Careers advice for students looking to pursue work in the jewellery industry
From goldsmiths to CAD designers, read on as we look at the various career paths your students could follow to be involved with creating stunning pieces like wedding rings and necklaces. Employing over 55,000 people and made up of over 16,000 businesses, the UK jewellery industry could be one that your students find themselves working in. But, have they considered the different roles in the sector? Here is some careers advice you could give to your students about working in the jewellery industry… Highly skilled individuals As their names suggest, goldsmiths and silversmiths are skilled in making jewellery out of gold and silver respectively. A Master goldsmith is highly skilled in working with precious metals using a variety of techniques. To be a goldsmith, you need to enjoy being practical by working with your hands, as you’ll be forming metal into different shapes. Patience is also required, as you’ll need to be concentrating for long periods of time on one object. You may also be asked to make changes to jewellery to meet a client brief, so persistence is also key. Being able to create technical drawings is an advantage too and something that is sought after by some employees, depending on the company. This is a highly skilled job, so training is necessary. On the job experience is key here and although gaining qualifications will help develop your industry knowledge, it may not help develop your skills in the way that you need them. The best way is to learn from other professionals, either through an apprenticeship or by spending time in industry. It’s important that you’re a team player too, but happy to work independently as well. It’s likely that you’ll be working with other craftspeople on different projects but will also spend time perfecting pieces on your own. Jewellers There are many sites out there that focus on arts and crafts and appeal to a market that wants something truly unique. You can teach yourself how to make jewellery pieces, and experiment with different materials to find your niche. If it’s something that you’re passionate about, you can start your own website and possibly supply your goods to others in the future! If you want to be your own boss, this could be for you. This is usually done as an additional job or a hobby, but some people are successful in making a career out of it. Jewellery designer Depending on the size of the business, designers may have to discuss a brief with the client and liaise with them through to completion. Individuals in this profession use their artistic abilities to bring an idea to life, either by hand or using Computer Aided Design, also known as CAD (see below). This is a role that’s very competitive and not often advertised, so networking and building contacts in the field is a good idea to get started. You’ll find that many jewellery designers have foundation degrees, or bachelor’s degrees in related subjects which looks at modules such as metalwork, design and metal design. Many designers create models out of the jewellery, which will go on to be mass produced in a business-to-business trade or given to the customer for a bespoke design. It could also be part of the designer’s job to source gemstones, metals and other jewellery parts to create their proposed piece. For students who learn best on the job, apprenticeships are also available. Again though, these are increasingly competitive. And, for those who are looking to learn jewellery design alongside other commitments, there are short courses available at colleges and private providers, but these aren’t usually as in-depth or may take longer to get to the level that an apprenticeship or degree qualification would provide. Designers Developments in 3D printing and Computer Aided Design (CAD) means that there are more technical roles becoming available in the jewellery industry. There is now a requirement for people who can use these digital tools with precision in the design and manufacturing process. These types of software are able to create prototypes of models, which go on to be made into 3D designs and castings. Jewellery that is designed with this sort of technology uses state-of-the art equipment and is drawn with precision like no other. The designs are then sent to mills, printers and growing machines, where they come to life with the help of 3D wax or resin. There are courses online and ways that you can gain a CAD qualification from home. Alternatively, get in touch with your local vocational college and see what related courses they have to offer. What more specific roles are there available? In larger jewellers that deal with making a lot of new products or making repairs and alterations, there are a lot of specific roles. You might find your niche in jewellery making and find that you want a more specialised job. These roles again require patience and working with your hands. Bench jewellers — make, repair and alter items Enamellers — apply powdered glass and heat to the metal to create decorative finishes Casters — generate multiple casts for the production process Engravers — skilled in the art of engraving, they can engrave lines words and other markings onto jewellery pieces Model makers — design and create models which are used to make numerous copies or an item through the casting process Do any of the roles discussed in this article take your students’ fancy? If so, they should start networking and build their portfolio to better their chances of breaking into the industry. Sources icould.com ucas.com
