Future Pathways: ensuring high quality CEIAG to support successful progression Future Pathways Conference, Ansbury Thursday 27 March 2014 David Andrews.

Future Pathways: Future Pathways: ensuring high quality CEIAG to ensuring high quality CEIAG to support successful progressionsupport successful progression

Future Pathways Conference, AnsburyFuture Pathways Conference, Ansbury

Thursday 27 March 2014Thursday 27 March 2014

David AndrewsDavid Andrews

ContextContext high levels of youth unemployment andhigh levels of youth unemployment and

graduate under-employment graduate under-employment global market for HE global market for HE ‘‘new’ tuition fees and post-16 bursary fundsnew’ tuition fees and post-16 bursary funds reforms to GCSE and A levelsreforms to GCSE and A levels higher apprenticeships and traineeshipshigher apprenticeships and traineeships destination measuresdestination measures RPARPA

successful progression = participation + successful progression = participation + achievementachievement

Importance of CEIAG knowing what options are available and how

they lead to different opportunities in education, training and work is vital for making choices

CEIAG helps to reduce the numbers of young people who might otherwise become ‘NEET’

CEIAG raises aspirations, increases motivation and raises achievement

10% of students starting HE courses do not complete

Options at 18+ Higher education (UK and overseas) Employment, with training Self-employment

The decision at 18+ is no longer:

‘university or a job’; but ‘learning and work’ what balance of learning and work do you want? what environment do you want to be in? how are you going to fund the next stage?

Strengths of Post-16 careers work

support to students going into HE …but…1 in 10 will not complete the course they start

insufficient research

financial problems

‘homesickness’

Students’ CEIAG support needsStudents’ CEIAG support needs Careers InformationCareers Information

on post-13/14 (KS4) options, post-16 options,on post-13/14 (KS4) options, post-16 options, post-17 and post-18 options post-17 and post-18 options

on progression routeson progression routes comprehensive, up to date, accessiblecomprehensive, up to date, accessible

Careers Advice & GuidanceCareers Advice & Guidance linked to tutoring and mentoringlinked to tutoring and mentoring effective recording and referraleffective recording and referral impartialimpartial

(based on the needs of the learner, not the institution)(based on the needs of the learner, not the institution) Careers educationCareers education

how to use information and guidancehow to use information and guidance career management skillscareer management skills employability skillsemployability skills

Components of CEIAGComponents of CEIAG

a planned programme of a planned programme of careers educationcareers education

information information about opportunities in learning and about opportunities in learning and workwork

advice and guidanceadvice and guidance, linked to assistance with , linked to assistance with recording achievement, reviewing progress recording achievement, reviewing progress and individual learning planningand individual learning planning

experience of workexperience of work

The partnership approach (1973 - )The partnership approach (1973 - )

Schools and Colleges Schools and Colleges careers informationcareers information careers educationcareers education initial advice and guidance, and referrals to initial advice and guidance, and referrals to

external careers guidance serviceexternal careers guidance service

External careers guidance serviceExternal careers guidance service careers guidance:careers guidance:

in context of IAG on wider range of issues in context of IAG on wider range of issues support for careers informationsupport for careers information support for careers educationsupport for careers education

Significant changes to careers and Significant changes to careers and related services in Englandrelated services in England

removal, from September 2012, of the universal removal, from September 2012, of the universal careers guidance provided by local authoritiescareers guidance provided by local authorities

repeal of the statutory duty to provide careers repeal of the statutory duty to provide careers educationeducation

ending of AimHigherending of AimHigher ending of funding for EBPsending of funding for EBPs introduction of a National Careers Serviceintroduction of a National Careers Service

National Careers Service National Careers Service (launched April 2012)(launched April 2012)

For adults (BIS) - £84.4M in 2012-13For adults (BIS) - £84.4M in 2012-13 online and telephone helpline servicesonline and telephone helpline services face-to-face careers guidanceface-to-face careers guidance

(free to priority groups) (free to priority groups)

For young people (DfE) - £4.7M in 2012-13For young people (DfE) - £4.7M in 2012-13 online and telephone helpline servicesonline and telephone helpline services

www.nationalcareersservice.direct.gov.uk 0800 100 9000800 100 900

Education Act 2011: CEGEducation Act 2011: CEG From September 2012 schools have a statutory duty to From September 2012 schools have a statutory duty to

secure access to independent careers guidance for pupils secure access to independent careers guidance for pupils in Years 9-11, which has been extended down to Y8 and in Years 9-11, which has been extended down to Y8 and up to age 18 in schools and colleges from September up to age 18 in schools and colleges from September 2013 2013

‘‘careers guidance’ must be presented as careers guidance’ must be presented as impartialimpartial, include , include information information on all options in 16-18 learning, and promote the best on all options in 16-18 learning, and promote the best interests of the pupilsinterests of the pupils

