INSTITUTE NEWS
2: Learning from career and labour market information Every pupil, and their parents, should have access to good-quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.
3: Addressing the needs of each pupil Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
4: Linking curriculum learning to careers All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.
5: Encounters with employers and employees
Every pupil should have multiple opportunities to learn from employers about work, employment, and the skills that are valued in the workplace. This can be through a range of enrichment activities, including visiting speakers, mentoring, and enterprise schemes.
6: Experiences of workplaces Every pupil should have first-hand positive experiences of the workplace through work visits, work shadowing, and/or work experience, to help their exploration of career opportunities and expand their networks.
7: Encounters with further and higher education
All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes, and learning in schools, colleges, universities, and in the workplace.
8: Personal guidance
Every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils, but should be timed to meet their individual needs.
From paper to practice Since the initial pilot of the Gatsby benchmarks in the North East of England, evidence has been gathered of the effectiveness of the benchmarks, including a four-year evaluation by the
In 2013 the Gatsby Charitable Foundation commissioned Sir John Holman to set out what career guidance in England would be like ‘if it were good by international standards’, resulting in the 2014 publication of the Good Career Guidance report.
University of Derby published in 2021, which found that the benchmarks had a positive impact on students’ career readiness and GCSE attainment. Careers is given a high profile in the new Ofsted inspection framework which came into effect from September 2019. Inspectors will judge whether the school is providing an effective careers programme, in line with the government’s statutory guidance on careers advice, that offers pupils: unbiased careers advice, experience of work, and contact with employers, to encourage pupils to aspire, make good choices, and understand what they need to do to reach and succeed in the careers to which they aspire. Other evidence indicates that schools were finding it challenging to meet the objectives set out in points: n 4: Linking curriculum learning to careers.
n 5: Encounters with employers and employees.
n 6: Experiences of workplaces.
IHEEM has been working closely with HEFMA and several other organisations regarding the EFM healthcare workforce agenda, and aims to support the Gatsby framework where possible. The joint Healthcare Estates & Facilities Management Joint Workforce Strategy published in March 2021 sets out four key focus areas to help support the development of careers and address the skills gap in healthcare, further supporting the three areas highlighted above.
Interactive Career Route Map The recently developed interactive Career Route Map outlines against each path the formal qualifications, education, and training required, to further individuals in their careers. This supports the objective of linking curriculum learning to careers by making individuals aware in advance of the qualifications needed to achieve their career aspirations.
To address encounters with employers and employees, the Institute’s STEM Ambassador, Monira Kaouech, has been developing links with schools nationally since she first established her role in 2018. Since then, she has engaged with over 250 students, including IHEEM Member role models from across the estates and facilities sector, highlighting to school learners the people ‘behind the scenes’ supporting the work of doctors and nurses, and opening their eyes to the world of EFM. To date, she has had an interest rating of 70% from those who said they were interested in finding out more regarding NHS Estates apprenticeships and job roles. Monira Kaouech said: “I’m always looking to speak with our Company Affiliates regarding the work experience opportunities that they offer so that I can highlight these in schools. We also have a page on the IHEEM website highlighting some of our current members that offer these opportunities, so please get in touch if you do or would like to be added.” She went on to add: “I’m also always looking for STEM representatives to work with across the UK to continue my work in engaging students in schools, and bringing awareness to the EFM sector, so please do get in touch with me if this sounds like something you may be able to support.”
IHEEM is also looking to establish an individual at each IHEEM Branch to champion its STEM programme and become a STEM Ambassador at their local level, with the support of Head Office. If this sounds like something you would be interested in, please email
stem@iheem.org.uk to register your interest.
Further reading/resources: n
https://www.gatsby.org.uk/education/ focus-areas/good-career-guidance
n
https://www.gatsby.org.uk/uploads/ education/reports/pdf/gatsby-sir-john- holman-good-career-guidance-2014.pdf
n
https://www.careersandenterprise.co.uk n
https://www.gatsby.org.uk/education/ latest/evaluation-of-the-north-east- gatsby-benchmark-pilot-released
n
https://www.careersandenterprise.co.uk/ sites/default/files/uploaded/gatsby_ benchmark_toolkit.pdf
n
https://www.fenews.co.uk/press-releases/ 63229-more-young-people-are-taking- stem-subjects-than-ever-before
August 2021 Health Estate Journal 7
©The Gatsby Charitable Foundation
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60
