Career Guidance in Kent's Coastal Schools Project
Explore the research and reflections on career guidance initiatives in Kent's coastal schools, including the challenges, statutory guidance, and efforts to enhance education and training options for students. Learn about the project's focus on supporting young people in making informed career decisions and preparing for adulthood.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Career guidance in Kent s coastal schools Tristram Hooley Claire Shepherd www.derby.ac.uk/iCeGS
Reflections on the project What schools are doing Why coastal? About the project Context www.derby.ac.uk/iCeGS
Reflections on the project What schools are doing Why coastal? About the project Context www.derby.ac.uk/iCeGS
Career guidance in Kent www.derby.ac.uk/iCeGS
National picture Remember Connexions? Remember Gove? 20 million in 2014 Careers and Enterprise company New statutory guidance Increased focus from Ofsted 70 million in 2016 But still issues with scale, co-ordination and coherence. www.derby.ac.uk/iCeGS
Statutory guidance: Schools must secure independent guidance that includes the full range of education and training options year 8 to year 13. The Governing body has a key role. combine in house provision with with advice and guidance from independent and external sources . ensure that pupils understand that they are now required to continue in education or training until at least their 18th birthday. provide relevant information about all pupils to local authority support services. work with the local authority to support SEND students and ensure that Education, Health and Care plans include a focus on preparing for adulthood. www.derby.ac.uk/iCeGS
Reflections on the project What schools are doing Why coastal? About the project Context www.derby.ac.uk/iCeGS
Research Design Review of literature on coastal schools and career guidance Survey of coastal schools in Kent 17 schools responded (so far) In-depth case study visit to four schools in Thanet: Interviews with career leaders, career advisers and teachers in school Interviews with key stakeholders and providers Focus groups with you people www.derby.ac.uk/iCeGS
Next steps Final push on survey responses! Draft report Consultation on report Final report (by Easter?) www.derby.ac.uk/iCeGS
Reflections on the project What schools are doing Why coastal? About the project Context www.derby.ac.uk/iCeGS
Oh I do like to be beside the seaside Coastal towns are special places. Lots of major advantages to living in them. However also lots of challenges. Research on coastal towns highlights aging populations high levels of migrant workers high unemployment seasonal work low earnings and high levels of deprivation www.derby.ac.uk/iCeGS
What adults told us I think that we do make the best of what s here, and obviously the regeneration in Margate is having a great effect, Ramsgate has definitely picked up. But it is not just here what is happening here is happening everywhere in terms of recession. We look really closely at the labour market and what is happening locally. It is a happy place to live, people often slate Thanet but we have got some fantastic universities, even at Broadstairs we have a campus. And there is Discovery Park where there are over 100 businesses where Pfzier used to be, and Pfzier have still got over 1000 employees so it s not that there are no opportunities locally. www.derby.ac.uk/iCeGS
What the adults told us A low percentage of parents attended HE and often even FE, and it is definitely poor on the cultural angle although to some extent the Turner has helped a bit with that. There is a certain amount of insularity in this area with everyone knowing everyone and I think there is a lack of new ideas. www.derby.ac.uk/iCeGS
What young people told us It is quite nice being on the coast, it s nice in the summer being so close to the sea and we ve got countryside nearby too. There are lots of jobs here. Like in the Westwood Centre. There are lots of shops. There are jobs in hospitals and schools. I want to come back to the cliffs. www.derby.ac.uk/iCeGS
What young people told us There is just nothing to do here, nothing for young people to do here . Can be bit boring, we ve not got really many big cities we ve only got Canterbury that s about it and that s not really even that big. I cannot wait to move away, but it wasn t really a bad place to grow up. I feel like there aren t really many great jobs round here so why should I stay around here, once you ve got a job it would be harder to leave in a way. Don t be a minority here it s such a close community in Thanet so people think that everyone is the same in Thanet, so if there is a different type of person they think they re too different. www.derby.ac.uk/iCeGS
Reflections on the project What schools are doing Why coastal? About the project Context www.derby.ac.uk/iCeGS
Why career guidance? Career guidance addresses: Awareness of and access to opportunities Aspiration and motivation The relationship between the individual and the community. Skills actualisation. Bill Law talks about holding on and letting go. www.derby.ac.uk/iCeGS
Good career guidance (Gatsby) A stable careers programme Learning from career and labour market information Addressing the needs of each pupil Linking curriculum learning to careers Encounters with employers and employees Experienced of workplaces Encounters with further and higher education Personal guidance www.derby.ac.uk/iCeGS
A stable careers programme Just over 80% of schools surveyed have a structured careers programme or policy. Want to improve this further and get more information in the student planners, with dedicated pages for them to complete at career interviews, this will then also be accessible to the parents. www.derby.ac.uk/iCeGS
Learning from career and labour market information All schools surveyed report that most students have access to information on further studies. 70% of schools state that most students routinely access information on work. 40% of schools report that most students routinely access labour market information. www.derby.ac.uk/iCeGS