‘‘independentindependent’ is defined as provided by persons other than those ’ is defined as provided by persons other than those employed at/by the schoolemployed at/by the school

[[the duty applies to academies and free schools through their funding the duty applies to academies and free schools through their funding agreementsagreements]]

The statutory duty to teach careers education has been The statutory duty to teach careers education has been repealedrepealed

From September 2012From September 2012

Decisions about the careers education, and Decisions about the careers education, and careers guidance, young people receive are careers guidance, young people receive are being made by schools and colleges being made by schools and colleges

There is a range of providers of careers There is a range of providers of careers guidance (local authority services, guidance (local authority services, private providers, individuals, etc.)private providers, individuals, etc.)

LAs retain responsibility for the targeted support LAs retain responsibility for the targeted support for the more vulnerable young people, including for the more vulnerable young people, including those who are NEET and those with SEN/LDD those who are NEET and those with SEN/LDD (e.g. Section 139a Learning Difficulty (e.g. Section 139a Learning Difficulty Assessments) Assessments)

Careers guidance from 2012: Careers guidance from 2012: schools doing it themselvesschools doing it themselves

employing a professionally qualified careers employing a professionally qualified careers adviseradviser

training a teacher or member of the non-training a teacher or member of the non-teaching staff to provide career guidanceteaching staff to provide career guidance

giving the job to someone not qualified or trainedgiving the job to someone not qualified or trained

“It will not be sufficient for schools to employ “It will not be sufficient for schools to employ their own careers professional … and then rely their own careers professional … and then rely on signposting to a website …”on signposting to a website …”John Hayes, Minister for FE, Skills and Lifelong LearningJohn Hayes, Minister for FE, Skills and Lifelong LearningMarch 2012 March 2012

Careers guidance from 2012: Careers guidance from 2012: schools buying in careers guidanceschools buying in careers guidance

from the [a] local authorityfrom the [a] local authority from a careers guidance company from a careers guidance company from a sole trader/individual CAfrom a sole trader/individual CA from a social enterprise formed by several CAsfrom a social enterprise formed by several CAs from an EBPfrom an EBP from an FE college student services departmentfrom an FE college student services department from a local partnership of schools + sixth form collegefrom a local partnership of schools + sixth form college from a university careers servicefrom a university careers service

as an individual school or as a consortiumas an individual school or as a consortium

Going in the right direction?Going in the right direction? (Ofsted, September 2013)(Ofsted, September 2013)

““... ... the new statutory duty for schools to provide the new statutory duty for schools to provide careers guidance is careers guidance is not working well enoughnot working well enough.”.”

Only 1 in 5 schools are ensuring that all students Only 1 in 5 schools are ensuring that all students in Years 9, 10 and 11 receive the level of in Years 9, 10 and 11 receive the level of information, advice and guidance they needinformation, advice and guidance they need

Too few schools have adequate arrangements Too few schools have adequate arrangements to provide individual careers guidance interviews to provide individual careers guidance interviews with a qualified external adviser for students that with a qualified external adviser for students that need oneneed one

Ofsted report [continued 1]Ofsted report [continued 1]

Poor support for vulnerable studentsPoor support for vulnerable students

Insufficient training and briefing for teachers and tutors Insufficient training and briefing for teachers and tutors giving careers guidance giving careers guidance

Small number of schools providing very effective careers Small number of schools providing very effective careers guidance - linked to school leaders giving it a high guidance - linked to school leaders giving it a high strategic prioritystrategic priority

NCS not focussed sufficiently on supporting young NCS not focussed sufficiently on supporting young people up to age 18. Website and telephone services people up to age 18. Website and telephone services not promoted in schools and are under-usednot promoted in schools and are under-used

Links between careers guidance and local LMI weak. Links between careers guidance and local LMI weak. Too few partnerships with employersToo few partnerships with employers

Ofsted report [continued 2]Ofsted report [continued 2]

The extent to which schools promote opportunities The extent to which schools promote opportunities available at other providers, including vocational training available at other providers, including vocational training and apprenticeships, varies considerably (from a wide and apprenticeships, varies considerably (from a wide range of taster courses and well-planned visits, to only range of taster courses and well-planned visits, to only providing dates for a college open day) providing dates for a college open day)

Only one-third of careers guidance interviews observed Only one-third of careers guidance interviews observed were considered good were considered good

4 out of 5 schools do not evaluate the quality of their 4 out of 5 schools do not evaluate the quality of their careers guidance effectively careers guidance effectively

Not all schools have accurate and complete data on Not all schools have accurate and complete data on students’ actual destinations and too few use the data to students’ actual destinations and too few use the data to analyse the opportunities taken up by their studentsanalyse the opportunities taken up by their students

