Childwise research: the views of students and teachers on careers in agriculture

Careers in Agriculture

Benchmarking the views of students and teachers
on careers in agriculture and its associated
industries

Research Report

Autumn 2011

Prepared for:

Bill Graham - Farming & Countryside Education (FACE)
Victoria Harris – Business in the Community (BITC)

‘Careers in Agriculture’ Campaign

Prepared by: Jenny Ehren, Rosemary Duff, Simon Leggett, CHILDWISE
Telephone: 01603 630054 Email: jenny.ehren@childwise.co.uk
CHILDWISE - 6224 / 6232 / 6233 MOORE

Careers in Agriculture Research – Autumn 2011

Queens House
123-129 Queens Road
Norwich
NR1 3PL

Tel: 01603 630054
Fax : 01603 625054

Email : research@childwise.co.uk

CHILDWISE – Careers In Agriculture – Research Report – Autumn 2011 1


CONTENTS

1 INTRODUCTION 3

2 RESEARCH OBJECTIVES 4

3 METHODOLOGY & SAMPLE 5
3.1 STUDENTS – QUALITATIVE RESEARCH 5
3.2 STUDENTS – QUANTITATIVE RESEARCH 7
3.3 TEACHERS & CAREERS ADVISERS 8

4 SUMMARY & CONCLUSIONS 11
4.1 STUDENTS – SUMMARY 11
4.2 TEACHERS AND CAREERS ADVISERS – SUMMARY 15
4.3 CONCLUSIONS AND RECOMMENDATIONS 18

5 RESEARCH WITH STUDENTS AGED 12-18 21
5.1 GENERAL INTERESTS 21
5.2 PLANS FOR THE FUTURE 23
5.3 USEFUL INFORMATION ABOUT CAREERS 27
5.4 SOURCES OF INFORMATION 31
5.5 INTEREST IN & KNOWLEDGE OF CAREER DESTINATIONS 36
5.6 AGRICULTURE AND ITS ASSOCIATED INDUSTRIES 44
5.7 CASE STUDIES FOR JOBS IN AGRICULTURAL INDUSTRIES 54
5.8 CAREER RELATED WEBSITES 66

6 RESEARCH WITH TEACHERS AND CAREERS ADVISORS 70
6.1 CAREER RESOURCES 70
6.2 CAREER RELATED ACTVITIES 76
6.3 CAREERS IN AGRICULTURE 79
6.4 ADVICE TO STUDENTS 86
6.5 CASE STUDIES IN AGRICULTURAL INDUSTRIES 90
6.6 COMMUNICATING AGRICULTURAL OPPORTUNITIES 92

APPENDIX
QUESTIONNAIRE – STUDENTS
QUESTIONNAIRE – TEACHERS AND ADVISERS

CHILDWISE – Careers In Agriculture – Research Report – Introduction 1


1 INTRODUCTION

This report examines data from research with secondary school students aged 12-18 and
teachers / careers advisers, conducted by CHILDWISE during Autumn 2011. Research was
commissioned on behalf of the recently launched „Careers in Agriculture‟ campaign – a joint
industry led campaign designed to promote positive perceptions of agriculture and its
associated industries.

The purpose of this research is to explore the current perception of careers in farming and its
associated industries among young people, and to a lesser extent, teachers and careers
advisers – what do young people find appealing about this industry, and how are they made
aware of the different career options available to them. This will provide a benchmark
against which the future success of the CIA campaign can be measured.

The report brings together three complementary modules of research, with the aim of
providing credible and robust data, supported by an in-depth understanding of the issues
involved.

1. Qualitative research with students aged 12-18 years
2. Quantitative research with students aged 12-18 years
3. Interviews with teachers and advisors responsible for providing careers advice to
young people

Data for students and for teachers / advisers are presented separately within the report.



2 RESEARCH OBJECTIVES

STUDENTS

 To explore and measure young people‟s perception of the agricultural industry

o Awareness of the range of opportunities within agriculture
o Attitudes and expectations towards careers in agriculture
o Perceived benefits of a career in this industry
o Perceived barriers or limitations and possible solutions to these

 To explore and measure how they find out about careers in general, and the
implications for agriculture

o How, when, and from whom do they find out about careers
o What information about careers are they looking for
o What channels and approaches do they use
o Which approaches work best
o How can careers in agriculture best be communicated

TEACHERS & CAREERS ADVISORS

 To establish:
o Awareness of the range of opportunities within agriculture
o Perceptions of agriculture as a career, compared with other options
o Extent to which they provide advice about / promote agricultural
careers among students

 To explore:
o Main careers-related resources used – online, printed, other
o Role of visits, work experience, speakers, careers fairs etc
o What information about careers they are looking for
o Which approaches work best
o How can careers in agriculture best be communicated

 To identify:
o Examples of good / useful / popular careers resources – what makes
these successful
o Examples of less successful material, why does this fail



3. METHODOLOGY & SAMPLE

Research with students and with teachers / careers advisers was carried out during October
and November 2011.
 Students – qualitative research
 Students – quantitative research
 Teachers / careers advisers – semi-structured online questionnaire

3.1 STUDENTS – QUALITATIVE RESEARCH

3.1.1 Methodology & sample

We carried out six discussion groups with boys and girls aged 12-18 years. Two of these
groups were carried out via a school from the CHILDWISE panel (rural), whilst pressures on
timing resulted in the remaining four groups being recruited outside of school during the half
term holidays.

In order to focus this element of the research on those who, in the broadest sense, are
potential candidates for an agriculture related career, students with an interest in science,
maths, geography and business studies were selected to take part.

Fieldwork took place in Sheringham (Norfolk), Altrincham (Manchester) and Chester Le
Street (County Durham) between 12-28 October 2011. Locations were chosen to reflect the
views and opinions from students in rural, suburban and urban communities. Those in the
suburban area were chosen as being above average ability levels, to reflect the Campaign‟s
desire to attract bright and progressive individuals. Students in the remaining groups
represented a cross section of abilities and circumstances.

Group Structure:

Boys Girls TOTAL

Norfolk Chester le Street
13-14 yrs (Year 9) 2
(Rural) (Suburban)

Altrincham Norfolk
15-16 yrs (Year 11) 2
(Urban) (Rural)

Chester le Street Altrincham
17-18 yrs (Year 13) 2
(Suburban) (Urban)

3 3 6

The groups opened with a short discussion about plans for the future, and trusted sources of
information. It then moved on to look at the extent to which the students are aware of the
wide range of career destinations available to them, and the type of information that interests
them most.

This was then followed by a mapping exercise in which students were asked to arrange a list
of example careers, including agriculture, into specific groups e.g. those that are similar,
those which you would consider.



Having introduced agriculture to the discussion, the group were then asked to discuss how
much they know about this industry, and more specifically, whether it is a path that they have
previously considered. Students talked about which elements had the greatest appeal, plus
any perceived barriers and limitations that they associate with this sector.

The next part of the discussion introduced six case studies of young people who have
pursued a career in agriculture. Students were asked to read these in pairs and highlight
and discuss elements that interested / surprised them, plus features that put them off.

The final part of the discussion revealed the current dilemma facing the agricultural industry
– students were asked to think about which elements capture their enthusiasm and interest
most, and how these could be effectively communicated to young people their age. They
were also shown screen grabs from existing careers websites, and asked to provide their
thoughts on these.

3.1.2 About the Groups

Norfolk (Rural)

 Smaller than average school, situated in rural Norfolk
 Achievement and standards are good
 The school‟s curriculum has improved in recent years, particularly by the inclusion of
more vocational options in both the main school and sixth form
 The proportion of students from minority ethnic backgrounds is below average
 The school has specialist arts status
 The number of students in the sixth form is increasing

Chester le Street, County Durham (Suburban)

 Area on the fringe of Tyneside / Durham conurbations – some came from Gateshead
 Students for the groups were selected to be above average in ability
 Students drawn from a number of different schools serving the area
 The proportion of students from minority ethnic backgrounds is below average
 Three of the schools have specialist status – sports and community college,
specialist technology college – with some rated outstanding, whilst the fourth is a
catholic 11-18 mixed comprehensive.
 All the schools have a sixth form, offering traditional A / AS Levels and also
vocational qualifications, including BTEC.

