Our Careers, Our Future

The pandemic is effecting – and in some cases, constraining – young people’s careers aspirations.

A generation of young people are rapidly reassessing their career dreams according to this research by Engineering UK. Over one in five 11 to 19 year olds said that what they want to do as a career has changed (22%) and 30% agreed that what career they can do has changed as a result of the pandemic.

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      string(276) "Inadequate careers guidance in many English schools is exacerbating skills shortages and having a negative impact on the country’s productivity, the Sub-Committee on Education, Skills and the Economy (ESE) has concluded in its report.
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      string(396) "... downgraded if careers provision is not effective. ■ The complex web of national organisations should be untangled. There should be a singleMinister in charge of careers provision for all ages, and a rationalisation of the Government-funded organisations delivering careers programmes. The Careers & Enterprise Company shouldbe empowered to act as ..."
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      string(4253) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.CAREERS EDUCATION, INFORMATION,ADVICE AND GUIDANCEKeywordsCareerseducation,information,advice,guidance, skillsshortages,productivity,young people,education,opportunities,job marketSummaryInadequate careers guidance in many English schools is exacerbating skills shortages andhaving a negative impact on the country’s productivity, the Sub-Committee on Education,Skills and the Economy (ESE) has concluded in this report.Careers education, information, advice and guidance in English schools is patchy and ofteninadequate. Too many young people are leaving education without the tools to help them considertheir future options or how their skills and experiences fit with opportunities in the job market. Thisfailure is exacerbating skills shortages and having a negative impact on the country’s productivity.The Sub-Committee found that too many young people are leaving education without having had thechance to fully consider their future options or how their skills and experiences fit with opportunities inthe jobs market.It also judged that a host of policy changes, initiatives and new bodies introduced in recent yearshave failed to make serious improvements and in some cases have even been counter-productive.The report, which covers schools in England, identifies a number of areas the strategy should focuson.Main Findings: ■ Government policy should be to incentivise schools to bring their careers provision up to standardand to hold them to account when they fail to do so. Ofsted’s role should be strengthened, andschools downgraded if careers provision is not effective. ■ The complex web of national organisations should be untangled. There should be a singleMinister in charge of careers provision for all ages, and a rationalisation of the Government-funded organisations delivering careers programmes. The Careers & Enterprise Company shouldbe empowered to act as the umbrella organisation it was intended to be. ■ Steps should also be taken to bring order to the congested market place of service providers andwebsites. The Quality in Careers and matrix Standards should be merged into a single brand. ■ Careers advice and guidance should be grounded in accurate information about the labourmarket. The Government should ensure that Local Enterprise Partnerships have the capacity—and are encouraged—to provide up-to-date, good quality labour market information to schools,colleges and careers professionals in their areas.Week Commencing 11th July 2016http://www.publications.parliament.uk/pa/cm201617/cmselect/cmese/205/205.pdfhttp://www.publications.parliament.uk/pa/cm201617/cmselect/cmese/205/205.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Finally, all young people should be given the opportunity to understand better the world of work,through engagement with employers and meaningful work experience. ■ The report also highlights as examples of good practice St Marylebone School and WestminsterKingsway College in London following visits by the Sub-Committee.Recommendations ■ The Sub-Committee urges the Government to incentivise schools to improve, which includesOfsted downgrading those where careers provision is sub-standard. ■ The Government must also untangle the unruly and complex web of organisations, serviceproviders and websites overseeing and offering careers advice and put a single Minister incharge of provision, the report states. ■ The report is the first to be published by the Sub-Committee, which was formed last year by theBusiness, Innovation and Skills and Education Committees.WEB LINKCareers Education, Information, Advice And Guidancehttp://www.publications.parliament.uk/pa/cm201617/cmselect/cmese/205/205.pdf"
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Leadership

Careers Education, Information, Advice And Guidance

7 Jul 2016

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      string(325) "... to 16-year-olds are unhappy with the way careers guidance is delivered in schools and recommends that schools extend the amount of time available to pupils to go on work experience placements and provide more information about careers opportunities in the local area.
Leadership Briefing Issue 8.11 (95)"
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Leadership

Careers Guidance: Guaranteed

6 Jun 2014

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      string(391) "... the range of further andhigher education and training opportunities taken up by their students.Recommendations:Schools should: ■ develop and implement a clear strategy for careers guidance and ensure that they make gooduse of the National Careers Service resources, well-trained staff, careers guidance professionals,employer networks, and local colleges ..."
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Leadership Briefing Issue 8.03(87)"
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      string(3330) "and training courses and directing students to websites. ■ About four out of five schools visited did not evaluate the quality of their careers guidanceeffectively. They did not monitor the individual guidance sessions or explore the impact of thecareers guidance to evaluate and improve the quality of the service they provided. Very few of theschools reported systematically to their governing body on how well they were meeting their newstatutory duty. ■ Not all the schools visited had accurate and complete data on students’ actual destinations andtoo few of these schools were using destination data well to analyse the range of further andhigher education and training opportunities taken up by their students.Recommendations:Schools should: ■ develop and implement a clear strategy for careers guidance and ensure that they make gooduse of the National Careers Service resources, well-trained staff, careers guidance professionals,employer networks, and local colleges and other providers to ensure that students are wellsupported in making decisions about their career pathways ■ use destination data on students’ progression after leaving school or transferring to Year 12in their sixth form to monitor the choices made by students at the end of Year 11 and Year 13;schools should work with local authorities to monitor the destinations of students who have specialeducational needs or who are disabled ■ ensure that every school governing body has an employer representative, and that the vocationalroute, including apprenticeships, is given equal status to the academic route, for example, by Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.fostering greater links with employers so that young people and their parents/carers areexposed to a wider range of career options ■ promote the wider range of progression routes available at further education colleges,independent learning providers, and communities and skills providers.The government should: ■ provide clear and more explicit guidance to schools on:1. what constitutes a comprehensive careers guidance strategy2. how to secure independent, external careers guidance3. how to monitor the impact of this provision effectively ■ ensure that information on students’ destinations at the ages of 16, 17, and 18 is completeand accurate, so that schools can evaluate the impact of the support and advice they givetheir students.The National Careers Service should: ■ have an increased role in ensuring that external careers guidance professionals and schoolstaff are updated frequently on the full range of further and higher education provision andvocational training, including apprenticeships, both locally and nationally ■ market its services more effectively to all young people aged 13 to 18 ■ review the accessibility of their website for young people.WEB LINKGoing In The Right Direction? Careers Guidance In Schools From September 2012http://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/g/Going%20in%20the%20right%20direction.pdf"
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Leadership

