CAREERS EDUCATION CAREERS EDUCATION
A careers advice revolution
Careers advice, or education information, advice and
guidance, as it is becoming increasingly known, is
changing. Here Tony Watts from the National Institute
for Careers Education and Counselling discusses his
report into careers services that have been put in
place by the 150 local authorities in England. But first,
Joanna van de Poll from the CfBT Education Trust,
which published the report, discusses the upcoming
government strategy for providing consistent careers
guidance to students
or mAny years, both careers education to have a basic understanding of and first level skills in
F
information, advice and guidance (IAG) information and advice, as well as the knowledge and
in schools and externally provided understanding of when and where to refer for additional
professional guidance have varied in guidance expertise.
quality and quantity depending on If a student asks a question about careers in a maths
individual school approaches and the lesson it will be important for the maths teacher to
priorities of different local authorities. address the issue; if the question is simply disregarded
However, the development of impartial careers and passed on to another teacher, the student may
education IAG to young people is now high on the not bother asking again and the opportunity will be
government’s agenda and later this year a new IAG missed.
strategy will be introduced. Teachers should be able to offer immediate advice,
This along with statutory guidance to schools on but also realise when an individual needs to be referred
impartial careers education IAG will highlight the to a specialist advisor for a more in-depth discussion.
need for teachers and schools to focus on how they This does not mean that all teachers need to be
are preparing students for transition and whether the experts in careers guidance or take on the role of
students report that it is working for them. fully qualified advisors; rather they need to have an
With the recession having a massive impact on understanding of the basic issues and most importantly
youth employment, particularly for those straight out how and when to refer.
of school, this interest could not come at a better time. CfBT Education Trust has put together a number
now more than ever young people will need clear of resources for teachers designed to help build up
impartial guidance and support to help them to narrow knowledge and skills surrounding careers education
down options, make an appropriate learning choice and IAG.
to identify where the opportunities are. The resources are free to download from the UK
But how is this going to impact on teachers across Educational Evidence Portal (see further information)
secondary schools in the UK? under the Careers, Work Experience and Employment
First, it will involve them all. one of the major resources Area.
developments of a new national strategy will be to Here teachers can find a variety of resources
ensure that careers education IAG is planned for and providing a basic understanding of the field of careers
delivered within the whole school strategy. rather education IAG along with practical examples of how
than being solely the work of a specific careers tutor, this works in schools.
it should instead be embedded in all elements of the Second, careers education IAG will need to be part
curriculum and involve all teachers. of a differentiated offer to make the best use of available
By talking about careers in other subject lessons, resources and to reflect the fact that each individual will
students will be able to see how their studies can be looking for something different from the support that
directly help them later in life and also help them to is available to them.
choose learning options based on these goals. Some students are very mature at the age of 13
This, however, does mean that all subject teachers and know exactly what they want to do and how they
and personal tutors within secondary schools will need can get there, others however may not reach that stage
until much later. Both groups will need support tailored
to their needs – one size does not fit all and students
‘
articulate very clearly what works for them and should
Teachers will need
be listened to.
Since 2001, and the arrival of Connexions, careers
to have answers and deal
education IAG strategies have tended to focus on more
vulnerable groups of young people in society, including
with the dual conflict of
those who leave school with no qualifications, those
from lower economic backgrounds, and those from
ethnic minorities.
there being too many
yet the recession is highlighting just how much
average and gifted and talented students need careers able to identify with something that appeals to them. If that teachers, particularly in a school with an affiliated
options open to young
guidance as well. All students should have equal they are not given any ideas they may already be in the 6th form, will know more about the academic route
opportunities to seek advice on careers and education frame of mind that they are not academic and that to through 6th form and beyond rather than the vocational
people, as well as the
and reports of higher education drop-out will require continue to learn is irrelevant for them. route into an Apprenticeship.
schools to ensure that provisions are not purely focused Finally, teachers will need to have answers and deal When thinking about careers, young people will
on the most vulnerable groups. with the dual conflict of there being too many options also be thinking about the opinions of their friends,
idea that there are no
Instead schools should develop a specific strategy open to young people, as well as the idea that there are their family, teachers at school, and leaders of extra-
to target vulnerable groups within their whole-school no jobs available in a time of recession. They will need curricular activities.
jobs available in a time of
provision of a universal entitlement for all. This does not to even handedly present the options as well as know If all sources of advice are saying different things,
mean putting all the resources into supporting a minority about the youth learning and labour market. Doing this based on their own subjective point of view, this will
recession. They will need
of the student body – all young people need appropriate in partnership with a guidance professional will make only confuse the matter. As schools are positioned
careers education IAG to help them understand the the job easier. centrally within the community and are becoming
to even handedly present
opportunities and to access them, as well as support The success of independent careers IAG, such as that more intrinsically linked with a young person’s home
from an impartial careers guidance professional to delivered through Connexions, has been due to the very life, teachers need to involve a student’s parent and
improve their individual decision-making. fact that the advisors are independent and the advice local employers wherever possible to reinforce a single
the options as well as
one of the key things here is for teachers to provide provided is seen as impartial by its service users. message and not confuse.
hope and encouragement to young people who may be Connexions careers specialists have to know in At CfBT, we run programmes in schools to keep
know about the labour
disillusioned with the jobs or higher education market detail about the world of work available to young parents up-to-date both with their child’s progress and
and set themselves low targets as a result. We need people and which qualifications are needed and by the changing job market; by keeping them informed
market
schools to actively encourage students to do the best which route these can be studied. and showing them how they can help their child to
’
they can beyond their time at school. Schools and teachers have long been criticised for make choices. The decision-making process becomes
By exploring different possibilities, students will be lacking complete impartiality; it is understandable more straightforward if the needs of the young person
14 SecEd • September 17 2009
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