Altrincham, Manchester (Urban)

 Students in the groups attend grammar and comprehensive schools, plus some at
the local FE college. Because this is a densely populated urban area, there is a wide
range of different schools nearby
 Some of the girls attend a girls only catholic school
 Students spanned the range of abilities
 Although Manchester is an area with a high ethnic minority population, the proportion
from ethnic minorities in this particular part of the wider area is relatively low
 One of the schools is a specialist sports college, sponsored by the local football club.



3.2 STUDENTS – QUANTITATIVE RESEARCH

In order to measure the scale of views and opinions among young people, students
throughout England were asked to complete an online questionnaire about their perceptions
of the agricultural industry, via schools from the CHILDWISE panel.

An online approach facilitates a streamline questionnaire, with students only seeing the
questions that are relevant to them, plus answer codes can be randomised to avoid order
bias. However, all schools were given the option to complete the survey on paper if they
preferred.

 37 Schools and Colleges took part in total, covering schools with and without a sixth
form, plus Sixth Form and FE Colleges.

 Locations were chosen to represent views and opinions from those living in urban,
suburban and rural communities

 1581 interviews were achieved with boys and girls aged 12-18 years

 Data weighted to adjust imbalances during fieldwork

 Fieldwork was conducted in November 2011

3.2a Sample Profile

Years 8-9 Girls 17% 15% Year 8-9 Boys

19% Year 10-11 Boys
Year 10-11 Girls 24%

12% Year 12-13 Boys
Year 12-13 Girls 14%



3.3 TEACHERS & CAREERS ADVISERS

As part of the wider research project exploring young people‟s awareness and perceptions of
careers in agriculture, we also carried out a small scale consultation with teachers and
careers advisers.

Whilst parents, family and friends are the most important influences in children‟s career
choices, schools play a significant role, particularly in relation to choosing courses and
exploring options.

Current changes in the career advisory system mean that there is a degree of uncertainty at
present. Funding is being withdrawn from Connexions and Aimhigher, with the emphasis
shifting to general online services. Work Experience is no longer part of the curriculum for
Year 10 students. In addition, the changes in HE funding and the shortage of jobs for young
people mean that traditional approaches are coming under scrutiny.

This element of the research looks at:

 Careers resources used by teachers and advisers
 Use and importance of careers-related activities
 Examples of good and poor resources
 Knowledge of career opportunities in agriculture and associated sectors
 Agricultural qualifications
 Perception of a range of agricultural careers, using case studies
 Resources that would be most useful to teachers and careers advisers

3.3.1 Research Approach

Careers co-ordinators or equivalent from schools, colleges and advisory groups across
England were invited to take part in an online survey, which combined pre-coded and open
questions in order to explore response.

A total of 26 teachers and careers advisers returned completed questionnaires, primarily
from schools and colleges across England, but also one careers advisory company. The
focus of the survey – Careers in Agriculture – was not disclosed until later in the
questionnaire, to avoid biasing participation towards those with an interest in the topic.

Respondents had the chance to enter a Prize Draw, with two prizes of £50, as an incentive
to take part.

The main wave of fieldwork took place from 11-31 October 2011, with a small number of
additional responses in early November (after Half Term).



3.3.2 Profile details

A total of 26 teachers and careers advisers returned completed questionnaires, primarily
from schools and colleges across England, but also one careers advisory company.

Half the returns were from schools with a sixth form (13), slightly fewer from schools without
a sixth form (9), plus three colleges – two sixth form colleges and one FE college.

SCHOOL / COLLEGE

COLLEGES: 1
CC – non teacher 3
Adult Adviser
Work-related learning School with sixth form
co-ordinator
School without sixth form
13
Sixth Form / FE College

9
Guidance Company

SCHOOLS WITHOUT SIXTH FORM: SCHOOLS WITH SIXTH FORM:
5 Careers co-ordinator – teacher 5 Careers co-ordinator – teacher
1 Careers co-ordinator – non teacher 7 Careers co-ordinator – non teacher
2 Senior teacher – CEIAG responsibility 1 Working with several schools
1 Working with several schools

Schools and colleges were divided between urban, suburban and rural areas:

 Urban 4
 Suburban 14
 Rural 6
 No information 1

Geographical location:

 North 4
 Midlands 8
 South 12
 No information 1



3.3.3 Respondent details

The survey was addressed for the attention of the careers co-ordinator at each school or
college, and this was the job role in the majority of cases (18). The sample divides between
careers co-ordinators who are teachers (10) and those who are not (8).

Other roles include careers advisers working with more than one school (2), and senior
teachers with specific responsibility for CIAG / IAG (2).

PROFILE – RESPONDENT ROLE

3

Careers co-ordinator -
2 teacher
Careers co-ordinator - non
10 teacher
1
Careers adviser working with
several schools / colleges
2 Careers adviser at a specific
school / college
Senior teacher with
CEIAG/IAG responsibility
Other

8

TEACHERS:
History (2), RE, Philosophy, Ethics (2),
PSE (2), Citizenship,
Librarian; Careers only (3)

Among the teachers, three focused on careers only, but others taught a variety of subjects,
including History (2), PSE (2), and Ethics (2). None of the teachers were from a science
background. One taught Business Studies.

Schools without a sixth form are more likely to have a teacher in the careers role, whilst non
teachers predominate in schools with sixth forms.

Most give careers advice across the full age span, with involvement concentrated at
Years 9 to 11 (present in schools with and without a sixth form).



4. SUMMARY & CONCLUSIONS

4.1. STUDENTS – SUMMARY

1581 students aged 12 to 19 (school years 8 to 13 or equivalent) from 37 schools and
colleges across England took part in the online survey. Data was weighted to ensure
representation by age and sex within urban and rural areas.

 Six discussion groups with 12-19 year olds with an interest in science and related
subjects explored the issues in depth.

Almost half of 12-16 year olds (47%) enjoy at least one school subject which is
potentially relevant to agriculture, with 32% interested in one of the Sciences and 27%
enjoying Maths. 14% enjoy Geography and 13% Business Studies.

For those aged 16-18, at sixth form or college, half are studying A levels relevant to
agriculture (48%), whilst one in four is taking a vocational course (27%).

Among those aged up to 16, the majority plan to stay on at school post 16 (71%). One in
four intend to leave school and get a job (25%), and 11% are planning an apprenticeship or
job with training. Seven in ten sixth form / college students hope to go to university (69%).

One in four across the full age range know exactly what job they would like in the future
(27%), but half have a few different ideas (50%), and 13% think it is too early to decide.

 Children‟s career decisions tend to be based on their interests, and the subjects they
consider themselves to be good at. Faced with a vast number of possibilities, they learn
to discriminate on the basis of limited and sometimes outdated information.

Agriculture figures low on the list of job areas that they might consider, with just 4%
thinking of this. This is not helped by a limited understanding of what agriculture means and
what it might entail.

 In the groups, most assumed that this is a more formal word for farming. Their first
instinct is to suggest manual, labour intensive occupations, although with some
encouragement, several of the children tentatively suggest links with science,
engineering and natural resources – although this is a real struggle for some.

Career areas which have links with agriculture have wider appeal. 11% would consider each
of Science, Engineering, and Working with animals, whilst 13% are interested in Business /
Marketing. Just 4% are interested in a career related to the Environment.

 Those in the groups are very receptive towards the prospect of a career in science –
they recognise this as a professional and prestigious industry, and expect the entry
requirements to demand a high level of qualification and expertise, something which
appeals to the high achieving students. Careers in Business and Marketing are also of
interest.

 Boys are particularly enthusiastic about careers in Engineering, Technology and
Design. These are regarded as modern and innovative industries that again demand a
high level of skill and expertise.

CHILDWISE – Careers In Agriculture – Research Report – Summary 11


 Girls are typically more varied in their choices, but lean more towards standard, office
based professions. All three groups liked the idea of a career that involves managing
people, and two out of the three showed enthusiasm for Technology and Design based
careers.

