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3.00 Introduction
3.10 DYW Overview
3.30 Opportunities and support: What is already in out 'tool bag'?
3.40 DYW Live
4.10 Break
4.15  Focus discussions ( Breakout rooms)
4.50 Feedback and summary
5.00 Close

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Purpose of the 'Youthwork and DYW' Webinar

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Purpose of the 'Youthwork and DYW' Webinar

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The session will explore opportunities to further strengthen DYW youth work and school partnerships in order to support the development of employability skills and career pathways for young people.
Participants will have the opportunity to share experiences, hear from examples of work currently taking place and explore ways they could strengthen collaboration in their context

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DYW -  School-Youthwork Partnerships: Supporting employability and future pathways

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DYW -  School-Youthwork Partnerships: Supporting employability and future pathways

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Youth Work & Education - Support employability and future pathways

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DYW - Summary of resources and opportunities 

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DYW - Summary of resources and opportunities 

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Developing the Young Workforce is a seven year programme to reduce youth unemployment by 40% by 2021. The national milestones are set out in Scotland's Youth Employment Strategy. The programme is built on the CfE entitlements for children and young people set out in 2008 in Building the Curriculum 3.

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DYW:  Skills Academy Up2U, Biggest Parents' Eves, Inspiration Station etc.  

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DYW:  Skills Academy Up2U, Biggest Parents' Eves, Inspiration Station etc.  

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Developing the Young Workforce want to transform how businesses and education engage.

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Learning Resource 8:  Recognising Personal Learning and Achievement 

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Learning Resource 8:  Recognising Personal Learning and Achievement 

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CfE and youth work infographic - might be helpful when working with schools

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CfE and youth work infographic - might be helpful when working with schools

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Scottish Youth Employment Group recommendations

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Scottish Youth Employment Group recommendations

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SYEG Workstream Headline Recommendations final Oct 2020

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This is the Scottish Gov't site on employability support and programmes. Its currently under redevelopment, but a useful resource.

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Employability in Scotland | Info on Scottish Government Employability best practice & services

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- Gain an understanding of DYW and communalities between education and youth work;
- Build the confidence and capacity of youth workers to strengthen DYW partnerships with schools
- Hear and discuss exemplars;
- professional dialogue on the development of the DYW agenda;

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Updated Youth Awards in the context of Covid 19

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Updated Youth Awards in the context of Covid 19

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#YouthWorkAtHome - updated August

#YouthWorkAtHome - Updated 6 August 2020. Activities and resources developed by Awards Network members in response to the COVID-19 #Lockdown, supporting fun, learning and youth award achievement at home + links to guidance on phased return to face-to-face acttivity

[Photo: https://unsplash.com/@sharonmccutcheon]

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#YouthWorkAtHome - updated August || Awards Network

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YouthWorkAtHome - Updated 6 August 2020. Activities and resources developed by Awards Network members in response to the COVID-19 #Lockdown, supporting fun, learning and youth award achievement at home + links to guidance on phased return to face-to-face acttivity [Photo: https://unsplash.com/@sharonmccutcheon]

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Visit the website to learn more about our Innovative Schools Projects running in schools across Ayrshire -

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Innovative Projects : Developing the Young Workforce Ayrshire

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Developing the Young Workforce have many ongoing innovative projects throughout Ayrshire including construction, health, beauty, technology, sport and arts.

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Case studies: Youth Work Contributions to the Scottish Attainment Challenge

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Case studies: Youth Work Contributions to the Scottish Attainment Challenge

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At this critical time for education renewal, YouthLink Scotland's Youth Work and Schools Partnerships team, funded by the Scottish Government as part of the Scottish Attainment Challenge, has undertaken a national case study evaluation to review the impact of a cross-section of youth work programmes in Scotland over the last 12 months, including work carried out over the lockdown period. Our aim was to build a rich picture of the youth work sector's current contribution to attainment - to evidence what is working, and to inform priorities for support and capacity-building as we move forward.
Download the National Case Study Evaluation summary
The completed study encompasses 67 case studies, involving 3000 young people, across 23 local authorities, from both CLD and third sector youth work teams. It provides compelling evidence of positive impacts across a range of attainment-related outcomes including learner engagement, literacy and numeracy, health and wellbeing, skills development and school attendance.

