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Owen Evans Director - Skills, Higher Education and Lifelong Learning Cyfarwyddwr - Sgiliau, Addysg Uwch a Dysgu Gydol Oe

Owen Evans Director - Skills, Higher Education and Lifelong Learning Cyfarwyddwr - Sgiliau, Addysg Uwch a Dysgu Gydol Oes Moving from Learner Demand to Economic Demand. Agenda. Context for Careers Service Review Process The goods and bads Key issues

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Owen Evans Director - Skills, Higher Education and Lifelong Learning Cyfarwyddwr - Sgiliau, Addysg Uwch a Dysgu Gydol Oe

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  1. Owen Evans Director - Skills, Higher Education and Lifelong Learning Cyfarwyddwr - Sgiliau, Addysg Uwch a Dysgu Gydol Oes Moving from Learner Demand to Economic Demand

  2. Agenda Context for Careers Service Review Process The goods and bads Key issues Developing approach in Wales

  3. Careers Services Background Leitch, Webb review UKCES Wales Employment and Skills Board Review of Careers Wales First Review suggested unification Review also highlighted wider concerns over CW role Second Review Chaired by Dr Haydn Edwards with Dr Deidre Hughes and Prof Danny Saunders.

  4. What does the Careers Service look like in Wales? Careers Wales staff in the 6 companies – 1,035 H.E. Careers Advisory Services in 12 H.E.I s - 154 Secondary Schools (220 maintained) FE colleges 20 institutions - est. 100 Learning Coaches - 1,200 registered Jobcentre Plus - 719 personal advisors Probation and Youth Offending Team workers – 1,500 Community Learning Representatives - 1,000 Union Learning Representatives – 1,200 DWP Providers ?? Estimate of around 5,000 individuals – not FTE

  5. A complex footprint…

  6. Edwards Review Terms of Reference A broad span of careers education and IAG provided by Careers Wales and other providers Consider Prof Watts assessment and steps required to develop to a world-class system Consider different client groups and the relevant processes Consider coherence and cost effectiveness of existing structures Develop a vision for future direction Propose a strategy for realising the vision.

  7. Further Considerations Relationships between service providers and service users How these services and relationships are managed, co-ordinated, quality assured, monitored, inspected and evaluated ; and How the services were supported by a range of factors such as professional standards, qualified staff, capacity building, benchmark arrangements, sharing of information and best practice, use of data and technology and the role of research and peer review

  8. First Impressions – positive Innovative practices – use of technology Outstanding Estyn reports An all age, comprehensive and bilingual service Local structures with strong management and governance Data driven and responsive

  9. Not so positive ….. • “doing too many things” • National leadership not developed • Communication with (and within) Government • needed improving

  10. Recommendations 1 Careers and the World of Work Education Business Partnerships and Sector Skills Councils Building Capacity in the Career Service 14-19 Learning Pathways Partnership/Children and Young People A fully integrated Service Delivery Model Priority Groups

  11. Recommendations 2 Career service for Adults Welfare reform agenda Careers Service Strategy Forum for Wales Careers Wales – organisation and brand DCELLS Careers service policy branch

  12. Overriding Issues Market supply not aligned to market need – poor LMI Lack of Visible Ownership for Business Sector to engage with and no single coordinating body Context differences between sectors Engagement with education sector not seen as adding value for businesses Language differences hampering engagement Barriers being inadvertently raised for social mobility Business not used to engaging with education on a collective basis

  13. Current Picture of Business-Education Links in Wales Sector Skills Councils Careers Wales Business/Industry Business/ Industry Primary School Secondary School FE HE • Governance • Teachers Experience • Reporting • Careers Advice • Bias against Apprenticeships • Work Experience • LMI Don’t take Macro Approach • No Compulsion to match output with demand HESA hampered by lack of LMI  • Short term • Act individually • Demand flexibility • Little Understanding of Education Sector • Some good practice but supply mis-aligned Supply of key skills insufficient • Inflexible and/or lack critical mass • Basic Maths • Basic Literacy

  14. Progress to date LMI – discussions with UKCES and WAG Economic Renewal Programme SSC dialogue Work Experience Conference Close links with employers directly FSB/CBI/and through WESB Planning underway for future Careers Service, function and form

  15. End / Diwedd

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