Developing the Young Workforce - 2025-2026
Argyll and Bute Council · 27 August 2026
Back to Community Services Committee — 27 August 2026 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 SERVICE 27 AUGUST 2026 DEVELOPING THE YOUNG WORKFORCE – 2025-2026 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 the Community Services Committee: 1. Note the scope, variety and impact of DYW initiatives and activities across Argyll and Bute;
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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 10th out of 32 in the period April 2024 to March 2025. 4. Recognise the contribution of the DYW team and its work towards the improved 2024-2025 School Leaver Initial and Follow-up Positive Destinations figures for Argyll and Bute.
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION SERVICE 27 AUGUST 2026 DEVELOPING THE YOUNG WORKFORCE – 2025-2026 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. In April 2026, following consultation with Regional Group members, DYW Argyll and Bute recruited a 5th DYW Co-ordinator, with specific responsibility for meeting the needs of young people with Additional Support Needs (ASN) or other significant barriers to gaining employment in secondary
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schools. In doing so, DYW Argyll and Bute demonstrated and reinforced its commitment to DYW KPI 4, as detailed below. 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. 2.7 At present, the DYW team consists of The DYW Regional Lead, five DYW School Coordinators and an Administrative and Financial Assistant. As stated above, the plan detailed in the 2024-2025 CSC DYW Report 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 has been fully implemented. 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 10th out of 32 in the period April 2024 to March 2025. 4. Recognise the contribution of the DYW team and its work towards the improved 2024-2025 School Leaver Initial and Follow-up Positive Destinations figures for Argyll and Bute.
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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 the 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. • 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.
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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 the number of employer-young person interactions by 57.8% and implemented an additional 45 DYW-related activities across the Authority in the year 2025- 2026, in comparison with 2024-2025. The number of employers engaging with young people has also increased by 66% in the came period. This data is summarised in Table 1 below. Table 1 - All DYW Engagements 2024-2025 The below table illustrates the number and breadth of activities (including those termed “work inspiration activities”) facilitated by DYW in Argyll and Bute. All DYW engagements with young people 2023-2024 and 2024- 2025 DYW Activities No. of interactions with young people No. of employers 2023-2024 70 5358 146 2024-2025 130 4654 189 2025-2026 175 7344 305
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Table 2 – DYW Activities by Category 2025-2026 * This figure does not represent all work placements across the authority (see 4.12); only those in which DYW Coordinators had an explicit role. KPI 2 – Supporting Employers with Young Person’s Guarantee Framework 4.3 Since 2021, The DYW Pledge (formerly The Young Person’s Guarantee) 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 DYW Pledge and has supported 23 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. They 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.
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KPI 3 – Apprenticeships, Work Placements and Other Partner Activity 4.4 DYW works in partnership with UHI Argyll and Skills Development to provide information and support to employers in recruitment of young people into Foundation, Modern and Graduate Apprenticeships. Table 3 – Number of new employer referrals for the Apprenticeship Family The number of new employer referrals for the Apprenticeship Family in 2025- 2026 was the highest since present recording arrangements were introduced. The majority of referrals were for Modern Apprenticeships. In conjunction with UHI Argyll, an event was held in October 2025 to promote with employers the benefits of engaging with the apprenticeship family which resulted in the increase in engagements this year. Similar events are planned for 2026-2027. 4.5 In Argyll and Bute, most apprenticeships are facilitated via UHI Argyll, or, in the case of Foundation Apprenticeships, 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. Since the present recording arrangements were introduced in 2023, 65 new employers across Argyll and Bute agreed to provide work placement opportunities to young people in schools through engagement by DYW Coordinators. This figure does not represent all work placements across the authority (see 4.12), only those in which DYW Coordinators had an explicit role. 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 Foundation, Modern and Graduate Apprenticeships 2023-2024 7 2024-2025 2 2025-2026 11
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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 data in 4.12 below. 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 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 2025-2026 was 449. This represents a slight decrease of 20 on 2024-2025, following previous consistent year-on-year increases. The data nonetheless shows work placement to be an embedded feature of young people’s educational experiences, and can be seen in the context of the Covid 19 pandemic having reduced work placements to almost zero in 2020-2021. Schools in which the ratio of work placements to Senior Phase pupils is lower than average have been identified and are being supported and challenged to ensure a work placement is available to every learner who needs or wishes it.