A growing bank of the individual practice examples from the study can also be found here.

For more information about the National Case Study evaluation, please contact ggracie@youthlinkscotland.org

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National Case Study Evaluation: Youth work's contribution to the Scottish Attainment Challenge

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At this critical time for education renewal, YouthLink Scotland's Youth Work and Schools Partnerships team, funded by the Scottish Government as part of the Scottish Attainment Challenge, has undertaken a national case study evaluation to review the impact of a cross-section of youth work programmes in Scotland over the last 12 months, including work carried out over the lockdown period.

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Learning through Lockdown: Impact of youth awards (summer 2020)

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Learning through Lockdown: Impact of youth awards (summer 2020)

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The youth work sector has continued to engage and support children and young people throughout the coronavirus pandemic. This has included providing crisis support for the most vulnerable families and mitigating the impact of COVID-19 on children and young people's mental health, learning and development.

From 13 July, the sector was able to begin a gradual, phased renewal of face-to-face youth work outdoors. Learning through Lockdown - the impact of youth work summer 2020 captures the breadth and depth of opportunities provided by the youth work sector during this most extraordinary of schools summer holidays.

The examples contained within the report illustrate how youth workers met the needs of children and young people, with a particular focus on the impact on closing the poverty-related attainment gap.

For more information about youth work's role within the Scottish Attainment Challenge contact mbruce@youthlinkscotland.org or visit our website.

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Learning through Lockdown - the impact of youth work summer 2020

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The youth work sector has continued to engage and support children and young people throughout the coronavirus pandemic. This has included providing crisis support for the most vulnerable families and mitigating the impact of COVID-19 on children and young people's mental health, learning and development.

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Local employability context

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What are Regional Skills Assessments (RSAs)?

The aim of Regional Skills Assessments (RSAs) is to provide a coherent evidence base to inform future investment in skills, built up from existing datasets and forecasts.

RSAs are developed and used by SDS and its partners including: Highlands and Islands Enterprise, Scottish Enterprise, the Scottish Funding Council, Scottish Government, the Scottish Local Authorities Economic Development Group and the South of Scotland Enterprise.

What's changed?

Covering all Regional Outcome Agreement areas and all City and Growth Deal Regions, the RSAs offer the most detailed picture yet of the effect the Covid-19 pandemic is having on local labour markets across the country.

For the first time, SDS is committing to keeping all RSAs updated on a monthly basis with the latest data so that users are reassured they are accessing the most accurate and up-to-date information available.

For consistency, RSAs are being presented in an infographic format to mirror the accessible style of the national COVID-19 Labour Market Insights.

They also feature new data aimed at illustrating the impact of the pandemic including furlough data, job vacancies, PACE redundancy support.

In the most recent release of RSAs, Oxford Economics forecast data has been updated. This is to reflect, for example, the recent introduction of tighter restrictions due to rising infection rates of COVID-19, the impact of the economic conditions for businesses, and continued uncertainty over Brexit.

The next update of Oxford Economics data will be in Spring 2021. Other data included in the publication will continue to be updated monthly where available.

The updated RSA Data Matrix is now available, and further disaggregation of Oxford Economics data within this will be available by the end of the year.

RSA Data Matrix

The RSA Data Matrix is an interactive tool, offering data from a variety of sources in a visually engaging format. The data covers three themes:

Skills Supply: the supply of people within the labour market

Skills Demand: the demand for skills within the labour market

Skills Mismatches: where there is a gap between the demand for skills and the supply of skills within the labour market.

The RSA Data Matrix is available below. If you are viewing this page on a mobile device, please click here to view the Data Matrix.
Associated guidance for details on how to use the interactive tool:
A rural cut of data is included in the RSA Data Matrix to support the actions set out in the Skills Action Plan for Rural Scotland Skills Action Plan for Rural Scotland 2019 - 2021. This data is available by clicking the 'Rural Local Authorities' button.

