Developing the Young Workforce 2024-25
Argyll and Bute Council · 28 August 2025
Back to Community Services Committee — 28 August 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 DEVELOPING THE YOUNG WORKFORCE – 2024-2025 1.0 EXECUTIVE SUMMARY 1.1 The purpose of this report is to summarise for Members work and progress across Argyll and Bute Council relating to Developing the Young Workforce (DYW). 1.2 The report covers all aspects of DYW work and activities across the local authority: • Progress relating to the four Key Performance Indicators (KPIs) as required by the Scottish Government; • Data relating to school-employer partnerships and work placements; • The work of the DYW School Coordinators; • DYW across the secondary curriculum; • The financial position relating to Scottish Government DYW funding and how it is being directed in Argyll and Bute; • Key DYW-aligned events, including the Argyll and Bute DYW/Employability Conference. • Self-evaluation processes to drive further improvement in the areas of DYW and work-based vocational learning 1.3 In addition, case studies of DYW events, activities and programmes are appended for Members’ information. 1.4 In relation to this report, it is recommended that members: 1. Note the scope, variety and impact of DYW initiatives and activities across Argyll and Bute; 2. Acknowledge the importance of the Scottish Government’s continued policy commitment to DYW, and associated funding for regional DYW Groups; 3. Recognise the contribution of the DYW team and its work towards securing and sustaining Argyll and Bute a position in the leading 10 Scottish Local Authorities with regards to the Annual Participation Measure, in which we place 9th out of 32 in the period April 2023 to March 2024.
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4. Accepts the requirement to make the roles of DYW Lead and DYW Coordinators in Argyll and Bute permanent and non-dependent on DYW funding from the Scottish Government.
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION SERVICE 28 AUGUST 2025 DEVELOPING THE YOUNG WORKFORCE - 2024-2025 2.0 INTRODUCTION 2.1 Developing the Young Workforce - Scotland's Youth Employment Strategy was published by the Scottish Government in December 2014, and set out the plans to implement the 39 recommendations as set out by the report Education for All. Home (dyw.scot) Developing the Young Workforce (DYW) | Policy drivers | Policy for Scottish education | Scottish education system | Education Scotland 2.2 Nationally, DYW seeks to ensure young people develop the skills and knowledge they need to succeed in the world of work, through connecting young people and their schools with employers, and through supporting the development and implementation of the Employability curriculum in schools. 2.3 DYW across Scotland is co-ordinated by the work of 20 employer-led Regional DYW Groups, of which Argyll and Bute is one. Membership of the Argyll and Bute DYW Board includes a range of key employers in the area, Skills Development Scotland and Third Sector representatives. 2.4 In 2021, Scottish Government funding was made available to Regional DYW Groups to appoint DYW Coordinators to schools, to be led and line-managed by the existing DYW Regional Lead. Argyll and Bute Regional Group appointed four DYW School Coordinators, each with responsibility for two or three secondary schools. 2.5 DYW Coordinators have several principal areas of responsibility: • to develop close, dynamic, mutually rewarding links between employers – particularly local employers – and schools in order to facilitate high-quality, individually-tailored work placements for young people; • to support schools in developing the DYW/Employability curriculum through employer engagement resulting from such partnerships; • to support employers to engage with the DYW Pledge, formerly The Young Persons’ Guarantee. Home | Young Persons guarantee 2.6 The Scottish Government has made a policy commitment to fund Regional DYW groups until 2027.
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2.7 At present, the DYW team consists of The DYW Regional Lead, four DYW School Coordinators and an Administrative and Financial Assistant. Plans are being considered to add an additional post to the team in the form of a DYW Coordinator with responsibility for improving outcomes for young people with the greatest barriers to securing and sustaining positive post-school destinations. 3.0 RECOMMENDATIONS It is recommended that the Community Services Committee: 1. Note the scope, variety and impact of DYW initiatives and activities across Argyll and Bute 2. Acknowledge the importance of the Scottish Government’s continued policy commitment to DYW, and associated funding for regional DYW Groups 3. Recognise the contribution of the DYW team and its work towards securing and sustaining Argyll and Bute a position in the leading 10 Scottish Local Authorities with regards to the Annual Participation Measure, in which we place 9th out of 32 in the period April 2023 to March 2024. 4. Accepts the requirement to make the roles of DYW Lead and DYW Coordinators in Argyll and Bute permanent and non-dependent on DYW funding from the Scottish Government. 4.0 DETAIL Developing the Young Workforce Key Performance indicators 4.1 Developing the Young Workforce (DYW) reports against a set of four Key Performance Indicators (KPIs), listed below, set by the Scottish Government. Data on all KPIs is reported monthly through the RUBI Customer Relationship Management (CRM) system, with the exception of the qualitative reports which are submitted quarterly. • KPI 1 – Employer Engagement and Local Partnerships DYW to increase employer engagement opportunities, and the number of employers actively engaged in supporting and preparing young people for the world of work, through work experience opportunities, work inspiration activities and entrepreneurship initiatives. • KPI 2 – Support Employers with DYW Employer and Partner Pledge. Support employers and partners to identify how they can best support young people, and with the completion of the associated DYW Employer and Partner Pledge form.