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KPI 4 – Equalities and supporting young people who need it most. 4.13 DYW works closely with schools, identifying and supporting 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 2025-2026 DYW have jointly- supported a total of 413 young people identified as disengaged or otherwise vulnerable to build the skills and confidence they need to succeed in the world of work. This has been achieved through bespoke employer engagement activities designed with relevant barriers in mind, or through universal 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 170 young people from 2024-25. 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, in partnership with Qualifications Scotland, has continued to work with Dunoon Grammar School, Campbeltown Grammar School, Lochgilphead High School and Rothesay Academy to implement the SQA Barista Skills qualification. In 2025-2026, three further schools – Tarbert Academy, Islay High School and Tobermory High School – were funded by DYW to purchase the required barista equipment and training to offer such accreditation in their schools. In the case of Tiree High School, a barista machine was not seen by young people as being the most relevant to their needs and context, and an embroidery machine was purchased as an alternative means of supporting young people to develop skills, confidence and entrepreneurship. As such, DYW is supporting young people seeking to develop their skills for work as they relate to their own setting and community, aligning well with the employment opportunities available to young people in Argyll and Bute.
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Such initiatives have been of particular value to those young people with barriers to achieving a positive destination post-school, and have been targeted specifically at such pupils. 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 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 2025-2026 there were 52 FLPs in place. This represents an increase of 2 on 2024-2025. • Pupils engaged with FLPs in S3-S6: o S3 – 1 pupil o S4 – 24 pupils o S5 – 21 pupils o S6 – 6 pupils • Of the 52 FLPs, 13 facilitated pupils dividing their time between school and Further Education, while 39 involved pupils dividing their time between school and work placement. • Of the 52 FLPs, 26 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 2025-2026, in terms of provisional destinations, has been carefully tracked: Table 4 – FLP Outcomes 2025-2026 Post FLP Destination Number of Young People Employment with FLP employer 7 Other employment 9 Apprenticeship with FLP employer 9 Other apprenticeship 1 Other Post-School Positive Destination 14 Return to school full-time 9
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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 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. SDS analyses each young person’s activities over a financial year and assigns the classification “Participating” to those who have been in any one of these destinations for the greater part of that period. 4.29 A report is submitted to Community Services Committee each December, detailing the outcome of the Annual Participation Measure (link below). In 2025, participation in Argyll and Bute for 16-19 year-olds was 94.6%. This Further FLP/continued FLP 3 Negative Destination 0
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figure represents an increase of 0.3% from 2024. Argyll and Bute is placed 10th 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. 4.31 The October snapshot School Leaver Initial Destinations figure for Argyll and Bute, for those who left school between September 2024 and September 2025, showed that 94.8% were in a positive destination, the same figure as the October 2024 snapshot. It is encouraging that no fall-off in Argyll and Bute’s initial positive destinations occurred in 2025, despite unfavourable conditions in the employment market for young people and rising youth unemployment, with employers less able to take on young people due to economic and legislative challenges. The School Leaver Follow-Up Destination Data from April 2025 showed that 92.5% were in a positive destination, an increase of 1.6% from April 2024. The gap of 2.3% between initial and follow-up positive destinations is 1.6% lower than in 2023-2024. Again, this is a positive statistic and can be attributed in part to the work described in 4.24 – 4.27 above. 4.32 Further statistics arise from the publication of the Follow-up Positive Destination figures: Between October 2025 and April 2026, there were 1.1% and 1.2% reductions in the numbers of school leavers dropping out of further and higher education respectively compared to the previous year. 0.9% more school leavers entered employment in 2024-2025 than in the previous year, and the follow-up measure shows that 1.0% more leavers who were in employment at the initial measure point were still in employment at the follow-up measure point than in 2023-2024. Between October 2025 and April 2026, there was a 2.4% increase in the number of unemployed school leavers seeking work, the same increase as in
