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#CEIAGConfOxon
Emily Smith IAG Development Officer
Oxfordshire County Council Welcome
#CEIAGConfOxon
Janet Johnson Strategic Lead for Vulnerable Learners
Oxfordshire County Council Introduction to the Day
Steve Stewart OBE Careers England
The National Context
Deirdre Hughes OBE Warwick University
Nick Chambers Education and Employers
Careers Matter
Paul Chubb MBE The Boundary Partnership
Quality Assurance
“SIMPLIFYING, CLARIFYING & RATIONALISING QUALITY ASSURANCE FOR CEIAG “
OXFORDSHIRE
January 31st 2017 *******************************************
http://www.qualityincareers.org.uk
PAUL ANTHONY CHUBB, MBE Organising Secretary of the Quality in Careers Consortium
And Director for The Quality In Careers Standard
07976 575536 [email protected] ************************************************
TO START WE NEED TO RECAP WHERE WE ARE TODAY
COMPARISON WITH AD 50-60
14000 Parishes in
England & Wales
NOURISHING……..OUR 3000 PLUS SCHOOLS AND US….WE ARE ON A MISSION
THE CAREERS PROFESSION TASK FORCE CHAIRED BY DAME RUTH SILVER
OCTOBER 2010 “TOWARDS A STRONG CAREERS PROFESSION”
HTTP://WEBARCHIVE.NATIONALARCHIVES.GOV.UK/20130401151715/HTTPS://WWW.EDUCATION.GOV.UK/PUBLICATIONS/EORDERINGDOWNLOAD/CPTF%20-
%20EXTERNAL%20REPORT.PDF
RECOMMENDATION 10:
The Task Force Recommends That An
Overarching NATIONAL KITE MARK
Should Be Established
To Validate The Different
CEIAG QUALITY AWARDS
For Schools, Colleges
And Work-based Learning Providers.
THE EDUCATION ACT 2011 – HOW THE STATUTORY DUTY FOR SCHOOLS
TO ‘SECURE ACCESS TO INDEPENDENT CAREERS GUIDANCE’ IS PHRASED ON FACE
OF THE ACT
[5] Careers Guidance Provided To Pupils At A School Is Independent For The Purposes Of This Section If It Is Provided Other Than By—
• (A) A Teacher Employed Or Engaged At The School, Or
• (B) Any Other Person Employed At The School
The Act therefore requires SCHOOLS to be COMMISSIONERS of Careers Guidance not providers of it (that’s not to say they will not provide SOME of it, but the new DUTY is to secure external Careers Guidance in addition to whatever a school provides internally)
1. In 2011/12 we worked to establish this as NATIONAL VALIDATION
FOR ENGLAND’S DEDICATED CEIAG QUALITY AWARDS which
accredit the FOUR components of CEIAG
• Careers Education
• Careers Information
• Careers Advice &
• Careers Guidance
2. The Quality in Careers Standard © is owned by and overseen by
the QUALITY IN CAREERS CONSORTIUM BOARD
• Established in January 2012
• Initially chaired by Dame Ruth Silver, now by Dr. Barrie Hopson
Details of the founding members of the Consortium (including AoC,
ASCL & NAHT), who serves on the Board and of the National
Validation team are on the Quality in Careers website
http://www.qualityincareers.org.uk
• Our Approach to national validation: NO COMPROMISES
The ELEVEN CEIAG QUALITY AWARD providers which have met the 15 National Validation criteria :
1. C & K Careers Quality Standard 2. Career Connect CEIAG Award 3. Career Mark 4. Inspiring IAG 5. Investing in Quality (Cambridgeshire CEIAG
Award) 6. Investor in Careers 7. Quality Award in CEIAG (Prospects) 8. Recognition of Quality Award for CEIAG
(Essex) 9. Sheffield City Region CEIAG Award 10. Future Focus (Staffordshire ENTRUST CEIAG
Award) 11. Stoke on Trent CEIAG Award
WHAT DO DEDICATED CEIAG QUALITY AWARDS DO?
