West College Scotland Student Forum - Employability, Skills, Training and Wellbeing
West Dunbartonshire Council · 29 May 2026
Back to Clydebank Pride in Place Board — 29 May 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Official Sensitive West College Scotland Student Forum: Employability, Skills, Training and Wellbeing Focus Group Report Background and Purpose This report summarises findings from two focus groups with students at West College Scotland. The aim was to gather first-hand insights into experiences of work-based learning, including apprenticeships, training programmes, work placements, and employability support. Two groups took part, representing a range of sectors: Group 1 (9 participants): Babcock, BAE Systems, Ferguson Marine Group 2 (16 participants): Beauty Therapy (Level 6), Education Support Assistance, HNC Hairdressing, Barbering Confidence About the Future Confidence levels were generally positive! Students already in employment or with confirmed job offers felt most secure about their future. Lower confidence was linked to: Uncertainty around passing qualifications and concerns Job availability after completing courses Barriers to Work and Training Participants identified several key barriers: Financial Pressures Cost of living restricts access to unpaid or low-paid opportunities Limited financial support through colleges (ex. bursaries) Travel Costs High public transport costs, particularly without Young Scot cards Poor transport links in areas where students live and/or where placements are based Driving is expensive due to fuel costs Childcare Programmes outside school hours are difficult for those with children. Strong support for on-site nursery provision at college. Confidence and Mental Health
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Official Sensitive Limited awareness of support services – needs clear signposting Fear of failure or embarrassment discourages applications. Preparation for Work: School vs College College Strengths Encourages independence and responsibility. Work placements are highly valued and provide meaningful, real-world experience. College Gaps Limited practical units in some courses (notably engineering). Demand for longer placements to build deeper experience. School Gaps Strong focus on university pathways, with less visibility of vocational routes. Limited teaching of CV writing, applications, and interview skills. Improving Programme Attractiveness Awareness and Outreach Engage students earlier (from S1). Use in-person events such as careers fairs. Include apprentices and graduates sharing experiences. Offer taster sessions or “apprentice for a day” opportunities. Schedule events during school hours to increase access. Retention and Support Supportive staff and managers are key to motivation. Regular progress check-ins (e.g. every three months). Clear signposting to financial and mental health support. Positive environments help build self-discipline and engagement. Key Recommendations 1. Start early: Engage students from S1 onwards.
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Official Sensitive 2. Increase practical learning: Expand work-based units and placements. 3. Address travel costs: Promote discounts and provide financial support. 4. Prioritise childcare: Explore on-site nursery provision and flexible scheduling. 5. Use in-person engagement: Careers fairs, taster sessions, and peer-led activities. 6. Strengthen support systems: Regular check-ins and clear guidance on available support. 7. Teach employability skills in schools: CV writing, applications, and interviews. 8. Promote vocational pathways: Challenge the university-first narrative.