Empowering Disadvantaged Youth: Soft Skills and Artificial Intelligence (AI) Innovation at the North Cambridgeshire Training Centre, Chatteris, Fenland, Cambridgeshire.
Compiled by Renee Bachelor, MSc, BSc, University & Professional Development Centre, Bury St Edmunds[1]
April 2024.
Introduction
This report is designed to inform good practice in the Further education sector and to encourage debate about appropriate interventions to support disengaged young people. It is also intended to inform the Cambridgeshire Chamber of Commerce and other interested parties who are keen on finding innovative ways to empower disadvantaged youth, enabling them to engage in meaningful learning, skills acquisition, and experiences in the world of work. It explores ‘the art of the possible’, drawing on a small-scale ‘test and learn’ pilot project that took place in the NCTC, Chatteris, between February and April 2024. Funded by the Local Skills Improvement Fund by the UK Government, the project was designed to explore an innovative method of planning, delivering, and assessing the impact of soft skills and employability initiatives. Furthermore, it involved the utilisation of AI chatbot technology designed to support vulnerable young people and staff in learning and work conversations.
Context
At a national, regional, and local level, there are growing concerns regarding the detrimental effects of the COVID-19 pandemic on the mental health and well-being of young people (Pearcey et al, 2023)[i]. These concerns are driven by reported increases in anxiety, depression, and social isolation among youth, highlighting the urgent need for effective support systems, including employability interventions. Also, many young people in England are experiencing lengthening transitions to the workplace, and more complex transitions (Mann & Huddleston, 2017)[ii]. The Fens, has substantial economic challenges, with many of the market towns struggling to attract or retain young people (Cambridgeshire County Council, 2021 p.3)[iii]. This context is important in understanding why young people in certain parts of the Cambridgeshire and Peterborough area have seen more negative impacts from the pandemic than others.
Cambridgeshire and Peterborough’s Local Skills Improvement Plan (LSIP, 2023)[iv], led by Cambridgeshire Chamber of Commerce, highlights the need to invest energy and effort into supporting individuals’ skills acquisition, particularly ‘work ready skills’ i.e. skills and behaviours that employers expect that all employees should be able to demonstrate when they start work (p.10). In response to the LSIP, the Local Skills Improvement Fund was launched: a funding pot awarded to local Further Education providers in the region to respond to the areas of improvement[v]. By addressing the lack of work-readiness in the region, West Suffolk College, and North Cambridgeshire Training Centre; part of the Eastern Education Group, has focused on designing and delivering a responsive combined model of Soft Skills and AI Innovation.
There is not a standard approach to work ready skills being delivered to students and accredited across the region and whilst many providers embed these skills into existing qualifications employers and students may not always be aware of these specific skills. Measuring any skill is a complex task. The lack of high-quality and robust measures is due to various factors, including the fact that these constructs overlap one another and transcend discipline areas in a way that traditional subject areas do not. There are three methods of assessment and evaluation currently used to capture and measure soft skills within education contexts: 1. student self-rating; 2. direct assessment; and 3. teacher judgement and reporting (Doecke & Maire, 2019)[vi]. There are few, if any available studies that directly compare and contrast differing approaches to measuring the impact of soft skills interventions. However, this small-scale study sheds light on good and interesting policies and practices adopted by the NCTC delivery team. The evaluation approach included:
- A brief rapid evidence search (RES) was undertaken between February and the end of April to identify relevant policy, research and practice papers to feed into impact assessment.
- An analysis of a pre-and post- participant’s survey tool, namely, Skill Scan – My Skills for Success questionnaire[vii] was analysed to compare distance travelled from the participants’ experience
- A review of data drawn from the CiCi chatbot intelligence dashboard was examined to identify user trends.
- A group session was held with participants to gather first-hand their feedback and experiences of the programme.
- A series of interviews with Curriculum Leads from NCTC / Eastern Colleges Group and external contributors to the programme.
