Impartial Careers Education:Statutory GuidanceThe Education and Skills Act 2008 requires local authority maintainedsecondary schools, in discharging their statutory duty to provide careerseducation, to provide impartial information and advice which promotes thebest interests of pupils and which does not seek to promote the interests ofthe school over other options. It also requires schools to have regard toguidance issued by the Secretary of State when complying with their careerseducation and guidance duties. Draft “core” statutory guidance is attached forconsultation.It has three components. an introductory section which sets out the context and rational forthe guidance eight “Principles” of impartial careers education. (These includeshort outcome focussed statements that clarify the Principles andhelp schools to understand if they have been met) “key information” on 14-19 learning options that schools areexpected to provide to all young people.It is intended to issue additional supplementary guidance alongside the “core”guidance”. This “supplementary” guidance will be developed over the nextfew months and will include good practice guidance and classroom resources.It will be subject to regular review in the light of feedback from schools andother stakeholders. This approach allows us to provide concise core statutoryguidance, which will retain its currency over a longer timeframe whilstensuring that schools have access to the more detailed and fast changinginformation and support that they need to deliver the core guidance.1
1. IntroductionWhy is impartial careers education important?Effective, impartial careers education underpinned by high quality personalisedinformation, advice and guidance is a key pillar of the Government’s plans to raisethe age of participation in learning.Impartial careers education provides young people with the knowledge and skills thatthey need to self-manage their learning and careers and to make informed choicesthat take account of their personal abilities, needs and preferences. It is motivatingand it raises aspirations - by providing clear goals and by encouraging young peopleto participate in learning and to attain qualifications that reflect their potential.“Careers education and guidance was deemed to be most effective when it wascomprehensive and impartial There appeared to be an association betweenschools in which effective careers education and guidance provision was inplace and the schools in which young people seemed to be thinking throughtheir choices more rationally, weighing up all the information they received .In contrast, young people in schools which did not appear to have such supportstrategies and careers education and guidance provision in place were morelikely to have varied approaches to decision making, to change their mindsabout their decisions over time, and to have mindsets that reflected a “comfortseeking” or “defeatist” approach to decision making.”1What is the background to this guidance?Many schools provide high quality, impartial careers education. But research pointsto some schools promoting their own learning provision and not acting impartiallywhen helping students make decisions about further learning and work.“There is strong evidence that many schools provide slanted and partialevidence on post-16 options”2“Schools, particularly those with sixth forms, often actively promote post-16academic routes, compared to other forms of post-16 provision which weremuch less clearly promoted”3“Evidence shows that teachers in 11-18 schools sometimes lacked impartialityby encouraging their students to stay at their school sixth forms.”41“How do Young People Make Choices at 14 and 16?” Sarah Blenkinsop, Tamaris McCrone, Pauline Wade and MarianMorris. National Foundation for Educational Research. 2006.2The Nuffield Review of 14-19 Education and Training. Briefing Paper 4. Susannah Wright. Available to download atwww.nuffield14-19review.org.uk3The Influence of the School in the Decision to Participate in Learning Post-16. Nick Foskett, Martin Dyke and Felix Maringe.School of Education, University of Southampton. DfES Research Report RR5384How do Young People Make Choices at 14 and 16? Sarah Blenkinsop, Tamaris McCrone, Pauline Wade and Marian Morris.National Foundation for Educational Research. 2006.2
This can be damaging for young people. It can lead to course switching and to dropout and to lost potential. We want all young people to have the best possible supportso that they progress and achieve to the best of their abilities.What should head teachers do?Schools are responsible for structuring their workforce to meet the needs of theirpupils and communities and they organise their delivery of careers education andtheir wider provision of information, advice and guidance (IAG) in many differentways. But the most effective schools take a “whole school” approach to providingyoung people with the help and support that they need. They also engage activelywith parents/carers (who remain the single most important influence on youngpeople’s learning and on their career choices) providing them with the informationand advice that they need to help their children make well thought through decisionsabout learning and work.This requires the active and committed leadership of school leaders and we expectall schools to assign responsibility for securing high quality, impartial careersprovision to a member of the senior leadership team within the school. Ideally thisperson will also be responsible within the school for the Continuous ProfessionalDevelopment of staff with careers/IAG roles and for the development of effectivepartnership arrangements with local external IAG providers.The