Careers and post 16 landscape Programme Team This part of the event is focussed on programme operation, helping you to prepare for the new intake, sharing programme developments – and most importantly, sharing best practice between each of you here. This is where the national programme/local delivery ethos of Career Ready really comes into play. Before we look at this, and you spend time together in smaller groups sharing your best practice, we are just going to go through three updates on education policy – and let’s face it there has been a huge change on the political front. Department for Education’s remit has been expanded to include FE and HE. Sam Gymiah MP has gone (DfE) and Nick Boles MP (DBIS), and Robert Halfon MP has replaced him but with responsibility for careers in schools and post 16. Sam Gymiah was leading on the introduction of a new Careers Strategy but with Brexit and his departure things have gone very quiet….

Careers and Enterprise Company Set up in 2015 to drive improvements in careers, employer engagement and employability Gatsby benchmarks Enterprise Coordinator and Enterprise Adviser network EAs (volunteers ) work directly with the school’s leadership team to develop effective employer engagement plans. Employability for All pilot in Southend, Thurrock and Ipswich – 47 schools Mentoring Campaign pre-GCSE teens at risk of disengaging and under-performing Career Ready have submitted an application Since the last CPD, we have consolidated our relationship with the Careers and Enterprise Company. The CEC are the key organisation in the careers landscape at the moment. Founded and funded by the Government, it is the organisation by which any new careers initiatives and any funding flows through them.

Gatsby Benchmarks 2013, Gatsby Foundation - Sir John Holman Increasingly mentioned in DfE and CEC work Career Ready has mapped back the MC programme and core programme to the benchmarks Eight benchmarks for robust careers provision Benchmark 1: A Careers Programme Benchmark 2: Learning from Career and LMI Benchmark 3: Addressing the needs of each pupil Benchmark 4: Linking curriculum to careers Benchmark 5: Encounters with employers Benchmark 6: Experiences of workplaces Benchmark 7: Encounters with further and higher education Benchmark 8: Personal Guidance

Sub-Committee on Education, Skills and the Economy CEIAG report released in July 2016 ‘Three years since the Education Committee released their last report stating concerns about the quality of careers guidance in schools….yet provision remains patchy….disappointed that careers advice and guidance is still so poor in many schools. The Government’s careers strategy is urgently needed..’ Consider the Gatsby benchmarks to be a useful statement to which all schools should aspire

The role of employers and work experience Role of the CEC (ECs and EAs) and LEPs Important that employer engagement is seen as a complement to, rather than a substitute for independent IAG Removal of work experience at KS4 has led to limited opportunities for some students ‘Government should work with employers and schools to produce a plan to ensure that all students at KS4 have the opportunity to take part in meaningful work experience. It should also ensure there are mechanisms in place to ensure that work experience is being effectively delivered through KS5 study plans’

Sub-Committee Recommendations Ofsted’s role: schools should be downgraded if provision is not effective There should be a single Minister in charge of careers CEC should be the umbrella organisation it was set up to be Quality in Careers and matrix Standards should be merged LEPS should be encouraged to provide good high quality LMI to schools, colleges and careers professionals Government must improve collection of destination data All young people should be given the opportunity to engage with employers and to gain meaningful work experience Government statutory guidance should be amended - minimum a level 6 qualification Ofsted The report recommends that Ofsted’s role should be strengthened. Report states that unlike gaining academic results, there is no comparable incentive to treat careers advice as a priority.

DfE Post 16 Skills Plan A review by the Sainsbury’s Panel Two options at 16: academic or technical route Technical route includes both an employment based (apprenticeship) and college based option across 15 sectors Employers will approve the standards for the technical route The Institute of Apprenticeships to cover technical education One year programme will be available at aged 16 (or older) for those young people not ready to access the routes – the ‘transition year’ Reforms to careers guidance will be needed Developing National Colleges for skill areas important to economy (High Speed Rail) – teaching students at the highest levels and awarding qualifications in their specialist area and setting standards which other colleges could use Nick Boles last publication whilst in office. July 2016 What the reports say: Need to improve the vocational and academic divide Vision is to have many more people registered technician status recognised as having the skills, knowledge and behaviours needed for the world of work. Wolf report and apprenticeship growth supporting the development and standing of post 16 vocational education Choice of courses and qualifications can be confusing and links to the world of work are not strong enough Still too many overlapping and low value qualifications which do not give a clear sight into the world of work The Institute of Apprenticeships remit will be extended to include technical education Reforms to Careers Guidance will be needed to help young people make informed choices.

The technical route Common framework for all 15 routes Levels 2 – 5, with ensured progression routes to higher levels of learning One approved technical level qualification for each occupation Bridging course to make movement between two accessible Common core, with the specialisation towards a skilled occupation or set of occupations Institute for Apprenticeships to develop with employers a set of common transferable skills Work placements critical and every young person on the college based technical route will be entitled to one Higher skills are critical, but they must still follow national standards overseen by the Institute One qualification = one license. Really aligning to apprenticeships. From level 2 upwards

Timescale Institute for Apprenticeships April 2017, with remit for technical education in April 2018 Small number of pathfinder routes which will start developing standards this year for first delivery in September 2019 October 2017 content developed for pathfinder routes February 2019 – technical qualifications approved by the Institute for Apprenticeships for pathfinder routes September 2020 – transition year to be in place Additional routes becoming available for teaching between 2020 an 2022