From Classroom to Career: A Curriculum for Social Mobility 

A report by Jack Griffin on behalf of Ablaze

This report has been prepared on behalf of Ablaze in response to the Government’s call for contributions to the Curriculum review debate. The Government’s Call for Evidence highlights a clear intention for the UK education system to “Ensure that young people leave education prepared for life and work” (1). 

The following evidence is submitted to support the consolidation of the Gatsby Benchmarks (2) into the National Curriculum for England. In line with these benchmarks, this report outlines five key recommendations:  

1. Provide comprehensive and universal careers guidance through tailored advice that addresses the needs of all pupils.
2. Collaborate with and engage market professionals in crafting advice, programmes, and experiences.
3. Universalize work experience programmes by making them mandatory for all children in education.
4. Emphasis on key employability skills: developing soft skills should be at the core of the UK Curriculum.
5. Make learning more relatable to the world of work: too much emphasis on non-contextual academia risks disengaging young people. 

Context 

The following evidence is being submitted on behalf of Ablaze Bristol in response to the Government call for contributions to the debate on the Curriculum review. Ablaze is a Bristol based charity aiming to increase social mobility for young people in the Southwest of England. Through a wide variety of programmes, Ablaze aims to raise young people’s confidence and widen aspirations; support their attainment and skill levels; and empower them with the knowledge to make informed choices about their future. Ablaze targets young people who are under-served, under-estimated, disengaged and lack social collateral. This past year, Ablaze has engaged 538 young people, providing a vital bridge between businesses and young people, facilitating meaningful connections and opportunities (3). Our programmes harness the skills and knowledge of local business volunteers who work with and alongside young people to provide inspiration and guidance to support their progression. 

Outlined in the Government Call for Evidence report, it is a clear intention of the UK education system to “Ensure that young people leave education prepared for life and work”, with particular emphasis on “supporting children and young people who are from socioeconomically disadvantaged backgrounds, those with special education need or disability (SEND) or who are otherwise vulnerable” (4), addressing the challenges posed by a growing class ceiling. Many stakeholders within the UK believe much more must be done to strive to fully succeed in this mission. The Careers College Trust conclude that currently, “The National Curriculum is NOT naturally aligned to career routes or steps to work”(5). A YouGov survey for the Times Education Commission found that only 20% believe school prepares pupils for the workplace (6). Despite decades of efforts to bridge education and employment gaps across socioeconomic backgrounds, these inequalities continue to persist. At Ablaze, we believe much can be done to reduce this. 

Given the scope of this review, and with particular reference to the young people we aim to serve, the following evidence is submitted to support the consolidation of the Gatsby Benchmarks (7) into the National Curriculum for England. Research demonstrates that achieving all eight Gatsby Benchmarks significantly reduces the percentage of young people from disadvantaged communities who are NEET (Not in Education, Employment, or Training) by 20% (8). Such a reduction not only saves taxpayers £150 million annually but also promotes social mobility, creating greater opportunities for disadvantaged youth to thrive and contribute to society (9). 

Recommendations 

In line with these benchmarks, Ablaze is making the following five key recommendations:  

1. Provide comprehensive and universal careers guidance through tailored advice that addresses the needs of all pupils. 

 It is vital that all children have access to universal, tailored, and professional careers guidance. As outlined in the Gatsby Benchmarks, such guidance is critical for helping young people make informed decisions about their futures and plays a key role in improving social mobility. 

 Understanding the necessity of universal careers guidance requires an appreciation of the impact of assumed knowledge on young people’s transitions from education to employment. Research highlights significant disparities in assumed knowledge based on socioeconomic background. A study by The Social Market Foundation (10) found that only 67% of 15–18-year-olds eligible for Free School Meals sought career planning advice from friends or family, compared to 95% of those with parents holding postgraduate qualifications. Young people without social capital or home support often have incomplete knowledge of their career options, making them particularly reliant on strong career guidance systems. While there have been positive developments in school careers advisory services, these efforts remain insufficient to meet the need. 

 At Ablaze, the impact that structured career mentoring can have couldn’t be clearer. After participating in our programmes, 90% of students felt more confident in their workplace abilities, and 100% gained deeper insights into their career aspirations. 

