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CORVET With the support of the Leonardo Programme of the European Union.

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Presentation on theme: "CORVET With the support of the Leonardo Programme of the European Union."— Presentation transcript:

1 CORVET With the support of the Leonardo Programme of the European Union

2 VET and Career Orientation in UK European Learning Network Limited
Modena, Italy April Workshop Rajash Pathak European Learning Network Limited

3 Key Issues Introduction to UK Education VET in UK Historical Context
VE Developments VET in UK Reforms Beyond reviews

4 UK Population England Scotland Wales Northern Ireland
pop 51.1 million Scotland pop 5.1 million Wales pop 3 million Northern Ireland pop 1.8 million Estimated figures National Statistics updated 2008 UK and Northern Ireland

5 UK Education England No separate government of its own education shaped by the Education Act 1944 Primary legislation on education made by UK Parliament at Westminster Separate education systems in Scotland, Wales and Northern Ireland Following introduction refers mostly to education in England

6 Butler Education Act 1944 Created a tripartite system post age 11 i.e.
after 11+ Examination Grammar Schools for 11+ passes Technical Schools for lower passes Secondary Modern for majority who failed 11+ Gave rise to criticisms levelled at governments creating a class system in UK Stigmatisation of 11+ failures led to many comprehensives in 1960s and 1970s Some local authorities allowed to keep Grammar schools No Grammar schools in Scotland and Wales

7 UK Education England – shared responsibilities
Government departments (DfE & BIS) & associated non-departmental public bodies e.g. QCDA, TDA Local authorities Schools (headteachers and governing bodies)

8 Department for Education Schools and Governing Bodies
Key players Department for Education Schools and Governing Bodies Local Authorities The structure of the school system in England and Wales is fairly complicated and involves three main players – the department for Children, Schools and Families, local authorities and the schools with their governing bodies. The Government holds local authorities accountable for standards in schools Local Authorities are responsible for quality of education locally and services for children and families. As such, they are legally responsible for the actions of schools in their areas and for enabling schools, social care and health services to work together in the interests of individual children. They are also responsible for ensuring children receive an education appropriate to their needs, managing the admission of children to schools Local authorities distribute government funding to schools and decide on the proportion of the budget different schools receive. The role of local authorities may change following the 2010 election. The government is encouraging more schools to apply for academy status which will take them out of local authority control. The role of the school is set out in the next few slides. Source: British Council Connecting Classrooms

9 UK Education England Compulsory From age 5 – 16 From 2013 up to age 17
Students follow National Curriculum Currently no requirement to ‘graduate’ Further Education Currently aimed at age group Prepares students for university or a vocation Variety of exams such as A levels, IB and Scottish Highers taken at age 18

10 UK Education England Higher Education 200 + universities in Britain
Offer broad range of subjects Ex-polytechnics retain sandwich courses Undergraduate courses - Usually only three years - Specialise in one subject - Entrance requirements Good English proficiency Previous examinations Postgraduate courses Masters Can be teaching or research based Usually examined by dissertation One or two years Doctorate Always research, never taught

11 VET in UK Historical Context
Celts (500 BC) metallurgy and jewellery skills Romans (43AD) construction engineering Anglo-Saxons (450) agricultural methods Vikings (793) oceanography and boat making skills Normans (1066) legal and administrative skills Tudors (1485) Victorians (1837) industrial revolution, trade and crafts, Mercers Royal Society of Arts (1754) established to promote Art, Manufacturing and Commerce City and Guilds Institute (1867) and today C&G has a presence in some 28 countries covering 500 different qualifications

12 VET in UK Historical Context (2)
C&G qualifications cover both theoretical and practical knowledge and some of the largest employers in UK use these qualifications as part of their CPD such as Lloyds TSB, Asda, Shell and London Underground VET development in UK sporadic Early advances short lived Evans (c.2008) suggests that the decline of UK’s earlier successes and Industrial Revolution exploits were short-lived not because of “workmanship” but due to lack of a national strategy for technical education (VET today) by successive governments of the time, including current times

13 VET Reforms Started with 1976 speech by James Callaghan at Ruskin College, Oxford Callaghan wanted a better education and for all with a vocation element so industry could benefit from a well-trained workforce The Callaghan speech paved the way for vocational modular qualifications as a series of local initiatives developed by a group of teachers in the early 1980s; since the mid 1980s and throughout the 1990s, educational development in England has been characterised by the growing role of modularisation in the 14–19+ curriculum.

14 VET post 1980S Encourage strong partnership between education providers and employers. Establish employer led national sector skills organisation (e.g. Sector Skills Council). Develop a national qualifications framework – Diplomas, BTECs Legislation introduced enabling VET providers to grow and develop.

15 Vocational Qualifications (VQs)
Diplomas work related and available in • health and social care • retail and distribution • hair and beauty • business and management • food, catering and leisure services • construction and property

16 Aims of VQs To simplify qualification system;
To Break down old courses into digestible units and to increase learners’ motivation; To motivate young people (including disadvantaged youth), since they are able to achieve a certificated qualification in a limited time To enhance chances of employment among 1.7 million unemployed in London. Of those who are unemployed include: youth and students unemployed 33000 single or lone parents 28000 with no or very few qualifications GLA target to help these people by 2015

17 Qualifications Framework
Source: Mutton, J.., Principal, Loughborough College (2008) Chengdu UK VET System

18 Curriculum Development
Awarding Bodies Sector Skills Council Design Occupational Standards Training Providers Select Teaching materials A B C Design Syllabus Learner Demonstration of Skills and knowledge Issue Qualification Source: Mutton, J.., Principal, Loughborough College (2008) Chengdu UK VET System

