Career education and guidance in schools David Andrews Thursday 7 January 2016 Southern Univeristies Network

Career = an individual’s progression through learning and work Career education and information, advice and guidance (IAG) aims to enable individuals to become effective planners and managers of their own careers, in a rapidly changing world of learning and work.

CEIAG 11-19 (25) supporting successful progression through learning and into work successful progression = participation + achievement help with immediate choices preparation for working life preparation for further study access to information, advice and guidance access to support for developing career management skills and employability

Context relatively high levels of youth unemployment (625,000 16-24 year-olds, October 2015) graduate under-employment global market for HE tuition fees and post-16 bursary funds reforms to GCSE and A levels higher apprenticeships and traineeships raising of the participation age destination measures KS5: percentages HEI; ‘Top third’ HEIs; Russell Group; Oxford & Cambridge

Importance of CEIAG knowing what options are available and how they lead to different opportunities in education, training and work is vital for making choices CEIAG helps to reduce the numbers of young people who might otherwise become ‘NEET’ CEIAG raises aspirations, increases motivation and raises achievement 10% of students starting HE courses do not complete

Aims of CEIAG to help students develop the skills and confidence to make realistic and informed decisions about their futures, for themselves, and to manage the transitions from one stage of their education, training and work to the next to help students develop knowledge and understanding of learning, work and career

CEIAG for young people Careers Information Careers Advice & Guidance on post-13/14 (KS4) options, post-16 options, post-17 and post-18 options on progression routes comprehensive, up to date, accessible Careers Advice & Guidance linked to tutoring and mentoring effective recording and referral impartial (based on the needs of the young person, not the institution) Careers Education how to use information and guidance career management skills employability skills

Components of CEIAG a planned programme of careers education information about opportunities in learning and work advice and guidance, linked to assistance with reviewing progress and target-setting experience of work

CEIAG in England The partnership approach (pre-2012) Schools careers information careers education initial advice and guidance, and referrals to external careers guidance service External careers guidance service careers guidance: in context of IAG on wider range of issues support for careers information support for careers education

National Careers Service For adults (BIS) online and telephone helpline services face-to-face careers guidance For young people (DfE/BIS) online and telephone helpline services www.nationalcareersservice.direct.gov.uk 0800 100 900 Brokerage, for schools and colleges, of links with employers

Education Act 2011 From September 2012 schools have a statutory duty to secure access to independent careers guidance for pupils from Year 8 and up to age 18 ‘careers guidance’ must be presented as impartial, include information on all options in 16-18 learning, and promote the best interests of the pupils ‘independent’ is defined as provided by persons other than those employed at/by the school [the duty applies to academies and free schools through their funding agreements] The statutory duties to teach careers education in Y7-11, and to provide work-related learning at KS4, have been removed

From September 2012 Decisions about the careers education, and careers guidance, young people receive are being made by schools There is a range of providers of careers guidance (local authority services, private providers, individuals, etc.) LAs retain responsibility for the targeted support for the more vulnerable young people, including those who are NEET and those with SEND

Schools doing it themselves employing a professionally-qualified careers adviser training a teacher, or member of the non-teaching staff, to provide career guidance giving the job to someone not qualified or trained “Schools can retain in-house arrangements for providing advice and guidance to pupils, but these in themselves are insufficient to meet the duty. In-house support for pupils must be combined with advice and guidance from independent and external sources to meet the school’s legal requirements”

Local authority approaches providing a traded careers guidance service working with schools to commission a service providing a list of approved suppliers providing a guide to commissioning and/or consultancy support stepping back to allow a completely free market

Schools buying in careers guidance from the [a] local authority from a careers guidance company from a sole trader/individual CA from a social enterprise formed by several CAs from an EBP from an FE college student services department from a local partnership of schools + sixth form college from a university careers service as an individual school or as a consortium

Providers of careers guidance schools themselves impartiality? qualifications to provide career guidance? individual careers advisers referral and support? professional updating? cover for sick leave? LAs/Connexions/careers/other organisations existing provider continuity; links with ‘targeted’ service new provider fresh start; commissioning and contract monitoring; local knowledge

Professional association Membership Register www.thecdi.net

Going in the right direction? (Ofsted, September 2013) “... the new statutory duty for schools to provide careers guidance is not working well enough.” Only 1 in 5 schools are ensuring that all students in Years 9, 10 and 11 receive the level of information, advice and guidance they need Too few schools have adequate arrangements to provide individual careers guidance interviews with a qualified external adviser for students that need one

Careers guidance and inspiration in schools (DfE, April 2014) must secure independent and impartial careers guidance, covering the full range of education and training options, for young people in Years 8-13 must work with LAs to support more vulnerable young people e.g. SEND, disengaged, etc. emphasis on engaging with employers, and the full range of other providers of education and training (National Careers Service brokerage support from October 2014)

the Careers & Enterprise Company independent of the DfE and employer-led to support school-employer links Enterprise Co-ordinators, based in the LEPs one Enterprise Co-ordinator for 20 schools an Enterprise Adviser linked to each school £5m careers and enterprise fund portal, with access to a digital Enterprise Passport

