IAG and the Diplomas

1. IAG and the Diplomas • What are the implications for IAG practice? • IAG for future living, learning and earning • The 14 – 19 context for IAG • IAG Quality Standards/other developments • Range of reforms/careers education curriculum and other curriculum changes • The ‘P’s – progression, personalised, partnership • Importance of labour market information

2. Quality Standards for Young People’s IAG • Promote & support the development of consistently high quality & impartial IAG – independent / no vested interest • Define government expectations of the services that local authorities will commission and manage • For use by: • learning providers/Diploma Consortia • external IAG providers • users of IAG services www.ecm.gov.uk/iag

3. IAG defined (in Quality Standards) • Information– accurate, up-to-date, objective information about personal and lifestyle issues, learning and career opportunities, progression routes, choices, where to find help and advice and how to access it • Advice– activities that help young people to gather, understand and interpret information and apply it to their own situation • Guidance – impartial guidance and specialist support to help young people understand themselves and their needs, confront barriers, resolve conflicts, develop new perspectives and make progress • IAG includes support for curriculum development -Local learning offer -Curriculum programmes that enable young people to make discerning and effective use of IAG services

4. Good quality IAG is important because … • Young people say they want and need more IAG • Inspection, research & evaluation findings show that good quality IAG helps young people to progress and succeed • IAG contributes to the achievement of: • Every Child Matters outcomes • other cross-cutting targets • Diplomas and other 14-19 reforms

5. IAG & reforms – DIPLOMAS feature IAG • High quality IAG for young people is crucial in relation to both the current and the future system (Youth Matters: Next Steps; 14-19 Implementation Plan; Launch of the QS) • Chapter 5 of Raising Expectations: staying in education and training post-16 focuses on IAG • 14-19 Diploma Gateway - collaborative delivery of high quality IAG features in the key criteria and progress checks • Post-16 Progression Measures and related local targets aim to promote effective IAG • Transition, Attainment, Effective Transition • Full and impartial information and guidance about post-16

6. Implications of reforms for IAG • Build on existing provision and practice to: • provide good quality IAG 11-19 (and beyond) • enhance careers education & IAG, especially in yrs 7-9 • increase the emphasis on developing personal skills, self-help skills and financial capability • Inform about progression paths • Strengthen use of labour market info in IAG • personalise and respond better to individual needs • provide better support for parents and carers • continue to support staff and others • strengthen collaborative working

7. The IAG Quality Standards … • Promote a partnership approach under the leadership of the local authority • Define expectations of the universal IAG service for young people aged 11-19 and, for young people with LDD, up to their 25th birthday • Cover 12 areas and have 95 evidence indicators – Standards 1-11 cover IAG processes and Standard 12 covers commissioning • Do not cover the quality of careers education programmes

8. Young people are informed about how IAG services can help them and how to access the services they need Young people receive the IAG on personal wellbeing and financial capability that they need Young people have the information they need to make well-informed and realistic decisions about learning and careers Young people have the advice and guidance that they need to make well-informed and realistic decisions about learning and career options The Standards

9. IAG services promote equality of opportunity, celebrate diversity and challenge stereotypes Young people (reflecting the make-up of their communities) are engaged in the design, delivery and evaluation of IAG provision Parents & carers know how IAG services can help their children and know how these services are accessed IAG providers understand their roles and responsibilities The Standards contd.

10. Programmes of career and personal development for young people are planned and provided collaboratively Staff providing IAG services are appropriately qualified, work to relevant professional standards and receive continuing professional development IAG services are regularly and systematically monitored, reviewed and evaluated and actions are taken to improve services in response to the findings Processes for commissioning impartial IAG services are effective and result in services that will meet the needs of young people and their parents/carers The Standards contd.

