briefing on schools’ responsibilities for independent & impartial guidance
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Briefing on Schools’ Responsibilities for Independent & Impartial Guidance. Tuesday 30 April 2013 Mercure Hotel Hollingbourne. 14-24 Learning, Employment & Skills Strategy. - PowerPoint PPT PresentationTRANSCRIPT
Briefing on Schools’ Responsibilities for Independent &
Impartial Guidance
Tuesday 30 April 2013
Mercure Hotel
Hollingbourne
14-24 Learning, Employment & Skills Strategy
• Our ambition is for all young people in Kent to become better qualified and more employable; to be able to participate and achieve success in education and work based training at least until the age of 18; and to ensure more 18 to 24 year olds can access higher learning or sustained employment that is appropriate to their needs and relevant to the local and national economy.
14-24 Learning, Employment & Skills Strategy
• 4 Priorities
• Raise Attainment
• Improve and Extend Vocational Education, Training and Apprenticeships
• Increase Participation and Employment
• Target Support to Vulnerable Young People
Triple “A” Rating
• A SPIRATION - Careers Education
• A TTITUDE - Work Related Learning
• A CHIEVEMENT - Qualifications
Careers2020 - implications for KentKent Council: Skills and Employability Service
30th April 2013
Louis Coiffait, Head of Research
@LouisMMCoiffait
The Pearson Think Tank
thepearsonthinktank.com
The Pearson Think Tank Independent think tank focused on education access and quality
Ongoing programme of research and thought-leadership e.g. The Academies Commission (with the RSA) Enterprise and Entrepreneurship Education Blue Skies, on the future of higher education Rational Numbers: Maths to 18?, on compulsory maths
Ongoing policy intelligence, analysis and comment e.g. Policy Watch
Participate in key education debates, provide a platform for ideas
All of our content and activities are free
Q1: Overall, how has careers provision changed where you work?
1. We’re doing a lot less than last year
2. We’re doing less than last year
3. We’re doing about the same as last year
4. We’re doing more than last year
5. We’re doing a lot more than last year
Q2: I’m not worried about the careers services available to my students in the future
1. Strongly disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly agree
The policy context for careers – recent events £200m invested in careers work in 2011 The Education Act 2011 puts onus on schools Connexions, Aimhigher, EBPO funding slashed No careers funding transferred to schools Funding for face-to-face guidance from qualified advisers removed Duties to provide careers education and work-related learning ended National Careers Service launched in 2012 But NCS not all-ages, no support for <13 yrs, or f2f for <19 yrs Statutory guidance issued in April 2012 and updated in March 2013 From Sep 2013 duty extended to year 8 (12-13 year olds) and years 12
and 13 (16-18 year olds) Neither proposed National Curriculum nor PSHEE mention careers
The policy context for careers – concerns
Overall availability, consistency and quality of careers provision Adequate funding Levels of awareness in schools about careers and recent changes Sufficient support and guidance available to schools Impartiality of careers services, particularly for vocational options Lack of data about either careers provision or outcomes Suitable monitoring and accountability mechanisms Low prevalence of school-wide and curriculum-led approaches A low priority for schools with little time devoted to careers More complex progression routes for learners International evidence of negative outcomes from similar policies Ownership falls between BIS-DfE, most funding from latter withdrawn Long-term economic, equity and social costs
The Careers 2020 projectScoping out how young people can best be supported to plan for, and progress into, their futures.
Phase one (published + on this event website)Mapping existing knowledge and evidence
The first phase of the project, conducted with iCeGs at the University of Derby (Tristram Hooley, Tony Watts), features an evidence-based review of careers work covering recent history, the current situation, a menu of possible options for schools, and recommendations for how careers work can be strategically integrated across everything schools do, including the curriculum.
Phase one (published + on this event website)Mapping existing knowledge and evidence
•Whole-school strategic priority?•Curriculum-led?•Supported?•Monitored?
Phase two (currently editing final draft)Comparing recent activity with future plans
The next phase surveyed a nationally representative sample of those involved in school based careers activities
Explore which careers activities recently took place in schools and which they are planning to deliver in the future.
How has provision changed over three time periods? Previous years Last academic year (2011/12) This academic year (2012/13
Which activities are being delivered? (building on the ‘menu’)
What age groups is careers being delivered to?
What partners are schools working with?
Phase two (currently writing up)Comparing recent activity with future plans
Hoping to publish in May but a few early findings below…
Overall a very mixed picture – a careers postcode lottery?
Non-selective state school respondents relatively negative / hit hard
A few areas where school-based activity has increased…
…but in more cases there is a decline in activity this academic year
Among the hardest-hit activities were; careers-related resources
work experience (unsurprisingly given recent policy direction)
Face to face careers guidance (lack of funding, support orgs or time)
Scope to do more with younger learners and after GCSEs
Q3: Which ONE would improve careersservices the most at your school?