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• KPI 3 – Apprenticeships, Work Placements and Other Partner Activity Increase the number of employers who are engaging with Skills Development Scotland, and other partners, to offer apprenticeship opportunities. In addition, increase the number of employers collaborating with colleges, third sector and other partners to deliver opportunities to young people. • KPI 4 – Equalities and Supporting young people who would benefit most. By working collaboratively with specialist partners, increase the work-based learning and employer engagement opportunities for those who would benefit most. KPI 1 - Employer Engagement and Local Partnerships 4.2 Since their introduction in August 2021, the School Coordinators have been focused on creating productive, mutually beneficial school-employer partnerships and encouraging employers to support and prepare young people for the world of work. As a result of the continued proactivity and focus of the DYW School Coordinators, DYW Argyll and Bute has increased engagement with young people, by 24% and implemented an additional 190 DYW-related activities across the Authority in the year 2024-2025. Table 1 – All DYW Engagements 2024-2025 It can be seen from the above data that DYW has increased the total number of activities across all secondary schools by 190 since 2023-24. While the number of employers supporting such activities is slightly down on 2023-24, positive, productive relationships with individual employers means that they are willing do and contribute more. This, in tandem with the increased number of activities, has meant that DYW has succeeded in reaching 24% more young people in 2024-25 than in 2023-24. All DYW engagements with young people 2023-2024 and 2024- 2025 No. of engagements No. of young people No. of employers 2023-2024 438 4700 245 2024-2025 628 5831 219
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Table 2 – DYW Engagements by Category 2024-2025 Engagement Category Work Experience Opportunities with DYW Support* Work Inspiration Activities** Total No. of Activities 92 536 628 * This figure does not represent all work placements across the authority (see 4.8); only those in which DYW Coordinators had an explicit role. ** Work Inspiration Activities include careers events, workplace visits, job application and interview skills sessions, Skills for Work workshops, Industry Insight sessions, parent/carer information sessions, volunteering opportunities, entrepreneurship activities. KPI 2 – Supporting Employers with Young Person’s Guarantee Framework 4.3 Since 2021, The Young Person’s Guarantee (YPG) Framework has been encouraging employers to pledge their support to Scotland’s young people through various opportunities such as volunteering, work experience, offering apprenticeships/training and a commitment to Fair Work principles. Since 2023, DYW has been liaising with employers in relation to the YPG and has supported 17 employers to engage fully with the programme. As a result, these employers have been supported to understand the contribution they can make through engaging with young people. Thet also understand how to offer the activity which best suits both their and young people’s needs and contexts. Examples include work placements, site visits, classroom talks and activities and wider school events. Over the last year, the Scottish Government has embarked on an updating exercise for YPG, which will be known as the DYW Pledge. The DYW Regional Group awaits updated resources and guidance from the Scottish Government relating to the refreshed programme. KPI 3 – Apprenticeships, Work Placements and Other Partner Activity 4.4 DYW works in partnership with UHI Argyll and Skills Development Scotland to provide information and support to employers in recruitment of young people into Foundation and Modern Apprenticeships. Table 3 – Numbers of Foundation and Modern Apprenticeships in Argyll and Bute 2024-25 Number of Young People Foundation Apprenticeships Modern Apprenticeships 2024/25 80 39 2023/24 62 29
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In 2024-25, Modern Apprenticeship accreditation rose to 39 from 29 in 2023-24. In 2024-25, Foundation Apprenticeship accreditation rose to 80 from 62 in 2023- 24. 4.5 In Argyll and Bute, most apprenticeships are facilitated via UHI Argyll, or via in- house arrangements put in place by individual schools. DYW Argyll and Bute works alongside UHI Argyll to promote apprenticeships to employers as a means of employing young people. 4.6 KPI 3 also focuses on the total number of new employers engaged by DYW to provide work placements for young people. In 2024-25, 64 new employers across Argyll and Bute agreed to provide work placement opportunities to young people in schools through engagement by DYW Coordinators. 