1. Career Education in Scotland
Reflecting on recent developments and how we come to be here

2. 1. Context Career Education Framework Curriculum for Excellence Career Management Framework

3. Career Education Framework 2001
By age 13 young people will be able to: • identify personal strengths and interests and link these to career ideas • describe possible roles in work as part of adult life and express personal preferences • review how their career ideas have developed since and during childhood • describe ways in which stereotyping can impact on career choice

4. Career Education Framework 2001
By age 16 young people will be able to:
• identify personal values relating to
satisfaction in work
• compare these values to those of
others such as parents, family
members, peers, teachers, etc.
• describe the extent to which, as
individuals, they have developed skills
and attitudes needed for employability
• anticipate personal changes for two
years ahead that might impact on
career choice
• review their need to access career
guidance at age 16

5. Career Education Framework 2001
By age 18 young people will be able to: • use an awareness of their own lifestyle aspirations to review possible choices • identify how their employability skills have developed since age 16 • explain their own process of career planning to date to others • identify career management skills requiring further development • anticipate personal changes for five years ahead that might impact on career choice

6. Curriculum for Excellence
Intention is to embed ‘learning for life and work’ into curricular subjects
skills for learning, skills for life and skills for work (Building the Curriculum 4, 2009)
The ‘Experiences and Outcomes’ (E’s and O’s) of CfE that relate to career related learning are located within the ‘Health and Wellbeing’ curriculum area which is a whole school/ all staff responsibility

7. Health and Wellbeing
Early years: ‘I can describe some of the kinds of work that people do and am finding out about the wider world of work’ (HWB 0-20a/ 1-20a)
Later years: ‘I am investigating different careers/ occupations, ways of working, and learning and training paths. I am gaining experience that helps me to recognise the relevance of my learning, skills and interests to my future life’ (HWB 2-20a/ 3-20a/ 4-20a)

8. Delivery of career education in Scottish schools
Not a specialist role and consequently no formal training of teachers
Some limited CPD for ‘guidance teachers’ and those involved in ‘pastoral care’ but these roles are much broader than that of ‘career coordinator’, a role that doesn’t exist in Scotland
Delivered through a mix of PSE and discrete activities

9. Career Management Framework

10. Integration of CMS into the curriculum
‘School-to-work transition and workforce development initiatives have failed too many citizens because career management skills have not received the curricular focus that academic and technical skills receive. Career theorists provide clear and unequivocal evidence to demonstrate the need to imbed career management skills in all education and training programmes … Implementing career-relevant programs that integrate the Blueprint career management skills … will help more youths and adults become satisfied, fulfilled, self-reliant, contributing and prosperous citizens (and) bring more motivated and engaged learners to teachers and trainers’
(Jarvis, 2003: 12)

11. Delivery of CMS in the curriculum
‘… the Career Management Skills Framework for Scotland ... will not only guide the delivery of career advice, guidance and information services by career specialists but will also impact on career education in schools. SDS expects schools to deliver lessons that develop career management skills (CMS) and that such lessons will be ‘shaped by’ SDS … it also expects that CMS will be built into lesson plans as part of CfE’ Semple and Howieson in Bryce and Humes, Scottish Education 4th Edition, 2013: p536)

12. 2. Current developments Developing Scotland’s Young Workforce Career Education Standard Equality Employer Engagement

14. Developing Scotland’s Young Workforce
Role of schools
School – college transition: closer partnerships; school students attending colleges for courses
Foundation apprenticeships – blending work based learning and qualifications with school qualifications
Employer engagement
Equality
Role of Skills Development Scotland
Budget: 2014/15, £12m; 2015/16, £16.6m

15. Building the Curriculum 4
Skills for learning, life and work
Education Working
for All!
Career Education Standard
Pictorial representation
Standard for Work Placement launched at the same time as the Career Education Standard
Guidance on Employer Partnerships to follow
Standard for Work Placement
Guidance on Employer Partnerships