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the same period in 2024-2025. Overall, at both initial and follow-up measure points for 2024-2025 leavers, levels of unemployment increased by 0.5% on the previous year’s figures. Overall, the School Leaver Follow-Up Destinations data for Argyll and Bute is positive, demonstrating both the effective work being done by schools and their partners, and a growing resilience and ability to sustain positive destinations in young people. The slight increase in the overall numbers of unemployed school leavers reflects a similar national trend. However, there are clear signs that the employability environment in Argyll and Bute has the capacity to offer work opportunities for both school leavers and those who have subsequently fallen out of other positive destinations. 4.33 A target has been set of 96.0% of leavers in positive destinations in October 2026. The targeted follow-up destination figure will be no lower than 94%. To achieve this, schools and partners such as SDS will require to continue working assiduously with young people, their families and partners to develop young people’s skills, self-confidence and resilience, and to ensure they understand their potential pathways and are supported into finding fulfilling, sustainable employment 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 fourth annual Argyll and Bute DYW Conference was held on 26th June, at Mount Stuart on the Isle of Bute. The purpose of the conference was to consider and plan for the next decade of Employability and Skills Development in Argyll and Bute, and 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.
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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 Klaus Mayer, leader in Curriculum Improvement with Education Scotland, Elma Murray, Depute Chair of the DYW National Employers’ Forum, and Ian McDonald of Scottish Power Renewables. The afternoon saw workshops for delegates hosted by DYW and local DYW partners. A central element of the conference was the participation of DYW Pupil Ambassadors from Rothesay Academy whose presentation on ‘DYW in Action’ encapsulated both what is required to support Argyll and Bute’s young people over the next 10 years, and the innovative and locally-focused activities in place to develop young people’s skills for life and work. DYW Funding and Budget 4.36 In 2025-2026, the total funding allocated to DYW Argyll and Bute by the Scottish Government was £372,520. 4.37 The Scottish Government has committed to the same funding of £372,520 for 2026-2027. Beyond March 2027, funding for DYW has not yet been confirmed. 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 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. The 0.3% increase in the Annual Participation Measure for Argyll and Bute (see 4.27-4.29 above), the maintaining of our School Leaver Initial Positive Destinations numbers and the increase in our School Leaver Follow-up Positive Destinations (4.30-4.33 above) all in the face of increasingly challenging economic and employment landscaped – particularly for young people – is greatly encouraging. Continued focus, planning and commitment will be required to ensure there is no downturn for our young people and that our targets are met.
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5.3 The work of DYW in Argyll and Bute has evolved in last five years, following the appointment of the four DYW School Coordinators, and the recent addition of the DYW Coordinator for ASN. 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. 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
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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. Douglas Hendry - Executive Director with responsibility for Education Councillor Kieron Green - 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 29 July 2026 Appendix 1 Case Studies of Employability Learning Opportunities for young people in Argyll and Bute secondary schools
