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Abstract

This paper examines the Tailored Work Experience (TWE) programme in Wales, an initiative launched in 2022 to re-engage students aged 14-16 at risk of becoming Not in Education, Employment or Training (NEET). Drawing on international research, stakeholder perspectives, and new analysis of data from the 2022 OECD Programme for International Student Assessment (PISA), the paper explores how extended work experience placements can influence student engagement, academic outcomes, and future aspirations. The analysis situates the TWE within broader theories of human, social and cultural capital, and compares it to similar programmes in OECD countries. It finds that while work experience can contribute positively to student motivation and long-term employment prospects, its effectiveness depends heavily on quality, student preparation, and integration with wider career development activities. The paper offers five key considerations for enhancing the TWE programme and highlights the importance of thoughtful design in maximising benefits for socially disadvantaged and low-performing students.

Acknowledgements

This working paper was drafted by Anthony Mann and Jonathan Diaz. The authors would like to acknowledge the kind support of Young Chang, Georgina Cowan, Sam Evans, Prue Huddleston, Luise Jari, Andrea Jones, John Keckhaver, Line Vistisen Liebst, Sue Maguire, Jukka Vetoniemi, Elliot Washor and Caroline White in the development of this paper and Wales for their engagement through the development and confirmation of the paper, Dongwook Choi, and Eda Cabbar for providing management and editorial support and Andreas Schleicher for his guidance. This working paper was realised by the Career Readiness team at the OECD. The views expressed in this report should not be taken to reflect the official position of the OECD member countries.

Introduction

The subject of this paper is the Tailored Work Experience (TWE) programme introduced by the Welsh Government in 2022, an initiative aimed at students disengaged from learning at ages 14-16 with the object of re-engaging them in education and avoiding the risk of becoming Not in Education Employment or Training (NEET) at age 16. The aim of the paper is to locate the TWE within wider practice, data and research literature from across OECD countries in order to identify potential revisions to the programme for future consideration. The paper does this by reviewing longitudinal evidence and stakeholder perspectives on the expected impacts of work experience...

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