4.7 The aim of the work of the DYW Coordinators in developing close working partnerships between schools and employers is that young people have a greater choice of personalised, high-quality work placements, and that, through support from schools and employers, young people become better equipped with the skills, knowledge and experience they will need to flourish in the world of work. 4.8 The effective planning, implementation and evaluation of work placements for young people, and the expectations relating to all parties – young people, parents/carers, employers and schools/local authorities – is set out in Education Scotland’s Work Placement Standard. Work Placements Standard - September 2015 (education.gov.scot) 4.9 In addition to the Work Placements Standard, schools are supported in their provision of work placements to young people by the Argyll and Bute Council Work-Based Vocational Learning Guidance. This guidance was substantially revised and streamlined in 2022-2023 to ensure it is as accessible and relevant as possible for those in schools who organise and co-ordinate work placements for pupils. The revision was a result of consultation with staff and young people in schools, and observation of best practice in other local authorities. As a result, both the number and quality of work placements available for young people has increased, as demonstrated by the above data The revised guidance can be accessed via the following link: ..\..\DYW\WBVL Guidance\WBVL Guidance - Argyll and Bute Council - Updated Feb 23.doc 4.10 Our secondary schools work with young people and their parents/carers to identify work placements which match young people’s situations and aspirations. The partnerships with employers, which have been developed by schools and DYW School Coordinators, are central to achieving such bespoke work placements. 4.11 A database of all work placements undertaken across Argyll and Bute’s secondary schools has been established. This allows the tracking of both the
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number and types of work placements in which young people are engaging, and allows identification of which schools require further support in offering work placements for all pupils who would benefit from them. 4.12 The total number of work placements taken up by young people across all secondary schools in 2024-2025 was 469. This represents an increase of 124 on 2023-2024, and continues an annually increasing trend since the Covid 19 pandemic reduced work placements to almost zero in 2020-2021. KPI 4 – Equalities and Supporting young people who need it most. 4.13 DYW works closely with schools to identify and support young people with the greatest barriers to entering the world of work by participating in school 16+ meetings and liaising closely with school Pastoral Care staff and Skills Development Scotland. By such means, in 2024-2025 DYW have jointly- supported a total of 243 young people identified as disengaged or otherwise vulnerable to build the skills and confidence they need to succeed in the world of work through participation in Work Inspiration Activities including careers events, workplace visits, job application and interview skills sessions, Skills for Work workshops, Industry Insight sessions, parent/carer information sessions, volunteering opportunities and entrepreneurship activities. This constitutes an increase of 90 young people from 2023-24. Additionally, 24 young people with such barriers were the focus of bespoke engagement in the form of individualised interventions, including work placements and volunteering opportunities. Five the 24 young people receiving individualised support engaged with the Mid-Argyll Youth Development Service through DYW sponsorship. This has taken the form of a pilot programme working towards Certificate of Work Readiness Units. Areas covered include setting goals, what should be in a CV, mock applications and interviews and the First Aid at Work ATLAS module. 4.14 By working in partnership with schools, the DYW team adopts a tailored approach that is best suited to young people’s needs. Through the work of the DYW School Coordinators, trust is built up with those pupils most at risk of not achieving a positive destination. Through employer-led interventions, young people’s aspirations are directed towards gaining employment, securing a place in further or higher education, or volunteering within the community post- school. 4.15 Furthermore, DYW has been working in partnership with the Scottish Qualifications Agency, Dunoon Grammar School, Campbeltown Grammar School, Lochgilphead High School and Rothesay Academy to implement the SQA Barista Skills qualification. As such, DYW funding has enabled schools to purchase all relevant equipment, ingredients and training to provide the course for young people seeking to develop their skills for work in the hospitality sector, aligning well with the employment opportunities available to young people in Argyll and Bute.