19 Sector Skills Councils Alliance
Independent employer-led organisations which ensure that skills system is driven by employer needs They gather Labour Market Intelligence (LMI) Used to influence the development of apprenticeships and qualifications Major impact on delivery of public and private funded skills training in UK

20 VET, Reviews and Politics
Leitch Review (2009) found that UK’s skills base weak compared to those in the EU and other International Standards STEM Audit (2010) suggested that of the 17 out of 23 highly prioritised jobs STEM skills will be necessary Wolf Report (2011) highlighted the need for good information and professional career advice for young people, the group

21 STEM Audit (2010) There will be a significant demand for:
ICT skills amongst managers and professionals across a range of sectors (particularly in computing) STEM related skills in science, technology, engineering and manufacturing Management skills across a range of sectors Technician roles across a range of sectors Frontline service staff especially in social care Managers and associate professionals in health & social work Employability skills and basic skills

22 Wolf Report (2011) The system must stop ‘tracking’ year olds into ‘dead-end’ courses The system must be made honest so young people are not pushed into damaging decisions The system must be dramatically simplified We should learn best practice from countries doing things better than us, such as Denmark, France and Germany

23 UK Skills Commission With the increasing emphasis on lifelong learning, VET teachers (and trainers) as learning facilitators can now be regarded as the core profession in the knowledge society. Improving the standing of the teachers, is therefore, a significant lever for increasing the quality of vocational education, as acknowledged by many national and international organisations

24 Challenges for 21st Century
Government priorities must be to: Create a demand led system in which power and funds are in the hands of the learner and employer Give employers a stronger voice to shape the system Integrate welfare and skills Align the social and economic purpose of learning and skills

25 Good practice amid turmoil
Aston University have developed An Integrated and Bolt on VET programme that has: E-portfolio based Foundation Degrees which include: Work Experience Year with mentor/tutor liaison PDP level 1, Level 2 academics with careers and Assessed within the module. Credit bearing. Employability modules. Centre for Learning, Innovation and Professional Practice Postgraduate Certificate in Professional Practice Skills Academy Gateshead Automation, Manufacturing, Logistics and Engineering in partnership with Toyota Motors

26 Career Orientation in UK – Definition of CEIAG
Careers education (CE) is a programme of planned activities within the curriculum to provide learners with the knowledge and skills to manage transitions through learning and into work Career-related information, advice and guidance (IAG) is a term that refers to a range of activities and interventions that inform learners’ decisions regarding progressions through learning into work. Careers information – accurate and objective information on learning options, progressions routes, careers opportunities and sources of help and advice Careers advice – impartial advice to help students gather, understand and interpret information and apply it to their own situation for career and learning pathways Careers guidance – impartial guidance to help young people understand themselves and their needs, aspirations and influences on them and to make career and learning choices that are right for them. (TDA)

27 Career Orientation-UK: concept widely used during career interviews
Rodger’s (1952) 7 steps Physical make-up Attainment levels General Intelligence Special Aptitudes Interests Disposition Circumstances Bedford’s (1982) FIRST framework 1. Establishing the broad purpose of the interview. 2. Creating a friendly, encouraging atmosphere. 3. Gathering information. 4. Identifying the young person's needs. 5. Giving information. 6. Summarising progress made during the interview. 7. Clarifying the next steps to be taken.

28 Career Orientation in UK (2) – Career Advisor’s Four Stage Planning Model
Knowing yourself – self evaluation and other psychometric tests Exploring Opportunities – searching journals, newspapers and the internet Deciding where to go – making decisions and developing an action plan How will you get there – CVs, applying for jobs and networking How far has the young person narrowed down options? How well-informed is the young person about the career options s/he has in mind? How realistic is the young person (both in relation to own abilities and the constraints of the market)? How aware is the young person of the range of options available? To what extent has the young person worked out the practical steps necessary to achieve his/her career objective?

29 Career Orientation in UK (3)
May be divided into: Career Education and Guidance (CEG) in schools Career Planning Services in FE and HE Career Advice, Information and Guidance (IAG) for all ages at any stage available from the public sector (e.g. Job Centres) to the many private organisations specialising in this area

30 Career Orientation post Sept 2012 Government vs Private Sector
Phone calls 0800 number 8am to 10pm 7 days a week Web-chat s Text Text phone (hard of hearing) Moderated chat room and message board Private Sector fee based Offer Coaching, Mentoring, Career Guidance Planning (since 2001) (since 1965) (since 2000) Advisors and Coaches may have qualifications from or be registered with CIPD, BPS (British Psychological Society) or International Coach Federation (ICF)

31 Schools’ Responses: New Models for Career Guidance delivery
Internal employing professionally qualified careers adviser supporting own staff to gain guidance qualification guidance provided by non-qualified staff Commissioned traded services bought from local authority local authority ‘approved providers’ free market

32 The Future – CHALLENGES
Graduate Responses % Too many unpaid internships 17.00 Lack of jobs and opportunities 23.4 Not having enough experience 25.6 Other graduate applicants 13.5 CV writing skills 3.9 Other skills, economic downturn, doing a job I do not like 16.6 Guardian careers Feb 2012


34 The Future – CORVET Influence
Sharing best practices across UK Through CORVET network offer personalised online space to clients With ELN-CORVET on the ground develop the human side of Career Advice in London rather than the online, telephone model of the Govt. Through CORVET supporting, creating or reinforcing closer links of VET to working life CORVET can open flexible pathways for VET engaging more “actors” on the ground and improving life chances of socially disadvantaged and the NEETs

35 Q&A Thank You

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