Factors which are important when choosing a job / career reflect children‟s desire to
make the most of their talents and go as far as possible.
 High salary (41%), Career progression (32%), Family / friends will respect (32%)
 Reasonable salary (29%), Part of a team (29%), Positive contribution (28%)
 Good holidays (25%), Opportunity to travel (22%), Flexibility (20%)

There is a lower level of interest in Being outdoors (12%), or Working with animals (7%).

When considering ways of finding out about careers, almost two thirds of children feel
that Work experience is one of the most useful ways of finding out about the range of
careers choices (63%), whilst two in five mention the Internet (41%). One in three choose
Visits to workplaces (34%), Careers advisers (33%), Personal experience (33%), or Practical
hands-on experience (30%). They are less sure about Visits from experts (27%), Advice
from teachers (21%), or Careers fairs (18%).

 The internet is the main source of information for those in the older groups, plus
younger students who have been motivated to source information for themselves.
Opinions of careers teachers or advisor are mixed – some are happy with the time and
advice they have been given, whilst others feel they have not been made aware of the
range of choices available.

 Visits from industry experts and recent graduates are regarded as a popular
alternative to reading material. It appeals to most children, but particularly those who
lack the motivation or direction to look up information themselves. Children find it easy
to relate to the speakers, plus they enjoy having the opportunity to ask questions and get
honest feedback.

They feel that they know relatively little about agriculture, in absolute terms and when
compared with other industries. 5% know a lot, and a further 30% know a little, but more
than half say they know nothing about careers of this kind (54%). They feel they know far
more about Business / marketing and about Medicine, and slightly more about Construction,
the Environment, and Engineering. Even among students from rural areas, only a minority
claim knowledge of agriculture (41%).

 Jobs that children and young people come across as part of their daily lives e.g. doctor,
plumber, teacher, fireman – are more often top of mind. Several also mention
professional occupations, such as law and accountancy. Some children (particularly
boys) are not motivated to search for more information, so instead they look to their
immediate family and friends for inspiration.

 Their awareness of different careers becomes more varied and specialised with age,
reflecting wider experiences and increased knowledge.

 Agriculture is not an industry that is top of mind for them, although careers they
think of spontaneously that link with the industry include Scientist, Mechanic, Engineer
and Gardener. There was just one mention of Farmer.



63% have some exposure to agriculture, rising to 67% of students from rural areas. Farm
visits with their family (29%) or their school (29%), plus TV programmes about farm s and
farming (25%) are the main types of exposure. 12% have family or friends who work in
farming, 9% know people working in other agricultural jobs. These numbers rise to 25% and
15% respectively among children from rural areas.

When asked specifically about working in agriculture, 4% definitely want to do this, a
further 7% say that it is one of the choices they are considering, and 12% see it as one of
many possibilities. Rural students are more likely to definitely want to work in agriculture
(6%), but numbers seeing this as a possibility at all are similar for rural (24%) and urban
(23%) students.

For those who would consider a career in agriculture at all, some are influenced by the role
of science and research in the industry (33%), others by the fact that they enjoy looking after
animals (31%). Being able to plan their own day (26%), working outdoors (25%), the fact that
they care about the environment (21%), and that this is an important and worthwhile career
(18%) are also factors in children‟s choice. Only small numbers mention having family who
work in agriculture (13%) and no need for qualifications (12%).

The majority of those who would not consider agriculture are just not interested (64%), but
others say the don‟t know enough about it (38%), and one in four are put off because they
feel it could be repetitive and boring (26%). This underlines the widespread lack of
knowledge of the range of careers in this sector.

A minority have more specific concerns, including poor pay (14%), limited career
advancement (11%), a generally less progressive industry (10%), and one that is limited to
those from a farming background (13%).

 Few children believe that there are opportunities in the Agricultural industry for those
from non-farming backgrounds. They assume that experience is the key to success,
with those from farming families at a distinct advantage.

 Unlike many other industries they can see no obvious point of entry, besides working
their way up from the bottom, which many are reluctant to even consider. Many children
fail to recognise that advanced qualifications will enable them to enter at a higher level.

 Based on their existing knowledge, few see Agriculture as an academic option, and
therefore are unaware that there are specific qualifications and courses available.

 Any specific reference to Agriculture or Farming is off-putting for most children – once
they see this, they would look no further. They find it hard to come up with alternative
terms or descriptions – but agree that jobs in this sector which focus on Business and
Science are more appealing

Case studies:
14% of students found at least one of the example jobs very interesting, rising to 60% who
found one or more either very or quite interesting. This contrasts with just 23% who
earlier showed any receptivity towards a career in agriculture. The most appealing
aspects are the salary (52%), the fact that the jobs are challenging / rewarding (24%), job
satisfaction (24%), the business skills required (21%), and the level of responsibility (20%).

81% of students could identify at least one aspect that appeals to them.



When asked what appeals most about the agricultural industry, 67% could choose at
least one aspect that appeals to them. Responses were diverse, suggesting that different
paths will prove more successful with certain students.
 Having a good work life balance (23%), Flexible hours (21%),
 Being practical / hands on (21%),
 Making a difference (21%), Working with others (20%),
 Being independent (19%),
 Working with animals (19%), Being outdoors (19%)

Children’s response to the case studies demonstrates how interest in agriculture can
potentially be boosted.
Initial levels of interest:
• 4% select Agriculture from a list of career areas as one that is of interest to them
• 23% of children have some degree of receptivity to agriculture as a career –
• 4% definitely want to do this,
• 7% say it‟s one of the choices they are considering,
• 12% say it is one of many possibilities

When presented with the Case Studies, designed to show the greater diversity of agricultural
careers, levels of interest rise significantly:
• 14% are very interested in at least one of the three they are shown,
• 60% are very / quite interested in at least one of these

Websites
Students in the groups looked at a selection of careers websites to give their views on how
useful each might be to them, when seeking careers information.

 Children were drawn towards websites that gave them the flexibility to search for careers
based on their interests.
 The Army Role Finder site was voted the best because it had a good balance of pictures
and text, and looked relatively easy to navigate.
 They like websites that have bright colours (Lantra and Tomorrow’s Engineer),
although a solid background colour often gives an impression of clarity.
 Case studies and random job generators appeal – they like the prospect of discovering a
job they hadn‟t previously considered or heard of.
 The Tomorrow’s Engineer site also appealed because it looked creative and a bit
different, without compromising on the detail.
 Some children liked the idea of videos, whilst others prefer text, particularly bullet points.
 Several children were quite disappointed by the bConstructive website, with comments
suggesting that it was dull and boring. Although some felt it looked quite professional,
they didn‟t feel that it reflected their perception of the industry

The Careers in Agriculture website received a mixed response.
 Several of the groups were quite critical of it, suggesting that the pictures and colours
reinforced the farming stereotype, whilst others felt it looked less professional than some
of the other sites.
 But some felt the amount of text was about right, and the pictures at the top of the screen
appealed to some.
 Opinion was divided on the site logo, with some suggesting that the building blocks were
childish, and others recognising this as quite creative.
 Most considered the word „Agriculture‟ to be off-putting – not a site they would ever use. 9



4.2 TEACHERS AND CAREERS ADVISERS – SUMMARY

Twenty six careers co-ordinators or similar from schools and colleges across England
completed an online survey exploring their use of careers resources and attitudes to
agricultural careers.

Careers resources

Teachers and careers advisers use an extensive range of different materials. Some
examples crop up frequently, but we also had a long list of items that were mentioned by just
one or two respondents. There is a broad mix of government / public sector, commercial and
industry-related material.

All the schools use careers games and quizzes to help students find out about HE options
and future careers. The majority use Kudos, followed by The Real Game (used by just over
one in three), Fast Tomato and Careerscape (each used by around one in four), whilst a
smaller number mentioned JED (Job Explorer Directory), Higher Ideas, Launchpad,
Career Companion and U-explore.