• Act as a DEVELOPMENT TOOL for schools and colleges to
identify: • what they do well,
• what do not so well, • put in place action plans to address areas of need • Uniquely assess the quality of all 4 aspects of CEIAG
against rigorous externally-determined national measures • All external assessors are occupationally competent CEG
specialists: • over 100 of them across England
• Confirm to parents, employers & the community at large
that: • the school/college not only takes CEIAG seriously
• but also has been assessed externally • and is assured they are doing the BEST of practice in the
country
WHAT DO WE ASSESS? OUR SEVEN TESTS FOR
SUFFICIENCY : Every School Needs To Address & Therefore Every Awarding Body Must Assess
1. Providing effective leadership, management and promotion of
career-related learning and careers guidance provision
2. Ensuring appropriate initial staff training and continuing professional development (CPD)
to secure the competency required of all staff
3. Providing a planned and progressive programme of careers, employability and enterprise education
in the curriculum
4. Securing independent and impartial careers advice and guidance
5. Working with employers and other external partners (e.g. employer engagement)
and agencies such as FE, WBL & HE
6. Involving and supporting families and carers
7. Monitoring, evaluating, & measuring the impact of careers provision
(including evidence of learning outcomes and progression)
OUR DEDICATED CEIAG QUALITY AWARDS:
VOLUNTARY TAKE-UP BY JANUARY
2017
OVER 1100 SCHOOLS/COLLEGES across England
• now hold or are working towards
• one of these dedicated CEIAG quality awards
• which comply with national Quality in Careers Standard criteria
• This includes over 30% of England’s State Secondary Schools
• and 30% of our Sixth Form Colleges
OUR SHARED MISSION : To Persuade Heads & Principals
To “DO WHAT IS RIGHT” = 3 Wise Choices
Organisations which meet
THE MATRIX STANDARD
for advice and guidance for learning and work
SPECIALIST CAREERS ADVISERS
who are qualified and competent to provide
independent and impartial Careers Advice and
Guidance (QCF level 6 in Career Development/Guidance)
WHAT DOES DfE SAY NOW? REVISED STATUTORY
GUIDANCE
DIRECT EXTRACT FROM “Careers Guidance and Inspiration in Schools” MARCH 2015
https://www.gov.uk/government/publications/careers-guidance-advice-for-schools
Evaluation and monitoring of advice and guidance Quality assurance and feedback
Paragraph 67. In Developing Careers Provision For Pupils, There Are Currently Three Aspects Of Quality Assurance That Schools Should Take Into Consideration:
1. The quality of the school careers programme. The Government recommends that all schools should work towards a quality award for careers education, information, advice and guidance as an effective means of carrying out a self-review and evaluation of the school's programme. The national validation, the Quality in Careers Standard, will assist schools to determine an appropriate quality award to pursue.
2. THE QUALITY OF INDEPENDENT CAREERS PROVIDERS. The recognised national quality standard for information, advice and guidance (IAG) services is the matrix Standard.
To achieve the Standard, organisations will need to demonstrate that they provide a high quality and impartial service. Schools can access an online register of organisations accredited to the matrix Standard.
3. THE QUALITY OF CAREERS PROFESSIONALS WORKING WITH THE SCHOOL. The Career Development Institute has developed a set of professional standards for careers advisers, a register of advisers holding postgraduate qualifications and guidelines on how advisers can develop their own skills and gain higher qualifications.
The main qualifications for careers professionals are the Qualification in Career Guidance (QCG) (which replaced the earlier Diploma in Careers Guidance) and the Level 6 Diploma in Career Guidance and Development. Schools can view a register of careers professionals or search for a career development professional who can deliver a particular service or activity.
“Good Career Guidance” (The Gatsby Charitable Foundation, 2014)
http://www.gatsby.org.uk/education/programmes/good-career-guidance
The welcome GATSBY BENCHMARKS describe the components (BENCHMARKS 2-7) of a STABLE CAREERS PROGRAMME (BENCHMARK 1).
Our national validation criteria (1.1-1.7) for the QUALITY IN CAREERS STANDARD DEFINE the organisational, professional and curriculum development and accountability processes that underpin quality and thus must be measured and assessed by CEG specialist assessors working for the 12 CEIAG Quality Award providers
Gatsby involves very helpful self-assessment, but we affirm that
• only with external assessment of the quality of CEIAG
• by a nationally validated CEIAG quality award can a school (& critically its cohort of PARENTS) be
confident that it provides the quality of the best for all of its
students.
THE HOUSE OF COMMONS
The Business, Energy & Industrial Strategy Committee
and The Education Committee have established a
Joint Sub Committee on EDUCATION, SKILLS & the ECONOMY
Its first report, published in July 2016 was on
‘careers education, information, advice and guidance’ ://www.publications.parliament.uk/pa/cm201617/cmselect/cmese/205/20501.h
tm http
Paragraphs 52 & 53 related directly to the QUALITY IN CAREERS
STANDARD,
the 12 CEIAG Quality Awards and the ‘matrix Standard’.
Basically the Committee said it was “complex” and “confusing”
and they recommended
MERGER of the Quality in Careers Standard & matrix
And bringing the 12 Awards together as one.
THE QUALITY IN CAREERS CONSORTIUM’S RESPONSE
Was A Joint Paper With
Assessment Services, CDI And Careers England
published in August 2016
“IMPROVING CAREERS SUPPORT FOR EVERYONE IN
ENGLAND”
We set out why that Joint Sub-Committee recommendation was
flawed.
Our joint response was made public and sent to DfE.
