Strengthening careers education Strengthening careers education and IAGand IAG

David AndrewsDavid Andrews

Tuesday 8 December 2009Tuesday 8 December 2009

Lincolnshire Guidance Network ConferenceLincolnshire Guidance Network Conference

Leading and managing IAG and Leading and managing IAG and careers educationcareers education

Manager of information and of advice and Manager of information and of advice and guidance guidance

Subject leader for careers educationSubject leader for careers education

Changing context for careers workChanging context for careers work EconomicEconomic

demand for skillsdemand for skills new jobsnew jobs recessionrecession

SocialSocial NEETNEET barriers to progressionbarriers to progression

LearningLearning raising of participation age to 17 (2013), then to 18 (2015)raising of participation age to 17 (2013), then to 18 (2015) 14-19 reforms14-19 reforms PSHE education statutory from September 2011 PSHE education statutory from September 2011 new primary curriculumnew primary curriculum

IAG and careers education for 14-19: IAG and careers education for 14-19: young people’s needsyoung people’s needs

InformationInformation on post-14 (KS4) options, post-16 options, on post-14 (KS4) options, post-16 options,

post-17 and post-18 optionspost-17 and post-18 options on progression routeson progression routes comprehensive, up to date, accessiblecomprehensive, up to date, accessible

GuidanceGuidance linked to tutoring and mentoringlinked to tutoring and mentoring effective recording and referraleffective recording and referral impartialimpartial

((based on the needs of the learner, not the institutionbased on the needs of the learner, not the institution)) Careers educationCareers education

how to use information and guidancehow to use information and guidance

IAG for transitionIAG for transition

On-line prospectusOn-line prospectus

↓↓Individual Learning PlanIndividual Learning Plan

↓↓Common Application ProcessCommon Application Process

Careers educationCareers education

ChoiceChoice Review personal strengths, interests and areas to developReview personal strengths, interests and areas to develop Understand influences on career plansUnderstand influences on career plans Know about world of workKnow about world of work Research options in learning and workResearch options in learning and work Make decisions and plansMake decisions and plans Know how to find and use sources of help and supportKnow how to find and use sources of help and support

TransitionTransition Present self in writing and in interviewsPresent self in writing and in interviews Prepare for changePrepare for change

Components of CEIAGComponents of CEIAG

informationinformation about opportunities in learning and about opportunities in learning and workwork

advice and guidanceadvice and guidance, linked to assistance with , linked to assistance with recording achievement, reviewing progress and recording achievement, reviewing progress and individual learning planningindividual learning planning

a planned programme of a planned programme of careers educationcareers education experience of workexperience of work

IAG extends beyond careers IAG, but includes IAG extends beyond careers IAG, but includes careers guidancecareers guidance

The partnership approachThe partnership approach

Schools, colleges, work-based training providersSchools, colleges, work-based training providers careers informationcareers information careers educationcareers education initial advice and guidance, and referrals to initial advice and guidance, and referrals to

external serviceexternal serviceLocal authority Connexions serviceLocal authority Connexions service careers guidancecareers guidance support for careers informationsupport for careers information support for careers educationsupport for careers education

Youth Matters Youth Matters (2006)(2006)

End-to-end review (DfES, 2004) – findings End-to-end review (DfES, 2004) – findings included concerns about attention given to included concerns about attention given to careers guidance in Connexions and to careers careers guidance in Connexions and to careers education in schools and collegeseducation in schools and colleges

devolved responsibility for IAG from 47 devolved responsibility for IAG from 47 Connexions partnerships to 150 local authorities, Connexions partnerships to 150 local authorities, from April 2008from April 2008

gave schools and colleges power to ‘opt out’ of gave schools and colleges power to ‘opt out’ of LA-commissioned arrangements and to LA-commissioned arrangements and to commission own IAG servicecommission own IAG service

Quality Standards forQuality Standards forYoung People’s IAGYoung People’s IAG

To support development of consistently high To support development of consistently high quality and impartial IAGquality and impartial IAG

Define expectations of services that local Define expectations of services that local authorities will commission and manageauthorities will commission and manage

For use byFor use by learning providers (schools, colleges,learning providers (schools, colleges,

work-based training providers)work-based training providers) external IAG providersexternal IAG providers users of IAG (young people and their parents/carers)users of IAG (young people and their parents/carers)

Local variationsLocal variations (NICEC, 2009) (NICEC, 2009)

30% of LAs have taken IAG services ‘in-house’30% of LAs have taken IAG services ‘in-house’ 35% of LAs commission IAG services from the 35% of LAs commission IAG services from the

former Connexions partnershipformer Connexions partnership 35% of LAs contract with private providers, 35% of LAs contract with private providers,

sometimes but not always, through competitive sometimes but not always, through competitive tendering tendering

regional variations in approachesregional variations in approaches further changes over the next year or sofurther changes over the next year or so

IAG: tensions/unresolved issuesIAG: tensions/unresolved issues

Targeted v. UniversalTargeted v. UniversalWhere is the management of IAG located within Where is the management of IAG located within the LA, with respect both to IYSS and to 14-19?the LA, with respect both to IYSS and to 14-19?