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This initiative has been of particular value to those young people with barriers to achieving a positive destination post-school, and has been targeted specifically at such pupils. During the 2024-2025 session, DYW funding has allowed two further secondary schools to invest in Barista equipment and training, with a view to training and accrediting young people in session 2025-2026. Developing Skills for Life and Work in the curriculum 4.16 Skills for Life and Work are integral to learning activities across all areas of the school curriculum. Senior Leaders in schools are working with staff to ensure such skills are made explicit, articulated and developed in day-to-day learning experiences across 2-18 education. 4.17 School-employer partnerships also serve to enhance and broaden the employability curriculum in schools. As well as the work placements detailed above, employers engage with children and young people through a range of activities and events. Such events – detailed elsewhere in this report – include careers fairs, skills-development sessions and events with a focus on a particular area of employment or industry, often relating to the local employment landscape and local industry contexts. As a result, young people are able to identify career opportunities within Argyll and Bute and the risk of a population and skills drain from Argyll and Bute is reduced. Bespoke curriculum approaches – Flexible Learning Plans 4.18 For a number of young people across Argyll and Bute’s secondary schools, engagement with full-time education is a challenge, and the attendance of such pupils can fall to levels not conducive to the fulfilling of their attainment and achievement potential. A range and combination of factors in young people’s lives contribute to such a situation developing, and levels of disengagement and vulnerability have been exacerbated by the effects of the Covid-19 pandemic and its aftermath. 4.19 Our schools work with young people, their families and other agencies to find individualised solutions to such problems with engagement. A strategy which has been developed effectively by almost all secondary schools in Argyll and Bute is the Flexible Learning Plan. 4.20 A Flexible Learning Plan (FLP) creates a bespoke curricular experience for each young person experiencing problems with school engagement. Normally an FLP involves a young person spending part of each week on placement with a partner employer in a profession or trade which matches the young person’s aspirations and interests. For the other part of the week, the young person is in school focusing on a specific and targeted group of qualifications and accreditations, including literacy and numeracy and subjects which, again, align with the young person’s wider interests and aspirations.
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4.21 Since 2022-23, there has been an increased focus on the carefully planned use and effective evaluation of FLPs across secondary schools in Argyll and Bute. A consistent approach to and template for evaluating the impact of FLPs in young people’s lives has been introduced and adopted by all schools. This has resulted in a greater understanding of how young people can gain the most from an FLP, and how employers can enhance the experience for individual pupils. 4.22 The planning template for FLPs recognises and integrates into planning key characteristics of young people, including Additional Support Needs and Care- Experienced Young Person status. The form also allows clear recording and demonstration of the quality assurance process between Education Manager and school in advance of the sign-off of any FLP. 4.23 Flexible Learning Plans 2024-2025 – Key information • Across all secondary schools in Argyll and Bute in 2024-2025, there were 50 FLPs in place. This represents an increase of 17 on 2023-2024. • Pupils engaged with FLPs in S3-S6: o S3 – 2 pupils o S4 – 15 pupils o S5 – 25 pupils o S6 – 8 pupils • Of the 50 FLPs, nine facilitated pupils dividing their time between school and Further Education, while 41 involved pupils dividing their time between school and work placement. • Of the 50 FLPs, 19 were in place for pupils with Additional Support Needs, and four were in place for Care Experienced Young People. • The impact of the FLPs in place in 2024-2025, in terms of provisional destinations, has been carefully tracked: Table 4 – FLP Outcomes 2024-2025 The above data demonstrates the effectiveness of FLPs in both re-engaging disengaged young people with school and learning, and in supporting them into positive destinations post-school. The development of FLPs as an effective Post FLP Destination Number of Young People Employment with FLP employer 9 Other employment 7 Apprenticeship with FLP employer 9 Other apprenticeship 3 Other Post-School Positive Destination 7 Return to school full-time 6 Further FLP/continued FLP 7 Negative Destination 2
