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High quality and impartial CEIAG: making the 14-19 reforms work for learners

High quality and impartial CEIAG: making the 14-19 reforms work for learners. David Andrews Thursday 19 March 2009 Planning for Progression Connexions Derbyshire. Changing world of learning. 14-19 reforms Raising minimum age for leaving learning to 17 (2013) and then to 18 (2015)

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High quality and impartial CEIAG: making the 14-19 reforms work for learners

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  1. High quality and impartial CEIAG: making the 14-19 reforms work for learners David Andrews Thursday 19 March 2009 Planning for Progression Connexions Derbyshire

  2. Changing world of learning • 14-19 reforms • Raising minimum age for leaving learningto 17 (2013) and then to 18 (2015) • A level: four assessments, extended project, grade A* • Diplomas: 17 lines of learning by 2011 • Apprenticeships: expansion and entitlement • HE • Widening participation • Tuition fees, grants and loans

  3. Main features • Flexibility • New qualifications • Collaboration Personalised learning

  4. Personalised learning • Learners need to be helped to determine whether their chosen courses fit together into a coherent learning programme, and to identify what a particular programme might lead to and what progression routes/pathways it might foreclose “helping learners want what they need” • Using feedback from guidance to inform curriculum provision and planning(‘student voice’)

  5. IAG • “Critical to making the right choices is high quality and impartial IAG.”(Delivering 14-19 Reform: Next Steps, DCSF October 2008) • IAG arrangements important part of applications to pass through the Diploma Gateway • IAG helps to reduce the numbers of young people who might otherwise become ‘NEET’ • IAG raises aspirations, increases motivation and raises achievement • 22% of students starting HE courses do not complete (Commons Public Accounts Committee, February 2008)

  6. CEG and IAG Careers education and guidance (CEG) enables individuals to become effective planners and managers of their own progression through learning and work. IAG supports young people at key points of transition to help them make decisions about their future, and is also available at any time in their teenage years when they need help to deal with any issues they may be facing.

  7. Components of CEIAG • information about opportunities in learning and work • advice and guidance, linked to assistance with recording achievement, reviewing progress and individual learning planning • a planned programme of careers education • experience of work IAG extends beyond careers IAG, but includes careers guidance

  8. Careers education in a recession Choice • Review personal strengths, interests and areas to develop • Understand influences on career plans • Know about world of work • Research options in learning and work • Make decisions and plans • Know how to find and use sources of help and support Transition • Present self in writing and in interviews • Prepare for change

  9. CEIAG for 14-19 Young People • Information • on post-14 (KS4) options, post-16 options, post-17 and post-18 options • on progression routes • comprehensive, up to date, accessible • Guidance • linked to tutoring and mentoring • effective recording and referral • impartial(based on the needs of the learner, not the institution) • Careers education • how to use information and guidance

  10. The partnership approach Schools, colleges, work-based training providers • careers information • careers education • initial advice and guidance, and referrals to external service External IAG/Connexions service • careers guidance • support for careers information • support for careers education

  11. Implications of 14-19 reforms: learning providers • Enhance the information and guidance offered in Y9 • Continue to provide guidance (help with next steps), linked to tutoring and mentoring (help with current learning), throughout KS4 and post-16 • Link ‘in house’ guidance with the support from external provider of IAG/Connexions • Start careers education earlier, in Y7 & 8, and continue post-16 • Increase the emphasis on developing ‘self-help’ skills • assessing potential, learning styles, etc • skills to access and use information, advice and guidance • Link careers education to personal finance education (e.g. EMA, tuition fees, grants and loans)

  12. Careers Information • 14-19 on-line area prospectus(Routes Ahead) • teaching information/career exploration skills

  13. Cycle of individual support LEARNING ASSESSMENT TARGET SETTING RECORDING INDIVIDUAL ACTION PLANNING REVIEWING REPORTING GUIDANCE

  14. Tutoring and Guidance • Use tutorial sessions and progress reviews to: • provide initial guidance • diagnose guidance needs • identify referrals • Follow up guidance interviews in tutorial sessions and in mentoring sessions • transfer of information

  15. Coherence of documentation • Year 9 ILP • Y9+ Transition Plan • Year 11/Post-16 ILP • Progress File materials have gone but the principles and processes remain • e-portfolios/ILPs

  16. Curriculum organisation of careers education 11-16 • module(s) of careers education within a carousel • part of a tutorial programme • integrated ‘PSHEe’ course(careers education, PSHE, citizenship, work-related learning and enterprise, personal finance education) • ‘curriculum days’ • integrated into Diploma programme

  17. Revised secondary curriculum (personal, social, health and economic education)

  18. Career, work-related learning and enterprise framework Elements covering a range of learning opportunities, for all students 1. Recognise, develop and apply their skills for enterprise and employability 2. Relate their own abilities, attributes and achievements to career intentions, and make informed choices based on an understanding of available options 3. Develop awareness of the extent and diversity of opportunities in learning and work 4. Use their experience of work to extend their understanding of careers and work

  19. Career, work-related learning and enterprise framework 5. Learn from contact with people who work 6. Learn about how and why businesses operate 7. Learn about working practices and environments 8. Undertake tasks and activities set in work contexts 9. Engage with ideas, challenges and applications from the business world

  20. Assuring quality • Local quality awards(Career Mark)Have learning providers got the right things in place? • Learning outcomes for CEG(National CEG Framework 11-19)Are learners gaining the right knowledge and skills? • Quality Standards for Young People’s IAG(DCSF, October 2007)Are we doing the right things and working together?

  21. Quality Standards implementation User Guide, including audit tool and examples of good practicewww.cegnet.co.uk (Home page) DCSF IAG consultancy service to diploma consortia (managed by igen):free and voluntary audit report and recommendationsIAG Improvement Grants (£5,000 per consortium)

  22. Education and Skills Act 2008 • Raising participation age • LA must have regard to the Quality Standards for Young People’s IAG • Schools must be impartial when providing careers information and careers education Statutory guidance for schools

  23. Leading and Managing CEIAGin Schools • Advising SLG on policy, priorities and resources • Managing careers and related information • Planning careers education • Training of teachers and tutors • Monitoring teaching and learning in careers education • Liaising with tutorial managers and mentors • Referring to PAs • Liaising with external agencies • Reviewing and evaluating IAG and careers education, preparing development plan • Reporting to SLG and governors • Managing work of support assistant • Maintaining own CPD

  24. Workforce re-modelling • Effective leadership and management of IAG and career development requires a leader/manager/co-ordinator and an administrator • The leader may be a teacher, or someone from another professional background • Key issues: • induction • appropriate professional development • sufficient resources • active management support • place within PSHEe team

  25. Organising the co-ordinating rolein school management structures • Single role of CEIAG Manager • Sharing functions among several middle leaders • Making functions part of a larger role • Leader for CEIAG within a ‘personal and career development’ department/faculty

  26. Professional development for CEIAG: learning providers • Training for coordinator/manager • IAG and careers education • curriculum leadership and management • Training for teachers of careers education • institution-based • Training of tutors providing IAG • knowledge and understanding of opportunities and progression routes • information and advice skills • Information briefings for all staff • 14-19 options, qualifications and progression routes • local provision

  27. Support • www.cegnet.co.uk • www.iagworkforce.co.uk • Local support (Connexions Derbyshire) • consultancy support • curriculum review and evaluation • programme development • advice on resources • INSET • networking • SSAT Diploma Support Programme IAG Champions • PSHE: Economic Wellbeing regional subject advisers • LSIS IAG in FE Champions

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