Actor David Harewood backs Future First alumni networks in Birmingham state schools
Former state students in Birmingham are to help transform current students’ opportunities and give them a better start in life by going back to their old schools in an initiative to build an alumni network in schools and colleges in the city. The programme – run by the education charity Future First – has been backed by the Birmingham born actor David Harewood who went to Washwood Heath Academy in Burney Lane, Stechford. The school is one of a thousand state schools and colleges across Britain which have worked with Future First to encourage more schools to see alumni as a valuable resource in broadening the jobs horizons of the current generation and preparing them to navigate the transition from school to work. Private schools and universities have long seen the value of keeping alumni in close contact after they have left. More than 226,000 former students nationwide have already signed up to stay connected with their old school. They’re motivating young people as career and education role models, mentors, work experience providers, governors and fundraisers by volunteering at assemblies and workshops designed to broaden young people’s jobs horizons and help them achieve a career of their choice regardless of their background. David, whose film and TV career includes the TV series Homeland and The Night Manager, said: “It’s difficult for young people to understand the skills needed in the world of work unless they meet people in interesting careers. I was very fortunate because I achieved the career I wanted, but not everyone has that opportunity. Future First can help give young people in Birmingham that chance, whatever their background. I’d urge everyone to broaden young people’s jobs horizons by signing up to Future First’s network.” Matt Lent, Chief Executive Officer of Future First said: “Students cannot be what they cannot see. It is vital to open their eyes to opportunities beyond their own world and show them the range of jobs available. Alumni help schools do this by acting as relatable positive role models. If a student sees someone who has the same background has gone on to achieve success, they are far more likely to think they can too.” Future First works in six Birmingham schools, Ninestiles an Academy, Greenwood Academy, Turves Green Girls’ School, Sutton Coldfield Grammar School for Girls, Kings Norton Girls School as well as Washwood Heath Academy. For more information, see the Future First website here. Picture captions: Actor David Harewood supports Future First’s work in Birmingham state schools.
Climb Academy – 84% of pupils feel there isn’t enough information on digital careers
A concerning 84% of young people have advised they don’t feel there is enough information available on how to pursue a career within digital sectors, according to new research by the Climb Academy, an online training platform founded by BBC Apprentice Winner, Mark Wright. The research, which surveyed 1,000 young people between the ages of 18 and 34 on their perceptions of digital skills, also revealed that nearly half of respondents [46%] felt that obtaining experience within a digital sector, such as coding or digital marketing, would improve their job opportunities, where a further 26% felt that an understanding of digital sectors would future-proof their job roles. The survey follows recent reports that the digital skills gap could cost the UK £141 Billion in GDP growth*, as more and more professionals struggle to keep pace with the advancing technological landscape. On discussing the Climb Academy’s recent findings, Mark said: “Despite the continued advances in technology and exponential growth in digital industries, it’s clear that we as a society simply cannot keep pace. “What’s most interesting about the survey results, however, is that this skills gap evidently extends to young professionals as well, where the majority have confirmed they don’t feel there is enough information or support on the different career paths available through digital. “This is somewhat alarming, but with the right careers guidance and training platforms and opportunities in place, it can be rectified.” Other take outs from the research include: Over one third [38%] of young professionals spend in excess of 4 hours per day on their mobile device. Half of respondents [53%] selected Facebook as their preferred social media channel, closely followed by Instagram [37%]. A massive 83% of respondents felt that professionals of all ages would benefit from learning digital skills, including digital marketing and coding. A quarter of young professionals learn best by watching video content Mark finished: “Digital industries offer a wealth of exciting career paths for young professionals, ranging from web development to cybersecurity. The educational sector needs to place as much importance on promoting the benefits of these roles as they do vocational careers. “Without a growth in digitally skilled professionals, very few members of society are going to be able to grasp and understand the tech landscape as it continues to develop and evolve, where cybersecurity breaches will become a paramount concern.” Launched in Spring 2018, the Climb Academy has been developed in partnership with leading edtech firm, e-Careers and digital marketing professionals from Climb Online, the digital marketing agency owned in partnership between Mark Wright and Lord Sugar. Its entry-level course provides the opportunity for professionals to enter the digital marketing sector or for existing professionals to enhance their digital skillset. For more details, visit: climb.academy