11-16 or 11-19?11-16 or 11-19?What level of support is available to 16-19 year-What level of support is available to 16-19 year-old young people in full-time learning?old young people in full-time learning?

Issues for careers educationIssues for careers education Careers education in Y7 & 8Careers education in Y7 & 8 Curriculum models for careers educationCurriculum models for careers education

“Inspectors found a wide variation in the delivery and “Inspectors found a wide variation in the delivery and quality of careers education – from a comprehensive quality of careers education – from a comprehensive programme cross-referenced to the Quality programme cross-referenced to the Quality Standards, to more informal arrangements”Standards, to more informal arrangements”(Ofsted, 2010)(Ofsted, 2010)

Careers education post-16, in school sixth Careers education post-16, in school sixth forms, colleges and work-based trainingforms, colleges and work-based training

Links with personal finance education (e.g. Links with personal finance education (e.g. EMA, tuition fees, grants and loans)EMA, tuition fees, grants and loans)

Education and Skills Act 2008Education and Skills Act 2008

Raising participation ageRaising participation age

LA must have regard to the Quality LA must have regard to the Quality Standards for Young People’s IAGStandards for Young People’s IAG

Schools must be impartial when providing Schools must be impartial when providing careers information and careers educationcareers information and careers education

Fair Access to the ProfessionsFair Access to the Professions (Alan Milburn report)(Alan Milburn report)

Critical of Connexions and calls for a radical re-thinkCritical of Connexions and calls for a radical re-think Connexions should be broken up, leaving a residual Connexions should be broken up, leaving a residual

specialist service free to focus on young people who are specialist service free to focus on young people who are NEETNEET

Recommendation 22Recommendation 22Schools and colleges should have direct responsibility Schools and colleges should have direct responsibility for providing IAG, with a professional careers service for providing IAG, with a professional careers service located in every school and college – starting in primarylocated in every school and college – starting in primary

Recommendation 23Recommendation 23The Government should remove careers responsibility The Government should remove careers responsibility from Connexions and relocate an estimated £200million from Connexions and relocate an estimated £200million to schools and colleges to give them the freedom to to schools and colleges to give them the freedom to tender for careers services from a range of providerstender for careers services from a range of providers

Quality, Choice and Aspiration Quality, Choice and Aspiration (1)(1)

review the quality and effectiveness of LAs’ IAG review the quality and effectiveness of LAs’ IAG services in 2011services in 2011

IAG guarantees: for pupilsIAG guarantees: for pupils personalised support (‘personal tutor’)personalised support (‘personal tutor’) access to high quality careers education and IAGaccess to high quality careers education and IAG

for parentsfor parents high quality information and advice on the career and high quality information and advice on the career and

subject choices open to their childsubject choices open to their child ambition to extend the statutory duty for careers ambition to extend the statutory duty for careers

education up to age 18education up to age 18

Quality, Choice and Aspiration Quality, Choice and Aspiration (2)(2)

explore, with schools and HEIs, new explore, with schools and HEIs, new qualifications for careers coordinatorsqualifications for careers coordinators

Task Force on the Careers ProfessionTask Force on the Careers Profession pilots of career-related learning in KS2pilots of career-related learning in KS2 £10m development fund£10m development fund support for mentoringsupport for mentoring develop a new vision for work experiencedevelop a new vision for work experience support for school-HE linkssupport for school-HE links new statutory guidance for local authoritiesnew statutory guidance for local authorities

Statutory Guidance: Impartial Statutory Guidance: Impartial Careers EducationCareers Education

checklist of 12 points for headteachers to checklist of 12 points for headteachers to considerconsider

Six Principles of impartial careers Six Principles of impartial careers education education

Key Information on 14-19 options and Key Information on 14-19 options and learning routeslearning routes

links to new Ofsted framework for links to new Ofsted framework for inspectioninspection

The 6 PrinciplesThe 6 Principles

Principle 1Principle 11.1. Empowers young people to plan and manage their Empowers young people to plan and manage their

own futuresown futuresSchools will meet this principle if young people:Schools will meet this principle if young people:

1.1. are able to investigate opportunities for learning and work on their are able to investigate opportunities for learning and work on their ownown

2.2. are able to interpret information and to identify partiality and biasare able to interpret information and to identify partiality and bias3.3. make challenging but realistic plans for their future learning and make challenging but realistic plans for their future learning and

workwork4.4. recognise barriers to the achievement of their plans and recognise barriers to the achievement of their plans and

understand how these can be overcomeunderstand how these can be overcome5.5. are able to review and adapt their plans in the light of changing are able to review and adapt their plans in the light of changing

personal, education, social and economic circumstancespersonal, education, social and economic circumstances6.6. feed back that they have the skills that they need to plan and feed back that they have the skills that they need to plan and

manage their careers.manage their careers.