In this evaluation report, I briefly describe the development of a ‘test and learn’ pilot specifically designed to focus on a cohort of eight volunteer young people who have experienced anxiety and mental health issues, leading to their disengagement from education, employment, and/or training. In the next section, I discuss the findings drawing on the project’s aims, objectives, design, content, and implementation. Two specific innovative tools were applied in practice, namely the Skills Scan and CiCi the careers chatbot, powered by AI—findings from both are considered. Most importantly, the voices of these vulnerable young people have been captured through the evaluation process, shedding light on their experiences and views of the pilot project, alongside those of two employability tutors and an external contributor who met with the participants to provide motivation and inspiration. The paper concludes with some suggested ideas for action to help sustain momentum on the achievements gained so far.
The North Cambridgeshire Training Centre (NCTC) is a new, state-of-the-art building based in Chatteris, Fenland specialising in offering Engineering, Advanced Manufacturing, Management and Business Support Apprenticeships. It has a range of Commercial Training built around short vocational courses or longer courses leading to formal qualifications. These courses are ideal for individuals who need to improve or expand their existing knowledge and qualifications.
The test and learn pilot project
Funding from the LSIF has provided an opportunity to test out the effectiveness of soft skills innovation in an already established targeted and tailored 14-week programme, aimed at young people not in education, employment NEET in the Cambridgeshire area. The test and learn pilot project initially attracted 8 disadvantaged young people with complex needs, who heard about the project mainly through self-referral and Cambridgeshire community workers.
Aim To support ‘at-risk’ youth in order to foster self-awareness of their talents and skills, teach new techniques for self-improvement, and inspire them to explore real-world educational and employment opportunities.
Objectives By the end of the programme, participants should:
- be aware of Maths Functional Skills qualifications available to them and have greater confidence to progress onto a suitable course
- be better equipped in knowing how to write a CV
- be more confident when applying for a job or college course
- be able to articulate the soft skills and habits they have learned to help improve their employability.
Programme Content
Young people with complex needs volunteered to attend NCTC for a one-day per week programme over 14 weeks. Following introduction to the programme, they were invited to individually complete a My Skills for Success – ‘Skills Scan’ activity – see Appendix 1. This is a common template often used by Apprentices that enrol on to an apprenticeship course at NCTC and other Eastern Education Group Learning Centres. The intention was to learn whether or not this approach might need some adaptation to meet young people’s specific needs. The maths part of the programme aimed to help participants gain a qualification in entry level 1 Functional Skills Maths, if they felt ready for the exam. The employability part was designed to support young people with their CV writing and interview techniques, as well as applying for college courses or employment. In addition to this, highly personalised one-to-one tutorial support was offered; with a motivational speaker in essential skills, and CiCi an AI-innovative careers chatbot, powered by AI and large language models.[viii]
Findings
The section begins with the important voices and experiences of participants as they approached the final week of the programme. Four volunteered to share their views and experiences in a facilitated group session. Participants confidentiality has been maintained by using pseudonyms. It’s worth noting that, just as the pilot was seen as an opportunity to learn, the young participants also joined with caution to determine if it was the right experience for them. Their feedback and suggestions for the programme going forward are the followed by scenarios described by the college tutors.
Voices and Experiences of the Participant’s
Q1. How did you find out about the programme?
Summary of responses received – a) Support worker at the job centre; b) School/parents; c) Case worker; 4) Parent visit to NCTC/social media.
Q2. What motivated you to take part?
Summary of responses received – a) Learn new skills: CV writing, Interview skills, basics of applying for a job; b) Relaxed environment; no pressure to do exams; small group on programme. To improve self-confidence and learn how to apply for a job; c) Small group, lots of personal support, wanting maths qualification; and d) Support employability and nothing else to do.
Q3. How did you feel at the start of the programme and how do you feel now? e.g. have you noticed any improvements to your wellbeing, skills, training /employment prospects etc?
“Felt terrible before starting programme; just slept all day. Now go for walks and actively looking for jobs and apprenticeships. Trying to get life together.”
“Before felt depressed and bored. Programme is really good place. Now feels happier and has made friends/relationships.”
“Mood and wellbeing have improved.”
“Started out alright. Now knows where to go next and what to do. Have decided to ‘really try hard’ to look for a job and I now know how to. I’ve enjoyed mixing with other people.”