1. Make it a whole-school priority
2. Make more of governors
3. Make more of parents
4. Make more of employers
5. Make it part of the curriculum
6. Get ring-fenced funding from government
Thank you!
Find out more about the project, add your own comments and sign up for occasional email updates on our website at:
http://thepearsonthinktank.com/research/careers-2020/
You can also use the #Careers2020 hashtag on Twitter
…any questions?
Tracking Young People
Plans for September 2013 onwards
Katherine Atkinson
Performance & Information Manager, KCC
Changes in Responsibility
• Tracking of young people has been carried out by CXK for KCC
• This work will now be done within KCC
• Offers the opportunity to review processes and join up systems/data more efficiently
• The 2013-14 academic year will be a learning curve for us all – we will be keen to gather feedback and ideas from schools and colleges
Key Principles of New Process
• Fulfil statutory requirements from the DfE
• Reduce the burden on schools for production of datasets
• Utilise data already held by Management Information wherever possible
• Simplify and centralise the process
What is B2B?
• The majority of SIMS schools with secondary-aged pupils pass pupil data to Management Information on a weekly basis via the automated B2B process
• This automatically produces a datafile which is securely sent and imported into the central pupil database
Is my School a B2B School?
• If you have SIMS, then you are probably already a B2B school
• If your Data Manager or SIMS lead is unsure, please email [email protected] to check
• If you are a SIMS school but are not currently exchanging data via B2B, we will work with you to get set up this term
• This will save you time so is a quick-win for your school
What if we don’t have SIMS?
• For FE colleges, and schools without SIMS, the data requirements will remain the same as they were with CXK
• You will need to continue with data transfer via spreadsheets, with these spreadsheets being returned to Management Information.
• This will be done using secure file transfer using Perspective Lite, which was rolled out to schools in Spring 2012
• We will set up accounts for colleges shortly
Students not in Full Time Education
• Information about students not in full time education is a crucial part of the data capture requirements
• KCC is still reviewing options for this part of the tracking process
Privacy Notice
• This has been drafted for students in Years 10-13• Has been consulted on; now needs to be issued ASAP• It covers how students’ personal data will be used:
– Information schools have to pass on by law
– Information KCC may share with schools once students have left school
– Information schools share in order to support students’ education and training
– Information schools share about students with post-16 providers
• Gives students an opt-out clause
• Will allow greater data sharing with schools about student destinations
Further Questions
• If you wish to discuss any of these issues in more detail, please contact me:
• 01622 696202
Getting Involved
• Educating for Employability – Rajmund Brent
Triple ‘A’ rating
Aspiration CEIAG
Attitude WRL
Achievement QUALS
The Educating for Employability Framework
It comprises:
• a specification for assessment
• a set of desirable outcomes
• an audit tool to identify the key elements of the Educating for Employability Framework
the audit toolleadership and management
leadership
management
policy
resources
legal requirements
recognition of achievements
the audit toolcurriculum and assessment
curriculum design
entitlement
learning outcomes
assessment and accreditation
continuity and progression
teaching and learning strategies
developing sustainable links
Involvement of external partners
communication
the audit toolpartnerships and employer engagement
the audit toolmonitoring evaluation and review
monitoring
evaluation
reflective learning
continuous improvement
Getting Involved
• My Kent Choices - Mike Rayner
My Kent Choices...... A framework to support CIEAG
Overview
Community
Single source with single sign on
Easy to use & personal
Intelligence
ePortfolio and CV
Safe
Free
School Tools ...... A framework to support CIEAG
Central Platform for CEIAG Needs
...... A framework to support CIEAG
Colleges
Users
Bringing together the best resources
The Platform
Mobile AppsOn the web
...... A framework to support CIEAG
ePortfolio & CV
CV
Bui
lder
Feeds into platform intelligence.
Helps you target interventions.
Helps you track outcomes & keep contact
...... A framework to support CIEAG
The Store
Create & Share Dashboards
Early Access Programme
Opportunity to use the tools this term
...... A framework to support CIEAG
Local Work
• Commissioning Area Provision to Secure Independent Impartial Guidance
• Tracey Hicklin & Jean Brotherston
Local Work
• Kent & Medway Progression Federation
• Lisa Clements
COLLABORATIVE OUTREACH COLLABORATIVE OUTREACH Partnership WorkingPartnership Working
IntroductionIntroduction
The Kent & Medway Progression Federation is a partnership between Canterbury Christ Church University, the University of Greenwich, the University of Kent, the University for the Creative Arts, Kent County Council, Medway Council and 40 partner schools, working together to raise the aspirations and attainment of young people in Kent and Medway who may not otherwise consider higher education as a route to success.
