Career Counselling and Guidance Addressing the NEET Challenge

1. Career Counselling and GuidanceAddressing the NEET Challenge Dr Deirdre Hughes OBE 11th April 2016

2. Overview • Working with young people • Developing a ‘careers offer’ • The reality of young people’s experience of the world of work • NEETs – priorities and reach • Big questions & new approaches

3. Preparing … for a future we cannot clearly describe…..

4. Costs Wrong choices - switchers and drop outs cost = billions per year Employers: “Students do not know what their strengths are, what they want to learn, and what they can do for the organisation”

5. Task ahead • Keep more people switched on to learning • Encourage them not to close down opportunities too early • Broaden horizons and challenge inaccurate assumptions • Create relevant experiences and exposure to the world of work and techniques for building employability skills, including career adaptability and resilience

9. Gatsby (2014) and London (2015/2016) Frameworks Young People Access to impartial, independent and personalised careers education, information, advice and guidance At least 100 hours of experiences of the world of work for all young Londoners and a digital portfolio Leadership and accountability An explicit publicised careers policy and careers curriculum in every secondary school and college A governor with responsibility for ensuring the institution supports all students to relate their learning to careers and the world of work from an early age

10. Gatsby (2014) and London (2015/2016) Frameworks Support for a high quality careers work Up-to-date, user-friendly labour market intelligence/information (LMI) Formation and development of ‘careers clusters’ to share resources A London Ambitions Portal – linking education to business and the careers community LONDON CAREERS CURRICULUM

11. Experiences of the world of work by the age of 16

19. ADVIZA - Risk Factors for NEET/ Life ChancesSecondary school students claiming FSM1 Evidence shows that FSM pupils are 2x as likely to become NEET2 Notes: 1 Local Authority and regional tables 2013. https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2013 2 Bain & Company research 2015 (16% of FSM-eligible pupils do not sustain an EET destination or become NEET vs 8% of non-FSM-eligible pupils)

20. Risk Factors for NEET/ Life ChancesSchool attainment (GCSE 5 A*- C incl. English and Maths)1 All pupils FSM pupils % of pupils achieving GCSE 5 A*-C % of pupils achieving GCSE 5 A*-C1 Only 2% of those with 5 good GCSEs are NEET by age 17, relative to 36% of those without any good GCSEs2 England’s average England’s Above the England’s average Below the England’s average 53 34 Notes: 1 Local Authority Interactive Tool, Department for Education. (With an exception of Reading, FSM pupils constitute roughly 6-8% of total pupil population in the areas where Adviza operates. Reading’s proportion is higher at 17%) 2 Bain & Company research 2015

21. Risk Factors for NEET/ Life ChancesSchool attainment (Level 2 qualification by the age of 19)1 All pupils FSM pupils % of pupils with Level 2 by age 19 % of pupils with Level 2 by age 19 Young people who do not attain Level 2 by 18 are more likely to become NEET 2 England’s average England’s Above the England’s average Below the England’s average 71 84 Notes: 1 Local Authority Interactive Tool, Department for Education. (With an exception of Reading, FSM pupils constitute roughly 6-8% of total pupil population in the areas where Adviza operates. Reading’s proportion is higher at 17%) 2 Longitudinal Study of NEETs (2010) Department of Education (14% with Level 1 qualification by age 18 are NEET vs 10% with Level 2)

22. Target and Service population • Your target population is the group of young people who you want to help reach a socially meaningful outcome: • Young people who have potential to reach an outcome and the greatest need your support (they wont achieve and outcome without you) • Who you exist to help - where you focus the bulk of your organisation’s resources • Who you hold yourself accountable to for achieving outcome What are the key characteristics of a young person that could identify them as Target -vs- Service Population ? Target Population • The young people to whom you provide support without necessarily expecting to produce outcomes that are socially meaningful • They don’t need your help • Your help would never be enough • There can be practical reasons why you might provide support to young people in your service population, eg: • Contractual /funding requirement Service Population