Q4. Please share the things you have enjoyed on the programme e.g what has worked best for you?
The responses received: a) Enjoyed small group of people – does not like large groups. Tutors let students interact with each other when learning, not just spoken at. Freedom of going offsite for lunch and has enjoyed making friends. b) Friendships and social interaction. Does not like maths but tutor helps make it ‘ok’; c) Meeting new people in small group. Being treated as an adult. Reported a difference in college environment compared to school; and d) Enjoys maths part of programme. The freedom to go offsite at lunch. “It is not like school.”
Q5. Is there anything you would like to see changed to further improve the programme? Three of four students said no. One suggested for the programme to run two days a week rather than one.
Q6. What are your views /experiences of the Skills Scan questionnaire? Two out of four participants had some feedback on the questionnaire e.g. needed clarification on some words, and some questions were too wordy/not worded best, which meant they needed to be explained. Needs to be shortened too!
Q7. Is there anything else you would like to tell us about your experience on the programme?
“The programme has gone smoothly.”
“Tutors have been great, as well as leads (Gayna and Louise).”
My Skills for Success – Skill Scan
For the initial Skills Scan assessment, 8 participants completed the questionnaire. However, only five completed the final Skill Scan at the end of the course. In the beginning, many students showed signs of lacking self-confidence in their abilities, whilst also anxious about taking their next steps. Table 1 below shows participants’ self-assessment ranking of their skills at the beginning and end of the programme had significantly improved.
Table 2 shows a breakdown of the participants’ skills assessment before (series 1 in red) and after (series 2 in blue). Improvements were made in all 32 areas. The sample size was small; however, this suggests there is merit in using Skills Scan for employability support with some minor adjustments.
Table 3 below shows soft skills linked to employability by the end of the project improved most in young people’s understanding of next steps/choices and critical thinking skills (200%), followed by reported improvements in revision techniques (167%), and their ability to cope under pressure (150%). This was then followed by extended writing skills (113%), optimism, resilience and professionalism in equal measure (111%), with ambition (100%), learning to adapt (91%) and confidence (90%) also highly rated.
Table 3 – Percentage Difference of Skills Improvement: Distance Travelled
CiCi the careers chatbot, driven by AI and large language models (LLMs)
From the outset, tutors were keen to embed new methods that could be tried and tested. CiCi the careers chatbot, driven by AI and LLMs was identified as innovative having been piloted earlier as part of a successful soft skills project in South Lewisham used by Ukrainian refugees and tutors. It has recently been shortlisted by the UK Career Development Institute as a 2024 finalist in its annual Awards for Use of Technology in Career Development. Within the context of the Chatteris test and learn project, participants were introduced to CiCi by their tutors. Each person was given free access to a QR code and/or link to the careers chatbot for their use within and outside of the sessions. CiCi can be accessed via a mobile phone, laptop, PC etc.
Key features:
Courses, T-levels and Apprenticeships. CiCi’s intuitive search function integrates the most up-to-date and trusted data sources to enable users to browse Courses, T-levels and Apprenticeships.
Help with decision making. Whilst searching, users are provided with information and advice on options and pathways throughout their CiCi journey.
Current Job information and vacancies. CiCi provides profiles on over 26,000+ jobs and includes information on the skills, abilities and knowledge required for each job plus salaries trends
and future opportunities. CiCi can also be used to search live job vacancies.
Engaging activities for jobs discovery. CiCi features engaging activities such as the ‘Skillsometer’, a fun card sort quiz that help individuals figure out what they might want to do in the
future.
Career insight videos. Short videos are integrated into CiCi to provide insights into over 1,500 different careers.
CV and job application support. CiCi provides CV support, templates and information to help individuals to craft well written and presented CVs. It also provides support on applying for jobs, writing cover letters and understanding assessment centres.
Higher Education Support. CiCi helps individuals to learn about higher education by providing information and guidance in a way that is engaging and easy to understand.
Browse institution’s courses. This enables individuals to search on their own terms day or night as part of their career exploration and development.