head teacher also has overall responsibility for ensuring that all his/her staff (notonly careers/IAG specialists) understand their statutory responsibilities in this areaand that they receive the training and support that they need to undertake theirduties effectively.He/she should also ensure that effective arrangements are in place to evaluate thequality of careers education provision and that it is compliant with this guidance.Further, supplementary guidance issued alongside this guidance and available at (tobe published later this year) will provide support to head teachers to manage theseresponsibilities.How will compliance with this guidance be monitored?Schools should monitor their performance against the Principles and ensure that the“key information” is provided to pupils. DCSF will provide schools with data onlearner progression post-16 to help inform this work.The school Self Evaluation Form (SEF) template and the inspection evaluationschedule asks schools and inspectors respectively to evaluate: the quality and accessibility of information, advice and guidance provided tohelp pupils make the best choices regarding future courses or careers the extent to which pupils develop their knowledge and understanding of theworld of work and develop skills and personal qualities which will serve themwell in education, training, employment and their future lives.3
Local authorities (in pursuance of their IAG responsibilities) and local 14-19 consortia(who have an interest in supporting and encouraging collaborative working in thecontext of the wider 14-19 reform programme) will also have an interest in ensuringthat schools adhere to the Principles. The Department will be encouraging, as goodpractice, local authorities/consortia to establish local arrangements for monitoringcompliance with the Principles and for securing continuous improvements inprovision.If there is evidence of a school not providing impartial Careers Education a complaintto the Secretary of State may result in the governing body of the school in questionbeing issued with a direction to enforce their duties in this respect – sections 496 and497 of the Education Act 1996 refer.How do the “Principles” of impartial careers education link to theQuality Standards for Information, Advice and Guidance?Many schools will be aware of the publication, in October 2007, of Quality Standardsfor Young People’s Information, Advice and Guidance (IAG). These QualityStandards (which can be downloaded from http://www.everychildmatters.gov.uk/)define the Government’s expectations of the IAG services that local authoritiesprovide having assumed responsibility for Connexions in April 2008.Although some of the Quality Standards can be applied to schools they do notprovide a comprehensive, tailored statement of our expectations of the support thatwe expect schools to provide for their young people. The Principles of impartialcareers education -which in style and approach are similar to the Quality Standardsprovide for schools the clear statement of the Government’s expectations that thequality standards provide for local authorities.What help is available to schools to help them to implement thisstatutory guidance?More detailed supplementary guidance can be drawn down from (to be publishedlater this year). This supplementary guidance includes: guidance on effective practice that schools can use to inform their planning classroom resources that provide schools with up to date materials to helpteachers provide the “key information” on 14-19 pathways defined by thisstatutory guidance information and support to help careers co-ordinators/leaders developcurricula that meets the requirements of the statutory guidance materials and advice to help schools evaluate the quality of their provision andto inform the completion of the School Evaluation Form. These will placeparticular emphasis on the views of pupils and their parents/carers.4
What help is available to teachers (and non-teaching staff) to helpthem to provide information and advice on the full range of 14-19learning options and on learning and work progressionopportunities from their specialist subjects?“14-19 Choices”, the new, on-line guide on qualifications for careers/IAGpractitioners available at http://www.cegnet.co.uk/14%2D19choices/ providescareers leaders (co-ordinators) in schools with up to date information on 14-19learning options.All staff in schools should also be familiar with their local on-line 14-19 prospectuswhich provides details of the 14-19 learning opportunities available to young peoplein their area. Increasingly local 14-19 prospectuses will also provide informationabout progression pathways and other information to support young people to t/index.jsp?LGSL 1145&LGIL 8).Information and support to help teachers embed information about learning and workon progression opportunities into their subject teaching is available at (to bepublished later this year).Further information on particular pathways can be found at: (on A rning/QualificationsExplained/DG 10039018http://www.qca.org.uk/qca 4127.aspx (student guide) (on Apprenticeships) www.apprenticeships.org.uk (on Diplomas) www.direct.gov.uk/diplomas (on Employment with accredited training s.org.uk – ‘search for QCF’ (on the Foundation Learning Tier) http://www.qca.org.uk/qca 8153.aspx (on Functional rning/QualificationsExplained/DG 173874http://www.qca.org.uk/qca 6062.aspx (student guide) (on ning/QualificationsExplained/DG 10039024http://www.qca.org.uk/qca 6217.aspx (student guide) (on Higher Education) ee.co.uk,www.Prospects.ac.uk5
