162x Filetype PPTX File size 0.84 MB Source: www.educationandemployers.org
This presentation • Action research project conducted in two schools in East London 2013-14 Funded by Greater London Authority Aim: to enhance careers work for years 7-9. • Arguments: There is much that schools can do, through internal change, to enhance their school-based careers programme. The new arrangements have left schools with requirements they have neither the funding, experience, expertise nor networks to fulfil. Recommendations. Definitions • Careers Guidance often used as a catch-all term • Guidance is understood as support provided normally on a one-to-one basis to support individual transitions and decision-making. • Careers education provides the wider context for this guidance, and can include Labour Market Information, a wider understanding of training and study routes and job families (related roles in a given field), decision-making processes, career management skills Benefits of Careers work Benefits to young people Benefits to the labour Social equality benefits market • Education and vocational • • Where there skills shortages decisions remain highly Help students navigate • gendered, classed and raced complex array of education Countering aspirations • options mismatch Potentially including • • Building career management employers Raises motivation and achievement skills • Raising participation age Current political situation The Education Act 2011 Funding mostly withdrawn Schools not provided with handed over responsibility from local authorities and any extra funds to fulfil this for careers work to schools Connexions statutory requirement Schools can choose whether to commission from the Local Authority, from private Market in CEIAG providers, take CEIAG provision in-house, or a combination of these Implications Education Education independent impartial versus independent impartial versus guidance guidance Employer Employer Qualified staf engagement Qualified staf engagement
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