The careers chatbot was reported to be “user-friendly” and “very helpful” by both participants and tutors. Two of the case studies above clearly illustrate this. Some comments from young people suggested they found it useful to have everything in one place – “quick and easy to use.” This tool enabled young people to connect the relevance of their learning to the local economy, local real-live vacancies and courses, including access to CiCi’s friend ‘Charlie’ powered by Chat-GPT with safety ‘guardrails’ aligned to a professional ethical code of conduct. This approached helped to motivate them to explore opportunities at a time and place that felt right for them.
The anonymised data below is taken from the CiCi intelligence dashboard in early April 2024. The findings show a total of 54 unique users tried out the careers chatbot including young people and adults.
Voices and Experiences of the Tutors
The evaluation provided an opportunity to tutors to reflect on their experiences and key lessons learned. Brief vignettes below give insight to the type of situations they were dealing with and the skilful practice they adopted in helping young people to believe in their talents and skills. Also, providing practical support with job and career exploration activities, particularly making use of the CiCi careers chatbot to help young people more easily make the connection to their talents and skills and how these might be applied to real-world opportunities in Cambridgeshire (and further afield).
Brief case studies
Case study 1 – Frankie (age 17) arrived on programme with no qualifications and no scaffolding in place to prepare her to make next step plans. Her behaviour was erratic, and she developed avoidance strategies during Maths sessions which she found a challenge. She had decided early on that she did not want to take a Functional Skills (FS) Maths qualification. During regular review sessions, the tutor explored with her in a friendly and supportive manner, the entry requirements for her ideal college course and Frankie realised that she would need to gain maths qualification. CB is now more engaged in her maths sessions and has decided to take her FS qualification in May 2024.
Case study 2 – Robert (age 17) arrived at the college with severe anxiety following a bad experience at his previous school and several school closures because of the pandemic. He lacked confidence in social situations and was worried that a lack of any formal qualifications would hold him back with applying for future college courses. He is a bright and articulate student and soon formed a strong bond with the rest of the group – socially moving from strength to strength. He researched college courses independently on CiCi and had a clear idea of what he wanted to do. We found a terrific course that suited exactly what he was looking for and has since applied for this.
Case study 3 – Bashira (age 16) has a broad range of qualifications and is already able to apply for her chosen college course. Her greatest barrier to accessing further education has been lack of transport links from the tiny village she lives in to get to the college of her choice. Over the duration of the course, she has worked on developing social confidence and a stronger belief in her own abilities. Together with her tutor, they spent a lot of time working out a plan, including applying for student bursaries and looking at journey planning. This also has been useful in helping her to think about planning her own career journey.
Case Study 4 – Anton (age 16) has a history of severe anxiety and opting out of social situations. He is a gentle and shy young man and has thrived on the individual support we are able to give him as part of a small cohort. He would be lost in a typical school or larger college environment – he is undemanding and chooses not to stand out. His greatest development in this course is being able to attend most sessions and develop friendships on his own terms within the group. He is able to now ask for help and not blend in to the background. During the first session, his parents waited for him in the carpark for the whole session to see if he would settle. He is now more confident about being back in education.
Case Study 5 – Sarah (age 18) has been out of education for nearly two years and has never had a job. She has struggled with anxiety and confidence and is keen to get back on track. Sarah has previously attended FE college, but the course did not work out and this greatly dented her confidence. She has enjoyed the functionality of CiCi and feeling part of a group which has led her to reporting that she enjoys learning again. With further support from her tutor, she has narrowed down her choice of two colleges to one and is in the process of applying.
Feedback from Curriculum Leads/Tutors
Two full-time staff responsible for the design and delivery of the programme. Drawing on their feedback and experiences, the following comment illustrates what success as a result of the test and learn pilot like from a college staff perspective:
“Success is to see the students happy to be there on the project and them knowing what their next steps are as they progress and seeing them put their ideas and plans in place. For example, I already have one student that has been accepted on to a course in September 2024.”
“Soft” skills – help improve confidence in returning to education after a long break; developing social skills and team work; provide knowledge and confidence to enable students to make the next step in their education; develop maths skills and enable students who have no maths qualifications to fill this gap.”
