Careers Guidance: Roles and responsibilities. What is Careers Guidance????

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Presentation transcript:

Careers Guidance: Roles and responsibilities

What is Careers Guidance????

Government Definition “Careers guidance refers to services and activities, intended to assist individuals of any age and at any point throughout their lives, to make education, training and occupational choices and to manage their careers. “ Department of Education. Statutory Guidance: The duty to secure independent and impartial careers guidance for young people in schools: March 2013

Careers Education Careers information Careers advice Careers guidance IAG Work related learning Work Experience

Activities/ Interventions Advice on options - KS4, post 16 Careers lessons Curriculum days Employer engagement Project Work experience Visits Mentoring Activities that develop employability skills Activities that develop enterprise skills Web sites – The Source, Plotr, icould Access to National Careers Service Software – e.g. Kudos, Career management – application, CV, interview One to one interviews – careers adviser, employer, tutor, mentor Group work – resilience, confidence Careers Fairs Career taster activities Financial support Self reflection – skills, attitudes, interests Labour Market Information World of Work days Skills Shows Real Game Role models Speed dating University visits/talks Apprentice information/support STEM events Links to careers in subjects Developing action plans Research opportunities

Careers Guidance Outcomes Attainment Achievement Motivation Resilience Confidence Self esteem Progression Retention Decision making Opportunity awareness Outcomes New ideas Widen horizons Challenge stereotypes Break down barriers Challenge influences Develop own research skills

Support Enable Empower Aiming to:

9 Readiness Model 9 Prof. James P Sampson Florida State University© High life Complexity High life Complexity (family, social, economic situation) (family, social, economic situation) Low life Complexity Low life Complexity Low career management capability High career management capability High readiness No support needed Moderate readiness Brief assisted support: enable? Moderate readiness Brief assisted support: enable? Low readiness High degree of support needed: enable/ empower? Liane Hambly 2015

Suffolk Career Guidance and Inspiration Strategy A planned progressive programme of career and employability education from age 11 onwards Opportunities for every young person to have information about, and experience of, the full range of pathways at key transition points Engagement with a range of employers and learning providers. Access to a wide range of careers and labour market information in a variety of formats Opportunities to have tailored support at key transition phases. Access to a specialist career guidance professional for personal guidance.

School/Academies Responsibilities

Must Should Can Must ensure that students are clear about the raising of the participation age and what it means for them. Must secure independent and impartial careers guidance - that includes full range of options. Must provide basic information about all pupils to LA support services Additional relevant information (unless over 16 or parent’s refuse permission Must tell their LA when a young person 16/17 leaves a programme before completion Must co-operate with LA in provision of SEN support service and EHC plans - EHC must include a focus on preparing for adulthood Should work with the LA to identify learners at risk of not participating post 16 or in need of targeted support

Must secure independent careers guidance for young people aged Year 8 to Year 13 Presented impartial manner (no bias or favouritism towards a particular option) Includes information on range of education or training options Best interests of the pupils Online tools – websites, software Employer Engagement Face to Face: Role models Alumni Mentors or coaches Careers advisers In house support – but must be combined advice and guidance from independent and external sources

Exam and curriculum change

Or will Grade 5 become the new C?

Implications for learners and IAG?

Results Day Joy?Confusion?

Implications Numbers of achieving Grade 5? – higher than current C Less coursework – more exams? Math GCSE harder Pressure for school re their performance measures? Less alternative choices? Entry requirements for post 16 courses? Post 16 offer at A levels – What will be the model? Could leave Year 12 with no qualifications? Social inequality? New A levels – harder? More to go to Vocational quals? More assessment with BTECs What vocational options in schools at KS4? HE applications?