The majority of general careers resources used are non commercial – Next Step
(Directgov) is used by one in three, others refer to the Department for Education, and
almost half name a Connexions or local authority site specific to their area. The main
commercial site is eCLIPS, with one in five mentioning this.

Most are aware that there is a wide range of specific industry sites available to find out
more about careers in certain fields, but it is only those sites relating to the most popular
employment areas that are widely known by name – the Armed Forces, NHS, Uniformed
Services and Construction. One careers co-ordinator mentioned Lantra. Whilst some
careers co-ordinators will have these sites at their finger tips, it is easy for the less used
ones to get overlooked.

A minority still see a role for printed materials. Basic careers directories such as Careers
2011 and Job File are available as reference / a starting point in several schools and
colleges, whilst leaflets from eCLIPS or Connexions (Working In …) are also mentioned.

When considering resources that are particularly good, key points included:
 Importance of interactive material, to engage young people and to make it quick and
easy to find what they are looking for
 Material that gets students thinking, reflects real life
 Comprehensive / trusted / focused / well prepared
 Resources that can be adapted to fit specific needs, or can be used in conjunction with
other material – putting together a solution that best suits their students

When thinking about examples of poor materials, main concerns are about printed
material, including unsolicited leaflets, and material that is over-long or poorly written.

Events and activities

Most of the schools and colleges offer Work Experience, Visits out of school / college to
business careers fairs etc, and Visits or talks in school from industry etc. Just under half
hold some kind of careers event, such as a Careers Week, or shorter events. A minority run
their careers activity on an individual or small group basis.



 Teachers and careers advisers place greatest emphasis on Visits to businesses etc,
closely followed by Work Experience and Visits / talks from businesses. Two of the
schools pointed out that current education reforms mean that WE is under threat.
 Careers-related visits out of school are also widely popular and considered very
important. Some mentioned problems in participating as fully as they might wish,
including disruption to the school day, cost issues, and accessibility in rural areas.
 Teachers and advisers are equally committed to events which bring industry and
other potential employers in to school or college.
 A few also mentioned linking careers into the curriculum, including running enterprise
days where students can build on their business studies and other learning.
 There were comments about the difficulty of getting organisations to attend school
careers events, making it hard for teachers and advisers to organise a worthwhile event.

Opportunities in agriculture

Levels of knowledge and involvement for careers opportunities in agriculture vary widely,
from those who have close links with local agricultural colleges, to those who would need to
search out the necessary information. On balance, teachers and advisers feel that they
know less about career opportunities in Agriculture, compared with other career areas.
Teachers are more likely to claim a higher level of knowledge than specialist careers
advisers, as are those from schools without a sixth form.

Those who know less about agricultural careers put this down to a lack of interest among
their students, limited opportunities in their area, and poor perceptions of the industry,
but also difficulties in accessing information. Working at a school in a rural area is no
guarantor of good knowledge about the Agricultural industry – two of the six respondents
from rural areas felt that they knew less about Agriculture than about other career areas.

Local agricultural colleges are the major source of information, plus input from local
employers. LANTRA, library resources, Connexions and college prospectuses, and the
website careersinagriculture.co.uk, were also mentioned.

When asked to give examples of different agricultural careers, some focused mainly on
the more obvious roles, whilst others showed a clear gasp of the range of different careers
that are available. Examples included more skilled and specialist jobs, and jobs away from
the conventional core of food production and animal husbandry eg sales and marketing,
research, alternative land use.

When asked to describe a career in agriculture, some responses reflected traditional
stereotypes, others were more aware of the diversity of careers available. Main themes
included hard work and dedication, low pay and low status, plus links with those from a
farming background, but also links to science, and a varied, worthwhile and rewarding job.

When prompted with a list of words, most see a career in agriculture as involving Hard
work, being Physically demanding, and linked to a Family business, but also Skilled.
Around half see this as a Rewarding career – in terms of the satisfaction of doing a good
and worthwhile job – whilst rather fewer consider this to have Good opportunities or be
Innovative. Only a minority specifically see this as Poorly paid, however.

Overall, the view is more positive than that held by the majority of students, and a couple of
teachers pointed out that their students‟ views would be more stereotypical than their own.



Whilst some stressed the wide variety of different types of agricultural role, and hence the
range of students who might find such jobs suitable, others see this as particularly suited for
less academic students, and those from farming backgrounds.

The majority are rarely, or never, asked about careers in agriculture, with only a handful
often consulted. Interest is more common in rural areas, and for suburban schools in areas
with countryside nearby. But half of the rural schools said that such enquiries were rare.

The most common response to such requests is to direct students towards the local
agricultural college. Many stressed the wide range of relevant qualifications, depending on
the chosen career path, from NVQ to a degree or post graduate studies, whilst others
(generally those who receive fewer enquiries) highlighted the relevance of specific subjects –
science, business studies, geography, IT and engineering.

For qualifications suitable for students interested in working with animals, teachers and
advisers point out the diversity of options open, with advice depending on the student‟s
academic ability and interest. Most frequent references are to Veterinary science, where
students need to take science subjects in preparation for their degree. Response is less
clear-cut for qualifications at a lower level. Some mention animal nurse / veterinary
assistant, kennel assistants, pet shops, zoo keeping, animal charities. Marine biology (one
mention) and equine work (three mentions) also feature. Just one mentioned farm worker.

The basic “Animal Care” gets mentioned more often than the potentially higher level “Animal
Management” or “Animal Welfare”. When considering the chance of getting a job after
qualifying, opinions are mixed, and each path is seen as having benefits and drawbacks.

Animal Care is the animal-related course that is seen to have the greatest appeal to
students. Veterinary courses and Animal / Veterinary nursing courses are also seen as
popular, whilst one or two mention Equine and Animal Management.

When considering the case studies, respondents commented on the diverse range of
careers featured, and on the fact that these include jobs for those of higher ability. Several
commented that the examples would broaden students‟ perceptions of what an agricultural
career might involve. Two respondents express reservations about the relevance of such
jobs to their students.

New resources

When asked about the type of resource that would be most helpful to them, teachers and
advisers were strongly in favour of Work experience opportunities. Speakers to come in
to school / college were also popular, as were Materials etc to display at school /
college careers day, and a Website. Posters and Case studies / videos for different
careers are less widely supported. Half would like to see Events focusing on agricultural
careers, and just under half would like to see Leaflets.

Most would expect to hear about these resources either via an email to schools or email
newsletter, or through a website with online information. A minority would expect
information by post, or through Connexions, Lantra / farming body / publisher.

It is clear that some advisers are already widely aware of the opportunities available in
agriculture, but lack the resources or persuasive power to encourage their students to
consider these. The local colleges play an important role in supporting those who have
discovered an interest, but outside help is needed to address the wider student community.



4.3 CONCLUSIONS AND RECOMMENDATIONS

Agricultural awareness
Most children have a limited knowledge of agriculture, and what they do know is partial and
based on stereotypes. This limits their interest in agriculture as a career area. They need to
become aware that the agricultural industry stretches beyond farming, and includes jobs that
require specialist qualifications and use science and business-related skills.
The word “agriculture” discourages further enquiry. It is generally not fully understood,
typically seen as the formal word for farming, sometimes not known at all, but almost always
having negative associations and images. The reaction for many is to switch off.
Whilst some are conscious of the sale and distribution of farm products, most find it hard to
visualise the inputs and support services that are needed. This is not necessarily unique
among industries, but the face of agriculture (farm / farmers) is less compelling, compared
with eg medicine (doctor, nurse), the music industry (singers, groups), sport (footballers).
The Agricultural Industry needs to raise its profile among young people:
 Build wider awareness of the diversity of careers
 Communicate that there are careers for all levels of ability and qualifications
 Find and promote better “poster boys” for the industry
 Find ways round the prejudice against the terms “agriculture” and “farming”
 Work with urban as much as rural students, to exploit talent and receptivity

Links with the curriculum
Children‟s career choices are often based on school subjects that they enjoy and are good
at, and farming / agriculture is at a disadvantage in not having an obvious route or starting
point. The links that do exist may not suggest good career opportunities. In geography, the
focus is often on third world countries / developing economies / environmental issues,
putting farming in a non progressive light and restricting interest. For GM foods, it is the pros
and cons of this that are debated: the science behind the discovery and development of
these techniques is not addressed. Farm visits and TV programmes tend to reinforce
stereotypes (animals, small scale, artisan, organic food, heritage links). Whist this can
appeal to some, it puts too many others off.
The Agricultural Industry needs to improve the accuracy and scope of the image of
agriculture that emerges from schools:
 Providing teaching materials / Case Studies for schools to use in lessons that reflect
agriculture in a wider and more progressive way
 Ensure that farm visits include the bigger picture, via pre visit / post visit resources /
exercises, and as part of the visit itself

With around half of all students enjoying subjects that are relevant to a career in the
agricultural industry, the pool of potential recruits for agriculture is wide. The challenge is to
ensure that more of these students consider agricultural careers among their wider options.