1st November 2016 the DfE issued HMG’s formal parliamentary
response
to the Joint Sub-Committee report
http://www.publications.parliament.uk/pa/cm201617/cmselect/c
mese/757/757.pdf
Included in HMG’S RESPONSE was section 9 (page 11)
accepting our line and rejecting the proposed merger with
matrix
But ACCEPTING the Committee’s call to
simplify, clarify and rationalize
CEIAG QA arrangements in schools.
OUR PLANS for the next stage of CEIAG Quality
Assurance
We are ALL agreed that we need greater brand clarity and therefore brand recognition.
We need a much simpler ‘how do we describe this in the LIFT?’ regime.
The Consortium has reviewed in detail a number of options
which we might seek to pursue with MINIMAL COSTS
involved.
We have concluded that the
simplest and most cost-effective option is
to move to a way of enabling
the 12 current award providers to become
AWARDING BODIES for the QUALITY IN CAREERS
STANDARD
as the sole public-facing award brand
WHAT ARE WE WORKING TO ACHIEVE?
Greater Simplicity
in the eyes of schools, of school leaders, governors, parents and
politicians.
School leaders tells us that they are well-used to choosing
which EXAMINATION BOARD to utilize for GCSE & A LEVEL.
The key is they are choosing GCSE & A LEVEL not the name of the
Board providing this (they value choice of offering from different
Boards)
– and all Examining Boards are regulated.
So our objective is for the SINGLE public-facing BRAND
to be “The QUALITY IN CAREERS STANDARD”
as the award a school would achieve
with a choice of 12 regulated awarding bodies.
The awarding bodies would be free to trade as they are named now.
HOW CAN THE DfE MINISTER HELP?
• Be assured that we have kept the DFE Careers Team
of officials aware of our discussions and potential
plans.
• We in turn hope the Minister might move in his
proposed revised Statutory Guidance from
‘recommending’ schools should achieve and maintain
a CEIAG QUALITY AWARD
to ‘STRONGLY RECOMMENDING’
• And support schools to do so through a dedicated
‘careers premium’ of say at least
£1000 per school per annum
• provided they commit to achieve and maintain the
Quality in Careers Standard
“SIMPLIFYING, CLARIFYING & RATIONALISING QUALITY ASSURANCE FOR CEIAG”
“THE QUALITY IN CAREERS STANDARD” • Available across the whole country • Provided by 12 awarding bodies regulated by the Quality in Careers
Consortium • www.qualityincareers.org.uk
*******************************************
“SIMPLIFYING, CLARIFYING & RATIONALISING QUALITY ASSURANCE FOR CEIAG “
OXFORDSHIRE January 31st 2017
*******************************************
http://www.qualityincareers.org.uk
PAUL ANTHONY CHUBB, MBE Organising Secretary of the Quality in Careers Consortium
And Director for The Quality In Careers Standard
07976 575536 [email protected] ************************************************
Break Until 12pm
Refreshments Available in the Exhibition Hub
#CEAIGConfOxon
Department for Education (via Emily Smith)
Destinations Data
Destination Measures
• % of students continuing their education or training, going into employment, or NEET
• Uses data the DfE already receives
• Two measures: KS4 and KS5
• ‘Sustained’ destination = for 2 terms after leaving
• Published annually by DfE and used by Ofsted
• Available to parents and students
Latest Experimental Release (Aug 2014 leavers)
Key Stage 4
• 91% were in a sustained EET destination (92% in Oxon)
• 4% went into apprenticeships (5% in Oxon)
• 1% of activity was not captured by the measure (2% in Oxon)
Key Stage 5 - those who entered a Level 3 course
• 79% were in a sustained EET destination (69% in Oxon)
• 5% went into apprenticeships (3% in Oxon)
• 13% of activity was not captured by the measure (21% in Oxon)
→
Developing the Measures
• Include data from DWP and HMRC
• KS4 destinations will be a headline performance measure
• Expand KS5 measure – include qualifications below Level 3
• Produce the data earlier
Links to CEIAG
• Quality assurance
• Accountability
• Informing choices on where to study next
Where to find your data
• Destination measures are published on Gov.UK https://www.gov.uk/government/collections/statistics-destinations
• If you require local destination data the EET Service can help. Contact: [email protected]
Jan Ellis Career Development Institute
CEIAG Workforce Developments
Jan Ellis, Career Development Institute
UK-wide professional body
Almost 5,000 members
Strong focus on individual members Also membership categories for School Affiliates and Organisations
2017 – Year of Advocating on Behalf of Our Profession
Key aim: To support and encourage the delivery of high quality career development services, through our work to develop the careers workforce.