Careers Guidance In Schools From September 2012

2 Oct 2013

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Leadership Briefing 8.02(86)"
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      string(2988) "guidanceeffectively. They did not monitor the individual guidance sessions or explore the impact of thecareers guidance to evaluate and improve the quality of the service they provided. Very few of theschools reported systematically to their governing body on how well they were meeting their newstatutory duty. ■ Not all the schools visited had accurate and complete data on students’ actual destinations andtoo few of these schools were using destination data well to analyse the range of further andhigher education and training opportunities taken up by their students.RecommendationsThe government should: ■ Provide clear and more explicit guidance to schools on: ■  what constitutes a comprehensive careers guidance strategy ■  how to secure independent, external careers guidance ■  how to monitor the impact of this provision effectively ■ Ensure that information on students’ destinations at the ages of 16, 17, and 18 is completeand accurate, so that schools can evaluate the impact of the support and advice they give theirstudents.Local authorities should: ■ Ensure that all vulnerable young people are involved in a wide range of career guidance activities,so that they can make informed and appropriately challenging decisions about the next stage oftheir education and training.Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.Schools should: ■ Develop and implement a clear strategy for careers guidance and ensure that they make gooduse of the National Careers Service resources, well-trained staff, careers guidance professionals,employer networks, and local colleges and other providers to ensure that students are wellsupported in making decisions about their career pathways ■ Use destination data on students’ progression after leaving school or transferring to Year 12in their sixth form to monitor the choices made by students at the end of Year 11 and Year 13;schools should work with local authorities to monitor the destinations of students who have specialeducational needs or who are disabled ■ Ensure that every school governing body has an employer representative, and that the vocationalroute, including apprenticeships, is given equal status to the academic route, for example, byfostering greater links with employers so that young people and their parents/carers are exposedto a wider range of career options ■ Promote the wider range of progression routes available at further education colleges,independent learning providers, and communities and skills providers.WEB LINKGoing In The Right Direction? Careers Guidance In Schools From September 2012http://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/g/Going%20in%20the%20right%20direction.pdf"
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Leadership

Careers Guidance In Schools From September 2012

18 Sep 2013

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Leadership Briefing issue 6.11 (71)"
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      string(3197) "ResourceCAREERS INFORMATION ADVICE AND GUIDANCEOriginal DocumentCareers Information Advice And Guidance. To drive economic growth, the UK urgently needs more people to choose careers in science and engineering. This choice begins with a greater emphasis on studying Science, Technology, Engineering and Mathematics (STEM) in schools. The Institution of Mechanical Engineers has recently published guidance on careers information advice, plus its recommendations.KeywordsCareers, science, engineering, schools, guidance, economy, fundingSummaryTo drive economic growth, the UK urgently needs more people to choose careers in science and engineering. This choice begins with a greater emphasis on studying Science, Technology, Engineering and Mathematics (STEM) in schools. The Institution of Mechanical Engineers has recently published guidance on careers information advice, plus its recommendations.· The proposed changes to schools’ careers guidance may lead to a shortage of people pursuing careers in critical careers like engineering and hamper the UK’s economic recovery, according to this new policy statement by the Institution of Mechanical Engineers.· The Institution is concerned that the proposed changes to careers information, advice and guidance (CIAG) will not provide the level of service that young people or the economy need in science and engineering.· Schools are the key site for providing CIAG. Yet the funding, expertise and incentives to support effective delivery are being cut at a time when it is needed most, given youth unemployment rates.· The UK needs 31,100 new graduate engineers every year for the next five years in order to meet industry demand,  rebuild the country’s infrastructure, develop the UK manufacturing sector and more fundamentally to support the country’s economy.· Employers and professions need to take greater responsibility for providing LMI through a variety of routes, including engineering-specific and jointly produced careers materials. Importantly, they also need to provide people with science and engineering expertise to work with CIAG professionals to ensure their full understanding of the opportunities available.Recommendations:· All secondary schools should have access to transparent national and local Labour Market Information to provide 14 to 19-year-olds with a greater understanding of national and local labour market and employer needs. Where possible, schools should also establish an advisory panel of local and regional employers.· Careers advisory agencies should each have a professional specialist in engineering and technology careers with an entitlement to Careers Profession Alliance Continuing Professional Development when developed.· STEM teachers throughout the UK should be entitled to develop continuously their understanding of STEM careers, allowing them to advise students better on the up-to-date potential for employment.ActionNotesAuthorR ChimaDate CreatedApril 2012Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Careers Information Advice And Guidance

25 Apr 2012