16. Career Education Standard
Entitlement to experience a curriculum through which they learn about the world of work and job possibilities
Entitlement to develop skills for learning, life and work as an integral part of their education
Entitlement to develop understanding of enterprise, entrepreneurship and self-employment
Entitlement to develop career management skills as an integral part of their curriculum

17. ‘I can’ statements …
By end of Early Level: the pre-school years and P1 • I can communicate with people about the different jobs they do in my community • I can discuss some of the rewards that a job brings • I believe I can do any job • I can role play different job roles • I can talk about my learning, my strengths and my next steps

18. ‘I can’ statements …
Senior Phase: S4 to S6, and college • I can identify the skills I have learnt across the curriculum, how these relate to the world of work and can apply these appropriately during work placements and other work-related learning • I can confidently access and interpret the information I need to make well informed choices about my learning options, pathways and how these relate to possible future careers • I can work towards achieving qualifications which support me to achieve my future career aspirations • I can share, evaluate and evidence my skills for learning, life and work to help me make successful future choices and changes.

19. Career Education Standard – equalities
‘All involved in career education should provide advice, guidance and opportunities that contribute to: - eradicating discrimination and - promoting mutual respect and equality of opportunity across genders, social background, disabilities, ethnicities, sexual orientation and religions’. (page 7)

20. Equality
Cross cutting theme in DSYW report identifies the needs of 4 particular groups:
Gender stereotyping in education does exist as does gender segregation in a significant number of the occupations and careers young people pursue.
Young people from Scotland’s black and minority ethnic communities embark on a narrower range of pathways than young people from the population as a whole and are more likely to experience unemployment.
Young people with disabilities are much more likely to experience difficult transitions through education and to be unemployed after they leave education.
And young care leavers as a group experience some of the poorest educational and employment outcomes of any group of young people in society.
‘Scotland should embed equality education across Curriculum for Excellence’
(Recommendation 26)

21. SDS role led to SDS equality targets for MAs: See:
increase the employment rate for young disabled people to the population average by 2021
reduce to 60 per cent the percentage of MA frameworks where the gender balance is 75:25 or worse by 2021
increase the number of MA starts from minority ethnic communities to equal the population share by 2021
improve the number of care leavers who successfully take up MAs.
See:
Scottish Government Race Equality Framework
SDS paper

22. Career Education Standard – the role of teachers
The expectation of teachers is that they will ‘… further develop links with employers, work-based learning pathways, work placements and a wide choice of options in the senor phase of education [and] draw on the expertise and support of partners as appropriate’ (page 10)

23. Employer role
The Career Education Standard expects that employers will ‘… work in partnership with schools and local authorities … co-design and co-deliver learning experiences in schools … engage with young people and schools through visits, presentations, mentoring and the provision of work placements’ (page 12) - The Scottish Government has established a team to grow employer network hubs and support school employer partnerships

24. School Employer Partnerships paper
Describes the importance of developing … ‘… meaningful and productive school/ employer partnerships in all secondary schools by 2018/19’. Regional industry-led Developing Young Workforce Groups are to be established across Scotland to … ‘… encourage and support more employers to engage directly with education’ (p2) ‘… develop a register of the employers in the region who wish to work in a long-term partnership with schools [and] support individual employers to collaborate with schools’ (p3)

25. SDS role
Provide early intervention IAG for early years (£1.5m extra funding)
New resources/ lessons being developed for schools – piloted in 35 schools across 14 local authorities in 2016
My World of Work
Engaging with employers :
In the Career Education Standard, the expectation on Skills Development Scotland is that it will
‘… facilitate links between schools and employers’ (p11)

26. Further reading – career education
Developing Scotland’s Young Workforce (2014)
Curriculum for Excellence: Building the Curriculum 4 (2009)
Career Management Skills Framework (2012)
Careers Education Standard (2015)