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potential intervention for identified young people continues across all secondary schools, and is being informed by rigorous evaluation of the impact of FLPs on young people’s opportunities and life-chances. Supporting Young People into sustained positive destinations post- school 4.24 DYW staff work closely with colleagues from Education, Skills Development Scotland (SDS) and other relevant agencies to support young people into the positive destinations of their choice on leaving school, and to support them in sustaining such positive destinations. 4.25 Such multi-agency meetings occur every four to six weeks in each school and are termed 16+ Meetings. An agreed and consistent format, agenda and recording system for 16+ Meetings is in place in all secondary schools. 4.26 16+ meetings operate around a risk matrix, in which the young people in school most at risk of not entering employment, training or further/higher education are identified. School, DYW and SDS staff define what support each young person requires, what actions require to be taken and what agencies need to be involved to ensure a positive destination. 4.27 The destinations of young people who have left school in the previous 12-18 months are also tracked through the 16+ meetings. Young people who have been unable to sustain a positive destination, and who are therefore no longer classed as “participating”, are identified and contacted wherever possible in order that support can be offered to enter an ongoing positive destination. 4.28 The term “participating” relates to the SDS Annual Participation Measure, published each August. Any young person between 16 and 19 who is in education, training or employment is classed as participating. 4.29 A report is submitted to Community Services Committee each December, detailing the outcome of the Annual Participation Measure (link below). In 2024, participation in Argyll and Bute for 16-19 year-olds was 94.3%. This figure represents a decrease of 1.7% from 2023. Argyll and Bute remained 9th of the 32 local authorities in Scotland for participation. https://www.skillsdevelopmentscotland.co.uk/publications- statistics/statistics/annual-participation-measure 4.30 Providing information on young people’s destinations alongside the Annual Participation Measure are the School Leavers Initial Destinations and School Leaver Follow-Up Destinations data sets. The School Leavers Initial Destinations is a snapshot of the situations of those who have left school that year, and it is recorded on the first Monday in October. The School Leaver Follow-Up Destinations is a further snapshot of that same cohort on the first Monday of April the following year.
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4.31 The School Leaver Initial Destinations figure for Argyll and Bute for those who left school in 2024 showed that 94.8% were in a positive destination, a decrease of 0.3% from October 2023. The School Leaver Follow-Up Destination Data from April 2025 showed that 90.9% were in a positive destination, a decrease of 0.2% from April 2024. 4.32 There are two decreases to address: firstly, the decrease from 2023-2024 to 2024-2025 in participation and positive destinations; secondly, the decrease in positive destinations between the Initial Leaver Destinations and the Follow-Up Leaver Destinations. 4.33 The decrease from last year’s figures and this year’s in both participation and Initial/Follow-Up Leaver Destination can be attributed to a number of factors. A key consideration is the effect on the cohort now aged between 16 and 19 of the Covid-19 pandemic. It has been recognised nationally that the interruptions to both normal life and learning brought about by lock-downs has had a long- term impact on the mental wellbeing of this group, often resulting in decreased engagement and resilience. Economic factors and their effect on the employment market are also relevant, and partially account for 6.1% fewer school-leavers entering employment in 2024 than in 2020. There is often a fall-off in positive destinations between the initial measure in October and the follow-up in April. Young people may realise a particular destination is not for them, or the transition to post-school, adult life proves to be challenging for them. The mental health and resilience issues mentioned above are also factors. Argyll and Bute’s follow-up destinations data prompts some key considerations. Over 25% of those entering Further Education leave their course during the first year, accounting for 5% of all school leavers. This percentage has been increasing over the past three years. This statistic is compounded by the fact that the number entering further education post-school is at its highest for five years. In the past, those leaving further education soon after starting would enter employment. However, in 2024, although the number in employment at follow-up is still greater than at the initial measurement in October, the number moving into employment in this way has reduced over the last three years, and has not been able to mitigate those leaving further education. Developing the Young Workforce and Education are highly aware of the trends described above, and know that steps must be taken to counter them. DYW and schools work in partnership to ensure young people know what post-school pathways are best for them from an early stage in their education. Schools understand and address the needs of young people, in terms of mental health, resilience and self-confidence. There is a clear awareness that young people require to enter their post-school destinations fully aware of what it will involve and the demands it will make, and must be ready to cope with such challenges. Schools, DYW and SDS will further develop and refine their tracking of both prospective leavers, and those who have left school, to intervene appropriately when there is a risk of, or a slip into, a negative destination.
