Enhancing Career Guidance in Schools and Colleges with Gatsby Benchmarks
UK-wide professional body, the Gatsby Charitable Foundation, promotes career development services and professional standards. Good career guidance is vital for students' informed decision-making and social mobility. Research on career guidance in schools, visits to multiple countries, and the importance of embedded career education programs are highlighted. The need for tailored guidance addressing individual student needs is emphasized.
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Introduction to the Gatsby Benchmarks and their importance in engaging with schools/colleges Jan Ellis Chief Executive
UK-wide professional body for the career development sector Membership: over 4,250 members Key aim: To support and encourage the delivery of high quality career development services, through our work to develop the careers workforce Strong focus professional standards and development; custodian of the UK Register of Career Development Professionals Lifelong career development for all: careers services that work for everyone
Promoting professionalism: UK Register of Career Development Professionals (1575) 2019 Year of Undertaking and Sharing Research Building political and policy influence and partnership working Ownership of the National Occupational Standards NOS: CD Creating a new jobs board for the sector Careers in Careers Establishing a Career Development Pathway for the sector Delivering a broad programme of CPD, including free webinars Increasing member value through the website and members area Establishing the CDI Academy offering L4 L7 qualifications Celebrating success through the UK Career Development Awards Trusted partnerships with the DfE; C&EC; Gatsby Foundation
Good career guidance helps inspire students; it helps them to make informed decisions and is important for social mobility Career guidance in English schools was inadequate 2013 Ofsted report highlighted it as patchy and unsatisfactory in 5:6 schools Gatsby Charitable Foundation research what does good career guidance look like? Visited 6 countries Netherlands; Germany; Honk Kong; Finland, Canada and Ireland Literature research English school visits
Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers. 1. A stable careers programme 2.Learning from career and labour market information Every student, and their parents, should have access to good quality information about future study options and labour market opportunities. 3.Addressing the needs of each student Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. 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. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths. Every student 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. 5.Encounters with employers and employees 6.Experiences of workplaces Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. All students 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. 7.Encounters with further and higher education Every student should have opportunities for guidance interviews with a qualified career adviser, who could be internal (a member of school staff) or external. These should be available whenever significant study or career choices are being made. 8.Personal guidance
from January 2018 all schools and colleges expected to use the Gatsby benchmarks to review and improve careers provision (Compass software tool is a useful starting point) by September 2018 schools and colleges expected to publish details of their careers programmes to young people and their parents every school and college should have a named careers leader C&EC to co-ordinate support for schools and colleges across all eight benchmarks investment fund of 5m, to support the most disadvantaged pupils ( 2.5m support personal career guidance) 20 Careers Hubs across the country, each supported by a Gatsby Co-ordinator from the CEC. (Another 20 Career Hubs announced in 2018.)
during 2018 and 2019 training for careers leaders available and funded for initially 500, and now 1400 schools and colleges improved destination data to be made available new approaches to careers provision to be tested: for encouraging young people, especially girls, to consider STEM jobs in primary schools for young people who are disadvantaged or vulnerable, e.g. with SEND 2.5M Personal Guidance Fund by the end of 2020 schools should offer every young person seven encounters with employers at least one a year from Y7 to Y13 colleges should offer every learner at least two meaningful encounters with an employer each year at least one should be related to their field of study There will be a new, improved NCS website
Schools must ensure that there is an opportunity for a range of education and training providers to talk to pupils from Y8 to Y13 about approved technical education qualifications and apprenticeships. [effective from January 2018]
Summary: Implications for roles and labels Before Gatsby After Gatsby Careers co-ordinator Careers leader Careers education, information, advice and guidance (CEIAG) Career guidance Career(s) guidance Personal guidance Career(s) education career education? career learning? career development?
Benchmark 7 - All students 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 Big ticket issues for government: Social mobility; demographics and deprivation Low productivity; STEM Brexit Careers Strategy targets Gatsby Benchmarks to be achieved by end 2020 Continued political and economic uncertainty The careers guidance system remains fragmented and drastically underfunded Skills shortages in the careers sector too few qualified careers advisers Should HELOA be looking to form new alliances?
