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					        IAG and the Diplomas
• What are the implications for IAG practice?
• IAG for future living, learning and earning
• The 14 – 19 context for IAG
• IAG Quality Standards/other developments
• Range of reforms/careers education curriculum
  and other curriculum changes
• The „P‟s – progression, personalised, partnership
• Importance of labour market information
     Quality Standards for Young
             People‟s IAG
• Promote & support the development of
  consistently high quality & impartial IAG –
  independent / no vested interest
• Define government expectations of the
  services that local authorities will commission
  and manage
• For use by:
  • learning providers/Diploma Consortia
  • external IAG providers
  • users of IAG services

                www.ecm.gov.uk/iag
   IAG defined (in Quality Standards)
• Information – accurate, up-to-date, objective information about
  personal and lifestyle issues, learning and career opportunities,
  progression routes, choices, where to find help and advice and how to
  access it
• Advice – activities that help young people to gather, understand and
  interpret information and apply it to their own situation
• Guidance – impartial guidance and specialist support to help young
  people understand themselves and their needs, confront barriers,
  resolve conflicts, develop new perspectives and make progress
• IAG includes support for curriculum development
          -Local learning offer
          -Curriculum programmes that enable young people to
            make discerning and effective use of IAG services
    Good quality IAG is important
            because …
• Young people say they want and need more IAG
• Inspection, research & evaluation findings show
  that good quality IAG helps young people to
  progress and succeed
• IAG contributes to the achievement of:
  • Every Child Matters outcomes
  • other cross-cutting targets
  • Diplomas and other 14-19 reforms
  IAG & reforms – DIPLOMAS feature IAG
• High quality IAG for young people is crucial in relation to both the
  current and the future system (Youth Matters: Next Steps; 14-19
  Implementation Plan; Launch of the QS)
• Chapter 5 of Raising Expectations: staying in education and training
  post-16 focuses on IAG
• 14-19 Diploma Gateway - collaborative delivery of high
  quality IAG features in the key criteria and progress checks
• Post-16 Progression Measures and related local targets aim to
  promote effective IAG
• Transition, Attainment, Effective Transition
• Full and impartial information and guidance about post-16
 Implications of reforms for IAG
• Build on existing provision and practice to:
   • provide good quality IAG 11-19 (and beyond)
   • enhance careers education & IAG, especially in yrs 7-9
   • increase the emphasis on developing personal skills,
     self-help skills and financial capability
   • Inform about progression paths
   • Strengthen use of labour market info in IAG
   • personalise and respond better to individual needs
   • provide better support for parents and carers
   • continue to support staff and others
   • strengthen collaborative working
  The IAG Quality Standards …
• Promote a partnership approach under the
  leadership of the local authority
• Define expectations of the universal IAG service
  for young people aged 11-19 and, for young
  people with LDD, up to their 25th birthday
• Cover 12 areas and have 95 evidence indicators
  – Standards 1-11 cover IAG processes and
  Standard 12 covers commissioning
• Do not cover the quality of careers education
  programmes
               The Standards
1. Young people are          3. Young people have the
   informed about how           information they need
   IAG services can help        to make well-informed
   them and how to              and realistic decisions
   access the services          about learning and
   they need                    careers
2. Young people receive      4. Young people have the
   the IAG on personal          advice and guidance
   wellbeing and financial      that they need to make
   capability that they         well-informed and
   need                         realistic decisions about
                                learning and career
                                options
         The Standards contd.
5. IAG services promote       7. Parents & carers know
   equality of opportunity,      how IAG services can
   celebrate diversity and       help their children and
   challenge stereotypes         know how these
6. Young people                  services are accessed
   (reflecting the make-up    8. IAG providers
   of their communities)         understand their roles
   are engaged in the            and responsibilities
   design, delivery and
   evaluation of IAG
   provision
            The Standards contd.
9.  Programmes of career and        11. IAG services are regularly and
    personal development for            systematically monitored,
    young people are planned            reviewed and evaluated and
    and provided collaboratively        actions are taken to improve
10. Staff providing IAG services        services in response to the
    are appropriately qualified,        findings
    work to relevant professional   12. Processes for commissioning
    standards and receive               impartial IAG services are
    continuing professional             effective and result in services
    development                         that will meet the needs of
                                        young people and their
                                        parents/carers
    Implementing the Standards
•   Education Bill
•   Ofsted inspections
•   14-19 Progress Checks
•   Diploma consortia
•   Practical support
    •   Local collaborative working incl. Diploma consortia
    •   Other quality standards and awards
    •   Case studies and top tips
    •   Young people‟s leaflet
    •   User Guide
         • www.cegnet.co.uk
         • www.iagworkforce.co.uk
     Who are the Standards for?
“Responsibility for delivering the Standards falls to local authorities,
   and to learning providers and external IAG providers working
   collaboratively under the leadership of the local authority.”