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A target has been set of 96.5% of leavers in positive destinations in October 2025. The targeted follow-up destination figure will be no lower than 94%. 4.34 The scope and impact of the work of the DYW Lead and the DYW Coordinators with employers, schools and the wide range of partner agencies is described above. The work of DYW is central to ensuring Argyll and Bute’s young people achieve and sustain positive, sustainable, fulfilling destinations on leaving school which contribute to a thriving economy and society in Argyll and Bute and beyond. Such work is also vital in terms of ensuring that Argyll and Bute Council is placed in the highest quartile of local authorities in terms of post- school positive destinations and Participation of 16-19 year-olds. It is therefore imperative that DYW continue its work in Argyll and Bute regardless of the Scottish Government’s willingness to offer funding, which at present will run until March 2027. Elected Members are asked to acknowledge both the importance and effectiveness of DYW’s work, and the need to make DYW’s role permanent in Argyll and Bute beyond 2027. Argyll and Bute DYW Conference 4.35 The third annual Argyll and Bute DYW Conference was held on 13th June, in the Helensburgh and Lomond Civic Centre, Helensburgh. The purpose of the conference was to promote and celebrate the range of agencies and partnerships participating in preparing young people for the world of work, and the scope of activities and initiatives involved in doing so. This year’s conference had a particular focus on enterprise and entrepreneurship, both of which are vital elements in ensuring future employment opportunities, and in developing Argyll and Bute’s economy and society. The conference involved delegates from Education and other council services, Community Learning and Development, Skills Development Scotland, employers, Third Sector partners and other agencies and organisations contributing to the DYW agenda. Key elements of the conference were the keynote speakers, including Elma Murray, Depute Chair of the DYW National Employers’ Forum, SDS Manager for Argyll and Bute Susan MacRae, Oban successful entrepreneur and employer Renuka Ramanujam and Managing Director of Tree of Knowledge, Gavin Oates. The afternoon saw workshops for delegates hosted by DYW and local DYW partners. The highlight of the conference was the Dragons’ Den competition between three Argyll and Bute secondary schools. Pupils’ business pitches to a panel of experts were community-focused, imaginative and creative. Joint winners were Oban High School’s Youth Café proposal and Rothesay Academy’s Market Garden project. All three school were awarded a share of the £1,250 prize fund to invest in their projects, including second placed Dunoon Grammar School, whose pitch was partly delivered in Gaelic.
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DYW Funding and Budget 4.36 In 2024-2025, the total funding allocated to DYW Argyll and Bute by the Scottish Government was £387,236. 4.37 Slightly reduced funding of £372,520 has been allocated by the Scottish Government to DYW Argyll and Bute for the financial year 2025-26, and DYW funding has been guaranteed by the Scottish Government until March 2027. 5.0 CONCLUSION 5.1 Developing the Young Workforce in Argyll and Bute is dedicated to supporting young people into employment and developing their skills to ensure they will be successful and flourish in the world of work. The work of DYW covers a range of key areas: school-employer partnerships; work placements; the employability curriculum in schools; employability events in individual schools and across schools; meeting the needs of vulnerable young people; supporting young people into – and tracking their progress in – positive destinations; progressing the Young Person’s Guarantee/DYW Pledge; and supporting employers to make the right offers for our young people. 5.2 DYW and Education are keenly aware of the very particular challenges facing young people leaving school at this time, and the rigorous work that is required to support them. Equally clear is the need to redouble efforts in the light of data which shows decreases in positive destinations and participation, and the accompanying risk to young people’s prospects. It is recognised that such risk also applies to Argyll and Bute’s consistently high placing in terms of national participation and positive destinations data. 5.3 The work of DYW in Argyll and Bute has evolved in last four years, following the appointment of the four DYW School Coordinators. Each school’s own work to establish partnerships with employers has been supplemented by the dedicated focus of the Coordinators. As a result, school-employer partnerships are more numerous and more dynamic than previously, with employers able to engage with and contribute to the curriculum, as well as providing work placements for young people. 5.4 The Scottish Government has a policy commitment to support DYW through funding until 2027. Planning for DYW staffing and activities is therefore progressing in this context. 6.0 IMPLICATIONS 6.1 Policy - This report links directly to Priority 1 in the Argyll and Bute Corporate Plan 2023-2027: Improving educational attainment, achievement and outcomes for young people within Argyll and Bute to Scotland’s upper-quartile.
