Overview Introduction Evidence Gatsby Benchmark 7 Solutions Gatsby
Overview Introduction Evidence Gatsby Benchmark 7 Solutions
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
Career development
Under Pressure: The marketisation of careers support services acting as friend or foe? When harnessed correctly and controlled, pressure works for us
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.
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?
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
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 Df. E (October 2018) • Careers guidance - Guide for further education colleges and sixth form colleges - published by Df. E (October 2018) • Destinations data - Good practice guide - published by Df. E (October 2018)
Personal Development: “… at each stage of education, the provider prepares learners for future success in their next steps” School Inspection Framework, May 2019
Rich curriculum that: “… is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment …” School Inspection Framework, May 2019
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/re search/motivated-to-achieve/
Careers Curriculum 2016: https: //www. londoncouncils. gov. uk/londonambitionscareers
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)
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 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
Policy drivers ØProductivity Ø Accountability Ø Marketisation Ø Return on Investment ØOutcomes https: //www. officeforstudents. org. uk/media/4013 afd 5 -0943 -4350 -8 d 77 -ee 46 a 59 af 38 b/ofs 2018_45 a. pdf
Fairness of opportunity Corrosive Underpins lifelong learning policies Inequality Social justice
Social Mobility and Poverty
Geography matters…. . economy population centre labour market education centre
How do we strengthen our career development networks, contacts and practitioner toolkit?
GATSBY BENCHMARK 7 IF 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/uploade d/gatsby_benchmark_toolkit. pdf •
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-ordinators in 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
GATSBY BENCHMARK 7 • Destination Data - Communicate, Co-operate, Collaborate with l. FE, 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 Marksheet Template (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
Build Your Toolkit • https: //nationalcareersweek. com/ncw-2019 -ofsted-careers-handbook/ • https: //www. ucas. com/corporate/news-and-key-documents/new-ucas-hubencourages-students-shoot-stars • https: //nationalcareersweek. com/careermap/ • https: //www. careerpilot. org. uk/jobsectors/subjects? fbclid=Iw. AR 2 QP 8 KE 5_Yu. Lz. BIJP 0 a 1 I 5 Hcpp 8 TXF 6 Tz 5 n 7 zcs. Jiw. ECFMe. Tu_U Qni. YNlw • 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 31 st October 2019: https: //www. tandfonline. com/doi/full/10. 1080/03069885. 2018. 1564898
Some Useful Tags http: //dmhassociates. org/blog • • • • 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 • • • • • 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
Are there some encouraging signs for greater partnership approaches and inter-institutional co-operation?
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-andguidance/promoting-equal-opportunities/national-collaborativeoutreach-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
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%
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/Dublin. TCA
http: //dmhassociates. org/inte rnational-conference-careerdevelopment-identity-andimpact-central-birminghamengland-10 th-october-2019 -2
Thank you! Any questions? Contact: Deirdre Hughes An invitation to continue the dialogue…through career learning Email: deirdre. hughes 3@btinternet. com Tel: 07533 545057 Twitter @deirdretalks Website: www. dmhassociates. org Blog: http: //dmhassociates. org/blog
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