Key enablers for participants:
- the ability to personalise the programme of study to the individual’s specific needs e.g. strategies to help overcome anxiety and to make learning meaningful to each person;
- maths skills is a truly differentiated programme of study giving the students’ different starting points which follow the Functional Skills syllabus, appropriate to each student. Exam at the end is optional.
- having tools such as Skills Scan and CiCi for skills assessment and career exploration to complement and support work in the classroom;
- having access to public transport, either by bus, or a Cambridgeshire County Council-funded taxi service, supported by the County-wide NEET team;
- having access to food provided by the college to ensure that no student is arriving in the classroom hungry;
- when students have attended every single week e.g. missing a week seems to create a snowball effect of missing several more; and
- student behaviour at times in the afternoon can lethargic, therefore changes were recommended to be made to swap around the sessions so students were completing the maths work in the morning.
Participants were introduced to the CiCi chatbot as part of a whole class lesson. They all downloaded the link / QR code in the session and then used it on and off over the course of the following weeks. Students were then interviewed and guided in a 1:1 session as to how it might help them with their individual journey. Feedback received from tutors:
“Later in the course, we used CiCi again as part of a 1:1 session to refine college applications. Students have enjoyed the interactive nature of the programme and the fact that they can search with security that they are receiving accurate and up to date information. They like that all the information is in one place.”
“Students have enjoyed the interactive nature of the programme and the fact that they can search with security that they are receiving accurate and up to date information. They like that all the information is in one place.”
Barriers
Tutors reported they used Skills Scan with young people in 1:1 sessions. Sometimes the questions and terminology had to be explained. The language in the Skills Scan was deemed not appropriate for the level of reading of many of the participants. There is scope to revisit this going forward.
Participants reported barriers such as anxiety, wellbeing and practical access issues were suitably addressed. Overall, it was reported the course needed to extend until the end of summer term so that staff could reinforce good learning habits and a sense of routine for students to prepare them for college entry in September 2024. There was also a suggestion to introduce English Functional Skills qualifications and study to enable students to apply for a broader range of courses.
Conclusions
In conclusion, this soft skills support and AI innovation project provided vulnerable young people at risk of disengaging with learning and work, with tools and experiences that have significantly enhanced their job prospects and personal development. The test and learn pilot project’s holistic approach has not only equipped participants with practical skills demanded by Cambridgeshire’s dynamic job market but has also fostered a sense of confidence and ambition that should serve them well in coping with and managing transitions in learning and work. There is evidence of at least two young people securing a college course in September 2024, one person who has changed their thinking about the relevance of maths in helping to achieve their ambition and goals.
The positive outcomes observed—ranging from increased skills and heightened self-efficacy—underscore the project’s effectiveness. There is scope to review the content of Skills Scan and to simplify the language used. Also, stronger connections could be considered to the Skills Builder Framework with scope for a comparison project on impact assessment. The use of AI technology working with NEET young people is innovative and has worked well in this test and learn pilot.
There is merit in continuing to empower vulnerable young people through this type of approach across the Eastern region, ensuring they are not left behind in an ever-evolving economic and social landscape. Although this sample size was small, the project could easily be scaled up as an ideal innovative model for broader implementation.
Skill Scan – My Skills for Success
Values, attitudes and behaviours are fundamental to work place success. Please use this document to let us know your starting point so that we can create a tailored Training Plan specifically for you.