Career choice
Children are open to a wide range of career options at age 12-13 / School Years 8-9, but
then narrow this down, by ruling some areas out. They need to learn about the breadth of
agricultural opportunities at this age, before they exclude this by default.
For the majority of students who have no clear career in mind, academic choices are a
combination of choosing subjects that they enjoy / are good at, whilst making sure that they
leave their options open. This instinct for flexibility continues up to HE level and beyond.


Practical experience of different jobs, including good quality Work Experience, is seen as an
important way of finding out more, but this is increasingly difficult for students to access, with
outside support for Year 9 Work Experience coming to an end, fewer part time jobs available
for young people, and an ongoing perception of restrictive regulations.
 Supporting Work Experience places in the wider agricultural industry could help improve
young people‟s awareness of the diversity and quality of careers available
 Positioning agricultural jobs in their wider context, keeping choices open

Careers advice
Careers advice often focuses more on educational choices than on career destinations.
Even at age 16-18, many students feel it is too soon to make a choice, and the changing
career landscape reinforces this viewpoint.
Schools and students are biased towards an academic route if this is a possibility, this
carries greater recognition and kudos, and students feel that they are doing their best and
fulfilling their potential. This militates against agriculture as a career because it is not
generally linked with academic qualifications.
Schools careers advice is currently under pressure because of re-organisation. Wider school
budgets are stretched. Online resources are becoming more important, with the Connexions
service replaced by an all ages careers site. There is less scope for individual personal
guidance and interpretation, leaving some students uncertain as to what to do.

Resources
Careers games / quizzes and other online resources are widely used in schools, but in order
to be effective, these need to be introduced well and the output discussed and put in
context. Many students have tales of the seemingly random career suggestions that have
come out of these activities, and tend to dismiss this as a joke rather than see these as a
springboard for further ideas.
The selection of agricultural careers that is included on these resources needs to be
monitored to make sure that this is comprehensive and projects the right image. This is not
always the case at present.
Teachers / careers advisers often know about wider agricultural opportunities, but may not
suggest these unless specifically asked about agriculture. These jobs also need to feature
on the list of science or business possibilities, if a wider pool of students is to be attracted.
Ways in which this can be promoted / improved:
 Response to requests for attendance at careers events – local agricultural colleges are
often good here, but a wider presence may be needed.
 Carry out a comprehensive audit of popular careers resources to find out what
agricultural opportunities come up currently for a student with relevant skills and interests
searching for careers (directly and via associated paths). Initial impressions are that this
is very patchy, often distorted / partial / misleading or downright odd.
 Learn from successful / popular careers sites eg Army, Tomorrow‟s engineer, nhs –
attracting young people to look further, structuring their search so that they can home in
on what is relevant.

The case studies used in the research definitely widened the appeal to students, and made
them more aware of the diversity of the sector, the potential salaries, the level of
qualifications that are relevant, the type of skills used (science, business). Ensuring that
such job profiles reach as wide an audience as possible will improve chances of attracting
recruits.


GROUPS: Perceptions

Where we are now…

…Where we need to be, to attract a wider audience



5. RESEARCH WITH STUDENTS AGED 12-18 YEARS

The section below brings together findings from the two modules of research with students.
Research results for teachers and advisers are presented separately, in the next section.

In this section, we cover findings from both the online survey among 1581 students aged 12
to 18 (school years 8 to 13), and the six discussion groups with students. Feedback from the
groups, including children‟s own comments, is used to amplify and illustrate the statistical
data from the online survey. For both aspects of the survey, the interview asked initially
about general career choices, then focused on agriculture and their views of this as a career.
The reporting follows a similar format.

5.1 GENERAL INTERESTS

For many children, particularly those who have no clear plans about their future, their career
path is a progression from subjects that they have enjoyed at school. Among those aged up
to 16, top three subjects (apart from Art and PE) are Design & technology (40%), ICT (35%)
and English (33%). Design & technology and ICT are both more popular with boys, English
is top choice for girls.

For subjects with greatest relevance to agriculture, 32% of students chose at least one of the
sciences, 14% enjoy Geography, and 13% Business Studies (rising to 19% of 14-16s).
Almost half enjoy at least one of Science, Maths, Geography or Business Studies (47%).

1a. Which subjects, apart from art and PE, do you enjoy most at school?
TOTAL Gender Age Other
% Boys Girls 12-14 14-16 groups:
Design & technology 40 43 37 58 22 Black 52
ICT (computing) 35 42 28 40 30 Asian 47
English 33 28 39 37 29 Asian 43
Maths 27 32 21 30 23 Asian 37
History 24 25 24 27 22
Chemistry 21 24 19 29 14 Asian 29
Biology 21 20 23 23 20 Asian 29
Physics 16 20 12 18 14 Rural 24
Geography 14 15 13 16 12
Business Studies 13 11 15 7 19 White 15
Modern languages 12 13 12 15 10 Rural 21
Economics 2 2 2 2 2
Don’t enjoy any 4 4 4 2 5
Base: All aged 12-16 (1182)

CHILDWISE – Careers In Agriculture – Research Report – Students 21


Among those aged 16-18 (at sixth form or college), half are studying AS or A Levels in
subjects that are relevant to agriculture – science, maths, business studies, economics or
geography. Just over three in four are studying AS or A Levels in different subjects (77%,
including a significant proportion who have subjects from both groups). One in four is taking
a vocational course (27%).

Boys are marginally more likely to be taking an agriculture-relevant AS / A Level, also a
vocational course, but differences are small.

1b. Which of the following qualifications are you studying at the moment?
TOTAL 16-18 Gender Location
% Boys Girls Urban Rural
AS / A2 – Other subjects 77 77 76 75 82
AS / A2 – Science, maths,
business, economics, 48 52 44 47 51
geography
Vocational course 27 29 24 26 32
GCSE retakes 5 4 7 6 4
International Baccalaureate 0 0 1 1 -



5.2 PLANS FOR THE FUTURE

Among those aged up to 16, the majority plan to stay on at school post 16 (71%). One in
four intend to leave school and get a job (25%), and 11% (rising to 14% among boys) are
planning an apprenticeship or job with training.

The majority of those planning to stay on at school or college are not yet sure what they will
study (50%), whilst a smaller number intend to take AS / A Levels (24%) – girls and older
students are more likely to have decided on this option.

Numbers intending to leave and get a job drop with age, from 30% at age 12-14 to 19%
among 14-16 year olds. This option appeals more to students in urban areas.

2a. What do you hope to do after you have completed your GCSEs?
TOTAL Gender Age Other
% Boys Girls 12-14 14-16 groups
Stay on but not sure
50 46 54 49 52 Rural 56
what to study
Look for / get a job 25 26 24 30 19 Rural 19
AS / A2 levels 24 20 27 18 29
Get apprenticeship /
11 14 7 11 11
job with training
Full time vocational
6 5 7 6 6 Rural 9
course
International
3 4 3 3 4
Baccalaureate
Other full time course 3 4 3 4 2
Don’t know / No reply 14 13 15 19 10

For those already in the sixth form or at college, two thirds want to go on to university (69%).
This rises to three in four girls (74%), and almost all students from Asian backgrounds
(92%).

