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Mohammad Haroon. IGEN – Good Practice Event 4 November 2009.

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mohammad haroon

Mohammad Haroon

IGEN –

Good Practice Event

4 November 2009

slide2
“It is as if people nowadays embarked on their life journeys without reliable maps, all in private motor cars rather than the trains and buses in which entire classes once travelled together… These “cars” in which individuals travel don’t all have equally powerful engines. …Some have to travel by bicycle or on foot. But everyone has to take risks.”

K Roberts: Youth Employment in Modern Britain

context
Context

• By 2020 there will be 3 million fewer low skilled jobs in Britain than there are today

• Over 40% of all jobs in 2020 will require a graduate level qualification

• Today’s learners will have more than 10 jobs by age 38

• Britain will need 324,000 more scientists and engineers by 2014

• In the past 10 years there have been 12 jobs created in the knowledge industries for every 1 created elsewhere

The top 10 jobs that will exist in 2010 did not exist in 2004

slide4
“Much of the time IAG relies on the ‘matching model’, formulated in the first decade of the 20th century. This model works on the basis that it is possible to identify people’s traits and, from these, careers to which they are suited. Yet people do not necessarily want to be matched. They want to find the information for themselves and talk to people with experience in careers in which they might be interested. They are open to being inspired.”

Skills Commission (2008)

iag strategy main themes
IAG Strategy: Main themes

IAG must:

  • be responsive to a changing world
  • raise aspirations and drive social mobility
  • help to overcome barriers to progression
  • challenge stereotypes
  • excite and inspire young people by showing them what they can achieve.
iag strategy main themes cont
IAG Strategy: Main themes cont.

IAG is a process, not an event. It involves

  • doing more to help parents and carers to support their children
  • making better use of the potential of mentors
  • exploiting the opportunities afforded by new technologies
  • engaging employers more effectively and improving the quality of work experience
  • developing better school/HE links

Local authorities must provide strategic leadership locally

iag strategy key announcements
IAG Strategy: Key announcements
  • Extension of statutory duty to deliver careers education to age 18 (paragraph 2.5)
  • New IAG Guarantee - to be embedded within the Pupil and Parent Guarantees (1.22)
  • New Task Force on the careers profession (2.13)
  • Economic wellbeing to feature in the primary curriculum (2.17)
  • Quality and effectiveness of local authorities delivery of IAG to be reviewed in 2011 (1.16)
  • £10m IAG fund to be made available (4.8)
statutory guidance impartial careers education
Statutory Guidance: Impartial Careers Education
  • Education and Skills Act 2008. Schools must provide impartial careers education and have regard to Guidance
  • April – June: Consultation on Statutory Guidance
  • Oct 26th: Guidance published. Key components:
    • Principles of Impartial Careers Education
    • “Key Information” on 14-19 pathways
    • Annex C - “Issues for head teachers to consider in providing high quality carers education”
resources pack
Resources Pack
  • Briefing notes for careers co-ordinators, Governors and for other staff
  • Classroom materials. (Including materials to help teachers to provide the “Key Information” on all post-16 pathways)
  • DVD for pupils illustrating the different post-16 pathways
  • DVD to help parents/carers understand better the range of post-16 options and where they can go to for further information and advice
  • Materials to help head teachers to audit the quality of careers education provision within their school
  • A “model agreement” to help schools work more effectively with their local Connexions service
vision
Vision
  • Senior leaders are committed to overseeing a “whole school” approach to ensuring that young people receive the help and support they need
  • The Careers/IAG workforce receives the training and support needed to perform effectively
  • The school collaborates effectively in local partnerships (i.e. with other learning providers, Connexions etc.)
  • Parents/carers are helped to support their children
  • Information about learning and work pathways is embedded into the wider curriculum
  • Careers Education programmes are built on strong links with employers and use mentoring, experiential learning etc. to engage and inspire young people
  • Equality of opportunity is promoted and stereotypes are actively challenged.
slide14

1. Empowers young people to plan and manage their own futures

Schools will meet this principle if young people:

1.1 are able to investigate opportunities for learning and work on their own

1.2 are able to interpret information and to identify partiality and bias

1.3 make challenging but realistic plans for their future learning and work

1.4 recognise barriers to the achievement of their plans and understand how

these can be overcome

1.5 are able to review and adapt their plans in the light of changing personal,

educational, social and economic circumstances

1.6 feed back that they have the skills that they need to plan and manage their careers.

key information
Key Information
  • Sets out questions on post Key Stage 3 and post 16 learning options to which young people need answers if they are to make informed choices. (Answers provided in Resources Pack.)
  • Covers
    • Apprenticeships
    • Diplomas
    • Foundation Learning
    • GCSE’s/A levels
    • Part time learning/training
    • Higher education
    • Current “stand alone” qualifications
look out for
Look out for….
  • Careers Co-ordinator research published
  • Resources Pack published
  • National College Regional Conferences
  • Consultation on Directions and Strategic Guidance for Local Authorities
  • Invitation for bids for IAG projects under Youth Sector Development Fund grant competition
  • CWDC/LLUK review of qualifications for career specialists
  • Taskforce reports
  • All secondary schools pupils are supported by a Personal Tutor
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