If you have any queries, comments, wish to provide any feedback or require this report in an alternative format, please contact rsa@sds.co.uk.

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The aim of Regional Skills Assessments (RSAs) is to provide a coherent evidence base to inform future investment in skills, built up from existing datasets and forecasts. RSAs are developed and used by SDS and its partners including: Highlands and Islands Enterprise, Scottish Enterprise, the Scottish Funding Council, Scottish Government, the Scottish Local Authorities Economic Development Group and the South of Scotland Enterprise.

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Recognising Personal Learning and Achievement 

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Recognising Personal Learning and Achievement 

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Personal Learning & Achievement - Wakelet

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Personal learning and achievement is recognised as an integral part of children and young people's learning experiences, both within and out with formal education.

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YouthLink Scotland | Youth Work Skills Framework

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This Skills Framework outlines the key skills that young people can develop though participation in youth work in Scotland.

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Youth Work Skills Framework flyer to use with schools

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Youth Work Skills Framework flyer to use with schools

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University of Dundee : Pupils living in areas of high deprivation re far more pessimistic about their post-school prospects 

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University of Dundee : Pupils living in areas of high deprivation re far more pessimistic about their post-school prospects 

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Pupils living in areas of high deprivation are far more pessimistic about their post-school prospects than peers from more affluent postcodes, according to a new University of Dundee study.

Researchers, led by Professor Keith Topping, from the University's School of Education and Social Work, alongside Dr Walter Douglas, an Educational Psychologist at The Kelvin Centre, asked young people preparing to leave school how strongly they believed they would find themselves in a positive destination in work or education.

Significantly greater numbers of young people from poorer postcodes said they did not believe that they could do this successfully while boys reported greater levels of self-belief about the career prospects than girls, despite being at greater risk of failing to secure a positive placement.

The research suggests that the key to understanding this problem could lie in the psychological concept of self-efficacy. This refers to an individual's belief in their capacity to carry out the behaviours that lead to the desired performance, reflecting the confidence they have in their ability to exert control over their own motivation, behaviour and social environment.

The results further indicate that young people from less advantaged backgrounds would benefit from increased exposure to successful career role models, particularly those with familiar cultural affiliations who young people perceive as similar to themselves and their own personal aspirations.

Professor Topping said, "These findings are disappointing given the amount of work that government, local authorities and teachers have put into identifying children at risk of falling by the wayside in the crucial months after school.

"One of the most practical tests of the success of efforts to close the education attainment gap between rich and poor is the ability of young people to make a successful transition when they leave school to their first placement either in the world of work or continuing education.

"Young people from the poorest post codes are heavily over represented in those who fail to make this transition and are burdened into adulthood with the associated risks of longer-term unemployment, ill health, and other negative life outcomes. It is unlikely that this situation has been alleviated by the Covid-19 pandemic.

"School leavers from these areas were more likely to say that they did not know anyone in their extended family or social group who they perceived as having been successful in education or employment after they left school. We see this as confirmation of the power of successful role models who young people know well and perceive to be like themselves."

In total, 1044 senior high school students who attended six schools from a single urban local authority in Scotland were interviewed. Each of the six schools served a catchment area featuring both advantaged and less advantaged areas and the young people were divided into one of three groups - high deprivation (474), medium deprivation (329), and low deprivation (233).

The pupils were asked a set of questions about how confident they felt about continuing their education or getting a job when they leave school as well as their career prospects in the longer term.

The participants were requested to rate each item on a scale of 0-100 according to their degree of confidence that they could successfully carry out the specified action. Students living in areas of higher deprivation reported significantly lower levels of self-belief that they could achieve a positive destination after leaving school.

Boys reported lower levels of exposure to positive career role models than girls but were still more confident of achieving a positive postsecondary destination. Girls were more likely to report negative emotions when considering their future prospects and this gender difference was more pronounced in areas of higher deprivation, a situation with serious implications for young women from poorer backgrounds.

