Careers Education and Guidance: the changing context by HC120525003438


									"Freedom, fairness and responsibility" -
what does the Coalition's motto mean
for careers education and IAG in
schools and colleges?
Connexions Leicester Shire
Wednesday 15 December 2010
David Andrews
       End of Labour Government
   IAG Strategy
    (DCSF, October 2009)
   Statutory Guidance Impartial Careers Education
    (DCSF, October 2009)
   Careers Coordinators
    (NFER/NICEC Study, October 2009)
   Resources Pack
    (DCSF, January 2010)
   Moving on through the system
    (Ofsted March 2010)
              Youth Matters (2006)
 End-to-end review (DfES, 2004) – findings
  included concerns about attention given to
  careers guidance in Connexions and to careers
  education in schools and colleges
 devolved responsibility for IAG from 47
  Connexions partnerships to 150 local
  authorities, from April 2008
 3 models of LA-commissioned service
       ‘in house’
       Connexions
       contracted out to a careers company
     Fair Access to the Professions
          (Alan Milburn report)
   Critical of Connexions and called for a radical re-think
   Connexions should be broken up, leaving a residual
    specialist service free to focus on young people who are
   Recommendation 22
    Schools and colleges should have direct responsibility
    for providing IAG, with a professional careers service
    located in every school and college – starting in primary
   Recommendation 23
    The Government should remove careers responsibility
    from Connexions and relocate an estimated £200million
    to schools and colleges to give them the freedom to
    tender for careers services from a range of providers
    Quality, Choice and Aspiration (1)
 review the quality and effectiveness of LAs’ IAG services
  in 2011
 [Pupil Guarantee*]
        all pupils in Years 7 to 11 have access to high quality careers
         education and information, advice and guidance so they can
         make informed choices about learning, work and lifestyles and
         are well supported during transitions (3.6)
        that every pupil receives personal, social, health and economic
         education (5.2)
   [Parent Guarantee*]
        parents get high quality information and advice on the career
         and subject choices open to their child (6.11)
   ambition to extend the statutory duty for careers
    education up to age 18
* dropped from Children, Schools and Families Bill
Quality, Choice and Aspiration (2)
   explore, with schools and HEIs, new
    qualifications for careers coordinators
   Task Force on the Careers Profession
   pilots of career-related learning in KS2
   £10m Youth Sector Development Fund
   support for mentoring
   develop a new vision for work experience
   support for school-HE links
   new statutory guidance for local authorities
  Personal, Social, Health and Economic
      Education (PSHE education)

    Personal well-being          Economic well-being
                                and financial capability
‘PSHE’                       Careers education
Sex and Relationships        Work-related Learning,
Education                    including Enterprise
Drug and alcohol education   Personal finance education

Be healthy                   Enjoy and achieve
Stay safe                    Make a positive contribution
Enjoy and achieve            Achieve economic well-being
    Statutory Guidance: Impartial
         Careers Education
 checklist   of 12 points for headteachers to
 Six Principles of impartial careers
 Key Information on 14-19 options and
  learning routes
 links to new Ofsted framework for
The 6 Principles
                              Principle 1
1.    Empowers young people to plan and manage their
      own futures
        Schools will meet this principle if young people:
     1.    are able to investigate opportunities for learning and work on their
     2.    are able to interpret information and to identify partiality and bias
     3.    make challenging but realistic plans for their future learning and
     4.    recognise barriers to the achievement of their plans and
           understand how these can be overcome
     5.    are able to review and adapt their plans in the light of changing
           personal, education, social and economic circumstances
     6.    feed back that they have the skills that they need to plan and
           manage their careers.
    Checklist for headteachers (1-6)
   review how careers education is delivered with
    reference to the Principles and Key Information
   appoint a senior leader for careers education
    and IAG
   support the senior leader to fulfil their role
   ensure the middle leader has the skills,
    knowledge and time for the job
   ensure all staff have relevant CPD
   provide parents and carers with information
    about the support available
    Checklist for headteachers (7-12)
    encourage use of work-related contexts
    place more emphasis on experiential learning
     and exploit synergies with other elements of
     economic wellbeing and financial capability
    appoint a lead for the 14-19 prospectus and
    promote equality of opportunity
    ensure support for the September Guarantee
    conduct regular reviews of careers education
     provision, and involve governors
               Resources Pack
   briefing note for governors
   briefing note for careers co-ordinator
   briefing note for staff
   revised framework for careers education 7-19
   Ways & Choices classroom materials
   Fact Cards for key information
   DVDs for pupils and parents
   diagnostic tool for senior leaders
   audit tool for careers co-ordinators
   pupil and parent survey questionnaires
   model partnership agreement
                other publications
   for the FE sector
     Career learning for the 21st century - 6 booklets
     August 2009

   for school senior leaders
    Impartial careers education: research report and case
     Moving through the system
                Ofsted 2010