   “While local authorities have the lead role in delivering the
   Standards, the contribution of learning providers and external IAG
   providers is equally important. IAG is a shared responsibility and the
   provision of effective IAG services for young people requires a
   collaborative approach to their planning, delivery and further
   development.”

    • Benchmark for services – incl. in Diploma consortia
    • Framework for provision – incl. in Diploma consortia
      IAG Standards User Guide
• Introduction to IAG
• Using the Standards
• Support materials
  •   Audit form
  •   More detail about the evidence indicators
  •   Briefing notes for different partners
  •   Glossary
  IAG IMPLICATIONS from DIPLOMAS
• Role of Diploma – general preparation for
  work whenever entered
• Introduction to broad vocational area, but
  not for specific occupation/job
• Local/regional/national/international LMI
• Levels for education and qualifications
  progression – learners need sense of
  direction
• Range of courses/quals becomes more
  flexible and varied each year
IAG implications – empowering learners
• IAG practitioners have to:
       be accurate & up-to-date
       have breadth of knowledge to cover finance,
       courses, qualifications, future trends
       be able to predict
       be inquisitive
       use a broad range of skills
• With guidance, young people can plot their route through 14
  – 19 learning and beyond
• Programmes have to be chosen that enable breadth of study,
  including vocational, without limiting career choices
• IAG is for now and future living, learning and earning
IMPLICATIONS for CAREERS EDUCATION

•   Curriculum Organisation
•   discrete? Module? Integrated?
•   Work experience component
•   New programmes of study for key stages 3 and 4 –
    Personal Wellbeing and Economic Wellbeing and
    financial capability
•   Functional skills - relevance to living, learning and earning
•   Personal, learning and thinking skills – relevance to l, l & e
•   Vocational content
•   Special events - skills festivals, careers fairs
              What works?
• Personalised
• Accurate and up-to-date
• No vested interest i.e. independent
• Skills roadshows and tasters
• Mix of styles and career learning activities
• IAG that is integrated with and complements the
  careers education curriculum
• Partnership approach and shared understanding
      Effective IAG empowers learners
                Progression
• Importance of life-long learning and up-skilling
• Correlation between salaries and qualification
  levels
• Links between education and qualification
  attainment & individual life-style choices
• Being flexible and proactive
• How will employers be informed and react?
• What about the response from HE?
Should IAG assess learner‟s personal skills?

• Employability skills
• What employers have said in South London –
  employability preferences
• CBI competences
• Hobson‟s “great8” core competences
• Integrated in Higher Education
• Personal, Learning and Thinking Skills
• Functional skills
• Occupational skills
                Personalised IAG
•   Who offers IAG to learners and parents/carers?
•   Tutors and teachers
•   Independent and impartial IAG practitioners
•   Workforce development/Individual‟s personal professional
    development
•   To how many individuals on personalised pathways?
•   Knowing the consortium, your borough offer, adjacent and
    further afield
•   Up-to-date industrial and occupational knowledge
•   Predicting the future – almost certainly wrong
•   How do you know what you need to know?
•   Impact of getting it wrong for an individual learner
    Labour Market Information
21st century workers will:
• Change jobs several times in their working
  lives
• Work under different types of contract
• Need to top up skills and knowledge
  regularly
• Retire later in life than their 20th century
  counterparts
    Labour Market Information
• The „shelf-life‟ of opportunities – employers won‟t
  take people to do jobs that don‟t exist
• Employers will seek specific knowledge and skills
• Employers will seek attitudes and behaviours that
  will have positive impact on their businesses
• How do we predict the future and what jobs will
  exist?
• Learning and work will continue to change
• How do we make LMI effective, relevant and
  enticing for learners?
Diplomas and 14 -19 developments
• High quality, early and independent IAG more necessary
  than ever before to empower learners
• More complicated range about which to make Choices
• IAG must be personalised
• Who do young people turn to for IAG?
  If peers, parents, teachers – what is the quality/accuracy of the IAG
  offered?
• What do staff in our own organisations need to know?
• Do we need to change any practice in our own
  organisation?
• Diploma revolution or not?

				
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