Tim Edwards – IAG Manager. Economic Well Being in Ofsted Inspections. ‘Can we predict the future…?’. There is no reason anyone would want a computer in their home . – Ken Oulsen – Founder of the Digital Equipment Corp. 1977
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There is no reason anyone would want a computer in their home. – Ken Oulsen – Founder of the Digital Equipment Corp. 1977
By 1990, most people will be retiring at the age of 40, or thereabouts. – Dr. C . Evens, Science Fact 1978
Television won’t be able to hold on to any market. People will soon get tired of staring at a plywood box every night. Darryl Zanuck Film Producer 1946
Year 9s – aged 30 in 2026 & aged 45 in 2041
Number job changes per person today = 10 (probably 20 by then)
Growth in temporary contracts
Growth in self-employment (c.25% of workers by 2015)
Occupations not yet invented
Later retirement age (pensions at 70 or 75?)
So, how do we prepare young people for such a future?
85% of 18-35 year olds say their education did not prepare them for working life (Edge & YouGov)
66% of undergraduates say they did not receive enough career guidance in school (AoC survey)
66% of 20-30 year olds told Ofsted that school, college and university had failed to prepare them for their first job
Young people want more education about money, sex and………
job opportunities (Mori 2000 & 2004)
A survey for the Guardian found that 72% of employers were dissatisfied with school leavers’ business awareness……
The same survey found that 66% of employers were dissatisfied by school leavers’ self-management abilities……
A survey of SMEs found that 25% were unable to fill their job vacancies with people with the right attributes.
Many employers would prefer to recruit foreign workers……….
Make realistic choices for progression
Demonstrate the skills to enter employment
Understanding of the main changes
The concept of the labour market
Understand career motivations and pathways
Current Concerns …..
Effective business links
Evaluation schedule of judgements for schools inspected under section five of the Education Act 2005, from September 2009
Ensure inspection has a greater impact on school improvement
Better use of Ofsted resources….
Involve and inform parents and pupils to a greater degree
A revised framework of judgements
Refinement and change of emphasis especially around the ECM outcomes
Full set of grade descriptors to ensure more consistency
Greater focus on achievement and the well-being of different groups of pupils, equalities and safeguarding issues
This section contains seven emboldened judgements which, taken together, determine the summative judgement: Outcomes for individuals and groups of pupils. The seven judgements are:
the five Every Child Matters (ECM) outcomes
the pupils’ spiritual, moral, social and cultural development
This section starts with attainment and learning and progress, which are important elements of the judgement: How well do pupils achieve and enjoy their learning?
Inspectors should take account of their evaluation of the Early Years Foundation Stage, the sixth form and boarding provision when making their judgements.
Inspectors should evaluate:
the extent to which pupils develop their knowledge and understanding of the world of work and develop skills and personal qualities which will serve them well in education, training, employment and their future lives
the extent to which pupils understand their future options and develop aspirations.
Inspectors should take into account:
how well pupils develop wider skills and personal qualities such as working in teams, solving problems, organising activities and taking leadership roles
levels of punctuality
the extent to which pupils take an interest in, and pose increasingly sophisticated questions about the ‘real world’ and understand the importance of sustainable development
the extent to which pupils understand the opportunities available to them, develop aspirations and understand how to achieve them
the extent to which pupils are developing an understanding of managing money, economics and business appropriate to their age (for example, why there are different jobs, how they might decide what the ‘best buy’ is and notions of fair trade)
pupils’ views and those of parents and carers about how well the school prepares pupils for their future education, training and employment
Economic well-being (PSHEe)
Contexts to general subjects
PLTS – employability as a context
Diplomas and vocational/occupational courses
Have you made coherent sense of so many learning activities?
Confident you know what is going on in the school?
How can the learner understand the totality of the provision?
How do young people perceive the learning experiences?
Do they care how they learn and progress?
How do subject teachers and tutors perceive the activities?
How will employers perceive the outcomes?
They will want to see planned
evidence of the statutory Issues of…………
Decision making and planning skills
Transition skills or employability
They will want to see evidence of Activities………..
Visits to business premises
Contexts to general subjects
Recording achievement –
E. profiles/ILP’s etc
CAP (online, if in place in area )
Supporting Self Awareness
Individual Learning Plans – WHEH Locally developed
14-19 Learning Options and Routes Tutor Guides 09 – ‘NEW’
YPNAC / Partnership Agreements / Aimhigher activities
Interviews / Groupworks / Drop ins
Lesson Plans – CEGNET, ACEG…. ‘Ways and Choices….’
Progress Files – E-Portfolio or similar Real Game or similar
14-19 Strategic Partnership
Includes Chief Education Officer, Chief
Exec Chamber, 14-19 Lead LSC, Youth
Connexions, University of Hertfordshire,
Chair of WBL providers, Chairs of SAPGs
(Heads or Principals), FE, Special Schools
Strategic Area Partnership Groups
cover main Travel to Learn areas
and convene Diploma consortia.
Each has 14-19 co-ordinator, all local
Heads including Special Schools and
ESCs, LSC, Connexions, WBL
Partnership manager, FE
colleges, SIP area Manager, University
of Hertfordshire 14-19 Strategy
Diploma/other task groups
e.g. IAG for