CDI Scottish Student Conference Wednesday 23rd November 2016 Virginia Isaac Chief Executive Inspiring Futures President CDI

Supporting young people

Six themes Young people need more support than ever What is education for in today’s world? Careers education, advice and guidance is not just about jobs! Why is self understanding, career management skills and career confidence so important? How can we achieve it? How do we know if we have done a good job? Q: What do we mean by quality? Depth or breadth? Makes a difference to a young person Helps them understand themselves better Helps them face the future Equips them with skills Helps them keep their options open Puts them on the right track Quantitative and qualitative measures Or Unhelpful at best and ‘rubbish’ at worst Most cannot remember having careers advice Artificially narrows down options/aspirations Does not conform with parents’ wishes/expectations Generally impossible to predict a career – no longer relevant to modern life with multiple careers. Why waste money on guidance?

Is this all we need?

Tristram Hooley: IAEVG Conference November 2016 Career guidance sits at the intersection between the individual and society, between supply and demand and between change and continuity. We seek to help individual’s to manage these changes and to help societies to work effectively together. Career guidance is, as Tony Watts often used to observe, both an individual and a social good.  Ultimately this has got to be about helping people to find both personal and collective agency to change their lives and careers for the better.

Career Education Standard Recognises the journeys children and young people make as they learn about the world of work from the early years to the senior phase. Sets out what children and young people will learn and what parents/carers, teachers and practitioners, employers and Skills Development Scotland will do to support their learning. Implementation of the standard improves the quality and consistency of learning about work and careers.

Framework for Careers, Employability and Enterprise Education 3 main areas Developing yourself through careers, employability and enterprise education Learning about careers and the world of work Developing your career management, employability and enterprise skills 17 learning outcomes for learners aged 7 to 19 Supporting resources www.thecdi.net/New-Careers-Framework-2015

Six career themes

KEY EMPLOYABILITY BEHAVIOURS Empathetic Collaborative Enquiring Concerned for Society Confident Risk Taking Honesty, Trustworthiness Adaptability, Agile Accountability Loyal, committed, hardworking Creative and enterprising Perseverance, Resilience * Professor Deborah Eyre: ‘High Performance Learning’

KEY EMPLOYABILITY ATTRIBUTES Self regulation Strategy Planning , Big picture thinking, Generalisation, Abstraction Intellectual confidence, career confidence Linking (Connection Finding) Imagination, creating, intellectual playfulness, originality Flexible thinking, Fluent thinking, Seeing alternative perspectives Analysing, critical or logical thinking Precision, Speed and accuracy Complex and multi-step problem solving Evolutionary and revolutionary thinking Commercial Awareness * Professor Deborah Eyre: ‘High Performance Learning’

Values Values Research suggests “values” are examined with “career development” more consistently in the US (r=0.9) than the UK (r=0.3). Perhaps attitudes such as curiosity, initiative, ingenuity and drive for results emerge when people do what they care about (and is consistent with their values, and feels worthwhile), and eclipse skills as determinants of early career performance. I’m reminded of Mark Murphy’s new hire research: 46% failed within 18 months, 89% of failures were due to mismatched attitude rather than technical skill.

Educating for the Future Academic AND Vocational Importance of skills Embedding in curriculum – role of the subject teacher Extra curricular/co-curricular Productivity and values based occupational choice No one size fits all – importance of tailored guidance