| Key I have extensive experience and competence and use this skill or demonstrate this behaviour and knowledge and feel confident in my abilities. I have a good experience and competence and currently do some of this but feel I need to know much more about it and would benefit from further training. I have some experience and competence in this area and would benefit from further training. I have limited experience and competence and currently and feel I need to know much and need comprehensive training in this area. I have no experience or competence in this area and need extensive training in this area. |
| My Skills for Success | Extensive Experience & Competency | Good Experience & Competency | Some Experience & Competency | Limited Experience & Competency | No Experience & Competency | |
| 1. | Resilience: rise above difficulties and achieve. To be knocked down and get up again | ☐ | ☐ | ☐ | ☐ | ☐ |
| 2. | Curiosity: to want to find out more or learn more about something | ☐ | ☐ | ☐ | ☐ | ☐ |
| 3. | Optimism: to look on the positive side of events and situations and expect the best of something or someone | ☐ | ☐ | ☐ | ☐ | ☐ |
| 4. | Ambition: a deep desire to do or achieve something | ☐ | ☐ | ☐ | ☐ | ☐ |
| 5. | Ownership: take responsibility and control of something | ☐ | ☐ | ☐ | ☐ | ☐ |
| 6. | Professionalism: be able demonstrate emotions and behaviour, even when pushed or under pressure, that are appropriate for the situation | ☐ | ☐ | ☐ | ☐ | ☐ |
| 7. | Respect: show self-respect as well as mindfulness of others. To show positive feelings of admiration for another person or group that you believe has good ideas or qualities | ☐ | ☐ | ☐ | ☐ | ☐ |
| 8. | Confidence: being certain of your abilities, have a sense of self-worth | ☐ | ☐ | ☐ | ☐ | ☐ |
| 9. | Communication and Interpersonal Skills: explaining what is meant in a clear and concise way through written and spoken means at all levels. Actively listening and relating to others. Acting upon key information/instruction | ☐ | ☐ | ☐ | ☐ | ☐ |
| 10. | Problem Solving: understanding a problem by breaking it down and identifying key issues, implications and then identifying solutions. Applying knowledge from many different areas to solving a task | ☐ | ☐ | ☐ | ☐ | ☐ |
| 11. | Using your initiative and being self-motivated: a personal drive and not waiting for instruction. Recognising what needs to be done and taking the necessary steps to make this happen | ☐ | ☐ | ☐ | ☐ | ☐ |
| 12. | Working Under Pressure: coping with stressful deadlines and how to recognise and improve your own response in such situations | ☐ | ☐ | ☐ | ☐ | ☐ |
| 13. | Time Management Skills Being organised and methodical: planning your workload and prioritising to ensure you meet deadlines and targets – whilst at work, in college and with homework | ☐ | ☐ | ☐ | ☐ | ☐ |
| 14. | Team working Working well with others from your own and different teams, backgrounds and expertise to complete a task or goal. Form collaborative relationships, resolving issues to reach agreed outcomes | ☐ | ☐ | ☐ | ☐ | ☐ |
| 15. | Self-management Organising yourself, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement | ☐ | ☐ | ☐ | ☐ | ☐ |
| 16. | Reflective learning Evaluating your own strengths and limitations, setting realistic goals with criteria for success. Monitor own performance and progress, inviting feedback from others and making changes to further your learning | ☐ | ☐ | ☐ | ☐ | ☐ |
| 17. | Ability to learn and adapt Enthusiasm for learning and work: identifying ways to learn from mistakes and continually improve. Actively embrace change, respond positively to new priorities, cope with challenges and look for new opportunities | ☐ | ☐ | ☐ | ☐ | ☐ |
| 18. | Maths and English Recognising where the functional use of maths and English fits in your work and life. Accurate spelling, grammar and punctuation and functional application of maths. | ☐ | ☐ | ☐ | ☐ | ☐ |
| 19. | Digital Skills Living in an online world – IT for business, social media, analytics, search engines, personal assistants, artificial intelligence, mobile technology and the future of the digital landscape | ☐ | ☐ | ☐ | ☐ | ☐ |
| 20. | Valuing Diversity and Difference Knowing the value of diversity and what it can bring. Considering the different needs of different individuals and recognising that others have different beliefs and attitudes | ☐ | ☐ | ☐ | ☐ | ☐ |
