Transcript Choice & Opportunity Division

Mohammad Haroon
IGEN –
Good Practice Event
4 November 2009
“It is as if people nowadays embarked on their
life journeys without reliable maps, all in private
motor cars rather than the trains and buses in
which entire classes once travelled together…
These “cars” in which individuals travel don’t all
have equally powerful engines. …Some have to
travel by bicycle or on foot. But everyone has to
take risks.”
K Roberts: Youth Employment in Modern Britain
Context
• By 2020 there will be 3 million fewer low skilled jobs in
Britain than there are today
• Over 40% of all jobs in 2020 will require a graduate level
qualification
• Today’s learners will have more than 10 jobs by age 38
• Britain will need 324,000 more scientists and engineers
by 2014
• In the past 10 years there have been 12 jobs created in
the knowledge industries for every 1 created elsewhere
The top 10 jobs that will exist in 2010 did not
exist in 2004
“Much of the time IAG relies on the ‘matching
model’, formulated in the first decade of the 20th
century. This model works on the basis that it is
possible to identify people’s traits and, from
these, careers to which they are suited. Yet
people do not necessarily want to be matched.
They want to find the information for themselves
and talk to people with experience in careers in
which they might be interested. They are open to
being inspired.”
Skills Commission (2008)
IAG Strategy: Main themes
IAG must:
– be responsive to a changing world
– raise aspirations and drive social mobility
– help to overcome barriers to progression
– challenge stereotypes
– excite and inspire young people by showing
them what they can achieve.
IAG Strategy: Main themes cont.
IAG is a process, not an event. It involves
– doing more to help parents and carers to support their
children
– making better use of the potential of mentors
– exploiting the opportunities afforded by new
technologies
– engaging employers more effectively and improving
the quality of work experience
– developing better school/HE links
Local authorities must provide strategic
leadership locally
IAG Strategy: Key announcements
• Extension of statutory duty to deliver careers
education to age 18 (paragraph 2.5)
• New IAG Guarantee - to be embedded within the
Pupil and Parent Guarantees (1.22)
• New Task Force on the careers profession (2.13)
• Economic wellbeing to feature in the primary
curriculum (2.17)
• Quality and effectiveness of local authorities
delivery of IAG to be reviewed in 2011 (1.16)
• £10m IAG fund to be made available (4.8)
Statutory Guidance: Impartial
Careers Education
• Education and Skills Act 2008. Schools must
provide impartial careers education and have
regard to Guidance
• April – June: Consultation on Statutory Guidance
• Oct 26th: Guidance published. Key components:
– Principles of Impartial Careers Education
– “Key Information” on 14-19 pathways
– Annex C - “Issues for head teachers to consider in
providing high quality carers education”
Resources Pack
• Briefing notes for careers co-ordinators, Governors and
for other staff
• Classroom materials. (Including materials to help
teachers to provide the “Key Information” on all post-16
pathways)
• DVD for pupils illustrating the different post-16 pathways
• DVD to help parents/carers understand better the range
of post-16 options and where they can go to for further
information and advice
• Materials to help head teachers to audit the quality of
careers education provision within their school
• A “model agreement” to help schools work more
effectively with their local Connexions service
Vision
• Senior leaders are committed to overseeing a “whole
school” approach to ensuring that young people receive
the help and support they need
• The Careers/IAG workforce receives the training and
support needed to perform effectively
• The school collaborates effectively in local partnerships
(i.e. with other learning providers, Connexions etc.)
• Parents/carers are helped to support their children
• Information about learning and work pathways is
embedded into the wider curriculum
• Careers Education programmes are built on strong links
with employers and use mentoring, experiential learning
etc. to engage and inspire young people
• Equality of opportunity is promoted and stereotypes are
actively challenged.
The 6 “Principles”
1. Empowers young people to plan and manage their own futures
Schools will meet this principle if young people:
1.1 are able to investigate opportunities for learning and work on their
own
1.2 are able to interpret information and to identify partiality and bias
1.3 make challenging but realistic plans for their future learning and work
1.4 recognise barriers to the achievement of their plans and understand
how
these can be overcome
1.5 are able to review and adapt their plans in the light of changing
personal,
educational, social and economic circumstances
1.6 feed back that they have the skills that they need to plan and manage
their careers.
Key Information
• Sets out questions on post Key Stage 3 and post
16 learning options to which young people need
answers if they are to make informed choices.
(Answers provided in Resources Pack.)
• Covers
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Apprenticeships
Diplomas
Foundation Learning
GCSE’s/A levels
Part time learning/training
Higher education
Current “stand alone” qualifications
Look out for….
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Careers Co-ordinator research published
Resources Pack published
National College Regional Conferences
Consultation on Directions and Strategic Guidance for
Local Authorities
Invitation for bids for IAG projects under Youth Sector
Development Fund grant competition
CWDC/LLUK review of qualifications for career
specialists
Taskforce reports
All secondary schools pupils are supported by a
Personal Tutor