Partnership CharacteristicsPartnership Characteristics Equality of governance Cost effectiveness of collaboration
- pooling resources rather than funds
- Joined up approach to monitoring and evaluation
Sharing of expertise Prioritising student need over institutional agenda
The School PerspectiveThe School Perspective
Equal voice On site progression mentor Bespoke activities Direct access to universities Staff training
“KMPF have continued to support significant culture change in Kent High Schools, providing a vehicle for schools to access HE institutions. Given the need for HE to develop Access Agreements which includes attracting and including the disadvantaged within HE admissions, the mutual benefits from collaboration have never been more tangible and important for all institution phases.” Partner school head teacher
“KMPF have continued to support significant culture change in Kent High Schools, providing a vehicle for schools to access HE institutions. Given the need for HE to develop Access Agreements which includes attracting and including the disadvantaged within HE admissions, the mutual benefits from collaboration have never been more tangible and important for all institution phases.” Partner school head teacher
Targeting a cohort for KMPF
•All students should be identified according to the following criteria:
•First generation HE students with no parental background in HE•Students live in a deprived neighborhood (according to student post code profile which KMPF can supply)•Academic potential to progress to Higher Education level using FFT data or current actual data•In addition, the following students should be targeted:•Looked after children and students with disabilities who have the potential to progress to Higher Education level
Progression framework Year 13+ Y12 Y11 Y10 Y8/9
School progression mentor – supporting the cohort throughout the year and helping to identify and co-ordinate a range aspiration raising and progression activities for
these studentsIdentify and plan activities for coming year (Level 1 and 2)
Identify and plan activities for coming year (Level 1 and 2)
Identify and plan activities for coming year (Level 1 and 2)
Identify and plan activities for coming year(Level 1 and 2)
Identify and plan activities for coming year(Level 1 and 2)
Information on HE finance/bursaries/grants(Level 1 and 2)
Financial information for parents/carers/ students at Parents evenings (Level 1 and 2)
Support transition to 6th form/ FE and help with applications(Level 1 and 2)
Presentation on HE opportunities at Parents’ evening (Level 1 and 2)
HE Talk delivered by Undergraduate Ambassador(Level 1 and 2)
Continued UCAS support(Level 1 and 2)
UCAS/other application support (Level 1 and 2)
HE Ambassador Support with GCSE English and/or Maths or other subjects(Level 2)
HE Talk delivered by Undergraduate Ambassador (Level 1 and 2)
HE Options Evenings to discuss range of options and their implications(Level 1 and 2)
Higher level skills and subject support(Level 2)
Higher level skills and subject support delivered by HE Ambassador(Level 2)
HE Talk delivered by Undergraduate Ambassdor (Level 1 and 2)
Visit to HEI and FEC including taster session at HE(Level 1 and 2)
Generic, light touch visit to HE campus(Level 1 and 2)
Attend HE Convention(Level 1 and 2)
Study Skills/Homework support delivered by HE Ambassador(Level 2)
HE Ambassador Support with GCSE English and/or Maths or other subjects(Level 2)
Ambassador Support with GCSE English and/or Maths or other subjects(Level 2)
This is a suggested framework – please tailor to suit the needs of your students.
Issues: •Balancing school timetables with delivery of a sequenced, complementary set of activities•Activities can have a detrimental effect if the student has a negative experience•What are the key components of an effective activity: (interactive; focused; involve trained HE ambassadors
52 out of 60 staff surveyed said that HE Tasters and Campus Visits were the most useful for students
Campus visits. These were regarded as one of the most
important activities because of the effect they are perceived to
have on widening learners’ horizons. NfER
Student Experience - Individual activity
Student Experience - Activity feedback
• Gives deeper understanding of subject• Gives insight into difference between
learning in a school and in a university• Encourages students to think about
their future study
• Gives deeper understanding of subject• Gives insight into difference between
learning in a school and in a university• Encourages students to think about
their future study
• Tailored Information on subjects and a wider range of subjects
• More input from undergraduate students • A chance to mix with other schools on the
activity
• Tailored Information on subjects and a wider range of subjects
• More input from undergraduate students • A chance to mix with other schools on the
activity
• Appreciated opportunity to meet an undergraduate
• Good fun and different from school environment
• Mixed views on campus tour – either too long or too short
• Appreciated opportunity to meet an undergraduate
• Good fun and different from school environment
• Mixed views on campus tour – either too long or too short
• Interactive sessions and less talking • A chance to see a lecture (sixth form
students)• Hear more from students studying this
subject at university and career options
• Interactive sessions and less talking • A chance to see a lecture (sixth form
students)• Hear more from students studying this
subject at university and career options
• Fun and new• Opportunity to find out new
information about university life • Encourages students to think about
their future
• Fun and new• Opportunity to find out new
information about university life • Encourages students to think about
their future
• Shorter workshop• A variety of workshops and subjects rather
than one subject • Talks from students studying these subjects• Subjects that they have personally chosen• Students missing out on attending a specific
taster because it was full would like the opportunity to attend an alternative day
• Shorter workshop• A variety of workshops and subjects rather
than one subject • Talks from students studying these subjects• Subjects that they have personally chosen• Students missing out on attending a specific
taster because it was full would like the opportunity to attend an alternative day
What students thought generally What students would like to see more of
Campus VisitsCampus Visits
Master classesMaster classes
HE TastersHE Tasters
Participation and attainment
Commitment to continue to 2016. Flexible and responsive strategic plan. Sharing collaborative data base. Every partner has an equal voice. Cohesive organisation.
