MA in Careers Education and Coaching January 19th 2018 Current Developments in Career Guidance Policy in England January 19th 2018

Learning outcomes By the end of the session you will be able to: Discuss recent developments in career guidance policy Consider what their implications for practice are Relate developments to wider Government policy and ideology.

Note Slides will be available after the session. A full list of references will be given at the end of the presentation.

Implications for practice Overview Policy themes Careers strategy Statutory guidance Implications for practice

Implications for practice Overview Policy themes Careers strategy Statutory guidance Implications for practice

Wider policy themes Economy / Skills Social mobility Brexit Industrial strategy Skills devolution Social mobility ‘A country that works for everyone’ ‘Just about managing’ (JAM) Opportunity areas Educational reform Changes to GCSEs Grammar schools Apprenticeships and T-levels Higher education reform

Key elements of current careers policy Compulsory education School-based system regulated by Statutory Guidance The Careers & Enterprise Company National Careers Service online and telephone provision Jobcentre Plus Local authority targeted provision Post-compulsory education FE-based system regulated by statutory guidance Consumer expectations on HE National Careers Service Adults

Implications for practice Overview Policy themes Careers strategy Statutory guidance Implications for practice

The careers strategy is out Inspiring encounters with further and higher education, and with employers and workplaces Excellent advice and guidance programmes Support and guidance tailored to individual needs Using data and technology to help everyone make choices about careers

The government’s ambition “We want every person, no matter what their background is, to be able to build a rewarding career. We want to end the generational cycle of disadvantage which means that people from poorer backgrounds earn significantly less than those with wealthier parents, even when they have the same job, experience and qualifications. We want to break down the barriers that currently mean that people with special educational needs and disabilities, or those from disadvantaged groups, experience significantly lower employment rates. We want to challenge perceptions and raise aspirations so that subject and career choices are free from gender bias and people look beyond their immediate environment to new and exciting possibilities.”

“This is an ambitious plan, but one that can be delivered by a strong partnership between Government, employers, the education sector and the careers community. “ Education Schools Colleges Training providers Careers providers The Careers & Enterprise Company National careers service Lots of other providers Employers Representative bodies Companies Professional bodies and trade unions

Going forwards… “We will use the eight Benchmarks of good career guidance, developed by the Gatsby Charitable Foundation, to set a standard of excellence. The CEC will take on a more ambitious role, building on their progress to date by coordinating support for schools and colleges across all the Gatsby Benchmarks. The National Careers Service will be the single service that provides careers information, advice and guidance. Young people and adults will be able to access this online via a new, improved National Careers Service website, alongside a range of tools that individuals, parents and schools can use.”

Good career guidance Summarises existing evidence and frames them as eight benchmarks. Presents it in a way that can be understood by policy makers and acted on by school leaders. Has achieved wide support amongst policy actors and practitioners alike. The influential 2014 report

The Benchmarks 1. A stable careers programme 2. Learning from career and labour market information 3. Addressing the needs of each pupil 4. Linking curriculum learning and careers 5. Encounters with employers and employees 6. Experiences of workplaces 7. Encounters with further and higher education 8. Personal guidance

State of the Nation 2017 Based on responses from 578 secondary schools gathered through the Compass self-assessment tool in 2016/2017. http://compass-careers.org.uk/ The scope of the data is broadly comparable with data collected as part of the original Gatsby Good Career Guidance research in 2014 allowing us to see how provision has changed over time. https://www.careersandenterprise.co.uk/

COMPASS (www.compass-careers.org.uk)

Number of benchmarks met by schools

New developments An all age strategy (sort of) The Gatsby Benchmarks are now policy Every school should have a careers leader (with funded training) Schools must give providers of technical education and apprenticeships the opportunity to talk to all pupils 20 new careers hubs to be launched following on from the success in the North East New pilots on career education in primary, career learning for adults.

Implications for practice Overview Policy themes Careers strategy Statutory guidance Implications for practice

Career guidance and access for education and training providers Released in January 2018. Covers schools A college version will be released imminently.

Must and should “This is statutory guidance from the Department for Education. This means that recipients must have regard to it when carrying out duties relating to independent careers guidance and provider access to schools. We use the term ‘must’ when the person in question is legally required to do something and ‘should’ when advice is being offered.”

Musts Every school must ensure that pupils are provided with independent careers guidance from year 8 to year 13. Every school must ensure that there is an opportunity for a range of education and training providers to access all pupils in year 8 to year 13 for the purpose of informing them about approved technical education qualifications or apprenticeships. Every school must publish a policy statement setting out their arrangements for provider access and ensure that it is followed. All schools (including academies and other state-funded educational institutions) must continue to provide relevant information about all pupils to local authority support services. Where pupils have EHC plans, their annual reviews must, from year 9 at the latest, include a focus on adulthood, including employment. Schools must co-operate with local authorities, who have an important role to play through their responsibilities for SEND support services, EHC plans and also the promotion of participation in education and training. Schools must ensure that young people are clear about the RPA requirement and what it means for them.

Shoulds The Gatsby Benchmarks and using Compass Publishing a careers plan Careers leaders

Implications for practice Overview Policy themes Careers strategy Statutory guidance Implications for practice

What difference will this make?

How do changes in practice happen?

References Department for Education. (2017). Careers Strategy: Making the Most of Everyone’s Skills and Talents. London: Department for Education. Department for Education. (2018). Careers guidance and access for education and training providers. London: Department for Education. Gatsby Charitable Foundation. (2014). Good Career Guidance. London: Gatsby Charitable Foundation. The Careers & Enterprise Company. (2017). State of the Nation 2017. London: The Careers & Enterprise Company.