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6.2 Financial – DYW is funded by means of a grant from the Scottish Government, the payment of which relies on fulfilment of the terms set out in the relevant Grant Offer Letter. 6.3 Legal – None 6.4 HR – None 6.5 Customer Service – None 6.6 Risk - Failure to support young people into positive destinations will impact on the life chances of young people across the Local Authority area and may result in outward migration of young people. A reduction in the number of young people securing positive destinations post-school risks reputational damage to the local authority, and detracts from its appeal as a place to live and work. 6.7 Climate Change – None 6.8 Fairer Scotland Duty – In working to maximise the employability and work- readiness of all young people in Argyll and Bute’s secondary schools, and through adhering to the principles of GIRFEC in supporting individualised pathways for all young people, regardless of situation or place, DYW seeks to address inequalities of outcome caused by socioeconomic disadvantage. 6.9 Equalities - Protected Characteristics – All work relating to Developing the Young Workforce seeks to address inequalities in employment, training and education, and to provide support to those who most require it, with particular focus on young people with Additional Support Needs or who are vulnerable, or for whom other protected characteristics are a relevant factor (DYW KPI 4) 6.10 Consumer Duty – None 6.11 Island Communities – Young people in island and remote mainland communities often require extra support to ensure they are prepared for the personal, geographical, social and cultural changes which can accompany moving to a positive post-school destination. As such, DYW understands the need to assess such needs, and to work with schools and partners to ensure young people are able to enter and sustain such positive destinations. 6.12 Children’s Rights and Wellbeing – The work of DYW aligns directly with Article 29 of the United Nations Convention on the Rights of the Child: Education must develop every child’s personality, talents and abilities to the full.
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Douglas Hendry - Executive Director with responsibility for Education Councillor Audrey Forrest - Policy Lead for Education Jen Crocket Chief Education Officer; Head of Service For further information contact: Simon Easton, Education Manager Telephone: 01436 657681 Email: simon.easton@argyll-bute.gov.uk Date: 28th August 2025
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Appendix 1 Case studies of Employability Learning opportunities for young people in Argyll and Bute secondary schools. The four selected case studies represent a sample of those provided to The Scottish Government as part of its quality assurance of DYW provision across Scotland. DYW Case Studies for CSC Report August 2025 Case Study 1 A Lime Mortar taster day event was held at Hermitage Park on Tuesday the 18th and Wednesday the 19th of June 2024. The event took in a total of 16 pupils from Dunoon Grammar and Hermitage Academy and ran from 10am-2pm. The event was organised by Helensburgh Conservation Area Regeneration Scheme (CARS), was hosted by Hermitage Park and organised for a member of staff from the Scottish Lime Mortar Trust to do a brief lesson and demonstration to the groups of young people. As part of the lesson and demonstration young people were shown and got to try their hand at various aspects of stonemasonry including joint preparation, dampening the wall, selecting and mixing lime mortar, filling and finishing the joints. Objectives To showcase a traditional skill and provide a hands on taster session to a group of pupils in the hope to engage with them and perhaps encourage them into a career in this field. Results Very enjoyable and successful event where students and employers engaged well. Employers took the opportunity to share knowledge, experience and advice, while students took the opportunity to ask questions and collect information alongside learning a new skill. Benefits Students benefitted by being exposed to a skill or career they may not have known about or considered previously. They were afforded the opportunity to learn a new skill and have a hands on taster of what this career could be like while being able to speak to the employers present and ask questions in a relaxed environment. Employers benefitted by having an opportunity to raise awareness of their industries, meet and talk to the future workforce, share insight into what they do and maybe inspire some of the young people to join their field. The schools benefitted having attended a successful event, which hopefully inspired some young people to consider something they might not have thought of before. They were also able to make new contacts through this event. Testimonials Overall feedback from pupils, school staff and employers was that the event had been a success. Young people remarked that the day had been “Enjoyable” and “Something different”, School staff were pleased about being afforded the opportunity to attend,
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with the way the employers engage with young people, and with the enthusiasm of the young people in attendance and the opportunities it could open up. They stated that they felt the event helped raise awareness and motivation among young people, engage young people, and increase their understanding of the labour market. Employers were also pleased by the event, having had lots of opportunities over the two days to engage with young people who seemed interested in learning and who expressed how grateful they were for the experience. They also stated they felt the event had allowed them to feel connected to the local community, and to hopefully inspire local young people. Photos Case Study 2 In partnership with Museums and Galleries Scotland, and local museum Dunollie Castle, DYW Argyll & Bute arranged a programme which aimed to bring together local high school pupils to develop employability skills and learn about the diversity of job roles in the Heritage sector. Over the course of 6 sessions, pupils from Oban High School’s S2 History Club were given the opportunity to participate in the development of a new exhibition at Dunollie Museum Castle and Grounds. By working closely with experienced practitioners within the Museum/Heritage sector, pupils were given an overview of the history of Dunollie and the role that it currently plays within the local community, followed by an inside view of their collections and how they are stored, showing pupils their behind-the- scenes operations. Pupils also gained valued insight into how items are selected for exhibitions. The pupils participated in writing, interpretation and design workshops