2b. What do you hope to do after you have completed the course(s) you are on?
TOTAL 16-18 Gender Other groups
% Boys Girls
Go to university 69 65 74 Asian 92%
Get a job 12 17 8
Get an apprenticeship 7 5 8
Don’t know / no reply 11 13 10

We asked children and young people across the age group about their plans for a career.
 One in four already know exactly what they would like to do (27%), with little difference
between boys and girls, or – perhaps surprisingly – across the age range. This suggests
that firm decisions are made early, but for others, a decision will not be made until work
is on the horizon. Firm plans among 12-14s are likely to be far less specific than plans
held by 16-18s, as career knowledge grows.
 Half have a number of different ideas about what they might do (50%), again with little
difference by age, but with a higher proportion of girls in this position.
 13% have had some thoughts, but feel it‟s too early yet, and 5% haven‟t given it much
thought at all so far. Boys are more likely to fall into these categories.


2c. Have you had any thoughts about what you would like to do for your career yet?
TOTAL Gender Age
% Boys Girls 12-14 14-16 16-18
Know exactly what job
27 28 26 24 28 28
I would like
Have a few different
50 46 55 52 50 49
ideas
Sometimes think
13 14 11 12 11 15
about it but too early
Haven’t given it much
5 7 3 6 6 3
thought yet
Don’t know / no reply 6 6 5 6 5 5

5.2.2 Plans for the future - Groups

Most of the children in the groups had given some thought to want they want to do in the
future, with plans becoming more definite with age. Those who are yet to decide, typically
boys, are generally awaiting some sort of intervention from others e.g. teachers, family. A
few of the younger girls (13-14), had recently taken part in some role play games in business
studies that peripherally involved careers (probably the Real Game), but until they decide
their GCSE options in February, this is not something they plan to give much more thought.

Decisions tend to be based on interests, and the subjects they consider themselves to be
good at. Faced with a vast number of possibilities, they learn to discriminate on the basis of
limited and sometimes outdated information. Children who choose professions that aren‟t
typically represented by core subjects at school (e.g. Army, Plumber), are likely to have a
strong adult influence outside of school, often a relative or family friend.

Some also have a part-time job of some kind (e.g. paper round, shop work, dog sitting).
These children recognise the importance of having work-based experience – they know that
it shows that they have a good work ethic, plus it also helps to give them a better
understanding of the opportunities available to them, as well as helping to them to identify
the features they enjoy, and are good at.

Those who know what they want to do have a strong sense of self belief – they are very
much aware of their own strengths, and in some cases their weaknesses too.

Decided:

I‟d quite like to either join the navy or go into the medical service, be a doctor or
a surgeon. Well my dad is in the RAF so I‟ve been thinking about it for a little while
and I really do like biology so I‟m drawn to the medical side of things.
Boy aged 13-14, Norfolk

I want to join the RAF…to see the world really. First I wanted to be a policeman
but I went off it a bit, I thought I‟d join the RAF instead. I went to the careers office
with my dad, that was really good.
Boy aged 16-18, Chester le Street



I‟ve given it a thought. I would like to have a go at trying to be like a doctor or
something… medical… but I know how difficult it is… get a degree and a PhD… 7
years… I‟ll go with what I‟ve got and see how far I‟ll get. I like maths and science…
they‟re my two strong points in school.

I‟ve made quite a lot of plans. I want to come to sixth form and study foreign
languages and then I want to go to uni where I do a course where I get a year
abroad to become fluent in French and German and then I want to teach English in
a foreign country.
Girl aged 15-16, Norfolk

I want to work in construction. Electrics. I‟ve started it this year in school. If I
can do good in it I can carry it on in sixth form.
Boy aged 15-16, Altrincham

I’m going to go to university and do a maths and engineering degree

Undecided:

I haven‟t really thought about what job I‟m going to take when I‟m older… my sister
did loads of art and photography and yet she got a job on a train… so the first few
jobs can be random…

Once you’ve got your degree you’re alright, it‟s just making sure that you get
there.

The influence of others:

I think with friends and family it’s surprising how many different links to
different jobs there are. …the amount of jobs your family have tried and they
never really worked out… they might have enjoyed it… there are quite a few
possibilities that people have done that they haven‟t necessarily ended up doing as
a career.

One of my dad’s friends used to work in F1 doing fuel and that… so I was
speaking to him a few years ago and I started to watch it after that. Then when you
get to where they go and everything, that‟s when I wanted to start doing it.



Jack (aged 13), is keen to join the Army, as a mechanic. He wants to go on tour so
that he can make a positive contribution in life – “It‟s not the money side that I‟m
that bothered about, it‟s helping people”. He doesn‟t think he will do particularly well
at school, and doesn‟t see university / HE as path suited to him. Instead, he knows
that the army will accept him with average grades and he believes that they will give
him a future that many other industries couldn‟t / wouldn‟t. The option to travel also
appeals.

Daisy (aged 15) is adamant that she wants to go to university, possibly to study
something like the history of art. She‟s not sure what course yet – a degree is a
degree, and it shows that you can apply yourself and work hard. Chloe shows a
keen interest in Science, and she is the most receptive of her group to the
agricultural case studies. But she feels the information should have been
communicated to her when she was younger, when she was perhaps more
impressionable.

Max (aged 16) wants to be a forensic scientist – he has an interest in it, sparked off
by watching CSI. He plans to do A level maths, biology, then a degree –
Connexions helped him find out about what was needed for forensic science, he told
them what he wanted to do then they looked this up and printed him out information.

Connor (aged 17) wants to go into business, but doesn‟t know exactly what yet. He
might decide to go to university first. He is interested in maths and business
studies, and he enjoys working with machinery. He also likes the prospect of
running his own business. He is currently applying for part time jobs – he has an
interview with a shoe shop in the city centre. He has put in a lot of applications, but
this is the first interview he has got.

Sara (aged 18) is studying A Level Geography, Spanish and Economics. She wants
to do Geography at university, but hasn‟t thought about what job this might lead to
yet. She recently attended an event run by the Geographical society, sowing
different careers – she has thought about pharmacy, town planning, also taking a
law conversion course to become a lawyer, because other members of her family
are lawyers



5.3 USEFUL INFORMATION ABOUT CAREERS

We asked students about what was most important when deciding on a career, using a list of
possibilities to prompt.

Most important, especially among boys, is the chance to earn a High salary (41%, rising to
48% among boys). A further 29% wanted a Reasonable salary. This ranks almost level with
a high salary among the oldest students (39% vs 41%). 66% mentioned salary at all.

One in three place high importance on Career progression and A job that friends and family
will respect you for (both 32%). Almost as many stress Making a positive contribution (28%).
Older students, and those from BME groups, tend to put the greatest emphasis on these
status-related points.

Practical aspects such as Being part of a team (29%), Good holidays (25%), Opportunities to
travel (22%) and Flexibility (20%) are the other major factors, whilst Working with children is
important for 29% of girls.

3a. Which of the following are most important when making decisions about your
future career?
TOTAL Gender Age
% Boys Girls 12-14 14-16 16-18
High salary 41 48 34 40 43 41
Career Progression /
chance to make your 32 32 32 21 29 46
mark
A job that friends and
family will respect you 32 31 32 35 28 32
for
Reasonable salary 29 28 31 23 26 39
Being part of a team 29 30 27 27 27 33
Making a positive
28 24 33 20 22 43
contribution
Good holidays 25 26 23 26 26 22
Opportunity to travel 22 21 23 22 20 24
Flexibility 20 20 20 18 17 26
Working with children 16 3 29 17 13 19
Benefits e.g. car,
13 17 10 13 11 16
pension medical
Working
13 13 14 14 12 13
independently
Chance to work
13 13 13 11 12 14
locally
Being outdoors 12 17 6 12 12 12
Standard office hours
10 9 12 9 12 10
/ regular hours
Working with animals 7 5 9 12 7 2
Chance to work
7 7 7 5 7 8
overtime
Office environment 5 6 5 5 6 4
Any salary mention 66 70 62 59 64 74
Don’t know / No reply 8 9 6 10 10 3



Other variations:

 Children from ethnic minority backgrounds are more likely to consider a High salary
important when deciding on a career (48% compared with 39% of white students) and
also A job that family and friends will respect you for (41% compared with 29%).