Ofsted’s recommendations (1)Ofsted’s recommendations (1)

DfEDfE Provide clear and more explicit guidance to schoolsProvide clear and more explicit guidance to schools Ensure that information on students’ destinations is complete and Ensure that information on students’ destinations is complete and

accurateaccurateEmployersEmployers Work with NCS and all local schoolsWork with NCS and all local schools Provide more detailed LMI to schools and careers guidance Provide more detailed LMI to schools and careers guidance

professionalsprofessionalsNational Careers ServiceNational Careers Service Ensure external careers professional and school staff are updated Ensure external careers professional and school staff are updated

frequently on FE, HE and training frequently on FE, HE and training Market services more effectively to young peopleMarket services more effectively to young people Review accessibility of its website Review accessibility of its website

Ofsted’s recommendations (2)Ofsted’s recommendations (2)

Local authoritiesLocal authorities Ensure that all vulnerable young people are involved in a wide Ensure that all vulnerable young people are involved in a wide

range of careers guidance activitiesrange of careers guidance activitiesSchoolsSchools Develop and implement Develop and implement a clear strategya clear strategy for careers guidance and for careers guidance and

make good use of make good use of NCS resourcesNCS resources, , well-trained staffwell-trained staff, , careers careers guidance professionalsguidance professionals, , employer networksemployer networks and and local colleges and local colleges and other providersother providers

Use Use destination data to monitor choicesdestination data to monitor choices made by students made by students Ensure the Ensure the governing body has an employer representativegoverning body has an employer representative and and

foster foster greater links with employersgreater links with employers Promote the wider range of progression routes available at FE Promote the wider range of progression routes available at FE

colleges and other providerscolleges and other providersOfstedOfsted Ensure inspectors take greater account of the quality of careers Ensure inspectors take greater account of the quality of careers

guidance guidance

Careers education andCareers education and work-related learning work-related learning

equipping young people to make effective use of equipping young people to make effective use of information, advice and guidanceinformation, advice and guidance

making cost-effective use of the career guidance making cost-effective use of the career guidance that schools are paying forthat schools are paying for

developing young people’s career management developing young people’s career management and employability skillsand employability skills

Careers Guidance Action PlanCareers Guidance Action Plan(DfE & BIS, September 2013)(DfE & BIS, September 2013)

will will revise the Statutory Guidancerevise the Statutory Guidance for schools for schools will will share best practiceshare best practice will will strengthen destination measuresstrengthen destination measures will ask will ask schools to publish on their websites details of schools to publish on their websites details of

their careers supporttheir careers support the NCS will act as a facilitator to the NCS will act as a facilitator to bring schools and bring schools and

employers togetheremployers together will enhance and promote the will enhance and promote the LMI LMI published on the NCS published on the NCS

website website will work with the NCS to will work with the NCS to improve the information for improve the information for

young people and their parentsyoung people and their parents Ofsted will give careers guidance a higher priority in Ofsted will give careers guidance a higher priority in

school inspectionsschool inspections

Employers and CEIAGEmployers and CEIAG

Careers educationCareers education employers can work in partnership with schools and employers can work in partnership with schools and

colleges to help develop young people’s colleges to help develop young people’s employability employability skills skills and and career management skillscareer management skills

Careers IAGCareers IAG employers can employers can inspire, inform inspire, inform andand advise advise employers cannot provide employers cannot provide guidanceguidance

Effective employer engagementEffective employer engagement must be managed by the school/college and integrated must be managed by the school/college and integrated

into the careers programmeinto the careers programme must be complemented by access to impartial careers must be complemented by access to impartial careers

guidanceguidance

Work experience in all 16-19 study programmes

‘meaningful’ work experience relevant to study programme and /or

aspirations structured plan with tangible outcomes well managed and clear expectations reviewed with employer feedback

Experiential Vocational Extended

HE Liaison Officers and CEIAGCareers education HELOs can work in partnership with schools and

colleges to help develop young people’s knowledge and understanding of HE and their application skills, and to help them prepare for the transition to HE

Careers IAG HELOs can inspire, inform and advise HELOs cannot provide guidance

Effective partnership working with HE must be managed by the school/college and integrated

into the careers programme must be complemented by access to

impartial careers guidance

Quality Assurance for CEIAG

quality awards for CEIAG in schools and colleges (e.g. Investor in Careers) with national ‘kite-mark’ Quality in Careers Standard

quality standard for guidance providers - matrix professional qualifications for careers advisers

(CDI register) QCG NVQ4 Advice & Guidance Level 6 Diploma in Careers Guidance

and Development

Professional development for CEIAG

Training for coordinator/manager (‘Careers Leader’) careers education and guidance management and curriculum leadership

