of low-carbon tech. Despite upfront costs, embracing change can fulfil the demand for green skills while future-proofing careers and ensuring sustainable and profitable employer operations in the longer term.
The creative industries are also fundamental to the UK economy, generating £115.9 billion in 2019. Yet, the House of Lords Communications and Digital Committee recently cautioned that complacency in government policy could endanger the industry’s potential amid global competition and technological advancement. The British Academy’s SHAPE Skills at Work report further emphasises the importance of social sciences, humanities, and arts subjects to the economy, explaining how they foster innovation and employability. As we battle to preserve creative subjects in schools, visionary leadership is required.
Looking ahead, the National Foundation for Educational Research has reported on the essential employment skills people will need by 2035. Skills Imperative 2035 predicts significant changes and job losses ahead. However, it also notes that technological advancements and a need for improved social service provision will present opportunities. Higher-skilled jobs and healthcare roles, in particular, are expected to offset millions of jobs displaced by automation and artificial intelligence.
While understanding 21st-century skill needs is one part of the puzzle, resolving the skills gap requires informed planning. Even before recent economic shocks, UK skills policy has been blighted by short-term thinking and poor policy memory. Both have limited the success of interventions intended to address the skills gap.
To resolve this, Edge has conducted research on past policy successes and failures. Assessing previous policies, our Learning from the Past series aims to inform future strategy while avoiding past pitfalls. During my tenure at the Department for Education, I was actively involved in developing policies such as 14-19 Diplomas and can attest to the value of learning from policy history. Rather than reinventing the wheel, doing so can help us adapt past best practice for present challenges. Furthermore, past policies are often abandoned for political rather than practical reasons, meaning many still have real value for present and future needs.
Concerningly, further research from Edge reveals a lack of confidence among young people aged 14-18 regarding the employability and life skills they have gained through school. The research highlights that they require assistance not just in acquiring these skills but recognising and articulating them. Part of the issue is a lack of data on the outcomes associated with employability skills. The Department of Education’s new interactive educational outcomes dashboard may have promise here.
Tracking longitudinal educational outcomes (LEO) data for 3.6m individuals who completed GCSEs in England between 2002 and 2007, the dashboard allows users to drill down by socioeconomic, demographic, and educational factors. It remains to be seen exactly how it will be used, but it has strong potential for legitimising skills currently poorly assessed or understood. It could empower students to comprehend and showcase their skills, elevating their confidence and employability.
The benefit of work experience for young people is also well-documented. Shifts towards remote working since the pandemic, however, have made finding suitable placements challenging. The current skills landscape can also be bewildering, making it difficult for businesses to coordinate and effectively participate in work experience.
This is where intermediaries such as Education Business Partnerships (EBPs) can play a vital role. Unfortunately, in these tough economic times, EBPs face drastic funding cuts. That’s why Edge has recently supported EBPs such as B&E Together and The Switch, which bring young people – especially those from deprived areas – together with businesses like HSBC, while providing interview mentoring and support to help young people transition into work. Facilitating between businesses and education, EBPs can streamline opportunities for young individuals while catering to the needs of local industry.
Although these are just some potential ways of building youth skills, one thing is clear – our current approach is lacking. Highlighting existing skills gaps and learning from past policies is the first step. However, we should also be mindful of young people’s confidence, individual aspirations, and regional and sector-specific needs. One-size-fits-all will no longer suffice. But embracing new approaches to pedagogy and assessment, and utilizing the collaborative efforts of EBPs, we can bridge the skills gap in ways that works for young people, the economy and society as a whole.
Jay Blades MBE is a well know Furniture Restorer and Television Presenter who is devoted to sustainability, social enterprise and inclusion. Best known for being an award-winning presenter on TV, where his enthusiasm for reinvention and love for life shines through on many programmes, most notably The Repair Shop. Join us, and the audience, as we interview Jay live on stage about his career and passion for design.
It’s not often that Andrew Law the chair of Speakers for Schools goes back to school, but he did exactly that when he returned to Cheadle Hulme High School (CHHS) in April to co-host a talk with one of British football’s most influential figures David Dein.
Part of The Laurus Multi-Academy Trust (MAT) which includes schools and colleges from across the northwest, CHHS invited 300 students from the MAT to attend David’s talk and welcome back their former alumni, who grew up only a short distance from CHHS.
An excited audience of Year 11 and 12 pupils gathered in the packed auditorium to welcome Andrew and hear David talk about his extensive career in football and his many professional accomplishments both on and off the pitch. Over the course of an hour, David wowed the crowd – skilfully weaving insights into his life’s journey from humble beginnings to becoming chairman at Arsenal vice-chairman of the Football Association and sharing nugget after nugget of hard-won wisdom.
Widely credited as being instrumental in the formation of the Premier League, there was no shortage of impressive career highlights for David to draw on, and at every turn, he encouraged his audience to follow his example by working hard, having a vision, and being bold, telling them:
“Throughout my career, successful people I have worked with all have three qualities in common which are: work hard, have a vision of where you want to go and be courageous in taking the steps to get there. I also think it’s important for young people to understand the value of networking and building acquaintances across the world, as this will open up many doors.”
As well as using himself as a role model, David also found occasion to champion the role of teachers; impressing on his audience how the support he had received to learn French at school had helped him to hold conversations with the likes of Arsène Wenger, Thierry Henry, Patrick Viera, and Emmanuel Petit.
Toward the end of the event, David opened the floor to questions from the audience which he answered deftly and earnestly. A seasoned speaker for Speakers for Schools with over 450 talks under his belt, he ended the session by sharing his motto for success: “You don’t get anywhere unless you stick your neck out.”
Students and staff who attended the talk all found it hugely inspiring and, speaking afterwards, Cameron a sixth-form student said:
“I think it’s great to hear from someone who’s obviously been successful in all aspects of life and to hear about his motivation and what he’s done to get to where he is today… He talked a lot about building relationships with people and networking. His business comes from his relationships and building foundations and connecting, and I think that a huge part of business is getting to know people.”
Our special thanks to both Andrew Law and David Dein for making the event possible and encouraging more young people to pursue their dreams! If you would like to find out more about the work of Speakers for Schools – including our Inspirational Talks programme which combines in-person talks as well as online broadcasts – please visit our website.
Kirsty Lang had a disrupted education – 8 different schools in 5 different countries -and is mildly dyslexic but that didn’t stop her from becoming a journalist. She has a successful career and now presents the arts program Front Row on Radio 4 and World News Today. Kirsty recognises why being able to talk a second language is import and can be so beneficial to your career and building connections. join us and hear about why learning a new language is a skill you need.