"Unexpectedly, boys reported more positive emotions than girls when they thought about their career prospects after school," said Dr Douglas. "A common-sense interpretation of these findings is that young men living in difficult circumstance take refuge in bravado. Recent research has shown that self-efficacy beliefs that veer into over confidence can be maladaptive and ultimately result in disappointment and hindrance.

"In contrast, because girls are more vulnerable to negative emotions when they think about their careers after school, interventions to help them identify and take more active control of their career-related thoughts and feelings could be very beneficial for them.

"Career goals might be most effectively reached by helping adolescents to acquire self-efficacy beliefs in areas of strength that are commensurate with ability but sufficiently challenging to foster further skills development. It would appear that in designing education interventions to promote career success, schools need to continue to develop individualised approaches."

The researchers have produced a suite of assessment instruments to enable busy teachers to quickly identify which young people should get which interventions in their final years of high school. These assessments will be made freely available to schools and could be used by teachers to identify school leavers who are at greater risk of failing to move into a secure place in education or employment because of lower self-efficacy beliefs.

The research is published in The Electronic Journal of Research in Education.

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Role models vital to closing post-secondary attainment gap

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Pupils living in areas of high deprivation are far more pessimistic about their post-school prospects than peers from more affluent postcodes, according to a new University of Dundee study.

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What kinds of collaboration are working well in your context, to support the development of skills and employability pathways?

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What could help strengthen collaboration around DYW?

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What action could you take individually/as a team?

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How could YLS and ES support?

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live.dofe.org/

We have our conference next week and it is open to all.  We have a breakfast show, lunchtime blethers as well as workshops.  Check out the website above to see the full range of opportunities and come join us!

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Dundee City Council CLD Youth Work example

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Dundee City Council CLD Youth Work example

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This exemplar outlines the importance of flexible approaches to curriculum delivery, highlighting the importance of collaboration to support the learner journey.

The approach is Developing Scotland's Young Workforce by increasing the range of pathways available to young people through further learning, training and skills development. The CLD Youth Work team offer an education programme as an alternative to the school curriculum. Accreditation is an important part of the programme.

Improvement questions

How well do we use accredited learning opportunities to raise and encourage learners to progress?

What evidence do we have that learners are achieving, attaining and progressing?

How well do we recognise and celebrate achievement and attainment?

How do we know that the learning offer meets the needs of learners and communities?

Explore this exemplar

Why was it done?

The CLD service receive referrals for young people experiencing difficulties in school, at home or in their community who require individual support. Many are young people who are not attending school or having difficulty sustaining a full-time timetable. The aim is to engage young people in opportunities that will benefit their future and to prevent further disengagement in their learning.

What was the impact?

View Youth Work Journey video from Dundee City Council's YouTube channel.

This video showcases the learning journey of young people participating within CLD Youth Work.

The video clip highlights the importance of collaboration to support the learner journey. The two young people highlighted in the video are clear about the difference that CLD Youth Work made to them and their learner journey. For them being involved in the programme has meant a range of opportunities they might otherwise have not had resulting in clear plans for their future. Practitioners involved discuss how the programme helped to foster relationships with young people to help them to see their potential.

Quotes from young people involved

"It's made me be where I am right now, I would never have thought I'd get to where I am right now: in a full time college course."

"CLD Youth Work means meeting new people and all the new opportunities you get."
To find out more, please contact:
Alison MacAulay, Senior Community Learning & Development Worker
East Youth Team, Neighbourhood Services
Douglas Community Centre

Email alison.macaulay@dundeecity.gov.uk
Tel 01382436953

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The role of youth work in closing the poverty-related attainment gap - Dundee City Council

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This exemplar outlines the importance of flexible approaches to curriculum delivery, highlighting the importance of collaboration to support the learner journey. The approach is Developing Scotland's Young Workforce by increasing the range of pathways available to young people through further learning, training and skills development.