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Overview

Overview. Gatsby Benchmark 7. All students should understand the full range of learning opportunities that are available to them. This includes academic and vocational routes and learning in schools, colleges, universities and the workplace.

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Overview

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  1. Overview

  2. Gatsby Benchmark 7 • All students should understand the full range of learning opportunities that are available to them. This includes academic and vocational routes and learning in schools, colleges, universities and the workplace. • By the age of 16, every pupil should have had a meaningful encounter with a provider of the full range of learning opportunities. • By the age of 18, all students who are considering applying for university should have had at least two visits to universities to meet staff and students • Provider includes: - apprenticeships and other work-based training - further and higher education

  3. Career development

  4. Under Pressure: The marketisation of careers support services acting as friend or foe? When harnessed correctly and controlled, pressure works for us

  5. Under Pressure: The marketisation of careers support services acting as friend or foe? Pressure makes diamonds from carbon – the exact same element we find in coal.

  6. Challenge and Opportunity • How do we do more with less financial resource? OR How do we best prepare for a time when more financial resource will be forthcoming? • How do we maximise our career development networks, contacts and practitioner toolkit? • Are there some encouraging signs for greater partnership approaches and inter-institutional co-operation?

  7. Government policy - England In 2018 the Government released its plan for raising the quality of careers provision, outlining how they will work closely with careers organisations, careers professionals, schools, colleges, training providers, universities and employers. For resources and policy responses: See also: Career Development Institute (CDI)https://www.thecdi.net/Reports---Resources Careers England @deirdretalks

  8. Key policy papers 2018 • Careers guidance and access for education and training providers - Statutory guidance for governing bodies school leaders and school staff  - published by DfE (October 2018) • Careers guidance - Guide for further education colleges and sixth form colleges  - published by DfE (October 2018) • Destinations data - Good practice guide - published by DfE (October 2018)

  9. Personal Development: “… at each stage of education, the provider prepares learners for future success in their next steps” School Inspection Framework, May 2019

  10. Rich curriculum that: “… is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment …” School Inspection Framework, May 2019

  11. Multiple encounters with employers in the classroom, “…can help increase young people’s belief that school is worthwhile and important to achieve longer term career goals.” Education and Employers, June 2019 https://www.educationandemployers.org/research/motivated-to-achieve/

  12. Careers Curriculum 2016: https://www.londoncouncils.gov.uk/londonambitionscareers

  13. Marketisation – A Friend or Foe? • “The exposure of an industry or service to market forces” (Definitions.net) • Governments in general lack the capacity to run large industrial and commercial enterprises. Hence, except for core missions of income distribution, public-good infrastructure, administration of justice, and a few others, governments should shrink and privatise” (Prof. Brad Delong, Economic Historian)

  14. Gatsby Benchmark 7 • “Arguably a greater concern relates to the growing marketisation of education and training programmes where competition for students runs the risk of not reflecting actual labour market demand and where the profit motive can undermine quality and support for weaker students” EU expert INTENT IMPLEMENTATION IMPACT • YOUR WORK IS IMPORTANT – IT CHANGES INDIVIDUALS’ LIVES

  15. Policy drivers • Productivity • Accountability • Marketisation • Return on Investment • Outcomes • https://www.officeforstudents.org.uk/media/4013afd5-0943-4350-8d77-ee46a59af38b/ofs2018_45a.pdf

  16. Fairness of opportunity

  17. Social Mobility and Poverty

  18. Geography matters….. economy population centre labour market education centre Geography matters….. economy population centre labour market education centre

  19. How do we strengthen our career development networks, contacts and practitioner toolkit?

  20. GATSBY BENCHMARK 7IF YOU’RE NEW TO CAREERS AND ENTERPRISE IN ENGLAND… • https://www.thecdi.net/Reports---Resources • http://www.outstandingcareers.co.uk/ • https://www.careersandenterprise.co.uk/research/publications • https://www.careersandenterprise.co.uk/sites/default/files/uploaded/gatsby_benchmark_toolkit.pdf

  21. GATSBY BENCHMARK 7 • Identify career hubs, IAG OR CEIAG professional support groups in your area – FE Colleges (Student Services) and HE institutions (Access Statements, Widening Participation Team and/or Careers Centres) have well established careers networks. Start a conversation… • Reach out to trained and qualified Careers Professionals e.g. CDI Register; Facebook… • Talk with Enterprise Co-ordinatorsin your Local Enterprise Partnerships (LEP) and/or Local/Combined Authority (Overview of Compass Performance) • Use social media e.g. Careers Leaders UK - Facebook • Pool resources and expertise to best meet the needs of young people e.g. Schools, FE, HE, Apprenticeship, NEETs alliance

