1. Career education and guidance in schools
David Andrews
Thursday 7 January 2016
Southern Univeristies Network

2. Career = an individual’s progression through learning and work
Career education and information, advice and guidance (IAG) aims to enable individuals to become effective planners and managers of their own careers, in a rapidly changing world of learning and work.

3. CEIAG (25)
supporting successful progression through learning and into work
successful progression = participation + achievement
help with immediate choices
preparation for working life
preparation for further study
access to information, advice and guidance
access to support for developing career management skills and employability

4. Context
relatively high levels of youth unemployment (625, year-olds, October 2015)
graduate under-employment
global market for HE
tuition fees and post-16 bursary funds
reforms to GCSE and A levels
higher apprenticeships and traineeships
raising of the participation age
destination measures KS5: percentages HEI; ‘Top third’ HEIs; Russell Group; Oxford & Cambridge

5. Importance of CEIAG
knowing what options are available and how they lead to different opportunities in education, training and work is vital for making choices
CEIAG helps to reduce the numbers of young people who might otherwise become ‘NEET’
CEIAG raises aspirations, increases motivation and raises achievement
10% of students starting HE courses do not complete

6. Aims of CEIAG
to help students develop the skills and confidence to make realistic and informed decisions about their futures, for themselves, and to manage the transitions from one stage of their education, training and work to the next
to help students develop knowledge and understanding of learning, work and career

7. CEIAG for young people Careers Information Careers Advice & Guidance
on post-13/14 (KS4) options, post-16 options, post-17 and post-18 options
on progression routes
comprehensive, up to date, accessible
Careers Advice & Guidance
linked to tutoring and mentoring
effective recording and referral
impartial (based on the needs of the young person, not the institution)
Careers Education
how to use information and guidance
career management skills
employability skills

8. Components of CEIAG a planned programme of careers education
information about opportunities in learning and work
advice and guidance, linked to assistance with reviewing progress and target-setting
experience of work

9. CEIAG in England The partnership approach (pre-2012)
Schools
careers information
careers education
initial advice and guidance, and referrals to external careers guidance service
External careers guidance service
careers guidance: in context of IAG on wider range of issues
support for careers information
support for careers education

10. National Careers Service
For adults (BIS)
online and telephone helpline services
face-to-face careers guidance
For young people (DfE/BIS)
online and telephone helpline services
Brokerage, for schools and colleges, of links with employers

11. Education Act 2011
From September 2012 schools have a statutory duty to secure access to independent careers guidance for pupils from Year 8 and up to age 18
‘careers guidance’ must be presented as impartial, include information on all options in learning, and promote the best interests of the pupils
‘independent’ is defined as provided by persons other than those employed at/by the school
[the duty applies to academies and free schools through their funding agreements]
The statutory duties to teach careers education in Y7-11, and to provide work-related learning at KS4, have been removed

12. From September 2012
Decisions about the careers education, and careers guidance, young people receive are being made by schools
There is a range of providers of careers guidance (local authority services, private providers, individuals, etc.)
LAs retain responsibility for the targeted support for the more vulnerable young people, including those who are NEET and those with SEND

13. Schools doing it themselves
employing a professionally-qualified careers adviser
training a teacher, or member of the non-teaching staff, to provide career guidance
giving the job to someone not qualified or trained “Schools can retain in-house arrangements for providing advice and guidance to pupils, but these in themselves are insufficient to meet the duty. In-house support for pupils must be combined with advice and guidance from independent and external sources to meet the school’s legal requirements”

14. Local authority approaches
providing a traded careers guidance service
working with schools to commission a service
providing a list of approved suppliers
providing a guide to commissioning and/or consultancy support
stepping back to allow a completely free market

15. Schools buying in careers guidance
from the [a] local authority
from a careers guidance company
from a sole trader/individual CA
from a social enterprise formed by several CAs
from an EBP
from an FE college student services department
from a local partnership of schools + sixth form college
from a university careers service
as an individual school or as a consortium

16. Providers of careers guidance
schools themselves
impartiality?
qualifications to provide career guidance?
individual careers advisers
referral and support?
professional updating?
cover for sick leave?
LAs/Connexions/careers/other organisations
existing provider continuity; links with ‘targeted’ service
new provider fresh start; commissioning and contract monitoring; local knowledge

17. Professional association
Membership
Register

18. Going in the right direction? (Ofsted, September 2013)
“... the new statutory duty for schools to provide careers guidance is not working well enough.”
Only 1 in 5 schools are ensuring that all students in Years 9, 10 and 11 receive the level of information, advice and guidance they need
Too few schools have adequate arrangements to provide individual careers guidance interviews with a qualified external adviser for students that need one

19. Careers guidance and inspiration in schools (DfE, April 2014)
must secure independent and impartial careers guidance, covering the full range of education and training options, for young people in Years 8-13
must work with LAs to support more vulnerable young people e.g. SEND, disengaged, etc.
emphasis on engaging with employers, and the full range of other providers of education and training (National Careers Service brokerage support from October 2014)

