A comprehensive review of skills commissioned by the UK government identified the need to ‘focus on economically valuable skills’ which should be ‘demand led ... meeting the needs of individuals and employers’ (Leitch 2006 p.3). One consequence has been a stronger drive to encourage employers to play a central role in national upskilling (James 2009, Payne 2008, Lloyd 2008). Sector Skills Councils (state-sponsored, employer-led organisations) have been closely involved in the development of a new Diploma qualification introduced in England in September 2008 (DfES 2005a, 2005b). The Diploma, aimed at 14-19 year olds, was initially available in five occupational areas: Construction and the Built Environment; Creative and Media; Engineering; IT; Society, Health and Development. By September 2010 there will be fourteen sector-related Diplomas. This new qualification has a strong work-related learning (WRL) element. In the UK, WRL has been defined as “Planned activity that uses the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices, and learning the skills for work” (Department for Children, Schools and Families (2009) p.6). Previous studies of WRL in England have identified challenges to its effective implementation in secondary schools: there have been variable levels of enthusiasm for its inclusion; senior management teams accord it a lower priority than the more traditional GCSEs/A levels; it can place additional demands on already overburdened teachers in terms of organisation and management; recruits to courses including work-related learning have tended to be lower ability students; learners’ experiences have varied in quality (Waller 2009). The UK government commissioned the National Foundation for Educational Research and University of Exeter to research the implementation of Diplomas. This longitudinal (2008-13) project is one of the largest ever to be undertaken in England into curriculum change in secondary education. This paper discusses the scale and nature of WRL undertaken by 14-19 year olds across England who began their Diploma in September 2008. A particular focus is the role of employers: How is employer engagement being managed and by whom? What types of WRL experiences are employers providing for learners? What factors facilitate effective employer engagement? What are the benefits to teachers and learners of employer involvement in the curriculum? What are the costs/benefits to employers? Can models of effective practice be identified? What has been the impact of the global recession? To contextualize this discussion of WRL, a broad spectrum of views on its role will be considered, from the argument that an obligation to undertake some form of vocational learning does not emancipate learners but disempowers them (Avis 2000, Bolhuis 2008) through to those who argue that innovative approaches to work-related learning can empower teachers and learners, improve levels of learner engagement and attainment and have positive outcomes in terms of social inclusion (James 2009). The paper will also discuss how the English experience of WRL compares to that of other European countries (Steiner & Lassnigg 2009, van Esch & Neuvel 2009).

This national research project employs both quantitative and qualitative research methods: statistical analyses of large national datasets; questionnaire surveys; longitudinal case studies of 15 English Consortia (partnerships of local authorities; schools; further education colleges; training providers; employers; universities). In this paper we draw on three sources of evidence: (a) Case study data. Sets of interviews in each of the 15 Consortia with: the Consortium leader; strategic and operational staff in up to four schools, colleges and/or training providers; learners; and employers (Spring 2008 and Spring 2009); (b) Surveys of learners. 820 15 year olds and 176 17 year olds (Spring 2009); (c) Survey of teachers. 166 teachers from 74 institutions across 28 Consortia (Spring/Summer 2009) Analyses of the interview data were undertaken using MAXQDA qualitative data analysis software. Survey data were analysed using SPSS.

Our research suggests there is variation in the level and types of employer engagement across and within consortia. At the time of the second visits (Spring 2009) the majority of staff reported that learners had already experienced some level of employer input such as one-off visits/talks. Some schools had found it easier to engage employers in providing groups of learners with talks/tours, rather than longer blocks of work placements. Many preferred to fulfil the requirement for ‘work experience’ by providing learners with a number of ‘industry days’ across different employers, rather than with block placements with one or two employers. A majority of learners reported that their contacts with employers enabled them to learn about different types of careers, to understand how businesses work, and to apply the knowledge and skills they had learned in school/college. Employers commented on the positive manner in which Diploma students had reacted to their involvement with work-related learning. Nearly all referred to the twin benefits to their own organisations of this engagement: building a relationship with the young people who might be their future work force, and providing a valuable service to their local community which provided ‘good public relations’.