John Thompson

1
John Thompson

• Leacan Annual Conference
• Leamington Spa
• 4 December 2009

2
Context

• By 2020 there will be 3 million fewer low
  skilled jobs in Britain than there are today.
  Over 40 of all jobs in 2020 will require a
  graduate level qualification
• Todays learners will have more than 10 jobs
  by age 38
• The top 10 jobs that will exist in 2010 did
  not exist in 2004
• Increasing complexity of pathway choices
• Raising of the age of participation in learning

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• Much of the time IAG relies on the matching
  model, formulated in the first decade of the
  20th century. This model works on the basis that
  it is possible to identify peoples traits and,
  from these, careers to which they are suited. Yet
  people do not necessarily want to be matched.
  They want to find the information for themselves
  and talk to people with experience in careers in
  which they might be interested. They are open to
  being inspired.
• Skills Commission (2008)

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IAG Strategy Main themes

• IAG must
• be responsive to a changing world
• raise aspirations and drive social mobility
• help to overcome barriers to progression
• challenge stereotypes
• excite and inspire young people by showing them
  what they can achieve.

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IAG Strategy Main themes cont.

• IAG is a process, not an event. It involves
• doing more to help parents and carers to support
  their children
• making better use of the potential of mentors
• exploiting the opportunities afforded by new
  technologies
• engaging employers more effectively and improving
  the quality of work experience
• developing better school/HE links
• Local authorities must provide strategic
  leadership locally

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IAG Strategy Key announcements

• Extension of statutory duty to deliver careers
  education to age 18 (paragraph 2.5)
• New IAG Guarantee - to be embedded within the
  Pupil and Parent Guarantees (1.22)
• New Task Force on the careers profession (2.13)
• Economic wellbeing to feature in the primary
  curriculum (2.17)
• Quality and effectiveness of local authorities
  delivery of IAG to be reviewed in 2011 (1.16)
• 10m IAG fund to be made available (4.8)

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Statutory Guidance Impartial Careers Education

• Education and Skills Act 2008. Schools must
  provide impartial careers education and have
  regard to Guidance
• April June Consultation on Statutory Guidance
• Oct 26th Guidance published. Key components
• Principles of Impartial Careers Education
• Key Information on 14-19 pathways
• Annex C - Issues for head teachers to consider
  in providing high quality carers education

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Resources Pack

• Briefing notes for careers co-ordinators,
  Governors and for other staff
• Classroom materials. (Including materials to
  help teachers to provide the Key Information on
  all post-16 pathways)
• DVD for pupils illustrating the different post-16
  pathways
• DVD to help parents/carers understand better the
  range of post-16 options and where they can go to
  for further information and advice
• Materials to help head teachers to audit the
  quality of careers education provision within
  their school
• A model agreement to help schools work more
  effectively with their local Connexions service

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Vision

• Senior leaders are committed to overseeing a
  whole school approach to ensuring that young
  people receive the help and support they need
• The Careers/IAG workforce receives the training
  and support needed to perform effectively
• The school collaborates effectively in local
  partnerships (i.e. with other learning providers,
  Connexions etc.)
• Parents/carers are helped to support their
  children
• Information about learning and work pathways is
  embedded into the wider curriculum
• Careers Education programmes are built on strong
  links with employers and use mentoring,
  experiential learning etc. to engage and inspire
  young people
• Equality of opportunity is promoted and
  stereotypes are actively challenged.

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The 6 Principles
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1. Empowers young people to plan and manage
their own futures Schools will meet this
principle if young people 1.1 are able to
investigate opportunities for learning and work
on their own 1.2 are able to interpret
information and to identify partiality and
bias 1.3 make challenging but realistic plans for
their future learning and work 1.4 recognise
barriers to the achievement of their plans and
understand how these can be overcome 1.5 are able
to review and adapt their plans in the light of
changing personal, educational, social and
economic circumstances 1.6 feed back that they
have the skills that they need to plan and manage
their careers.
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Key Information

• Sets out questions on post Key Stage 3 and post
  16 learning options to which young people need
  answers if they are to make informed choices.
  (Answers provided in Resources Pack.)
• Covers
• Apprenticeships
• Diplomas
• Foundation Learning
• GCSEs/A levels
• Part time learning/training
• Higher education
• Current stand alone qualifications

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Look out for.

• Careers Co-ordinator research published
• Resources Pack published
• National College Regional Conferences
• Consultation on Directions and Strategic Guidance
  for Local Authorities
• Invitation for bids for IAG projects under Youth
  Sector Development Fund grant competition
• CWDC/LLUK review of qualifications for career
  specialists
• Taskforce reports
• All secondary schools pupils are supported by a
  Personal Tutor

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John Thompson

• LEACAN Annual Conference
• Leamington Spa
• 4 December 2009