Transcript Sustaining Careers Education

Sustaining Careers Education
Paul Symes
Edge Hill University
Annual Conference for Careers Advisors
Current situation
 We had:
 Careers, work
related learning
and enterprise 1119
 Quality Standards
for young people
IAG
 Quality Choice and
Aspiration – IAG
strategy
 CEG resource Pack
 We Have:
 The Education Act
2011 The duty to
secure independent
and impartial
Careers Guidance
for young people in
schools
How are the changes affecting your
organisation?
 In your groups discuss:
i. The changes you are making in your
organisation.
ii. The advantages or opportunities that
can be taken from these changes
iii. The disadvantages and problems
that are arising.
What is happening Nationally ?
 David Andrews Jan 2012 identified
the following models :
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Individual Careers Advisors
Social Enterprises
Careers Organisations
Education Business Partnerships
FE Colleges and Universities
What about the Education Act?
 Paragraph 11 – Statutory Duty
 ‘Schools to secure access to independent
careers guidance for pupils in yrs 9 -11.
Careers guidance must be presented in an
impartial manner and promote the best
interests of the pupils to whom it is given.
Careers guidance must also include
information on all options available in
respect of 16 -18 education or training
icluding apprenticeships and other work
based education and training options.’
What about the Education Act?
 Paragraphs 12 - 21: Responsibilities of
Schools
 Securing access to independent face to face
Careers Guidance
 Assuring the quality of external providers of
careers guidance
 Providing other careers activities
 Ensuring adequate support for pupils with
special educational needs
 Working with local authorities
 Working with Education and training
providers.
Where can we get help?
 ACEG – Association of Careers
Education and Guidance
 Framework for Careers and Work
related Education.
Framework for Careers and Work
related Education.
 The framework is constructed around three
main areas of career and work-related
learning:
 Self-development through careers and
work-related education
 Finding out about careers and the world of
work
 Developing skills for career wellbeing and
employability
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For complete document go to:
http://www.aceg.org.uk/
or
http://www.cegnet.co.uk/newsletters
/apr12/files/TheACEGFramework.pdf
Task
 Spend 10 minutes looking through
the learning outcome statements.
1. Identify those that you already cover
and write in the box the activity that
works
2. Is there things not included that
should be there?
 5 minutes feedback
How do we do it all?
 Use the new Education Act as an Opportunity for
Change.
 It is up to us to keep the profile of Careers Education
high within our institution.
 Keep our own profile high.
 If procuring a careers service/ individual, think
carefully about what you need and include it in the
contract.
 Ask for help from others:
 Departments
 Learning Mentors
 Tutors
 Pastoral Staff
 Parent’s
How do we do it all?
 Work collaboratively – Events/
services are cheaper if the cost is
shared.
And Finally:
Research
 In an article by Dr Anthony Mann, Director
of Research and Policy, Education and
Employers Taskforce he states:
 26.1% of young people who could recall no
contact with employers whilst at school went on
to become NEET. This reduced significantly to
4.3% for those who had taken part in four or
more activities involving employers (career
insights, mentoring, work tasters, work
experience etc).
Research
 The report is careful not to see schoolmediated employer engagement as the
solution to youth unemployment. It
argues that the impacts of young people
meeting adults from the world of work
and getting insights into careers will be
only be optimised within an professional
careers advice framework.
Thank you
Paul Symes
e-mail: [email protected]
Tele : 07989651321