11. Implementing the Standards • Education Bill • Ofsted inspections • 14-19 Progress Checks • Diploma consortia • Practical support • Local collaborative working incl. Diploma consortia • Other quality standards and awards • Case studies and top tips • Young people’s leaflet • User Guide • www.cegnet.co.uk • www.iagworkforce.co.uk

12. Who are the Standards for? “Responsibility for delivering the Standards falls to local authorities, and to learning providers and external IAG providers working collaboratively under the leadership of the local authority.” “While local authorities have the lead role in delivering the Standards, the contribution of learning providers and external IAG providers is equally important. IAG is a shared responsibility and the provision of effective IAG services for young people requires a collaborative approach to their planning, delivery and further development.” • Benchmark for services – incl. in Diploma consortia • Framework for provision – incl. in Diploma consortia

13. IAG Standards User Guide • Introduction to IAG • Using the Standards • Support materials • Audit form • More detail about the evidence indicators • Briefing notes for different partners • Glossary

14. IAG IMPLICATIONS from DIPLOMAS • Role of Diploma – general preparation for work whenever entered • Introduction to broad vocational area, but not for specific occupation/job • Local/regional/national/international LMI • Levels for education and qualifications progression – learners need sense of direction • Range of courses/quals becomes more flexible and varied each year

15. IAG implications – empowering learners • IAG practitioners have to: be accurate & up-to-date have breadth of knowledge to cover finance, courses, qualifications, future trends be able to predict be inquisitive use a broad range of skills • With guidance, young people can plot their route through 14 – 19 learning and beyond • Programmes have to be chosen that enable breadth of study, including vocational, without limiting career choices • IAG is for now and future living, learning and earning

16. IMPLICATIONS for CAREERS EDUCATION • Curriculum Organisation • discrete? Module? Integrated? • Work experience component • New programmes of study for key stages 3 and 4 – Personal Wellbeing and Economic Wellbeing and financial capability • Functional skills -relevance to living, learning and earning • Personal, learning and thinking skills – relevance to l, l & e • Vocational content • Special events - skills festivals, careers fairs

17. What works? • Personalised • Accurate and up-to-date • No vested interest i.e. independent • Skills roadshows and tasters • Mix of styles and career learning activities • IAG that is integrated with and complements the careers education curriculum • Partnership approach and shared understanding Effective IAG empowers learners

18. Progression • Importance of life-long learning and up-skilling • Correlation between salaries and qualification levels • Links between education and qualification attainment & individual life-style choices • Being flexible and proactive • How will employers be informed and react? • What about the response from HE?

19. Should IAG assess learner’s personal skills? • Employability skills • What employers have said in South London – employability preferences • CBI competences • Hobson’s “great8” core competences • Integrated in Higher Education • Personal, Learning and Thinking Skills • Functional skills • Occupational skills

20. Personalised IAG • Who offers IAG to learners and parents/carers? • Tutors and teachers • Independent and impartial IAG practitioners • Workforce development/Individual’s personal professional development • To how many individuals on personalised pathways? • Knowing the consortium, your borough offer, adjacent and further afield • Up-to-date industrial and occupational knowledge • Predicting the future – almost certainly wrong • How do you know what you need to know? • Impact of getting it wrong for an individual learner

21. Labour Market Information 21st century workers will: • Change jobs several times in their working lives • Work under different types of contract • Need to top up skills and knowledge regularly • Retire later in life than their 20th century counterparts

22. Labour Market Information • The ‘shelf-life’ of opportunities – employers won’t take people to do jobs that don’t exist • Employers will seek specific knowledge and skills • Employers will seek attitudes and behaviours that will have positive impact on their businesses • How do we predict the future and what jobs will exist? • Learning and work will continue to change • How do we make LMI effective, relevant and enticing for learners?

23. Diplomas and 14 -19 developments • High quality, early and independent IAG more necessary than ever before to empower learners • More complicated range about which to make Choices • IAG must be personalised • Who do young people turn to for IAG? If peers, parents, teachers – what is the quality/accuracy of the IAG offered? • What do staff in our own organisations need to know? • Do we need to change any practice in our own organisation? • Diploma revolution or not?