“Provision of careers education ranged from a
  good, comprehensive programme, cross-
  referenced to the new quality standards .….
  to an unsatisfactory and informal series of
  lessons and presentations from visiting
  speakers. In four of the schools visited such
  presentations coincided with other activities
  and it was left to students to decide whether
  or not to attend”
       Leading and Managing CEIAG
1.    Advising senior leaders on policy, priorities and resources
2.    Managing careers and related information
3.    Planning careers education
4.    Training of teachers and tutors
5.    Monitoring teaching and learning in careers education
6.    Liaising with tutorial managers and mentors
7.    Referring to PAs
8.    Liaising with external agencies
9.    Reviewing and evaluating CEIAG, preparing development
10.   Reporting to senior leaders and governors
11.   Managing work of support assistant
12.   Maintaining own CPD
 Careers Co-ordinators in Schools
          (DCSF 2009)
NFER-NICEC research

 fewer than 1 in 3 CCs have a CEIAG

 26%of CCs are not qualified teachers
 7% are qualified careers advisers
           Coalition Government
“Freedom, fairness and responsibility”
            “Big society”
   Academies and free schools
   Changes to curriculum
   Cuts to local authority budgets
   End of funding for CEGNET, SSAT 14-19
    workforce support
   Closure of QCDA and Becta; review of TDA and
    National College
   Review of Ofsted framework for inspection;
    SEF no longer required
                  Context for CEIAG
   Economic
       demand for skills
       new jobs
       recession
   Social
       NEET
       barriers to progression
   Learning
       raising of participation age to 17 (2013), then to 18 (2015)
       14-19 reforms
    Developments in 14-19 learning
        14-19 reforms
          Apprenticeships: expansion and entitlement
          Diplomas: 14 lines of learning
          Wolf review of vocational education
          A level: extended project, grade A*
           (end of modular A levels and AS?)
          GCSE and iGCSE
          Foundation Learning
          raising minimum age for leaving learning
           to 17 (2013) and then to 18 (2015)
          replacing EMA with a learner support fund
        HE
          Widening participation
          Tuition fees (up to £9,000 p.a., w.e.f. 2012)
            Young people’s needs
   Information
       on post-13/14 (KS4) options, post-16 options,
        post-17 and post-18 options
       on progression routes
       comprehensive, up to date, accessible
   Guidance
       linked to tutoring and mentoring
       effective recording and referral
       impartial
        (based on the needs of the learner, not the institution)
   Careers education
       how to use information and guidance
   IAG for transition
   On-line prospectus
   individual learning plan
Common Application Process
       (Le Cap)
               e-portfolio + ILP
   to record progress and achievements
   to establish broad learning and career goals
   to identify choices for next key stage/phase of
   to provide the basis for ongoing monitoring and
    review of progress
   to provide a single record of one-to-one
                Careers education
 Review personal strengths, interests and areas to develop
 Understand influences on career plans
 Know about world of work
 Research options in learning and work
 Make decisions and plans
 Know how to find and use sources of help and support

 Present self in writing and in interviews
 Prepare for change
     The partnership approach –
         ‘universal service’
 careers information
 careers education
 initial advice and guidance, and referrals to
 careers guidance
 support for careers information
 support for careers education
                  Assuring quality
   Local quality awards e.g. Career Mark
    Have learning providers got the right things in place?

   Quality Standards for Young People’s IAG
    (DCSF, October 2007)
    Are we doing the right things and working together?

   ‘Principles’ of Impartial Careers Education
    (DCSF 2009)
    Are learners gaining the right knowledge and skills?
  Coalition: CEIAG developments
       (up to October 2010)
 Pupil and parent guarantees, and personal
  tutoring, will not be implemented
 PSHE education will not be statutory
 cuts to LA Connexions services
  24% ‘in-year’ cut in Area-Based Grant
  (May 2010)
 launch of Next Step, adult careers service
   Browne Review of HE funding
         (October 2010)
“We recommend that every school is
  required to make individualised careers
  advice available to its pupils. The advice
  will be delivered by certified careers
  professionals who are well informed,
  benefit from continued training and
  professional development and whose
  status in schools is respected and valued”
  Careers Profession Task Force
         (October 2010)

“The Task Force is persuaded of the
  importance of the partnership model, and
  recommends that the Government should
  seek to maintain and strengthen this
  model as it develops its future vision for
  careers education and guidance.”
  Coalition: CEIAG developments
          (November 2010)

All-age careers service
 for 13-19 young people and adults
 building on Connexions and Next Step
 fully operational by April 2012
           Possible futures?
 Decisions  about the careers education,
  and careers guidance, young people will
  receive will be made by schools
 There will be a range of providers of
  careers guidance (LA services, private
  providers, individuals)
 The ‘careers profession’ will take greater
  responsibility for standards
     Changes to CEG in schools
 Likely replacement of the duty to provide
  careers education by a duty to secure
  impartial careers guidance for students
 Will schools have to use a ‘licensed’
  provider of careers guidance?
 Will schools be given funding for careers
  Issues for schools and colleges
 What  changes, if any, will we be planning
  to make to our careers education
 What would we want from a careers
  guidance provider?
 Would we want to review the management
  and leadership of careers education and

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