I wanted to stay local The careers advisor takes you through all the different options like apprenticeships and HNDs and you say what areas you re interested in and then he reduces it down and then looks at the geographical location of options so I said that I wanted to stay more local so he looked at apprenticeships I could do and has been really helpful. www.derby.ac.uk/iCeGS
Addressing the needs of each pupil 88% of schools keep systematic records of the individual advice given to each student and subsequent agreed actions. All schools described pastoral support as something that focused on individual needs rather than developing specific programmes for personal issues e.g. teen pregnancy, substance abuse etc. www.derby.ac.uk/iCeGS
Linking curriculum learning to careers 70% of schools state that most students experience careers learning as part of PSHE. 35% of schools say that most students experience careers learning as a cross-curricular theme. 30% of schools report that most students experience careers learning embedded in other subjects. www.derby.ac.uk/iCeGS
Encounters with employers 23% of schools report that most students routinely take- up access to employer talks. Just under 40% say some students routinely take-up access to employer talks. Key role of brokerage organisations to make this happen. www.derby.ac.uk/iCeGS
Examples with employers We are hosting an inspiring the future event with 14 employers with small groups of students doing speed dating Q and A s. I have given them a starting point with questions but obviously encourage them to come up with their own. Cummings the engineering company are very engaged and do a lot of work with us. www.derby.ac.uk/iCeGS
Experiences of workplaces Just under 60% of schools report that most students have the opportunity to attend work experience. www.derby.ac.uk/iCeGS
Work experience Looking at the figures of work experience half of students at this school were unprepared or couldn t travel outside of the local area. Finance for families in this area, like a train fare, is an issue that has an impact on that for sure. As clich as it sounds I knew it just wasn t something for me I worked in a primary school as I thought that s what I wanted to do but now I know that I don t so I guess it was useful as it showed me that isn t what I want. www.derby.ac.uk/iCeGS
Encounters with further and higher education 65% of schools state that most students have the opportunity to attend learning provider talks. Just over 10% of schools report that most students have the opportunity to attend visits to other 16-19 learning providers. 23% of schools say that most students have the opportunity to visit universities or other HE providers. www.derby.ac.uk/iCeGS
The school has given us a lot of information The school has given us a lot of information about applying for sixth form and other options, we had two assemblies on how to apply for sixth form and we re also getting more assemblies on specific subjects we can take for A levels which is good as there are A level subjects that we can t take at GCSE so they re given us choices and tasters of what they are. www.derby.ac.uk/iCeGS
Personal guidance 75% of schools surveyed report that most students have access to professional career guidance. www.derby.ac.uk/iCeGS
He has been a really big help in helping me decide I would say the school and especially the careers advisors have been really helpful as I didn t know what I wanted to do for a long time and then the careers advisor asked what I was interested in, what jobs my family do, and what sorts of jobs or trades I might like and he sort of condensed it down and got it down to construction type jobs or something in sport and that s where it started for me and then that s when I went to do work experience with my cousin and decided what I wanted to do, so he has been a really big help in helping me decide what I want to do. www.derby.ac.uk/iCeGS
Reflections on the project What schools are doing Why coastal? About the project Context www.derby.ac.uk/iCeGS
High aspirations regardless We want young people to have high aspirations regardless of where you were born. Central to this is giving people encounters with employers. www.derby.ac.uk/iCeGS
Get out of here I m always aware of the need to be impartial but at the same time we want to encourage them to get out of here. www.derby.ac.uk/iCeGS
See the opportunities around you There are about 3000 businesses around Thanet. This includes big corporates like NHS, Phizer, Cummings. Beyond that there are not many with more than 200 employees. But the SME s are not all fish and chip shops. Some are very sophisticated. www.derby.ac.uk/iCeGS
We need a systemic change As we have the grammar school system around here that narrative ignores what happens to those that don t get in and are left behind. Kent is a rich county but in Thanet there are six of the most poverty stricken wards in the country, we need systemic change to improve the situation for these kids . www.derby.ac.uk/iCeGS
References Hooley, T. (2012). Progression in Kent: Schools taking charge. Maidstone: Kent Country Council. Hooley, T. (2015). Career Guidance and Inspiration in Schools (March 2015) (Policy Commentary 30). Careers England. Hooley, T. (2015). The Kent Model of Career Education and Guidance. Maidstone: Kent County Council. www.derby.ac.uk/iCeGS
In conclusion Growing up in a coastal town (like growing up anywhere) has its pluses and minuses. Opportunities can be limited, but they are there for those who know how to look. Career guidance can support young people to find opportunities and to think through holding on and letting go . There is some excellent provision in schools, but there is also room for development in line with the Gatsby benchmarks. There are a range of approaches and objectives which inform the approaches taken by professionals in coastal towns. www.derby.ac.uk/iCeGS
About me Tristram Hooley Professor of Career Education University of Derby www.derby.ac.uk/icegs t.hooley@derby.ac.uk @pigironjoe https://adventuresincareerdevelopment.wordpress.com/ www.derby.ac.uk/iCeGS
