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Strengthening careers education and IAG

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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

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