Key InformationKey Information

Questions on:Questions on: ApprenticeshipsApprenticeships DiplomasDiplomas Foundation LearningFoundation Learning GCSEs/A levelsGCSEs/A levels part time learning or trainingpart time learning or training Higher EducationHigher Education current ‘stand-alone’ qualificationscurrent ‘stand-alone’ qualifications

Checklist for headteachers (1-6)Checklist for headteachers (1-6)

review how careers education is delivered with review how careers education is delivered with reference to the Principles and Key Informationreference to the Principles and Key Information

appoint a senior leader for careers education appoint a senior leader for careers education and IAGand IAG

support the senior leader to fulfil their rolesupport the senior leader to fulfil their role ensure the middle leader has the skills, ensure the middle leader has the skills,

knowledge and time for the jobknowledge and time for the job ensure all staff have relevant CPDensure all staff have relevant CPD provide parents and carers with information provide parents and carers with information

about the support available about the support available

Checklist for headteachers (7-12)Checklist for headteachers (7-12)

encourage use of work-related contextsencourage use of work-related contexts place more emphasis on experiential learning place more emphasis on experiential learning

and exploit synergies with other elements of and exploit synergies with other elements of economic wellbeing and financial capabilityeconomic wellbeing and financial capability

appoint a lead for the 14-19 prospectus and appoint a lead for the 14-19 prospectus and CAPCAP

promote equality of opportunitypromote equality of opportunity ensure support for the September Guaranteeensure support for the September Guarantee conduct regular reviews of careers education conduct regular reviews of careers education

provision, and involve governorsprovision, and involve governors

Resources PackResources Pack

revised framework for careers education 7-19revised framework for careers education 7-19 briefing note for careers co-ordinatorbriefing note for careers co-ordinator briefing note for staffbriefing note for staff Ways & ChoicesWays & Choices classroom materials classroom materials Fact Cards for key informationFact Cards for key information DVDs for pupils and parentsDVDs for pupils and parents audit tools for headteachers and careers coordinatorsaudit tools for headteachers and careers coordinators pupil and parent questionnairespupil and parent questionnaires model partnership agreementmodel partnership agreement guidance for governorsguidance for governors

other publicationsother publications

for the FE sectorfor the FE sector Career learning for the 21Career learning for the 21stst century - 6 century - 6

bookletsbooklets August 2009August 2009 www.lsis.org.uk/Publications.aspxwww.lsis.org.uk/Publications.aspx

for school senior leadersfor school senior leaders Impartial careers education: research report Impartial careers education: research report

and case studiesand case studies www.nationalcollege.org.ukwww.nationalcollege.org.uk

Professional development for IAG Professional development for IAG and careers education and careers education

Training for ‘Careers Leader’Training for ‘Careers Leader’ IAG and careers educationIAG and careers education curriculum leadership and managementcurriculum leadership and management

Training of tutors providing IAGTraining of tutors providing IAG knowledge and understanding of opportunities and progression knowledge and understanding of opportunities and progression

routesroutes information and advice skillsinformation and advice skills school-based, or consortium-basedschool-based, or consortium-based

Training for teachers of careers educationTraining for teachers of careers education

Information briefings for all staffInformation briefings for all staff 14-19 options, qualifications and progression routes14-19 options, qualifications and progression routes local provisionlocal provision

Careers Co-ordinators in Schools Careers Co-ordinators in Schools (DCSF 2009)(DCSF 2009)

NFER-NICEC researchNFER-NICEC research fewer than 1 in 3 CCs have a CEIAG qualificationfewer than 1 in 3 CCs have a CEIAG qualification 26% of CCs are not qualified teachers; 7% are 26% of CCs are not qualified teachers; 7% are

qualified careers advisersqualified careers advisers interest in a professional qualification is greater interest in a professional qualification is greater

among the less experienced and the ‘non-among the less experienced and the ‘non-teachers’teachers’

good tradition in Lincolnshire of making the NTU good tradition in Lincolnshire of making the NTU Diploma, and now University of Derby, courses Diploma, and now University of Derby, courses available to learning providers available to learning providers