‘The apprenticeship levy gives employers more flexibility’
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United World College student on polarising debates in the Arctic
UWC Red Cross Nordic is one of UWC’s 17 schools and colleges on four continents, with a mission to “make education a force to unite people, nations and cultures for peace and sustainability.” Here, UWC Red Cross Nordic (RCN) student Hari Tamang, 21, recounts his recent expedition to the Arctic as part of a think-tank of 100 individuals tasked with discussing technology, sustainability and ethics in the Earth’s northernmost region. There are trips, and then there are the trips that change you. I applied for the expedition through the UWC RCN homepage last term and did not expect to be in the Arctic with 100 brilliant people (young and old) from all sectors and all continents, just a few months later. But that’s exactly where I ended up – I spent four days on a veteran ship, undisturbed by the outside world, with no WiFi or cellular coverage. Together, we explored our Arctic surroundings and engaged in discussions about the most important challenges of our time, such as: ‘How does tech affect democracy and the distribution of power?’, ‘How do we meet the blurring divisions between man and machine?’, ‘What are the consequences of bioengineering?’, ‘Should there be restrictions on AI?’ and ‘How can we prepare our children for the future instead of the past?’ The trip was organised by FutureTalks, a social organisation connecting youths and leading initiatives focused on the future of humanity. Before flying to Svalbard (situated between mainland Norway and the North Pole), I gave a speech at an introductory conference (FutureTalks Oslo) The topic was education and learning experiences within, and outside of, formal education. I spoke in conjunction with Christopher Schräder, Fellow of the Royal Geographical Society, and Emma Stoks, from Operation Education. In addition, world famous architect Bjarke Ingels and Westworld-creator Jonah Nolan discussed the topics of man, machine and design. Tina Kulow (Director of Corporate Communications Facebook), Katharina Borchert (Chief Innovation Officer at Mozilla) and Michael Geer (Chief Strategy Officer, AnchorFree) discussed the polarisation of social media, the power of groupthink, and its effects on democracy and elections. I met a family that sold everything to live with native tribes, and heard about the latest findings in the Science of Happiness from Oxford professor and economist Jan-Emmanuel De Neve – just to mention a few of the great discussions. The Arctic expedition was a truly amazing trip; the important discussions continued while we viewed polar bears from the top of the ship as well as dolphins and whales jumping outside the ship windows. We listened to a presentation on how earth took form, which stimulated thought about how all living creatures are connected with each other. We learnt about Russian history, with Svalbard as a starting point, as well as the history of whales. It was saddening to hear that every day we are losing a number of species. We also talked about our diets and evaluated vegan, vegetarian and non-vegetarian approaches. It was rewarding to engage with experts in the growing field of artificial intelligence and discuss the impacts it may have on us and whether it should be restricted. I still cannot believe that I swam across the 80th degree at +4°C temperatures like a polar bear; kayaked on the North Pole across pieces of ice; observed glaciers falling down and engaged in discussions about how we can bring about inner peace. Was it all peace and serenity? Well, we did find pieces of plastic on the North Pole, which was a shock for everyone. In a speech, the director of a European research centre said that every year 400 metres of ice disappears from behind the research stations in Ny-Ålesund, Svalbard due to temperature rises. Carbon dioxide levels in the air are at their highest in 650,000 years. Seventeen of the warmest years on record have occurred since 2001. In 2012, Arctic summer sea ice shrank to the lowest extent on record. The global average sea level has risen nearly 178 mm over the past 100 years. This summer, all-time heat records were set all over the world. Extreme weather is becoming even more extreme. In the Arctic, we were 4 km into what just a couple of years earlier would have been a glacier but is now open water. Climate change is real, it’s happening faster and faster and it is irreversibly changing our world. This means our actions must be faster. While climate change is getting worse, this trip and its participants gave me hope. In order to impact real change, we should not ask ourselves who we do things for, but rather who we do things with. It’s about getting everyone on board (pun intended) this shared mission by creating inclusive and cross-sector movements. Climate change (or any other issue) is not solved in silos. It can’t be solved by politicians, scientists, civil society, activists or business leaders working separately. Future Talks brought together people from all sectors, ages, and continents to engage in the most important discussions of our