1. Strengthening careers education and IAG
David Andrews
Tuesday 8 December 2009
Lincolnshire Guidance Network Conference

2. Leading and managing IAG and careers education
Manager of information and of advice and guidance
Subject leader for careers education

3. Changing context for careers work
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
PSHE education statutory from September 2011
new primary curriculum

4. IAG and careers education for 14-19: young people’s needs
Information
on post-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

5. IAG for transition ↓ On-line prospectus Individual Learning Plan
Common Application Process

6. 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

7. Components of CEIAG
information about opportunities in learning and work
advice and guidance, linked to assistance with recording achievement, reviewing progress and individual learning planning
a planned programme of careers education
experience of work
IAG extends beyond careers IAG, but includes careers guidance

8. The partnership approach
Schools, colleges, work-based training providers
careers information
careers education
initial advice and guidance, and referrals to external service
Local authority Connexions service
careers guidance
support for careers information
support for careers education

9. 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
gave schools and colleges power to ‘opt out’ of LA-commissioned arrangements and to commission own IAG service

10. Quality Standards for Young People’s IAG
To support development of consistently high quality and impartial IAG
Define expectations of services that local authorities will commission and manage
For use by
learning providers (schools, colleges, work-based training providers)
external IAG providers
users of IAG (young people and their parents/carers)

11. Local variations (NICEC, 2009)
30% of LAs have taken IAG services ‘in-house’
35% of LAs commission IAG services from the former Connexions partnership
35% of LAs contract with private providers, sometimes but not always, through competitive tendering
regional variations in approaches
further changes over the next year or so

12. IAG: tensions/unresolved issues
Targeted v. Universal Where is the management of IAG located within the LA, with respect both to IYSS and to 14-19?
11-16 or 11-19? What level of support is available to year-old young people in full-time learning?

13. Issues for careers education
Careers education in Y7 & 8
Curriculum models for careers education “Inspectors found a wide variation in the delivery and quality of careers education – from a comprehensive programme cross-referenced to the Quality Standards, to more informal arrangements” (Ofsted, 2010)
Careers education post-16, in school sixth forms, colleges and work-based training
Links with personal finance education (e.g. EMA, tuition fees, grants and loans)

14. Education and Skills Act 2008
Raising participation age
LA must have regard to the Quality Standards for Young People’s IAG
Schools must be impartial when providing careers information and careers education

15. Fair Access to the Professions (Alan Milburn report)
Critical of Connexions and calls 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

16. Quality, Choice and Aspiration (1)
review the quality and effectiveness of LAs’ IAG services in 2011
IAG guarantees: for pupils
personalised support (‘personal tutor’)
access to high quality careers education and IAG
for parents
high quality information and advice on the career and subject choices open to their child
ambition to extend the statutory duty for careers education up to age 18

17. 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 development fund
support for mentoring
develop a new vision for work experience
support for school-HE links
new statutory guidance for local authorities

18. Statutory Guidance: Impartial Careers Education
checklist of 12 points for headteachers to consider
Six Principles of impartial careers education
Key Information on options and learning routes
links to new Ofsted framework for inspection

19. The 6 Principles

20. Principle 1
Empowers young people to plan and manage their own futures Schools will meet this principle if young people:
are able to investigate opportunities for learning and work on their own
are able to interpret information and to identify partiality and bias
make challenging but realistic plans for their future learning and work
recognise barriers to the achievement of their plans and understand how these can be overcome
are able to review and adapt their plans in the light of changing personal, education, social and economic circumstances
feed back that they have the skills that they need to plan and manage their careers.

21. Key Information Questions on: Apprenticeships Diplomas
Foundation Learning
GCSEs/A levels
part time learning or training
Higher Education
current ‘stand-alone’ qualifications

22. 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

23. 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 prospectus and CAP
promote equality of opportunity
ensure support for the September Guarantee
conduct regular reviews of careers education provision, and involve governors

24. Resources Pack revised framework for careers education 7-19
briefing note for careers co-ordinator
briefing note for staff
Ways & Choices classroom materials
Fact Cards for key information
DVDs for pupils and parents
audit tools for headteachers and careers coordinators
pupil and parent questionnaires
model partnership agreement
guidance for governors

25. other publications for the FE sector for school senior leaders
Career learning for the 21st century - 6 booklets
August 2009
for school senior leaders
Impartial careers education: research report and case studies

26. Professional development for IAG and careers education
Training for ‘Careers Leader’
IAG and careers education
curriculum leadership and management
Training of tutors providing IAG
knowledge and understanding of opportunities and progression routes
information and advice skills
school-based, or consortium-based
Training for teachers of careers education
Information briefings for all staff
14-19 options, qualifications and progression routes
local provision

27. 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
interest in a professional qualification is greater among the less experienced and the ‘non-teachers’
good tradition in Lincolnshire of making the NTU Diploma, and now University of Derby, courses available to learning providers