CAREERS EDUCATION CAREERS EDUCATION
A careers advice revolution
N ThE past, almost all pupils would have had In broad terms, the arrangements for provision
I
at least one interview with a careers specialist. fall into three groups (although in some areas the
Now, only 40 per cent of school pupils in arrangements encompass a mix of approaches).
England have a formal interview with a In 44 (30 per cent) of the 150 areas, the local
Connexions advisor about their career options. authorities have taken provision “in-house”. In 53 (35 per
A lack of public interest in careers advice cent) of the areas, provision is contracted to the preceding
has meant that radical changes have slipped Connexions Partnership organisation for the area. In 53
through in the past three years, with very little attention (35 per cent) of the areas, provision is contracted to
to the consequences. Responsibility for what are known another provider (usually a “careers company”).
as general information, advice and guidance (IAG) Where provision has been taken in-house, the
services was handed to local authorities in 2005. survey found no evidence of formal competition
As a result, according to our study, Local or “best-value” exercises before the decision was
Variations: A Follow-up Study of New Arrangements made. In the 53 cases where provision is contracted
for Connexions, Careers, IAG Services for Young to the previous Connexions organisation, just seven
People in England (published by CfBT Education have undertaken competitive tendering exercises; the
Trust), local authorities in England have gone their own remainder represent the “rolling forward” of previous
ways, leading to a splintering of services, a muddle of arrangements, or procurement that does not require
different approaches, uncertainty over funding, a loss of competitive tendering.
accountability, and an erosion in the quality of service. Where provision is delivered by another provider,
Where you live very much determines what you get. competitive tendering has been widespread, although
The importance of the provision of IAG services there has also been some degree of rolling forward of
has been an increasingly significant element within the contracts.
development of policies impacting upon young people The budgets transferred to local authorities for the
in England over the last three years. delivery of Connexions/careers/IAG services have not
The 14 to 19 reforms, combined with the raising been “ring-fenced”. The level of resources allocated
of the participation in learning age following the to provision has been unchanged in 63 per cent of
implementation of the Education and Skills Act 2008, authorities responding to the survey – among the
represent one of the most radical set of changes in remainder, 17 per cent reported an increase, and 20 per
secondary education since the 1944 Education Act. cent a decrease, in the allocation.
These changes have re-affirmed the need for IAG to Views about future resourcing levels were influenced
steer pupils’ progression through the education and by respondents’ differing judgements about the relative
training system and into work. impact of increased importance being attached to IAG
Professional careers advice matters. A lack of advice as a consequence of the 14 to 19 reform programme,
and direction, a sense of just drifting from school onto contrasted with the downward pressures upon local-
the next rung of the ladder or nothing in particular, authority finances and the competing demands within
will only lead to more NEETs (young people not in Children’s and Young People’s Services; but tended to
education, employment or training), more drop-outs be more negative.
from higher education courses, and more problems for Significantly, the integration of provision within the
the individuals and their communities. broader context of youth support is likely to mean that
When someone drops off a course later on, is out it will become increasingly difficult to identify what
of work for a while, finds they are in the wrong field, is being spent on Connexions/careers/IAG services
or falls into the kind of job that does not have any and, therefore, to make comparisons with the previous
prospects, they can find it very difficult to get back on situation.
to any kind of pathway to a career. The general nature of frontline Connexions/careers/
Jobs, training and courses can all seem like an IAG provision has been unchanged in nearly 80 per
interlocking series of high walls with no way through cent of local authorities. Where change has occurred,
without special qualifications and achievements. it might take the form of a greater concentration on
Professional support with these important choices can work with “targeted” groups, or of an increase in
therefore be crucial. levels of support for universal provision. Respondents
Many young people, as well as their parents, do not noted there was a tension between the idea of IAG
know what is available to them in terms of help with as an element of support for all young people and
careers. Some of the terminology is confusing. For as addressing the needs of those disengaging from
example, services talk about the catch-all term IAG learning.
– but information and advice on what, exactly? The survey revealed considerable uncertainty about
Young people are also put off when services do not the appropriateness and currency of qualifications in the
appear to be for them, because they are being aimed at fields of career guidance and youth support. It is clear
“disadvantaged and vulnerable groups”, despite careers that the work now underway, led by Lifelong Learning
advice being fundamental for all. UK, to address the issues of professional standards in
The variety of initiatives means that a lot of time this field is urgently needed, albeit complicated by the
and money is being spent marketing the different range absence of a strong all-age approach to career guidance
of services for youth information in each area. The in England.
services themselves may be evident as a logo or slogan, The transfer of responsibility to the local authorities
but not always physically easy to access. represents the third major change in the structural
Since the push to bring together careers, education framework in 15 years. While the emphasis has always
and health advice under a single banner of youth been upon minimising disruption to frontline provision,
support, careers has become somewhat lost within the nature and degree of volatility in the sector has
this bigger agenda. And it does not always help young affected staff at managerial, delivery and support levels,
people when the question of their future career is and will have implications for attracting staff of the
bundled together with their life as a whole, as if they calibre needed to deliver IAG for both young people
are in need of state support as an individual rather than and adults in the future.
specific professional guidance on career opportunities. It is likely to become increasingly difficult to
The aim of our study was to describe and analyse the identify IAG provision within local authority delivery
arrangements for the provision of Connexions/careers/ structures. This has implications both for consistency
are kept in focus and everyone involved works together what is right for them as an individual. There is even talk IAG services that have been put in place by the 150 and coherence between areas, and for establishing
in partnership. about introducing it to students while at primary school. local authorities in England since full budgetary and effective transitions for those moving from provision
Careers education IAG is constantly changing along management responsibility for these services passed for young people to that designed for adults in the
with a rapidly changing jobs market, curriculum and • Joanna van de Poll is from the CfBT Education Trust. to them in April 2008, with a particular focus on the new adult advancement and careers service.
learning choices both at school and further and higher Visit www.cfbt.com impact on career guidance services for young people. It also has implications for accountability. The loss
education levels. Students at school now will stay of identity and accountability is, in our view, a matter of
in learning until they are age 18 and will have more grave public concern. SecEd
choices than ever.
At key stage 4, options that students need to think • Tony Watts is a founding Fellow and life president
about include vocational or academic routes, Diplomas, of the National Institute for Careers Education and
GCSEs, A levels, college, 6th form, NVQ, International Counselling (NICEC), of which he was director
GCSEs, IB, let alone deciding which specific subjects from 1975 to 2001. He is co-author of this report
to study.
‘
Many young people, as well as their parents,
do not know what is available to them in terms
alongside Allister MacGowan and David Andrews. Visit
For many of the newer qualifications, like the
of help with careers. Some of the terminology is
www.nicec.org.uk
Diplomas, parents and students will ask how they
match up to more traditional academic routes in terms
confusing. For example, services talk about the
Further information
of higher education progression and career routes. CfBT resources: www.eep.ac.uk
For this reason, careers education IAG will need to
catch-all term IAG – but information and advice
The NICEC report published by CfBT: www.cfbt.com/
be introduced much earlier in a young person’s school evidenceforeducation (Search for careers and guidance
career so that by the time they make these decisions related invervention)
students will have enough information to base them
on what, exactly?
More information on IAG: www.qcda.gov.uk/18073.
on an informed understanding on what is available and
’
aspx
SecEd • September 17 2009 15
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