time. I look forward to many more inter-generational, cross-sectoral and inter-cultural discussions with the Future Talks community. With data, new technology, economic models, education, and movement-building, we can accelerate climate action. But most of all, by getting everyone on board. About Hari: Hari is from a small village in Chitwan, in southern Nepal. At the age of seven, he was travelling on a bus which was destroyed in a terrorist bomb attack. His life changed dramatically, but with this horrifying experience arose a strong determination. His journey since has taken him in unexpected directions. Hari applied for a UWC scholarship, and with the assistance of the Nepalese National Committee, he was accepted to the Survivors of Conflict programme at UWC Red Cross Nordic – a programme which the College runs in tandem with the Red Cross and the Rehabilitation Centre on campus. He is currently undertaking the IB Diploma Programme at UWC RCN. For more information on UWC, visit uwc.org/schools and to apply, visit uwc.org/howtoapply
New schools careers initiative to plug digital skills gap
A new school careers scheme is addressing teachers’ lack of understanding about the digital industries and the shortage of up-to-date information on how school leavers can get digital jobs. Digital Advantage was set up in response to feedback from creative and digital employers who think the national curriculum and classroom careers advice is failing to equip school leavers with the skills and experience needed to fill thousands of digital jobs. Employers report that schools do not have the technical know-how, latest careers information or relevant work experience links needed to prepare pupils for common roles such as web design, advertising, software development, marketing, social media, mobile technology and e-commerce. Earlier this month MPs from the House of Commons Science and Technology Committee warned that the UK needs another 745,000 workers with digital skills by 2017. The ‘Digital Skills Crisis’ report identified that the skills gap costs the economy around £63bn a year in lost income. Digital Advantage is working with over 500 students aged 16-18 from 20 schools and colleges in Greater Manchester and Lancashire and has been developed in line with the government’s drive to extend after-school activities. It has developed a two-term digital enterprise course that brings industry experts into school classrooms to teach the latest digital employability skills and provide real-world careers advice. Twenty four hours of teaching and mentoring helps young people to understand the digital industries and give them the skills they need to get into it. The course has been designed by industry to help pupils develop new business ideas, use the latest digital technologies, create portfolios of their own work and improve core skills in communication, team work and problem solving. Teachers receive training on how to prepare students for the digital workplace and integrate digital skills development into existing lessons. They also get support with setting up school coding clubs and digital holiday camps. Students benefit from work place visits, inspirational talks from industry experts and, this year, the chance to win a £5,000 start-up prize for creating a digital business. The scheme encourages sixth formers to consider an apprenticeship in the creative and digital industries straight from school rather than going to university. It aims to help 16-18 year olds secure well-paid, entry level digital jobs, straight from school. Every sixth former that completes Digital Advantage’s course is guaranteed an interview with a digital company for one of over 200 apprenticeships in the North West region. Bernie Furey, assistant head teacher at St Ambrose Barlow RC High School in Salford said: “Digital Advantage has given the pupils a flavour of what it would be like to work in the creative and digital industries. Some of our highest achieving pupils are now considering a career in these industries, something which they previously would not have considered.” Jackie Holt, managing partner at communications agency BJL and the IPA’s (Institute of Practitioners in Advertising) North West City Head said: “As both an agency head and a mum of a 14 year old boy, I’m very impressed by the opportunity that Digital Advantage brings to schools, teachers, kids and even parents. Schools need to forge better links with working environments, showcasing the type of real-life challenges that their pupils are going to face in 2-3 years. Teachers need support to be able to deliver that insight and knowledge so initiatives that provide real briefs can be inspirational. Kids are exposed to working collaboratively, under pressure and importantly with a competitive perspective – something that they definitely will face in the working world.” Andy Lovatt, managing director of The White Room, which delivers Digital Advantage said: “We want to show high achieving sixth formers that university isn’t their only option. Creative, technical and business brains are desperately needed right across digital industry. Students that get apprenticeships through Digital Advantage will benefit from high quality work experience, respected qualifications and good starting salaries; giving them a head start in the digital industries over young people coming out of university.” Digital Advantage is funded by the Greater Manchester Combined Authority, City Deal Apprenticeship Hub Funding.