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which helped bring the exhibition together and were also given the opportunity to attend an exhibition launch to celebrate their valued involvement in the project. Objectives Oban High School pupils will get a clear understanding of the different career roles involved in running a museum. Aims • To learn about the roles and responsibilities within the museum and heritage sector • To enhance pupils’ knowledge of local history • To understand the importance of collections and their management • To develop new skills in exhibition writing • To develop design skills in bringing an exhibition together • To be involved in the creation of a new exhibition Results The pupils came away with a clear understanding of what it took to design and put together an exhibition. They also got to learn about local History and how important it is to our area. Benefits The pupils now know what sort of careers they can go into local to do with history and see how it is important in our local community. Testimonials Pupils comments: • “It was very fun and the store rooms were interesting. I really enjoyed the haunted rooms and stories” • “Fun, interesting” • “Engaging, informative and fun.” • “really interesting and enlightening” Teachers: “The Dunollie House was excellent they had a wide amount of Knowledge and were very engaging with the pupils. The staff took the time to build relationships with the pupils which helped make the topic interesting.” Dunollie Museum: “I thought the project was a great success. Throughout the workshops the pupils excelled themselves, with each of the practitioners commenting in the exemplary behaviour and enthusiasm shown by the group. I hope that this is just the start of a prosperous partnership between Dunollie and the History club of Oban High School.”
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Photos: Case Study 3 In conjunction with SDS and High School colleagues, DYW held the annual Tobermory Careers day on the 29th of August. There were 20 delegates, made up of employers, universities and colleges were in attendance, with over 50 young people taking part. Starting at 10 am, each year group had the opportunity to visit different stalls, network with stallholders and find out more information about their industry. To help encourage mutually beneficial conversations, all the pupils were given a quiz to fill in to encourage them to speak to “break the ice” with all the stallholders in attendance, which was of particular use to those young people with additional barriers to employment. To ensure collaborative working across the Joint Campus, primary 6 & 7 were also invited to attend the careers event to give them an insight into careers and pathways at an early opportunity. Alongside the main Careers Event, the Royal Navy also took the chance to host a workshop focusing on STEM activities, helping young people to gain confidence and knowledge in STEM and understand how these apply to the world of work. As a result of this event, the pupils got a better understanding of the careers available to them both on and off the Island, as well as the pathways they can take to achieve
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their ambitions. The event was a great success and the pupils got a lot out of talking to a wide variety of people. Testimonials Teacher: It was very well organised, and the attending companies and organisations were excellent. Having come from a commercial and industrial background myself, I had a good understanding of careers, the labour market, pathways, skills required and future jobs. There is not a lot that can be improved upon given the available space. I think it was a job well done. Employer: The pupils were engaged and the use of the quiz question helped to encourage them to speak to us. Most were more interested in the engaging activities than talking about careers in the field but this event still helped us raise awareness of marine science/conservation as a line of work. Question asked to young people:
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Case Study 4 DYW Argyll & Bute partnered with a local youth organisation Mid Argyll Youth Development Services, to pilot an employability programme for ASN pupils. The programme was available for young people who will soon be leaving school but have no access to any employability support programs in the locality of Mid-Argyll. In collaboration with DYW Argyll & Bute, Mid Argyll Youth Development Services worked alongside Lochgilphead Joint Campus to pilot a program that is tailored to suit young people with additional support needs who are upcoming school leavers. The programme was designed to offer lessons and support around the world of work to those with Additional Support Needs. Whether these young people go into volunteering or some form of employment, it is important they leave school with the basic knowledge, skills and understanding, delivered in a way that meets their needs, to help them transition and progress to a positive destination. The program is loosely based on Workingrite’s “Right to Work” programme, however lessons were adapted and amended to suit the young people’s specific needs. Topics covered included volunteering, employment and timekeeping, responsibilities, sickness, Interviews, CV building and were designed around how each individual works and learns. Classes were delivered over two lessons on a weekly basis, with MAYDS and DYW supporting by giving the relevant materials and assisting with employer engagement where appropriate. On completion of the programme young people are presented with a Certificate of Work Readiness and support is given to help them to apply for voluntary positions within the community where this is appropriate to the young person’s ability and needs. We hope to expand this programme into other areas of Argyll & Bute and are in active discussions with relevant partners for the coming academic year.