1. Career Education Standard
Ken Edwards
Education Programme Lead

2. What is career education?
learn about interests, strengths and personal qualities
gain knowledge about the world of work
understand how skills are used in the workplace
make informed and confident choices about their next steps
develop resilience when faced with challenges
problem-solve and think strategically
be successful career planners
As an integral part of the curriculum

3. Career Management Skills
“Technology and globalisation are creating new, dynamic and increasingly complex economic contexts to navigate”.
“Career education is core to supporting young people to take responsibility for career and employability pathways”.
The Evidence Base on Lifelong Guidance
(ELGPN) Hooley 2014

4. Your postcode is your future
Leavers attainment SCQF 6

5. Impact on attainment
“.... statistically significant % increase in the number of students attaining at least five good GCSEs and a 1.80% increase in the number of students achieving Maths and English GCSEs”.
Advancing ambitions: The role of career guidance in supporting social mobility
Hooley, Matheson & Watts 2014, Sutton Trust

6. Learning ... always better in context

7. “CareerStart is a programme in which mathematics, science and other subjects are taught using illustrations from real jobs, enabling pupils to understand how course content is applied outside the classroom”.
“Schools implementing CareerStart, compared to control schools .... show higher pupil engagement in school, and had improved test scores in math and reading”.
Advancing academic achievement through career relevance in the middle grades
American Educational Research Journal (2013)

8. Social capital: broadening horizons
“Career guidance is important to social mobility. If young people and their families know more about the rich range of careers open to people with the right qualifications, they will have a clearer idea of the routes to better jobs. This knowledge may already be available to pupils from families of graduates and professionals, but if most of your family are unemployed or in low-skilled jobs, how would you know”?
Good Career Guidance, J Holman, Gatsby (2014)

9. Economic benefits
The evidence shows that career guidance can have substantial benefits for the economy by supporting individuals to enhance their capacities in ways that contribute to enhanced jobs, skills and growth.”
The Economic Benefits of Career Guidance, Hooley & Dodd, 2015
Individual outcomes
Human capital
Social capital
Supported transitions
Primary economic outcomes
Increased labour market participation
Decreased unemployment
Enhanced skills and knowledge
Flexible and mobile labour market
56,000
104,000
Macro-economic outcomes
Deficit reduction
Productivity
Living standards
Economic growth
Secondary economic outcomes
Improved health
Decreased crime
Increased tax revenue
Decreased benefit costs

10. Education Working for All!
A focus on preparing all young people for employment forms a core element of the implementation of Curriculum for Excellence with appropriate resource dedicated to achieve this. In particular local authorities, SDS and employer representative organisations should work together to develop a more comprehensive standard for careers guidance which would reflect the involvement of employers and their role and input.
Recommendation 2
By 2021
40% reduction
Top 5

11. Career Education Standard
Aims
Children and young people should:
learn earlier about career management and the world of work
be better prepared to enter and sustain employment
Recognise key influencers & shared responsibility
Describe and clarify complementary roles

12. Career Education: a 3-18 journey
Start early
Continuous
Progressive
Partnership
Individual needs

13. In context Evolution not revolution Six entitlements for all learners:
Opportunities for developing skills for learning, skills for life and skills for work
Entitlement 6:
Opportunities to move into positive and sustained destinations beyond school
Mairi
As Scott has just said we are not starting from scratch but rather building on a strong foundation.
Indeed DYW is the full realisation of CfE.
CfE Entitlements, BtC4, CIAG, CMS and these 2 entitlements are particularly relevant.

14. Responsibility of all across the curriculum
EARLY
FIRST
SECOND
THIRD
FOURTH
In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my learning
HWB 0-19a
Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others.
HWB 1-19a
Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements skills and areas for development. This will help me to prepare for the next stage in my life and learning.
HWB 2-19a
I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning.
HWB 3-19a
Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions.
HWB 4-19a
I can describe some of the kinds of work that people do and I am finding out about the wider world of work. HWB a
I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB a
Curriculum for Excellence: Experiences and Outcomes for Health and Wellbeing,
Source:
Responsibility of all across the curriculum

15. Making connections
GIRFEC / MCMC / Opportunities for All

16. Entitlements for all learners Teachers / Practitioners
SDS
Parents
Employers
Ken

17. ‘I can’ statements support entitlements
Inform planning
Describe success
Support self-evaluation and profiling

18. Children and young people will be entitled to:
experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities
develop skills for learning, life and work as an integral part of their education and be clear about how all their achievements relate to these
develop CMS as an integral part of their curriculum
know where to find information and access support making effective use of online sources such as My World of Work

19. Expectations
Describe and clarify roles of the four key influencers

20. Teachers/Practitioners will:
engage children and young people in meaningful discussion about their skills development and assist them in profiling to support their career journeys
through professional learning and having access to up-to-date resources, develop and maintain an awareness of the opportunities in the labour market and the attributes and skills needed to take advantage of these
relate relevant learning experiences and skills development to the labour market and employment opportunities including entrepreneurship and self-employment
encourage diverse thinking in children and young people to consider a broader view of subject choices, career options and job opportunities

21. Expectations of SDS

22. SDS will:
agree with schools on an annual basis though the School Partnership Agreement how SDS resources can best be deployed to match local circumstances, strengths and needs
develop and support online tools to assist children and young people, teachers and practitioners, parents and carers and employers;
work with practitioners to develop other resources and support materials
continually improve the skills and knowledge of their staff to a high level and support the professional learning of teachers and practitioners as appropriate;

24. Small tests of change

25. Expectations 2016/17
All schools working to deliver against CES entitlements and expectations
Full roll-out of revised SDS ‘schools offer’
Education Scotland further develops its capacity to evaluate in relation to employability and employment
A new focus on work placements and the quality of careers guidance as part of secondary school inspection programme