Local Work
• Kent Youth County Council
• Nabhan S. Malik
Platform for young people
Views, issues and opinionsRange of topics and projectsRepresenting over 125,000 young people
1999 - 13 years ago
AshfordAshfordAshfordAshford
CanterburCanterburyy
CanterburCanterburyy
DartfordDartfordDartfordDartford
DoverDoverDoverDover
GraveshaGraveshamm
GraveshaGraveshamm
SevenoaSevenoaksks
SevenoaSevenoaksks
MaidstonMaidstonee
MaidstonMaidstonee
ShepwaShepwayy
ShepwaShepwayy
SwaleSwaleSwaleSwale
ThaneThanett
ThaneThanett
Tonbridge Tonbridge and Mallingand MallingTonbridge Tonbridge
and Mallingand Malling
Tunbridge Tunbridge WellsWells
Tunbridge Tunbridge WellsWells
Platform for young people
Views, issues and opinionsRange of topics and projectsRepresenting over 125,000 young people
Largest youth participation group in Kent by a mile
Diverse communities
1999 - 13 years ago
Fair and balancedyouth employers
2.53 Million Unemployed in the United Kingdom
10,000Young people (18-24) unemployed in Kent
Source: Parliament.uk
20.5%Youth unemployment rate in the United Kingdom
Source: Parliament.uk
Down Down by by
1.3%1.3%
Down Down by by
1.3%1.3%
435,500Youth claimants for Job Seekers Allowance in September 2012
Source: Parliament.uk
Down Down by by
6,6006,600
Down Down by by
6,6006,600
2700Young people (16 years olds) not in education, apprenticeship or training (Kent)
Source: Parliament.uk
▲▲
Poor pay
Hard to find apprenticeshipsHard to find reliable employersPoor education/work balancePoor working hours
Young People
Wrong attitude
Poor soft skills
Poor transferable skillsPoor managementPoor analytical thinking
Employers
Misunderstanding
Creativit
y
Innovation
Transferrable Skills
Management
Motivational
Soft Skills Analytic
al Thinking
Visual Thinking
Organisational
Decision Making
Emotional Intelligence
Recognising Potential
Persuasion
Negotiation
Stress Control
Non-verbal communicatio
n
KYCCYouth
Employment
Code
2,000 +Code written collaboratively by young people and the youth council
Major changes
Pay, working hours, apprenticeships, training, health and safety...
300 pointsMaximum points attainable
75 points
300 points
150 points
Easier for young people to find jobs
Direct place for new apprenticeship and jobs
Raise competition between employers
“Let’s raise the game”
kent.gov.uk
kent.gov.uk
Who’s onboard?onboard?
Largest youth employers in Kent
Enthusiastic and open
150 stores: 700+ employees
Late 2013Half of all small business in Kent to join the scheme
Poor pay
Hard to find apprenticeshipsHard to find reliable employers
Poor education/work balancePoor working hours
Young People
✓
✓✓✓✓
Employment Rights Cards
20,000+
All gone!
Great success
Wrong attitude
Poor soft skills
Poor transferable skillsPoor managementPoor analytical thinking
Employers
Misunderstanding
??
Annual Careers Plan
ROUND TABLE DISCUSSIONS
• Annual Careers Plan – Anything missing? • Annual Careers Plan – How might you use it?• Annual Careers Plan – Checklist – comments?• Annual Careers Plan – Value of checklist?• Annual Careers Plan – What support will be
required?
CEIAG COUNTY BRIEFING
• All Documents on www.kentchoices4u.com
• Review of the Careers Curriculum Framework
• CEIAG Network: Peer to Peer support
• Kent Choices4u: Magazine / My KentChoices / Live / Used by Yr 12s /