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"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 NEET 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 consider Six Principles of impartial careers education Key Information on 14-19 options and learning routes links to new Ofsted framework for inspection 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 own 2. are able to interpret information and to identify partiality and bias 3. make challenging but realistic plans for their future learning and work 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 CAP 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 www.lsis.org.uk/Services/Publications for school senior leaders Impartial careers education: research report and case studies www.nationalcollege.org.uk/index/about-us/ publications-atoz.htm 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 plan 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 qualification 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 www.coursefinder-leics.org ↓ 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 learning to provide the basis for ongoing monitoring and review of progress to provide a single record of one-to-one conversations Careers education Choice 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 Transition Present self in writing and in interviews Prepare for change The partnership approach – ‘universal service’ Schools careers information careers education initial advice and guidance, and referrals to Connexions Connexions 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 www.cegnet.co.uk 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 guidance? Issues for schools and colleges What changes, if any, will we be planning to make to our careers education programme? What would we want from a careers guidance provider? Would we want to review the management and leadership of careers education and guidance?
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