1. Professional body for the Career Development Sector – Career: education; guidance; development; coaching; consultancy; management
2. Defining, developing, maintaining and upholding standards
3. Developing technical and ethical competence through Awarding Body role (QCG/QCD) and CPD
4. Guarding against incompetence, incapacity and unethical behaviour
5. Supporting the next generation - attracting new people to the sector and qualifying new entrants
6. Raising the profile of the profession
Membership – almost 5,000
Promoting professionalism:
UK Register of Career Development Professionals (1250)
2017 ‘Year of Advocating on Behalf of our Profession’
Building political and policy influence and partnership working
Ownership of the National Occupational Standards NOS
Creating a new jobs board for the sector – Portico
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
Training of Career Advisers
1. Qualification in Career Guidance → 2017 Qualification in Career
Development
7 universities in England and Scotland; 2 new centres in 2017; part of new undergraduate
degree from 2017
Set the sixteen Learning Outcomes which must be covered to achieve the QCD
A Blueprint of Learning Outcomes for Professional Roles in the UK Career Development
Sector (CDI website)
2. Level 6 → To be reviewed and updated end of 2017
CDI Academy – New OCR Centre planned for spring 2017 offering Level 6 in Career
Guidance and Development
2016 Roles in schools are changing
Career Teacher is role is changing
New Career Leader role emerging – not a new profession but
part of the wider careers profession
CDI is working to professionalise the role – see CDI Briefing:
Careers Leaders in Schools
Link Governor Advocate for CEIAG Support and challenge
Senior Leader Overall responsibility for Assistant Head CEIAG Deputy Head Line manager for Careers Leader
Careers Leader Day-to-day leadership Teacher; CA or and management other professional Middle leader
Careers Administrator More routine organisation Support staff and Administration
Leadership
1. Advising senior leadership on policy, priorities and resources
2. Reporting to senior leaders and governors
3. Reviewing and evaluating CEIAG and the work of partners/career adviser
4. Preparing and implementing a CEIAG development plan
Project management
5. Planning schemes of work for career education
6. Briefing and supporting teachers of career education and tutors
7. Monitoring teaching and learning in careers education
8. Monitoring access to, and take up of, career guidance
Line management
9. Managing the work of the careers administrator
Coordination
10. Managing the provision of careers information
11. Liaising with PSHE leader and other subject leaders to plan career education
12. Liaising with tutorial managers, mentors, SENCO and head of sixth form to identify pupils needing guidance
13. Referring pupils to career advisers
Networking
14. Establishing, maintaining and developing links with employers, apprenticeship providers, F&HE
15. Establishing and developing links with employers
16. Negotiating SLA with the local authority
17. Commissioning career guidance services
Accredited routes L6 Certificate in Career Leadership – 3 units at L6 with certificated
awarded by the CDI
HE based certificates and diplomas
National pilots Teach First CELP (15 schools 2015-16; 48 schools 2017-18) – Key
questions: is this scalable? How long might this take?
Non-accredited short courses Run by CDI; LAs; career companies and commercial providers
A national programme delivered locally
1. CEIAG advisers based in LEPs supporting CEIAG development in the LEP area – could include Gatsby facilitator and workforce development role, working alongside Enterprise Coordinators
2. Government bursary scheme to incentivise: Training of career advisers People who have NVQ L4 to achieve the three units at Level 6 →
registration and recognition as registered career development professionals
3. Investment in capacity building in schools: Speed-up and invest in the training and accreditation of career
leaders Make development funding available to schools for two years linked
to the QiCS – Quality Awards.
Panel Discussion
Question and Answer Session with our Speakers
Ruth Ashwell National Citizen Service
Building on CEIAG
National Citizen Service
• NCS relates to CEIAG
• 1000+ young people 16-17 in Oxfordshire over 2017
• Young people from range of backgrounds and abilities
• Programme supports development; building confidence, independence, sharing with peers, team building and much more
• Useful opportunity after year 11 to build on CEIAG, think about the future.
• A supportive opportunity for young people to:
– think through what’s next - consolidate choices made or consider other options
– develop EET plans if they are still undecided
– talk to peers, professionals in a range of fields and NCS staff
• NCS is an OPPORTUNITY
National Citizen Service
Simon West NCS Champion School Awards
Lunch Until 2:00pm
Exhibition Hub and Lunch in the Dinning Room #CEIAGConfOxon
Steve Stewart OBE Careers England
Introduction to the Afternoon Speakers
Deborah Parkhouse and Verity O'Hara
Young Carers Service
Supporting Young Carers to Reach Their Full Potential
Eleanor Stone and David Glover Joint Housing Team
Challenges for Homeless Students and Those Living Independently
Evaluation and Next Steps
Evaluation
• Tell the person next to you your answers to Q13 and Q14 on the evaluation form
• Before you leave at the end of today, please complete the rest of the form and hand it in on your way out of the lecture theatre
Janet Johnson Strategic Lead for Vulnerable
Learners
Closing Remarks