Employers and CEIAG Careers education employers can work in partnership with schools and colleges to help develop young people’s employability skills and career management skills Careers IAG employers can inspire, inform and advise employers cannot provide guidance Effective employer engagement must be managed by the school/college and integrated into the careers programme must be complemented by access to impartial careers guidance brokerage and support

DfE Statutory Guidance (March 2015) high quality, independent careers guidance is crucial inspiring pupils through more contacts with the world of work schools should: have a strategy, embedded within a clear framework linked to outcomes for students provide access to employer talks, careers fairs, college and university visits, apprenticeship providers provide face-to-face advice and guidance new careers and enterprise company to provide advice and support on careers organisations to partner with and making links with employers schools should work towards a quality award for CEIAG

National Networks for Collaborative Outreach 35 nationally co-ordinated local and regional networks of 206 HEIs, covering the whole of England outreach activities to promote higher education in all state-funded secondary schools and colleges funded (£22m) by BIS and managed by HEFCE three national networks to offer specific support to: care leavers; older learners; learners aspiring to Oxford and Cambridge

New partnerships for CEIAG school careers information; careers, employability and enterprise education; initial advice & guidance other schools, UTCs, studio schools and colleges talks; open evenings; taster days employers and universities (NNCOs) talks; support for careers employability and enterprise education; work experience/work shadowing careers guidance providers impartial advice & guidance; support for careers employability and enterprise education NCS and the Careers & Enterprise Company school & employer links; LMI

Mapping Careers Provision (DfE, July 2015) Only two-thirds of schools are meeting the statutory requirement to secure access to independent careers guidance for pupils aged 12-18 by engaging external professional careers advisers 16% of schools do not provide careers education in the curriculum

Ofsted inspections, from Sept 2015 Effectiveness of leadership and management 28. ... the extent to which leaders, managers and governors: successfully plan and manage learning programmes, the curriculum and careers advice so that all children and learners get a good start and are well prepared for the next stage in their education, training or employment The common inspection framework (September 2015)

Good Career Guidance (Gatsby, 2014) an embedded programme of career education and guidance good quality information about future study options and the labour market opportunities for advice and support tailored to their needs subject teaching linked to careers several opportunities to learn from employers and employees experiences of the workplace opportunities to hear from representatives of FE & HE personal guidance from an appropriately trained careers adviser, at the right time

CDI Framework for careers, employability and enterprise education 7-19 3 main areas Developing yourself through careers, employability and enterprise education (3 elements) Learning about careers and the world of work (6 elements) e.g. Identifying choices and opportunities Developing your career management ,employability and enterprise skills (8 elements) 17 learning outcomes for KS2, KS3, KS4 & Post-16 User’s Guide www.thecdi.net

Curriculum organisation 11-16 discrete careers lessons module of careers education within a carousel part of a tutorial programme integrated PSHE education course, comprising: careers education, PSHE, citizenship, WRL and enterprise, personal finance education ‘drop down’ days cross-curricular approach

Curriculum models for careers education (Post-16) separately timetabled enrichment programmestutorial programme series of events, including consortium activities integrated into main course or programme independent study

Quality assurance for CEIAG Criteria for good provision of CEIAG in schools e.g. ‘local’ quality awards for CEIAG, nationally-validated by the QiC Standard; Ofsted inspections Standards for career guidance services e.g. matrix standard Professional qualifications for careers advisers (and careers leaders?) e.g. QCG, L6 Diploma in CGD Outcomes for young people e.g. CDI Framework for careers, employability and enterprise education; accreditation schemes/awards e.g. ASDAN CoPE, OCR Employability Skills

Leading and Managing CEIAG in schools Advising senior leadership on policy, priorities and resources Managing careers and related information Planning careers, employability and enterprise education Briefing teachers and tutors Monitoring teaching and learning in careers education Liaising with tutorial managers and mentors Referring to careers advisers Commissioning career guidance services Monitoring access to, and take up of, career guidance Establishing, maintaining and developing links with employers Reviewing and evaluating career education and guidance; preparing development plan Reporting to senior leaders and governors Managing work of support assistant Maintaining own CPD

TeachFirst and iCeGS, March 2015 The role of teachers in CEIAG Tutorial roles Career informant Pastoral support Teaching roles Subject teacher Careers teacher Leadership roles Middle leader (Careers Leader) Senior leader (Deputy Head or Assistant Head i/c Careers)

HE Liaison Officers and CEIAG Careers education HELOs can work in partnership with schools and colleges to help develop young people’s knowledge and understanding of HE and their application skills, and to help them prepare for the transition to HE Careers IAG HELOs can inspire, inform and advise HELOs cannot provide guidance Effective partnership working with HE must be managed by the school/college and integrated into the careers programme must be complemented by access to impartial careers guidance