| 21. | Effective participation Actively engaging with issues that affect you and those around you. Play a full part in the life of your workplace or wider communities by taking responsible action to bring improvements for others as well as yourself | ☐ | ☐ | ☐ | ☐ | ☐ |
| 22. | Negotiation Skills Taking on board others’ feelings and expressing requirements in an unemotional clear fashion to achieve mutual success. | ☐ | ☐ | ☐ | ☐ | ☐ |
| 23. | Independent enquiry Generate and explore ideas, making original connections. Try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value | ☐ | ☐ | ☐ | ☐ | ☐ |
| 24. | Creative thinking Evaluating situations or problems from a fresh perspective to conceive ideas that are new or original | ☐ | ☐ | ☐ | ☐ | ☐ |
| 25. | Referencing and evaluating sources of information How to avoid unintentional plagiarism. Why and how to use referencing – bibliographies, siting sources and the use of Harvard Referencing system. Evaluate sources of information for, relevance, currency, accuracy and bias | ☐ | ☐ | ☐ | ☐ | ☐ |
| 26. | Critical Thinking Taking a critical approach to your studies and professional development | ☐ | ☐ | ☐ | ☐ | ☐ |
| 27. | Extended Writing Best practice in extended writing – projects, reports and/or dissertations | ☐ | ☐ | ☐ | ☐ | ☐ |
| 28. | Revision exam techniques Revision planning: Coping with anxiety, panic and other emotional impacts. Tips for before, during and during an exam or End Point Assessment | ☐ | ☐ | ☐ | ☐ | ☐ |
| 29. | My Health and Wellbeing How to keep yourself healthy, emotionally and physically, including through exercising and healthy eating | ☐ | ☐ | ☐ | ☐ | ☐ |
| 30. | Keeping myself safe Explore ways to keep yourself safe from risks such as abuse, sexual exploitation and extremism, including when using the internet and social media | ☐ | ☐ | ☐ | ☐ | ☐ |
| 31. | Wider society and life in modern Britain How to contribute to the wider society and life in modern Britain. Show tolerance and a commitment to democracy and Rule of Law (covering PREVENT and British values) | ☐ | ☐ | ☐ | ☐ | ☐ |
| 32. | My next steps Choices and preparation for the next stage in education, employment or self-employment | ☐ | ☐ | ☐ | ☐ | ☐ |
Endnotes
[1] I am particularly grateful to the young people and staff at NCTC for taking the time to kindly share their experiences and views. Also, special thanks to Ness Bally from the Eastern Education Group and Unity Research School Coordinator, Rob Walden, Director of Real World Education who each provided information to feed into the evaluation process. A big thank you to Dr Deirdre Hughes, Co-Founder of CiCi the careers chatbot, and her team who supported with access to the CiCi data.
[i] Pearcey S, Burgess L, Shum A, Sajid E, Sargent M, Klampe ML, Lawrence PJ, Waite P. (2023). How the COVID-19 Pandemic Affected Young People’s Mental Health and Wellbeing in the UK: A Qualitative Study. J Adolesc Res. 2023. doi: 10.1177/07435584231151902. PMCID: PMC9899677.
[ii] Mann, A., & Huddleston, P. (2017). Schools the twenty-first century labour market: Perspectives on structural change. British Journal of Guidance and Counselling, 45(2), 208–218. https://doi.org/https://doi.org/10.1080/03069885.2016.1266440
[iii] https://cambridgeshireinsight.org.uk/wp-content/uploads/2021/11/Youth-Unemployment-across-Cambridgeshire-and-Peterborough_Final.pdf
[iv] https://www.cambridgeshirechamber.co.uk/sectors/localskills/
[v] Funding guidance for the local skills improvement fund (LSIF) Stage 2: delivery funding Application guidance. (2023). Available at: https://assets.publishing.service.gov.uk/media/649c34f645b6a2000c3d4467/Funding_guidance_for_the_local_skills_improvement_fund_stage_2.pdf [Accessed 8 Apr. 2024].
[vi] Doecke, E., & Maire, Q. (2019, August 05). Key skills for the 21st century: An evidence-based review [Paper presentation]. Research Conference 2019 – Preparing students for life in the 21st century: Identifying, developing and assessing what matters. https://research.acer.edu.au/research_conference/RC2019/5august/8
[vii] The My Skills for Success Skill Scan (see Appendix A) is a self-reporting questionnaire which invites participants to rate themselves on a Likert scale of 1-5. There are 32 statements, each representing a value, attitude or behaviour that is significantly important in the workforce.
[viii] For more details of CiCi the careers chatbot and to book a demo – visit: https://cicichat.co.uk/book-a-demo/