 Aligned with several of the Gatsby Benchmarks, it is essential to deliver flexible and tailored career guidance that empowers students from all backgrounds to navigate the education system, job applications, career planning, and broader post-education opportunities. Comprehensive and universal careers guidance is central to closing the UKs socioeconomic attainment gap, equipping disadvantaged young people with the knowledge and confidence to make informed decisions about their futures. 

2. Collaborate with and engage market professionals in crafting advice, programmes, and experiences.  

It is essential that businesses and experts are at the heart of education and efforts to support young people. Allowing businesses to inform, partner with, and engage schools helps students develop real-world awareness, make better-informed decisions, and build essential employability skills. 

A CBI survey (11) found that 44% of students leaving education felt unprepared for work. At the core of this issue is a lack of exposure to employers, networking opportunities, and access to insights about modern working environments. Employer engagement with schools remains inconsistent, particularly in isolated and rural areas, exacerbating spatial and social inequalities. Encouragingly, businesses are more eager than ever to increase their role in education, with 65% expressing a desire to contribute more to the education system (12). This underscores the importance of integrating business experts into the curriculum through career guidance, school governance support, curriculum development, and mentoring. These efforts enable businesses to inspire aspirations, enhance education quality, and provide students with valuable workplace insights. 

At Ablaze, we witness first-hand the transformative impact of involving young people with industry professionals. Following industry visits and networking opportunities, 87.5% of our participants reported feeling more optimistic about future employment prospects. 

Involving industry experts not only equips learners for the transition from education to the workforce but is also critical for breaking cycles of inequality. Research consistently shows that individuals from privileged backgrounds, who possess greater social capital, are better positioned to access expert knowledge, networks, and mentoring. Addressing this imbalance requires a stronger integration of business expertise into education to level the playing field and foster equal opportunities. 

3. Universalise work experience programmes by making them mandatory for all children in education.  

 Though very similar in nature to the previous recommendation, the UK curriculum should take a step further to ensure that every child has access to a work experience placement supported by their school. Attending work experience is vital for advancing young people’s skills, motivations, and confidence within professional work environments. Data suggests that attending work experience reduces the probability of becoming NEET from 11% to 7% (13). The importance of work experience is acknowledged in section 8 of the curriculum review’s Call for Evidence, which states: “Alongside their qualifications, learners should be undertaking activities such as work experience” (14). 

 Despite these benefits, there remains considerable room for improvement, as many young people today still lack access to meaningful work experience placements. A 2022 report by Speakers for Schools found that only one-third of 16–18-year-olds had completed work experience. This issue is further exacerbated by social class disparities, with pupils from independent schools being twice as likely to have had work experience compared to their state school counterparts—particularly those from disadvantaged backgrounds (15). 

 At Ablaze, the impact of meaningful work experience is unmistakable. Cohort members reported 100% growth in their confidence, resilience, communication, and motivation after completing placements. 

 Thus, delivering impactful work experience has significant long-term benefits for young people’s employment outcomes. To reduce class barriers, it is essential to embed a mandatory work experience programme into the national curriculum. 

4. Emphasis on key employability skills: developing soft skills should be at the core of the UK curriculum.  

 At the core of this reviews Call for Evidence is the importance of exploring “which life and work skills should be built into the curriculum” (16). Developing soft skills is a crucial undertaking to ensure the education system better prepares students for future workplaces and life challenges. The overemphasis on rote learning has been flagged as a major barrier to achieving this goal, with concerning evidence highlighting the inadequacy of current structures in fostering vital employability skills.  

 The Nuffield Foundation has identified creativity, critical thinking, teamwork, problem-solving, and resilience as essential soft skills for a successful future workforce. Unlike many other countries—Northern Ireland, for example—the National Curriculum in England fails to define and integrate a comprehensive set of ‘essential employment skills’ (17). This shortfall is compounded by findings from Education and Employers (18), which revealed that while 92% of teachers felt communication and problem-solving skills are developed through class work, 47% highlighted that an overemphasis on rote learning leaves fewer opportunities for this essential skill-building. 

 The consequences of this imbalance are significant. A YouGov survey for the Times Education Commission (19) found that 84% of education, policy, and industry experts believe the current education system does not focus enough on life skills. Unsurprisingly, students from lower socio-economic backgrounds bear the brunt of these failings, consistently scoring lowest on all soft skill metrics when compared with their more advantaged peers. This disparity highlights the pressing need for reform to ensure the education system supports the development of well-rounded, workplace-ready individuals. 