  22. GATSBY BENCHMARK 7 • Destination Data - Communicate, Co-operate, Collaborate with lFE, HE, Apprenticeship and Training Providers – See listing p.30 CEC Guide. Also see: Office for Students - https://www.officeforstudents.org.uk/advice-and-guidance/skills-and-employment/ • Aspirations MarksheetTemplate (Jake Armstrong, Facebook (Career Leaders UK) • Share experience and learning from Mock Ofsted / Ofsted • Selected examples: Pembroke Academy ‘Job of the Module’ – vote preferred job families, visiting speakers from industry, FE / HE; Joint assemblies (4 colleges in 1 area); Open Days /Newsletters

  23. Build Your Toolkit • https://nationalcareersweek.com/ncw-2019-ofsted-careers-handbook/ • https://www.ucas.com/corporate/news-and-key-documents/news/new-ucas-hub-encourages-students-shoot-stars • https://nationalcareersweek.com/careermap/ • https://www.careerpilot.org.uk/job-sectors/subjects?fbclid=IwAR2QP8KE5_YuLzBIJP0a1I5Hcpp8TXF6Tz5n7zcsJiwECFMeTu_UQniYNlw • Indicators of successful transitions: https://www.educationandemployers.org/research/indicators-of-successful-transitions/ • Student Voice – Careers Leaders UK (Facebook) • Migration: Theory, research and practice in guidance and counselling – Open Access until 31st October 2019: https://www.tandfonline.com/doi/full/10.1080/03069885.2018.1564898

  24. Some Useful Tags http://dmhassociates.org/blog • Employability • Evaluation • Further Education FE • Gender Issues • Higher Education HE • Impact • Inspection • International • Labour Market Intelligence • Measurement • National Careers Service • NEETs • Parents • School Curriculum • Social Justice • Social Mobility • Standards • STEM • Traineeships • Apprenticeships • Artificial Intelligence and Automation • Assessment Tools • British Journal of Guidance and Counselling • Career Development • Career Education • Career Management Skills • Career Related Learning • Careers Offer • Careers Policy • Careers Strategy • Career Writing • Connexions • Education • ELGPN

  25. Are there some encouraging signs for greater partnership approaches and inter-institutional co-operation?

  26. A Few Examples • CEIAG – Careers and Employability Strategy (Derby) • BOOST – Partnership between Further Education Colleges and NHS in the East Midlands – Teenagers recovering from cancer • HE National Collaborative Outreach Programmes - https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/national-collaborative-outreach-programme-ncop/ • Data sharing – addressing NEET with FE / HE partners e.g. WMCA • LMI – Partners sharing labour market intelligence / information • Professional Formations – informal and formal • National Careers Service – https://nationalcareers.service.gov.uk/ • National Apprenticeship Service – https://www.gov.uk/topic/further-education-skills/apprenticeships – -

  27. LMI Skills Barometers: Gaps, Shortages, Mismatch • programmers & software developers (43%) • business professionals (33%) • midwives (27%) • artists (21%) • finance & investment analysts/advisers (14%) • web design & development (26%) • secondary teaching (22%) • retail & wholesale (17%) • health industry (20%) • legal & accounting (19%) • programming & IT consultancy (24%) • education (9%) • public administration & defence (11%) • social work (18%) • construction (18%) • management consultancy (24%

  28. Reflections • There is a necessary shift from hierarchies to networks • Evidence and Impact harnessed to good effect • A problem shared is a problem halved • No such thing as a silly question – why reinvent the wheel? • Hughes, D. & Carson, T. (2018) The Development of Evidence-Base Practice for Guidance Services in Schools, Dublin: National Centre for Guidance in Education (NCGE), May 2018 https://www.ncge.ie/ncge/DublinTCA

  29. http://dmhassociates.org/international-conference-career-development-identity-and-impact-central-birmingham-england-10th-october-2019-2http://dmhassociates.org/international-conference-career-development-identity-and-impact-central-birmingham-england-10th-october-2019-2

  30. Thank you! Any questions? Contact: Deirdre Hughes An invitation to continue the dialogue…through career learning  Email: deirdre.hughes3@btinternet.com Tel: 07533 545057 Twitter @deirdretalks Website:www.dmhassociates.org Blog: http://dmhassociates.org/blog

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