2. Principles of Impartial CareersEducationThe Education and Skills Act 2008 requires schools, in the delivery of their statutoryrequirement to provide careers education, to ensure that information about learningoptions and careers is presented impartially and that advice promotes the bestinterests of pupils. It also requires schools to have regard to any statutory guidanceabout careers education issued by the DCSF. These Principles form part of thatstatutory guidance.Raise aspirationsEmpoweryoung peopleBe integrated intoall parts of theschool’scurriculumEncourage youngpeople to makeuse ofindependent,external sourcesof helpBecomprehensiveCAREERS EDUCATIONMUSTBe responsive tothe needs of theindividual learnerChallengestereotypesHelp young peopleto progress6
Good quality, impartial careers education,supported by personalised information and adviceabout learning and work1. Empowers young peopleSchools can be confident that this principle is met if young people; are able to identify their strengths and their learning/work preferences (1.1) are able to investigate and assess opportunities for learning and work ontheir own (1.2) understand the skills and qualifications that they need to pursue preferredpathways and can manage their own career development, reviewing andadapting their plans as they progress through learning and work pathways(1.3) show resilience in overcoming barriers to their goals and in responding tochanging personal, social and economic circumstances (1.4) understand, and are enabled to claim, the financial support that they areeligible to receive to support their learning (1.5) are confident of their ability to make well thought through and informeddecisions about learning and work (1.6) are able to discriminate in interpreting information, and can identifyimpartiality and bias (1.7) understand how their choices will impact on their future well-being (1.8) are empowered to influence the quality of information and advice servicesand careers education provision (1.9)2. Is responsive to the needs of the individual learnerSchools can be confident that this principle is met if young people: are aware of their entitlement to impartial information, advice and guidanceabout learning and work (2.1) receive the information and advice that they need to support their decisionmaking at times, and in formats, that reflect their needs (including specialeducational needs) (2.2) are referred promptly, or self refer, to specialist services, includingspecialist careers advice and guidance services, as appropriate (2.3) are supported by their parents/carers who have been enabled to provideappropriate help and advice (2.4) feed back that they have been helped to make informed choices (2.5).3. Is comprehensiveSchools can be confident that this principle is met if young people: understando the full range of learning opportunities open to them within theschool and elsewhere, including apprenticeships (3.1a)o the progression opportunities afforded by each course/pathway,including to Higher Education (3.1b)7
o the local, regional and national labour market and opportunitieswithin it including pay rates in different sectors as applicable (3.1c)o how to access community, voluntary and other developmentalopportunities (3.1d)make realistic and informed decisions in the light of this understanding(3.2)recognise barriers to learning and work (e.g. for disadvantaged groups)and understand how these can be overcome (3.3)4. Encourages young people to make use of independent, external sourcesof helpSchools can be confident that this principle is met if young people: understand how to access information, advice and guidance on learningand work options from:o the Connexions service (4.1a)o Connexions Direct (4.1b)o the local 14-19 prospectus (4.1c)o the National Apprenticeships Service vacancy matching service(4.1d)o other information sources used locally (4.1e)o the transition support team (for young people with specialeducational needs and disabilities) (4.1f) are provided with easy access to these services (4.2) use Common Application Processes when applying for post 16 provision(4.3) are taking full advantage of these services when they need them (4.4)5. Is integrated into all parts of the school’s curriculumSchools can be confident that this principle is met if young people: understand the relevance to their future lives of each part of the curriculum(5.1) understand the progression opportunities (in terms of learning and work)afforded by each part of the curriculum (5.2) are equipped with the knowledge, skills and attributes that they need tomake the most of changing opportunities in learning and work and, afterleaving school, are in employment, education or training (5.3)4. Raises aspirationsSchools can be confident that this principle is met if young people; have been challenged (e.g. by experiential learning or “taster” sessionsand though visits to employers, work based training providers, universitiesetc.) to review their ambitions and to re-appraise their goals (6.1) understand the benefits of further education (including apprenticeships)and higher education (6.2) are committed to further learning and personal development (6.3)8
5. Challenges stereotypesSchools can be confident that this principle is met if young people: are able to recognise and challenge stereotypical views of opportunities inlearning and work (7.1) have been encouraged to consider learning and work options that are nottraditionally associated with their gender, ethnicity, faith, learning orphysical ability, cultural or socio-economic background (7.2) make and sustain successful transitions into non-traditional roles (7.3)6. Helps young people to progressSchools can be confident that this principle is met if young people; can follow applications procedures and prepare for interviews (8.1) understand that they are guaranteed an offer of a place in learning afterYear 11 and Year 12, and know how to access this offer (8.2) transfer smoothly to further learning and to work (8.3) understand and demonstrate the main qualities, attitudes and skillsneeded to enter, and succeed in, working life and independent living (8.4) remain in a chosen learning pathway and achieve the desired outcome(8.5)9