 At Ablaze, we prioritize fostering transferable employment skills. Our programmes consistently emphasize creativity, teamwork, leadership, and confidence as vital attributes for career readiness. In fact, a post-programme survey revealed that 100% of participants felt they had significantly improved in these areas.  

 Whether through rethinking the reliance on rote learning and examinations, revaluating Ofsted reporting, or increasing recognition of soft skills within the Curriculum, it is clear that change is necessary to widen workplace talent pools and further develop essential employability competencies.  

5. Make learning more relatable to the world of work: too much emphasis on non-contextual academia risks disengaging young people.  

 A vital part of ensuring education succeeds in its mission to secure “the knowledge and skills young people will need in their future lives” (20), is ensuring those skills are embedded within a workplace context, rather than teaching them in isolation. 

 Linking curriculum learning to career pathways is not only integral to providing real industry knowledge, but also, by failing to make learning relevant to the world of work, the current system risks disengaging young people. Too much emphasis on non-contextual academia and exam-driven teaching leaves students feeling that their education lacks practical value. The Careers Colleges Trust surveyed 1,000 young people aged 13–16 about their perspectives on education and career preparation. The findings revealed a concerning disconnect: 66% of respondents worry that their education will ultimately be a “waste of time,” while just 13% believe the main focus of their schooling is on preparing them for their future careers (21). This research is further supported by the Careers Colleges Trust, which, again, concludes that “the National Curriculum is not naturally aligned to career routes or steps to work” (22). 

 A curriculum that supports career readiness must integrate real-world context into every stage of learning. By bridging the gap between academic content and practical applications, students are better prepared for the demands of the workplace and motivated by an education system that aligns with their ambitions. This approach not only enhances engagement but also reduces the likelihood of young people falling into the NEET category. By providing a curriculum that feels relevant and purposeful, education can play a pivotal role in empowering young people to access broader opportunities and achieve their potential. 

Author: Jack Griffin, November 2024 

References:

1. Department for Education. 2024. Curriculum and Assessment review: Call for Evidence. [Online]. Online: Department for education. [Accessed 16 Nov. 2024]. Available at: https://consult.education.gov.uk/curriculum-and-assessment-team/curriculum-and-assessment-review-call-for-evidence/supporting_documents/Curriculum%20and%20Assessment%20Review%20%20Call%20for%20Evidence.pdf
2. The Gatsby Charitable Foundation. 2019. Good Career Guidance. [Online]. [Accessed 14. Nov 2024]. Available from: https://www.gatsby.org.uk/education/focus-areas/good-career-guidance
3. Ablaze Bristol. 2018. Impact Report. [online]. [Accessed 25 Nov. 2024]. Available at: https://ablazebristol.org/wp-content/uploads/2024/02/Impact-Report-2022-23.pdf
4. Department for Education. 2024. Curriculum and Assessment review: Call for Evidence. [Online]. Online: Department for education. [Accessed 16 Nov. 2024]. Available at: https://consult.education.gov.uk/curriculum-and-assessment-team/curriculum-and-assessment-review-call-for-evidence/supporting_documents/Curriculum%20and%20Assessment%20Review%20%20Call%20for%20Evidence.pdf
5. Gilbert, R. 2019. Aligning the National Curriculum to career success #NCW2019. [Online]. [Accessed 16. Nov 2024]. Available from: https://www.fenews.co.uk/exclusive/aligning-the-national-curriculum-to-career-success-ncw2019/
6. Webber, A. 2024. Most think school does not prepare pupils for work. [Online]. [Accessed 16. Nov 2024]. Available from: https://www.personneltoday.com/hr/most-think-school-does-not-prepare-pupils-for-work/
7. The Gatsby Charitable Foundation. 2019. Good Career Guidance. [Online]. [Accessed 14. Nov 2024]. Available from: https://www.gatsby.org.uk/education/focus-areas/good-career-guidance
8. Cremonia, R. 2024. NEW NATIONAL DATA REINFORCES THE IMPACT OF THE GATSBY BENCHMARKS ON YOUNG PEOPLE’S FUTURES. [Online]. [Accessed 12. Nov 2024]. Available from: https://www.gatsby.org.uk/education/latest/new-national-data-reinforces-the-impact-of-the-gatsby-benchmarks-on-young-people-s-futures
9. Cremonia, R. 2024. NEW NATIONAL DATA REINFORCES THE IMPACT OF THE GATSBY BENCHMARKS ON YOUNG PEOPLE’S FUTURES. [Online]. [Accessed 12. Nov 2024]. Available from: https://www.gatsby.org.uk/education/latest/new-national-data-reinforces-the-impact-of-the-gatsby-benchmarks-on-young-people-s-futures
10. Payne, D. Gollings, J. 2024. Things worth knowing: The role of assumed knowledge in youth transitions from education to employment. [Online]. Online: Social Market Foundation. [Accessed 16. Nov 2024]. Available from: https://www.speakersforschools.org/wp-content/uploads/2024/10/Things-worth-knowing-Oct-2024.pdf
11. CBI. 2019. Education system leaving young people unprepared for modern world. [Online]. [12. Nov 2024]. Available from: https://www.cbi.org.uk/media-centre/articles/education-system-leaving-young-people-unprepared-for-modern-world/
12. CBI. 2018. Educating For The Modern World: CBI/ Pearson education and skills annual report. [Online]. Online: CBI. [Accessed 15. Nov 2024]. Available from: https://www.cbi.org.uk/media/1171/cbi-educating-for-the-modern-world.pdf
13. Kashefpakdel, A. Percy, C. 2022. Work Experience For All. Online: Speakers for Schools. [Accessed 16. Nov 2024]. Available from: https://www.speakersforschools.org/wp-content/uploads/2022/11/SP-2074_SFS-Work-Experience-For-All-YouGov-Report_v1.pdf
14. Department for Education. 2024. Curriculum and Assessment review: Call for Evidence. [Online]. Online: Department for education. [Accessed 16 Nov. 2024]. Available at: https://consult.education.gov.uk/curriculum-and-assessment-team/curriculum-and-assessment-review-call-for-evidence/supporting_documents/Curriculum%20and%20Assessment%20Review%20%20Call%20for%20Evidence.pdf
15. Kashefpakdel, A. Percy, C. 2022. Work Experience For All. Online: Speakers for Schools. [Accessed 16. Nov 2024]. Available from: https://www.speakersforschools.org/wp-content/uploads/2022/11/SP-2074_SFS-Work-Experience-For-All-YouGov-Report_v1.pdf
16. Department for Education. 2024. Curriculum and Assessment review: Call for Evidence. [Online]. Online: Department for education. [Accessed 16 Nov. 2024]. Available at: https://consult.education.gov.uk/curriculum-and-assessment-team/curriculum-and-assessment-review-call-for-evidence/supporting_documents/Curriculum%20and%20Assessment%20Review%20%20Call%20for%20Evidence.pdf
17. Walker, K. 2023. Is education policy causing the deficit in ‘essential’ employability skills? [Online]. [Accessed 12. Nov 2024]. Available from: https://fed.education/is-education-policy-causing-the-deficit-in-essential-employability-skills/
18. CBI. 2018. Educating For The Modern World: CBI/ Pearson education and skills annual report. [Online]. Online: CBI. [Accessed 15. Nov 2024]. Available from: https://www.cbi.org.uk/media/1171/cbi-educating-for-the-modern-world.pdf
19. Webber, A. 2024. Most think school does not prepare pupils for work. [Online]. [Accessed 16. Nov 2024]. Available from: https://www.personneltoday.com/hr/most-think-school-does-not-prepare-pupils-for-work/
20. Department for Education. 2024. Curriculum and Assessment review: Call for Evidence. [Online]. Online: Department for education. [Accessed 16 Nov. 2024]. Available at: https://consult.education.gov.uk/curriculum-and-assessment-team/curriculum-and-assessment-review-call-for-evidence/supporting_documents/Curriculum%20and%20Assessment%20Review%20%20Call%20for%20Evidence.pdf
21. Gilbert, R. 2019. Aligning the National Curriculum to career success #NCW2019. [Online]. [Accessed 16. Nov 2024]. Available from: https://www.fenews.co.uk/exclusive/aligning-the-national-curriculum-to-career-success-ncw2019/
22. Gilbert, R. 2019. Aligning the National Curriculum to career success #NCW2019. [Online]. [Accessed 16. Nov 2024]. Available from: https://www.fenews.co.uk/exclusive/aligning-the-national-curriculum-to-career-success-ncw2019/