20. the Careers & Enterprise Company
independent of the DfE and employer-led
to support school-employer links
Enterprise Co-ordinators, based in the LEPs
one Enterprise Co-ordinator for 20 schools
an Enterprise Adviser linked to each school
£5m careers and enterprise fund
portal, with access to a digital Enterprise Passport

21. Employers and CEIAG Careers education
employers can work in partnership with schools and colleges to help develop young people’s employability skills and career management skills
Careers IAG
employers can inspire, inform and advise
employers cannot provide guidance
Effective employer engagement
must be managed by the school/college and integrated into the careers programme
must be complemented by access to impartial careers guidance
brokerage and support

22. DfE Statutory Guidance (March 2015)
high quality, independent careers guidance is crucial
inspiring pupils through more contacts with the world of work
schools should:
have a strategy, embedded within a clear framework linked to outcomes for students
provide access to employer talks, careers fairs, college and university visits, apprenticeship providers
provide face-to-face advice and guidance
new careers and enterprise company to provide advice and support on careers organisations to partner with and making links with employers
schools should work towards a quality award for CEIAG

23. National Networks for Collaborative Outreach
35 nationally co-ordinated local and regional networks of 206 HEIs, covering the whole of England
outreach activities to promote higher education in all state-funded secondary schools and colleges
funded (£22m) by BIS and managed by HEFCE
three national networks to offer specific support to: care leavers; older learners; learners aspiring to Oxford and Cambridge

24. New partnerships for CEIAG
school
careers information; careers, employability and enterprise education; initial advice & guidance
other schools, UTCs, studio schools and colleges
talks; open evenings; taster days
employers and universities (NNCOs)
talks; support for careers employability and enterprise education; work experience/work shadowing
careers guidance providers
impartial advice & guidance; support for careers employability and enterprise education
NCS and the Careers & Enterprise Company
school & employer links; LMI

25. Mapping Careers Provision (DfE, July 2015)
Only two-thirds of schools are meeting the statutory requirement to secure access to independent careers guidance for pupils aged by engaging external professional careers advisers
16% of schools do not provide careers education in the curriculum

26. Ofsted inspections, from Sept 2015
Effectiveness of leadership and management
the extent to which leaders, managers and governors:
successfully plan and manage learning programmes, the curriculum and careers advice so that all children and learners get a good start and are well prepared for the next stage in their education, training or employment
The common inspection framework (September 2015)

27. Good Career Guidance (Gatsby, 2014)
an embedded programme of career education and guidance
good quality information about future study options and the labour market
opportunities for advice and support tailored to their needs
subject teaching linked to careers
several opportunities to learn from employers and employees
experiences of the workplace
opportunities to hear from representatives of FE & HE
personal guidance from an appropriately trained careers adviser, at the right time

28. CDI Framework for careers, employability and enterprise education
7-19
3 main areas
Developing yourself through careers, employability and enterprise education (3 elements)
Learning about careers and the world of work (6 elements) e.g. Identifying choices and opportunities
Developing your career management ,employability and enterprise skills (8 elements)
17 learning outcomes for KS2, KS3, KS4 & Post-16
User’s Guide

29. Curriculum organisation 11-16
discrete careers lessons
module of careers education within a carousel
part of a tutorial programme
integrated PSHE education course, comprising: careers education, PSHE, citizenship, WRL and enterprise, personal finance education
‘drop down’ days
cross-curricular approach

30. Curriculum models for careers education (Post-16)
separately timetabled enrichment programmestutorial programme
series of events, including consortium activities
integrated into main course or programme
independent study

31. Quality assurance for CEIAG
Criteria for good provision of CEIAG in schools e.g. ‘local’ quality awards for CEIAG, nationally-validated by the QiC Standard; Ofsted inspections
Standards for career guidance services e.g. matrix standard
Professional qualifications for careers advisers (and careers leaders?) e.g. QCG, L6 Diploma in CGD
Outcomes for young people e.g. CDI Framework for careers, employability and enterprise education; accreditation schemes/awards e.g. ASDAN CoPE, OCR Employability Skills

32. Leading and Managing CEIAG in schools
Advising senior leadership on policy, priorities and resources
Managing careers and related information
Planning careers, employability and enterprise education
Briefing teachers and tutors
Monitoring teaching and learning in careers education
Liaising with tutorial managers and mentors
Referring to careers advisers
Commissioning career guidance services
Monitoring access to, and take up of, career guidance
Establishing, maintaining and developing links with employers
Reviewing and evaluating career education and guidance; preparing development plan
Reporting to senior leaders and governors
Managing work of support assistant
Maintaining own CPD

33. TeachFirst and iCeGS, March 2015
The role of teachers in CEIAG
Tutorial roles
Career informant
Pastoral support
Teaching roles
Subject teacher
Careers teacher
Leadership roles
Middle leader (Careers Leader)
Senior leader (Deputy Head or Assistant Head i/c Careers)

34. HE Liaison Officers and CEIAG
Careers education
HELOs can work in partnership with schools and colleges to help develop young people’s knowledge and understanding of HE and their application skills, and to help them prepare for the transition to HE
Careers IAG
HELOs can inspire, inform and advise
HELOs cannot provide guidance
Effective partnership working with HE
must be managed by the school/college and integrated into the careers programme
must be complemented by access to impartial careers guidance