Training of tutors providing guidance knowledge and understanding of opportunities

and progression routes information and advice skills school-based

Training for teachers of careers education

Information briefings for all staff 14-19 options, qualifications and progression routes

Professional association

Career Development Institute (CDI) Membership Register www.thecdi.net

Local support networks

Questions for schools and collegesQuestions for schools and colleges1.1. Which member of staff has responsibility for leading CEIAG? Which member of staff has responsibility for leading CEIAG? 2.2. What provision of careers education and work-related learning is What provision of careers education and work-related learning is

the school/college making in the curriculum?the school/college making in the curriculum?3.3. By what means does the school/college identify students’ careers By what means does the school/college identify students’ careers

guidance needs, and what records are kept?guidance needs, and what records are kept?4.4. What arrangements has the school/college made to secure What arrangements has the school/college made to secure

access to independent and impartial careers guidance for its access to independent and impartial careers guidance for its students?students?

5.5. How does the school/college make use of the targeted IAG How does the school/college make use of the targeted IAG support provided through the local authority? support provided through the local authority?

6.6. What arrangements are in place for ensuring effective referrals What arrangements are in place for ensuring effective referrals between the universal and targeted services?between the universal and targeted services?

7.7. In what ways does the school/college use employers to enhance In what ways does the school/college use employers to enhance its provision of CEIAG? its provision of CEIAG?

8.8. How does the school/college review and evaluate its provision of How does the school/college review and evaluate its provision of CEIAG, including any services commissioned from external CEIAG, including any services commissioned from external providers?providers?

The future of careers work in schoolsThe future of careers work in schools(March 2013)(March 2013)

Three options:Three options:1.1. Make the current school-commissioned model Make the current school-commissioned model

workwork2.2. Go back to a partnership model based on a Go back to a partnership model based on a

truly all-age NCS, probably regionally-basedtruly all-age NCS, probably regionally-based3.3. Move to a school-based careers professional Move to a school-based careers professional

modelmodel

www.davidandrewsceg.co.uk

First supplementary paper (July 2013)First supplementary paper (July 2013)

1.1. What practical steps should be taken, by What practical steps should be taken, by whom, to strengthen the current whom, to strengthen the current arrangements?arrangements?

2.2. For the medium to longer term should we For the medium to longer term should we continue with the commissioning model?continue with the commissioning model?

3.3. If not, should we move to a partnership model If not, should we move to a partnership model based on a national, all-age careers service, or based on a national, all-age careers service, or to a school-based model?to a school-based model?

Second supplementary paper Second supplementary paper (December 2013)(December 2013)

Are the actions in the Action Plan sufficient?Are the actions in the Action Plan sufficient?“ “ new figures regarding careers guidance in schools in new figures regarding careers guidance in schools in

England should shame the DfE into actionEngland should shame the DfE into action””Graham Stuart MP, Chairman of Education Select CommitteeGraham Stuart MP, Chairman of Education Select Committee(17 October 2013)(17 October 2013)

… … could be stronger, e.g. Statutory Guidancecould be stronger, e.g. Statutory Guidance schools should work towards a schools should work towards a QiCS-validated CEIAG QiCS-validated CEIAG

quality awardquality award schools should commission careers guidance from an schools should commission careers guidance from an

external provider, that is external provider, that is matrix-accreditedmatrix-accredited and and employs employs professionally qualified careers advisersprofessionally qualified careers advisers

… … but further, bolder actions also neededbut further, bolder actions also needed

Second supplementary paper Second supplementary paper (December 2013)(December 2013)

Characteristics of good practiceCharacteristics of good practice1.1. clear strategy set by head and governing bodyclear strategy set by head and governing body2.2. careers leader, with delegated authority and CPDcareers leader, with delegated authority and CPD3.3. good quality programme of careers and work-related good quality programme of careers and work-related

education, with effective employer engagementeducation, with effective employer engagement4.4. freely available careers informationfreely available careers information5.5. effective process of identifying students’ careers effective process of identifying students’ careers

guidance needsguidance needs6.6. access to independent and impartial careers guidanceaccess to independent and impartial careers guidance7.7. regular review and evaluation, resulting in an annual regular review and evaluation, resulting in an annual

development plandevelopment plan8.8. training for school staff involved in CEGtraining for school staff involved in CEG9.9. statement of provision on websitestatement of provision on website

Second supplementary paper Second supplementary paper (December 2013)(December 2013)

Directory of guidance providers (NCS)Directory of guidance providers (NCS) servicesservices matrix-accreditationmatrix-accreditation contact detailscontact details

Capacity-building grantCapacity-building grant two or three years fundingtwo or three years funding commitment to work towards a QiCS-validated commitment to work towards a QiCS-validated

quality awardquality award supported and monitored by a team of regionally-supported and monitored by a team of regionally-

based advisers, employed by NCSbased advisers, employed by NCS

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