ignite: career confidence programme for schools and colleges€¦ · lesson 1 understanding your...
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Ignite: career confidence
programme for schools
and colleges
Emma Hatfield & Jane Chanaa
Careers Service
Tuesday 27 September 2016
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This morning….
• Where did this come from?
• Student and school pupils’ attitudes and
behaviours
• Taking action
• Example lesson
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Destinations of Leavers from Higher
Education Survey
• 6 months after
graduation
• Response target
rates
UK: 80%
EU: 50%
International: 40%
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Focus on ‘Graduate Level’ jobs as most
relevant measure
• ‘Graduate Level’ job clearly defined
• Used by league tables / KIS
• Avoids pay discussion
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Oxford undergraduates work in a wide variety
of sectors
Destination of undergraduate leavers 2013-2014; 2015-2016
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Gender and (somewhat) work experience are
main factors associated with graduate-level job
• Gender
• 20%-42% variability
• Work experience/internship
• 11%-21% variability
• No significant effect
• Department/faculty
• Ethnicity
• Disability status
• Final exam result
• Social background
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A lower proportion of women than men leaving
leading UK universities are in graduate-level work
Sources: DLHE 2013, n(total)=8,022
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This morning….
• Where did this come from?
• Student and school pupils’ attitudes and
behaviours
• Taking action
• Example lesson
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All UG students seek intellectual challenge
above pay; family/partner concerns rate lowest
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Sectors of high relative interest to women
generally have more informal entry processes
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Women are less confident both about approaching
employers, and recruiters’ interest in them
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When considering applying, women feel less
confident than men (equally in science and
arts subjects)
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How much of these attitudes are embedded
at 6th form?
• Piloted a survey of 6th form pupils
• Total of 50 schools/colleges and 5,000 responses
to date
• Looking for any differences overall
• And any differences by school type
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Girls rate ‘lifestyle’ and worthwhile cause factors
highest for choosing their career; boys seek high pay
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Girls’ career priorities can restrict their
opportunities
• Seek jobs they consider ‘worthwhile’
• …that offer job security …
• …in occupational sectors where entry can be
informal…
• …and below a graduate-level job
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6th form boys are more self-confident than
girls about their personal prospects
2.77
3.32
Girls Boys
Confidence in personal prospects post-university
Incr
easi
ng
con
fid
ence
Boys are statistically significantly more confident than girls
Sources: Attitude survey 2014; N=2,773; Careers analysis
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Single-sex education increases boys’ careers
confidence, but not girls’
2.8 2.8
3.2
3.5
Girls in girls'school
Girls in co-edschool
Boys in co-edschool
Boys in boys'school
Confidence in personal prospects for when I leave university
No diff
Incr
easi
ng
con
fid
ence Sig diff
Sources: Attitude survey 2014; N=2,773; Careers analysis
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6th form girls are more concerned than boys
with all steps in job hunting
1.2 1.3
1.82.0 2.1
1.9 2.0
1.51.7
2.4 2.4 2.5 2.52.8
Candidate 'fit' Tests Interviewing Where to findwhat I love?
Enough workexperience
Commercialawareness
Other, bettercandidates
Boys
Girls
Incr
easi
ng
con
cern
Sources: Attitude survey 2014; N=1,801 (girls), 1,124 (boys)
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This morning….
• Where did this come from?
• Student and school pupils’ attitudes and
behaviours
• Taking action
• Example lesson
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Effective interventions?
• Raise confidence and engagement around career
thinking / application processes, and more widely
• Do so as early in the school career as possible
• Develop a teacher / context-led delivery
programme
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Feedback from Teachers / Schools / Pupils
• Enthusiasm to build career relevant opportunities
into the curriculum to practise confidence and
resilience
• Demand for flexible, accessible approach and
structure
• Importance of high engagement and interactivity of
material
• Incorporate ‘learning checks’ throughout
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Flexible and Accessible
• 4 modules
• 32 lessons
• 3 year groupings: KS3, KS4, KS5
• Choice of lesson duration: 20, 30, 45, 60 minutes
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KS3 KS4 KS5
Lesson 1 Understanding
your Values
The Importance
of Values
The Importance
of Values
Lesson 2 The Importance of
Change
Understanding
your Values
Understanding
your Values
Lesson 3 The Importance of
Change
Identifying
Possible Careers
Lesson 4 How We Respond
to Change
Understanding Yourself:to equip pupils with self-knowledge that will be useful for choosing and
developing careers
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KS3 KS4 KS5
Lesson 1 Acting with
Confidence
Acting with
Confidence
Acting with
Confidence
Lesson 2 Having Assertive
Conversations
Having Assertive
Conversations
Having Assertive
Conversations
Asserting Yourself:to equip pupils with the skills to express their opinions in a confident
manner
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KS3 KS4 KS5
Lesson
1
Your
Network
Your
Network
Your
Network
Lesson
2
Information
Interviews
Information
Interviews
Information
Interviews
Networking & Connecting:how to network, and for KS4 / 5 to explore possible careers
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KS3 KS4 KS5
Lesson 1 Identifying Your Skills Writing Your CV Writing Your CV
Lesson 2 Writing in a Formal
Style
Identifying Your Skills Identifying Your Skills
Lesson 3 Writing Cover Letters Writing Cover Letters
Lesson 4 Preparing for
Job Interviews
Preparing for
Job Interviews
Lesson 5 Writing Personal
Statements
Marketing Yourself:How to apply to jobs and other opportunities. For KS3 lessons, the focus is
on developing knowledge and skills that will be useful in later years.
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Implementation
• Introduce confidence theme as early as possible
• Focus more on career context in later years
• Flexible, short modules and lessons that can be
integrated into the wider curriculum
• User group feedback
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2nd Pilot Phase
• Two modules June -July
– Understanding Yourself
– Marketing Yourself
• Further two modules in September:
– Asserting Yourself
– Networking and Connecting
• Up to 45 Schools – State and Independent
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Ignite: not just for schools
UNIQ
Department Open Days
Outreach work
Schools’ visits to colleges
Interested? Contact: [email protected]
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Ignite in the University Context
• One-day career confidence programme
• Undergraduates
• Postgraduates
• Researchers
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Oxford Careers web site – always open
• Options and occupations
• Application process
• CVs & letters
• …and much more
www.careers.ox.ac.uk
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QUESTIONS?