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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. Case Studies - DYW CSC Report August 2026 Case Study 1 On 1 April, Tiree High School hosted its annual Careers Day, providing pupils with an engaging and informative opportunity to explore a wide range of career pathways and industries within the local community. The morning programme consisted of five interactive workshops delivered by local partners. Maguire Prosthetics & Orthotics Ltd introduced pupils to prosthetic design and the role of innovation within healthcare. Alan Stevenson House delivered a practical cooking demonstration alongside an overview of careers within the hospitality and care sectors. Tiree Trust facilitated a session focused on designing an energy-efficient school, encouraging pupils to consider sustainability and community development. Screen Argyll led an animation workshop, providing insight into digital and creative industries, while Skills Development Scotland (SDS) supported pupils in identifying their individual strengths and exploring potential career pathways. Pupils from S1 to S6 were organised into mixed-age groups and rotated through each workshop, spending approximately 30 minutes with each organisation. This format enabled all participants to gain valuable insight into a diverse range of sectors, careers and skills. In the afternoon, pupils attended a Careers Fair featuring representatives from eight local businesses and organisations. To encourage meaningful engagement, pupils completed a careers quiz that required them to interact with exhibitors and learn more about the opportunities available. Separate sessions were delivered for S1–S2 and S3–S6 pupils, ensuring discussions were appropriate and relevant to each age group. Parents and carers were also invited to attend, creating an opportunity for families to explore future pathways together and engage directly with employers. Objectives
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• Broaden pupils’ awareness of the range of career opportunities available within the local community and beyond. • Provide meaningful, hands-on learning experiences through employer-led workshops. • Strengthen partnerships between Tiree High School and local employers to support future collaboration. • Help pupils identify their strengths, interests and skills while exploring potential career pathways. • Ensure pupils across all year groups, from S1 to S6, participate in experiences that support the development of confidence, skills and aspirations. Outcomes • Pupils participated in five interactive workshops, each providing insight into a different sector and professional skill set. • All year groups successfully engaged with every workshop, ensuring equitable access to learning opportunities. • Eight local businesses and organisations participated in the Careers Fair, offering valuable information and real-world career insights. • The careers quiz encouraged active participation and facilitated positive, meaningful conversations between pupils and employers. • Staff reported high levels of pupil engagement and enthusiasm throughout the day, while employers provided positive feedback on the maturity and professionalism demonstrated by the young people. Impact • Pupils increased their awareness of career pathways available within Tiree and the wider region, including opportunities they may not previously have considered. • Employers were able to share their expertise and experiences, strengthening links between education and the local community. • The interactive nature of the event supported the development of key employability skills, including communication, teamwork, problem-solving and curiosity. • Younger pupils benefited from early exposure to career learning, while senior pupils gained valuable information to support subject choices, further education and future career planning. • The event established a strong foundation for ongoing employer engagement, future partnerships and work-based learning opportunities that will continue to enhance the school’s careers education programme.
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Case Study 2 DYW and MCR Pathways at Dunoon Grammar School worked collaboratively to organise an event for senior pupils and pupils who are involved in the MCR Pathways mentoring program to engage in a mock interview experience with local employers and mentors. The pupils were given the questions with guidance and suggested prompts weeks leading up to the event in order to prepare for their one- to-one interview experience, facilitated by local employers and MCR Pathway Mentors. A feedback sheet was also prepared for employers to fill out for the pupils and spend time after the interview giving the pupils meaningful feedback, the pupils were then given the chance to take part in a second interview experience with a different interviewer to apply their feedback and comments and enhance the learning experience. Objectives • Support young people to feel more prepared for an interview experience • Give young people the opportunity to gain confidence and knowledge with their interview skills • Connect young people with local employers, building relationships Results The event was a great success. The young people and employers were very engaged throughout the interviews. Both the young people and interviewers seemed to enjoy the experience and the feedback from both has been very positive. Benefits • Supporting a group of targeted young people to feel more prepared when entering the working world for those who need it most.
