Careers Education Information Advice and Guidance – A Greater Manchester Approach April 1 st 2016

A Michelin Star for GM Growth and Reform Learning and Responding Lasting Legacy The Greater Manchester Approach

CEIAG supporting Growth and Reform The Greater Manchester Strategy ‘Stronger Together’ We will improve the provision of skills, to ensure that businesses have access to the skills and talents they need to prosper. We will ensure our young people receive guidance and support to take full advantage of education, training and employment opportunities, and we will develop more effective approaches to supporting unemployed people back into work.

CEIAG supporting Growth and Reform The Skills and Employment Partnership: CEIAG identified as a Work and Skills Priority The Raising of the Participation Age Strategy 4 Priorities Levelling the Playing Field Beyond the Ordinary Getting it Right First Time Making it Count

What are we seeking to address ? An integrated skills system supporting devolution: - Better opportunities to develop and use skills - Address skills mismatches (talent pipeline) - Intelligent use of LMI - Alignment of funding to strategy – making it work for GM - Redressing imbalances in the system

Learning and Responding 3 catalysts for action in GM: -Going in the Right Direction (Ofsted 2013) -GM CEIAG Survey and Survey Case Studies (Paul Davis 2013/14) -GM Education and Skills Agenda consultation (CEL Leadership & Change 2013)

59% of schools where levels of careers guidance is same as % of schools where levels of careers education is same as % of schools who were confident or very confident they can support the raising of participation age 48% of schools who disagreed with Ofsted conclusion that the statutory duty “is not working well” 37% of schools who agreed with Ofsted conclusion that statutory duty “is not working well” 15% of schools stated they could neither agree nor disagree 31% of schools where the amount of work experience was considerably less or had virtually stopped 11 (out of 12) colleges agreed with the Ofsted conclusion

How do we know what works? What we’ve learned from GM schools Leadership and a vision of careers as an investment; Status and motivation of careers manager; External facing; Internal structures: referrals and communication; Location and physical features; Managing change; Reflective and self-critical. 14

GM CEIAG Survey Case Studies 15 “I have a vision – what I want to achieve for my school. I believe that without a good careers programme you won’t get aspirations, and without aspirations you won’t get good exam results. But I know that as a head I’m in a minority”. Headteacher School A “Careers is an investment in the child…. It comes from a view of education which takes in life beyond (name of school)…. It requires passion by the head and senior leaders. It is not about having a GCSE factory….. You can’t be an outstanding school if you are just a GCSE factory” Head and Assistant Head School E (Combined Response)

A Greater Manchester Approach GM CEIAG GM Education and Skills Agenda 10 Headteacher Cluster Meetings (2/3 all secondary heads) 10 LA briefings (200 LA officers and school careers leads) Existing City Deal investment alignment Emergence of a strategic framework

3 Year Strategic Plan Improve the recruitment of and aspirations of all young people of all abilities into apprenticeships via a programme of activity to stimulate learner demand via young people, parents, staff and employers Improve the CEIAG skills and labour market knowledge of key teachers and support staff as well as young people Improve access to the full range of careers information

Maximise the use of digital technology as a route to improving access and advice on career pathways Stimulate demand and match schools and colleges with employers to enable quality links High quality opportunities to develop employability skills in schools and in learning providers Young people aspire to work in growth sectors in particular those with skills shortages.

Elements of the GM CEIAG Offer

Early Impact & Added Value Clarity of message and a shared language Momentum at a time of flux Raised the profile of CEIAG with non-careers staff Networking & Sharing best practice More young people impacted upon with a range of activities.

Cultural Challenges & Opportunities Status of CEIAG Investment in CEIAG Ingrained bias – ‘snobbery’ towards vocational Ambition and Aspiration of and for Young People

Cultural Challenges & Opportunities (2) Strengthen partnerships and build coalitions; Set the vision and the momentum; Provide the context and rationale; Be innovative and responsive.

Beyond the Ordinary – the Power of Legacy The strategic importance of Careers Education Information Advice and Guidance for young people cannot be under-estimated. We want all young people to be able to take each step in their journey from education to work to make sound choices based on quality labour market information, armed with career management tools that prepare them for a life of career decisions and expand their horizons to raise aspirations.

Future Strategy Further develop the infrastructure to be flexible Develop further leadership capacity for schools and colleges to assist in the prioritisation of CEIAG as a long-term solution Continue to raise the bar in terms of quality CEIAG across all ages and sustain what is working well Support business and education to work together as part of the infrastructure Align investments to the objectives in the RPA Strategy and CEIAG strategic plans Seek increasing accountabilities as a CA to underpin the skills agenda

Thank you