 Students from Asian backgrounds are more concerned than average about Making a
positive contribution (41%), Benefits (20%), and working in an Office environment (11%).

 Those from Black backgrounds place greater importance than average in Being part of a
team (39%) and Working with children (25%), but also Working independently (19%).

 Emphasis on Working locally and Working with animals is highest among white students
(14% and 9% respectively).

 Those from rural areas are more likely to place importance on Being outdoors (17% vs
11% for urban children), but also more likely to look for Regular hours (14% vs 9%).

5.3.2 Useful information – groups

Discussion in the groups highlighted the extent to which many children approach career
choices by looking at the immediate next steps that they might take, rather than focusing on
an ultimate working career.

When making decisions about their future, the children were keen to know what
qualifications and experience they would need to have, in order for them to be considered
for certain careers. This helps them to understand how the decisions they make now will
affect them in the future, plus they can also determine from the level of qualification needed
(e.g. A-Levels, degree), whether or not it is something that they would consider pursuing
further. This is particularly important for those who are status driven.

Children who are less certain about their future are keen to keep their options open. For
them it is more about tailoring their choices, rather than restricting them. Many overlook
vocational qualifications in favour of A-Levels, because they believe this route to be more
academic and ultimately will give them more flexibility when choosing a career. Other
information they are keen to know includes:

 Salary – particularly important for boys. What they can hope to earn long term, as well
as starting salary. Some agreed that anything around £30K is acceptable, though they
would consider less if it was communicated that there were clear channels for fast
progression e.g. once fully trained.

 Career Progression – including how to get started, and how to make a success of it.
Many have a strong desire to better themselves, and earn the respect of their family and
friends. They are more likely to consider an opportunity if they know it will lead
somewhere.

 Typical working day – what the job involves on a daily / weekly basis. Several would
like the opportunity to go and spend a day shadowing someone, in order for them to see
whether it appeals to their interests.



 Opportunity to travel – very important for some, particularly those who are status
driven. Travel is often regarded as a characteristic of success – some children are keen
to get away from the places where they‟ve grown up, whilst others find it appealing
because it suggests some degree of excitement / varied locations etc

 Working environment and hours – this is an opportunity for them expand on their
existing knowledge. Many fail to appreciate the wide range of different working
environments available within a given industry. As a result, some careers are dismissed
early on, based upon limited knowledge and common misconceptions. Children are
keen to know whether a role will be office based, or if it will involve working outdoors.
Similarly are the hours regular office hours or flexible. Since work experience is no
longer compulsory and there are limited opportunities to experience these environments
for themselves, it is important that careers literature covers these details.

 Benefits – car, pension, medical – most recognise these as important, with several
referring to recent events in the media. These are good to know, but not necessarily
deal breakers.

 Making a positive contribution – particularly important for girls. Some are keen to see
how certain roles impact on the wider community and beyond. This appeals to those
with a high regard for corporate social responsibility.

 Autonomy – opinion is divided on this. Some would be happy to be self employed –
they like the idea of working for themselves, plus there is a good chance to make money
if successful. Others feel this is too risky, and are put off by the prospect – it‟s possible
that they have seen local / family businesses fail during the recent economic downturn –
although this wasn‟t explored specifically.

Qualifications:
The main thing I’d want to know is what sort of qualifications I’d need to get
that job. I‟d want to know some of the bad points about it though. Everything that
is advertised, it‟s always the good things about a job. I‟d like someone that actually
does the job and has the experience to actually say what‟s good and what‟s bad.

It depends when you want a job, what they require. Whether it’s a job where you
get in young and then do it for a long time or whether it’s one that you need a
lot of qualifications in order to do it. I think going to university would be just
generally a good life experience.
Boys aged 13-14, Norfolk

Salary:
I wouldn’t really consider a job if it was quite low paid. Even if I really liked it.
Enough to have a secure house and get food and pay bills, I think that‟s a good
salary…about £30k
If you have a job that you absolutely hate but it pays you loads of money, then
actually I’d prefer to take the job that doesn’t pay quite a lot of money but I‟d
really love because you‟ve only got one life and you‟re kind of wasting it.

Typical day:
What they do, do they enjoy it… you don‟t want a career where you‟re going to
work every day and not enjoying it.



Working environment:
Well I‟m in two minds because I’d really like to work outside… a more difficult
outside job rather than being in an office, but then at the same time something like
an office job may suit me more because I like maths and stuff like that.

Contacts:
Some jobs would be really good to do, but I think how on earth do you get to a
position where you come to be doing that in the first place. I think sometimes
good jobs can be who you know or the sort of education you‟ve been brought up
with instead of whether you are specifically talented in that… say you went to a
private school and you had a private education… there would be more chance of
you getting into a job because of the contacts private schools have.

Travel:
I’d like to go to different places… I don‟t want to stay at home all the time… I just
want to go to different places and try different things. Once you get experience in
travel and tourism, you can go anywhere.
Girl aged 16-18, Altrincham

Benefits:
Well a pension is important… if you don‟t get a pension then you‟d have to
seriously rethink, depending on the pay whether you could save up enough.



5.4 SOURCES OF INFORMATION

Almost two thirds of children feel that Work experience is one of the most useful ways of
finding out about the range of careers choices (63%), rising to 70% among girls.

Two in five mention the Internet (41%), with boys (47%) and older students (45%) the most
likely to want to turn to this. One in three choose Visits to workplaces (34%), Careers
advisers (33%), Personal experience (33%), or Practical hands-on experience (30%).

4a. Here are some ways of finding out about the range of career choices available to
you. Which do you think are / would be most useful?
TOTAL Gender Age
% Boys Girls 12-14 14-16 16-18
Work experience 63 56 70 62 60 67
The internet 41 47 35 34 43 45
Visits to workplaces /
34 26 41 27 33 40
school trips
Careers advisors 33 31 36 28 28 44
Personal experience 33 29 37 27 32 40
Practical hands-on
30 28 32 26 29 36
experience
Visits from experts 27 26 28 27 27 28
Advice from teachers 21 18 23 22 17 23
Careers fairs /
18 15 21 10 16 27
organised events
Leaflets / booklets 17 15 20 17 19 16
Television
15 17 13 16 15 14
programmes
Videos 13 18 8 19 12 9
Visits from recent
11 10 12 7 12 14
industry entrants
School website 6 8 5 7 5 7
Library resources 5 5 6 8 3 4
Case studies 5 5 5 7 3 6
Don’t know / No reply 6 7 4 7 6 3
Smaller numbers appreciate advice from specific individuals or organised events – Visits
from experts (27%), Advice from teachers (21%), also Careers fairs (18%), Leaflets (17%),
TV programmes (15%) or Videos (13%). TV and video are more popular among boys,
leaflets, events and teacher input among girls.
Other variations:

 Children from Asian backgrounds place greater emphasis on finding out about careers
via Work experience (76%), and are also more likely to value Advice from teachers
(33%); those from Black backgrounds stress Practical hands on experience (44%). TV
programmes are cited as a useful way of finding out for 24% of mixed race students.

 Visits from experts are more attractive to those from rural areas (31%, compared with
26% for urban students). This reflects issues of rural isolation, with far fewer jobs visible
to children who live away from major towns and cities.



5.4.2 Sources of information – groups

In the groups, much of children knew about potential careers and higher education has been
formed over several years, often through experiences with family and friends, and via
teachers at school. Seeds of information are planted throughout their childhood, and as a
result there are some jobs and career destinations that they can easily relate to e.g. Doctors,
Plumbers, Teacher, Vet, Lollipop Lady etc. There are many others that they are simply not
aware of.

The internet is the main source of information for those who have been keen enough to
source information for themselves. Some are directed towards resources by teachers, whilst
others are slightly more arbitrary in their approach – “I type in the subjects I enjoy (maths
and science), and „jobs‟, and see what comes up”.