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• Bringing employers, members of the community and young people together to build connections and positive relationships. • Young people gaining confidence for making choices in their next steps. Testimonials Quotes from Employers: "I was amazed at how confident the 4 students were, they all had their goals and focused career path which was excellent." "I was very impressed with all the students I interviewed, very enthusiastic about what they wanted to do." "Interviews and discussions, especially in the 2nd session were fantastic" "It was set up well and a great opportunity for the students to get some interview experience/insight" Case Study 3 Developing the Young Workforce (DYW) and Islay High School deliver a series of quarterly Industry Awareness Days rather than a single annual careers fair. This approach provides pupils with focused, sector-specific experiences that help them explore career opportunities in greater depth. Each event follows a well-established format and is promoted through posters, flyers and social media. Pupils receive information about the visiting speakers and suggested questions in advance, helping them to prepare for meaningful discussions. A recent Hospitality Industry Awareness Day featured professionals from The Machrie, Bruichladdich Distillery, Lochside Hotel and Argyll College UHI. Guests were seated at round tables and small groups of pupils rotated between them throughout the morning. This allowed learners to hear first-hand about different career journeys, job roles, training routes and opportunities within the hospitality sector. The event also included practical activities. Ricky Campbell from Lochside Hotel delivered a mixology demonstration, while representatives from Argyll College UHI provided information on courses and apprenticeship opportunities. Islay High School's Skills for Work Hospitality pupils supported the event as part of their SVQ studies, preparing refreshments and demonstrating their hospitality skills in a real- world setting. Objectives
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• Increase pupils' awareness of careers and opportunities within the hospitality sector. • Highlight local employment, training and apprenticeship pathways. • Provide direct engagement with industry professionals. • Support informed career decision-making through real-life career stories and experiences. • Strengthen partnerships between schools, employers and training providers. Outcomes • Pupils engaged with a range of hospitality professionals and education providers. • Learners gained valuable insight into career pathways, qualifications and industry expectations. • The small-group format encouraged active participation and meaningful conversations. • Positive pupil feedback highlighted that the sector-specific focus made careers information easier to understand and retain. • The event strengthened relationships between the school and local employers, leading to further engagement opportunities. The success of this model has also supported the delivery of Industry Awareness Days focused on Renewable Energy, Construction, Health and Social Care, and IT and Technology. Impact • Pupils developed a deeper understanding of careers within a specific industry and the pathways available to them. • The interactive format increased confidence and engagement by creating opportunities for direct conversations with employers. • Focusing on a single sector helped pupils process and retain information more effectively. • Employers strengthened their connections with the school while helping to inspire the next generation of local talent. • The events continue to support ongoing employer engagement, work-based learning opportunities and curriculum partnerships.
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Case Study 4 The Barista Skills programme, sponsored by DYW Argyll & Bute, is delivered across 7 Secondary Schools at present, with further schools preparing to offer this in the next academic year. Participation ranges from small, highly focused groups in Lochgilphead and Campbeltown to more than thirty learners in Oban. The programme is inclusive, with strong participation from young people with additional support needs across all schools ,and is also used effectively to support learners at greater risk of leaving school without a positive destination. Progress toward accreditation is encouraging at present. Oban has 28 learners on track to achieve the SQA Barista Skills Award this session, with further expected completions in Lochgilphead, Rothesay, Dunoon and Campbeltown. Many schools also enhance the programme with complementary qualifications such as Customer Service, Retail Skills, Hospitality and Personal Development, helping embed Barista Skills within broader skills pathways. Through the Barista Skills Programme, employer engagement, supported by DYW, continues to strengthen: • Oban and Rothesay have the most developed networks, working with a range of hospitality businesses and producers. • Tarbert partners with a local retail and manufacturing business. • Lochgilphead collaborates with a local coffee roaster. • Other schools are developing their employer engagement further with support from their DYW School Coordinator. Delivery models vary, reflecting local flexibility and creativity. Some schools timetable the course, others deliver it through wider achievement periods or
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pathways, and Campbeltown Grammar is preparing to operate a permanent school coffee shop to provide authentic customer-facing experience. Elsewhere, occasional cafés and weekly practical sessions help build confidence and routine. Employment outcomes are still emerging, with Oban reporting five pupils moving into part-time hospitality work. In most schools, learners are either still below school-leaving age or the programme is in early implementation. The Barista Skills programme aligns well with the prominent hospitality and tourism sector and is strongly backed by the DYW Argyll & Bute Regional Group. By developing practical customer-service skills, confidence, teamwork and industry-specific experience, the programme helps prepare young people for roles in cafés, hotels, restaurants, visitor attractions and retail—sectors that consistently report recruitment challenges locally. As a result, the programme not only enhances learners’ employability but also contributes to strengthening the future workforce in key local industries.