23. What is our definition of ‘Impact’? The meaningful*, lastingchange(s) in a young person’s life which can be attributed to a specific intervention. *meaningful = has a significant, proven impact on a person’s economic wellbeing, health or emotional wellbeing across a long period of time

24. How does Adviza & Impetus PEF think about Outcomes ? Significant Enduring Measurable Linked to intentional efforts The basis for accountability Adviza: Preventative & NEET work Exit outcome What are the immediate incremental changes in young person because of your efforts? Ultimate measure of social value that is manifest after a young person leaves your programme – not in your direct control! Short-term outcome What a young person needs to look like when they leave your door Intermediate outcome What are the key milestones on a young persons journey towards being ready for work

25. How does Impetus PEF think about Outcomes ? Significant Enduring Measurable Linked to intentional efforts The basis for accountability Adviza: Preventative & NEET work Exit outcome What are the immediate incremental changes in young person because of your efforts? Short-term outcome Intermediate outcome What are the key milestones on a young persons journey towards being ready for work

26. Short Term/ Intermediate Outcomes Tools need to be specifically relevant to the work you do

27. Big questions…

28. Overview of data and indicators • Employment: historical, projected and replacement demand (Working Futures based on LFS, BRES) • Payand earnings (estimates based on ASHE and LFS) • Hours (ASHE) • Unemployment rates (LFS) • Number of vacancies (ESS) • Occupational descriptions (ONS) • Skills, abilities and interests (O*NET) • Current vacancies (fuzzy search) • Higher education destinations (HESA) LMI SOURCES

29. Hot Jobs: mobile app

30. Careers Advisor by LogToMobile

31. JobHappy, by Harry Jones https://www.youtube.com/watch?v=7imKYpvKZjk&index=3&list=PLuvzHvGAOplyzJgBX2IHLUAecElK3lzOi

32. Hot Jobs

33. JobBungee/On Demand, by Jimmy Tidey and Ariel Elkin

34. PinpointHarry Jones and Phil Hardwick

35. http://career-trax.herokuapp.com …in a variety of contexts…for example, Career Trax Temporary extension shows Career Trax embedded in the ‘Right Move’ website.

37. Early adopters of LMI for All

38. Can be used along side other, qualitative information… for example, icould http://icould.com/

39. RCU data dashboard http://rcultd.co.uk/wf/

40. Careerometer: widget development • Web application: widget that can be easily deployed on websites • Access: provided to data at headline level • Core elements: earnings and employment prospects • Comparisons: between occupations facilitated • Target users: Years 7-13 learners; 19+ learners; parents and carers; undergraduates; career professionals • Timeline: Available now

41. Careerometer widget – freely available

42. New Forms of Careers Dialogue - Resources Experience Dialogue Exploit chances Estimate chances Choice for next step Networking Reflection on qualities Identity Experiences of Work Performances Evidence Network and motives Work exploration Career action Create chances Discover chances

43. Changing perspectives

44. Thank You - Some useful references Hughes, D. (2015). London Ambitions: Shaping a successful careers offer for all young Londoners. Available online: http://www.londoncouncils.gov.uk/sites/default/files/Policy%20themes/Children%20and%20young%20people/Shaping_Report_Interim_19_June_SP.pdf Hughes, D., Meijers, F. Kuijpers, M. (2014). Testing Times: careers market policies and practices in England and The Netherlands. British Journal for Guidance and Counselling, London: Routledge http://www.tandfonline.com/doi/full/10.1080/03069885.2014.940280#.VEkBcEuaZfM Hughes, D. (2014) An Aspirational Nation: Taking Action, London (September 2014) Hughes, D, & Chambers, N. (2013) An Aspirational Nation: Creating a Culture Change in Careers Provision. London (July 2013)https://www.gov.uk/government/collections/national-careers-council ELGPN publications: http://www.elgpn.euJobcentre Plus & EmployID: http://www.employid.eu LMI for All: http://www.lmiforall.org.ukMatrix: http://matrixstandard.com/ Warwick University, Institute for Employment Research (IER) Email: deirdre.hughes@warwick.ac.uk or deirdre.hughes3@btinternet.com f