Younger children (13-14) are more likely to search for information relating to specific
subjects, rather than „career industries‟. As a result, jobs that are traditionally associated
with certain subjects generally favour well (e.g. language interpreter, biologist etc), whilst
those that are less clearly defined by this method, or perhaps even span more than one
subject are more at risk of being missed altogether e.g. agriculture.

For those still looking for inspiration, the online approach typically becomes more organised
and structured with age. Increasing knowledge and experience leads many children to
search via established websites including:

 Royal College of Music
 British Psychological Society
 Government Communications Headquarters (GCHQ)
 World Geographical Society website – access talks on different careers.
http://www.rgs.org/OurWork/Our+Work.htm – Going Places Report.
 UCAS website

As children progress through school, they are increasingly likely to consult with a careers
teachers or advisor at some stage. Opinion of this is relatively mixed – some are happy
with the amount of time and advice they‟ve been given, whilst others feel they haven‟t been
made aware of the range of choices available – even those who know what they want to do,
still want to be made aware of other options, just in case they change their mind.

One girl in Year 11 questioned whether the advisor was working more in the interests of the
school, rather than its pupils. She wanted some help towards her application for a
scholarship at a local private school, but felt the advisor actively discouraged this and
wanted her to stay at the school.

Several have been referred to a careers game by their advisor (e.g. Skills for Life /
Guidance), but few have found this useful. Others talked about using resources in their
school library – some of which are a legacy of the old Connexions career advisory system.
These include folders listing careers alphabetically, with a synopsis for each, many of which
are helpful in generating ideas.

Besides these largely theoretical resources, the children in the groups placed considerable
value on the opportunity to experience the practical element of different careers, and the
chance to meet with real people. This is consistent with the findings from the online survey.



Despite no longer being part of the curriculum for Year 10 students, work experience is
something that most children are keen to take part in, provided that it is well organised and
relevant – although this is often not the case.

Visits from industry experts and recent graduates are also regarded as a popular
alternative to reading material. It appeals to most children, but particularly those who lack
the motivation or direction to look up information themselves. In many cases, children find it
easy to relate to the speakers, plus they enjoy having the opportunity to ask questions and
get honest feedback.

Outside of school, many children consider their parents and family to be their greatest
influence. With some mixed opinions on formal careers advice, much of they‟ve learnt to
rely on is formed from their own experiences at home. Boys in particular are heavily
influenced by their parents and other relatives – they have had years of exposure to these
careers, and sometimes it can be difficult (or at least an effort), to think beyond this.

Despite recognising their important influence, some children also realise that their families
can have a potentially negative impact on their choices. Some acknowledge that their
parents are keen for them to follow an academic path, whilst others recognise that mothers
in particular can be quite overbearing in their opinions, and are reluctant to let their children
consider occupations that are dangerous (e.g. police force, army).

GROUPS: Summary of useful sources of information:

Main resources:
 Work experience – although hard to get
 Internet – when used effectively
 Personal experiences – opinions formed throughout childhood
 Practical experience – involving real people / experts
 Parents and family – main influence outside of school, but not always impartial
 Teachers and careers advisors – opinion varies

Other resources:
 Leaflets and booklets – more girls, condensed information but rarely picked up in the first
instance, can be text heavy / boring
 TV programmes – works well for some industries e.g. Forensic Science (CSI)
 Videos – more boys, potentially useful but can be patronising, not easy to skip through
 Careers games – generate random suggestions, rarely taken seriously
 Library – not widely used
 Careers Fairs – limited experience, sound boring

Work experience:
It‟s good, because then you can see what it’s like. We never got the option to do it.
Girls aged 15-16, Norfolk

I went to a car manufacturers, I was in the office… I was all over… like the shop
floor…. It was quite good, but I wouldn’t want to do that for a job.

I wanted to do medicine but you have to be 16 to do work experience, so I
couldn‟t do any work experience…
Boys aged 16-18, Chester le Street



Online:
I‟ve looked online for military things, RAF stands and musician stuff… I’ve looked
into it online and that’s just through my own interest… not really spoken to
anyone about it. I searched „RAF‟… that took me to the website and then I looked
at all the different things in the musicians area, things like that.

Most of it is on the internet nowadays anyway

I go on the internet a lot and just research different jobs…just general
searching. Look on websites, look at core jobs…look around at what types of jobs
and see what careers are best.

Visits from experts and recent entrants:
I like people telling you about it, like from their experience to than just reading.

We had people who came into the sports hall… you just had to walk round and
pick up leaflets. The army and…RAF, police.
Boys aged 16-18, Chester le Street

Speakers in school tell you what you can do. We had someone in their second
year at uni telling us about the forensic psychology she does there. She was
telling us about the course.

We had the Head of British Airways cabin crew for the UK, he came in to
speak to us. He told us what first class cabins are like, and all the packages you
get given… everything about how the prices are. How it varies from economy.
They have their own college so if I wanted to study more in travel and tourism I
could live there. They‟d pay for my accommodation if I worked on their airline. I
can go to college and study with them…

Parents:
I‟ve been influenced by my dad and granddad because they do both the same
job and I wanted to do that job virtually all my life. A fire-fighter.

I remember in year 9 saying I want to take GCSEs in art, music and drama… my
mum says take a step back, you need to do something academic as well. I
ended up doing art, graphics and history… and then for A level I thought I wanted
to do all the same again, but now I‟m changing my mind onto something completely
different.

Yeah. I think they can be a bit of a negative influence. Like my mum wouldn’t
want me to go into anything that would put me in any danger, like the military
or a policeman or anything like that.

Teachers and Careers Advisors:
I haven‟t really thought about what I want to do when I‟m older but I‟m thinking of
going to see a careers adviser. I like science and maths and I’m quite good at
English but I don‟t know exactly what I want to do.


I saw the careers woman, she was useless. I could do her job better than her. She
told us one thing to do with the BTec and then his dad rang up and she told him a
completely different thing.

When Connexions was still going… in the library you‟d have all these folders and
stuff. They‟re only an address on the internet now… it‟s all cut backs.

Well we had some people come into our school last year to help us (Connexions).
They asked us what we wanted to be and then told us how to research it.
Careers games:
The Life Game….they gave this card out saying what you were. I was an Arts
teacher. We were on the computers to do it… you could buy a house, a car… all
the different type of things you could buy… Whoever earned the most money
would get the most stuff. We never got to finish it off. (it was the end of term).
Girl aged 13-14, Chester le Street

The online quiz. The problem with that is it doesn’t take into account how good
you are at those things, whether it‟s actually realistic. I said I love doing art and
the computer came up with something to do with art, but it doesn‟t know if I‟m any
good or not.

You just got given a random job and then you had to go out and buy stuff and
manage it…Then they take away the tax and stuff…
Case Studies:
I think case studies are better pre your „A‟ levels, they can inspire you to go and
do something.
Leaflets and Booklets
I‟d rather go for a leaflet where it would be more condensed.

Sometimes they have too much information on. Sometimes 4-5 pages nearly.

For our age-group, I think that that‟s not a great way to go about it. It‟s more like
online is the better way to go… or TV… or teachers.
Competitions:
We‟ve got a competition in business studies at the moment. Come up with a good
idea and you get to go to London to see one of the top football grounds.
The importance of timing:
I can see how (these sources of information) could be helpful, but for somebody
like us who has already started deciding… I don‟t know… there are some people
who don‟t know what they‟re doing at all or they‟re good at everything… but we’ve
already started deciding.


Childwise research: the views of students and teachers on careers in agriculture

Childwise research: the views of students and teachers on careers in agriculture

Recommandé

Recommandé

Contenu connexe

Similaire à Childwise research: the views of students and teachers on careers in agriculture

Similaire à Childwise research: the views of students and teachers on careers in agriculture (20)

Plus de wjafrazer

Plus de wjafrazer (7)

Dernier

Dernier (20)

Childwise research: the views of students and teachers on careers in agriculture