3. Key InformationCareers Education helps young people to develop the knowledge, confidence andskills that they need to make well-informed, thought-through choices and plans thatenable them to progress smoothly into further learning and work, now and in thefuture. The 14-19 pathways that schools need to provide to each young person on14-19 learning pathways to inform their decision making at key transition points areset out below.There are four learning routes: Diplomas; GCSE / A levels; Apprenticeships andFoundation Learning Tier. As we move towards 2013 and 2015 when all youngpeople will be required to be undertaking learning or training up to the age of 18 andwhen the four learning routes are fully developed, we will expect learners in theEmployment with Training route to be taking qualifications which sit within one of thefour learning routes. This will help young people on the path towards completingfurther qualifications.10
QUALIFICATIONS/PATHWAYSApprenticeshipsYoung people need answers to the following questions .Whatfunding/supportwill I receive fortaking anApprenticeship?What is anapprenticeship?What are the benefitsof taking anApprenticeship? Howwill taking anapprenticeshipsupport longer termcareer goals?How doApprenticeships fitwith GCSEs/ALevels andDiplomas? Whatshould I bear inmind whenconsidering thesedifferentpathways?APPRENTICESHIPSHow areApprenticeshipsvalued byUniversities?How can I find outmore?What arefunctional skills?How are theycovered inApprenticeships?How long doApprenticeshipstake? Who arethey for? Whatlevels are there?How are theyassessed? Whatis their value?What are thecomponents ofApprenticeships?Whatqualifications dothey lead to?Which sectorsareApprenticeshipsavailable in?Which Apprenticeships aremost in demand? Why?What wages can I expect toearn as a qualifiedapprentice (by sector)?What opportunities exist forfurther progression?How can I find outmore aboutopportunities inmy local area?What is theNationalApprenticeshipsVacancy MatchingService?11
Impartial Careers Education: Statutory Guidance The Education and Skills Act 2008 requires local authority maintained secondary schools, in discharging their statutory duty to provide careers education, to provide impartial information and advice which promotes the best interests of pupils and which does not seek to promote the interests of the school over other options. It also requires .
Our e-pack of careers guidance resources will help you deliver impartial careers information, advice and guidance in line with your statutory guidance duties and help you work towards several of the Gatsby Benchmarks. This pack is designed to add value to your existing careers provision and give you time-saving tools and resources to help you effectively and efficiently plan careers lessons .
Careers & Enterprise Company: Guide for new Careers Leaders in schools. Essential information, helpful resources and practical tools to help newly appointed Careers Leaders get started in the role. National Careers Service. The National Careers Service provides information, advice and guidance to help people make decisions on learning, training and work opportunities. The service .
The concept of careers and career-related learning in the primary school phase typically provokes a cautious reaction. Terms such as 'careers learning', 'careers education' or 'careers lessons' are often conflated with careers guidance which is often understood to be focused on careers choice. Many parents and teachers have concerns
Careers Education is delivered and assessed by appropriately experienced and qualified staff. There is an effective system for identifying and meeting the professional development needs of all staff in relation to Careers Education. There are (comparatively) excellent facilities and resources for Careers Education. Effective use is made of external and appropriately qualified guidance .
The Careers Education Quality Framework is a 'guide for those who guide'. It provides teachers, careers specialists, school leaders and school communities with a practical tool for self-assessing Careers Education and developing action plans for improvement. The Careers Education Quality Framework (the Framework) is not intended as a means
information or ask the careers advisor a careers related question or enquiry. The careers advisor will arrange to attend visits to employers, Further and higher Education institutions, training providers and related Careers Conferences and workshops to support LMI knowledge and keep up-to
careers that relate to the environmental goal defined on their worksheet. Students can search for related careers by keyword, subject area, or cluster. (If they need help identifying careers that fit their assigned goal, they can find the example careers in the program and look in the Related Careers section for inspiration.)
Careers in Context: A can-do guide careersandenterprise.co.uk 4. Practical resource and support: 1. Use the Teach First four-step process for creating a strategic careers plan. To learn more about this, complete the free ‘Introduction to Careers Leadership’ online training 2. Read the Cheadle Hulme Case Study to see how a school has aligned their strategic career plans to wider school .
The Parents’ Guide to Careers for National Careers Week 2021 The Parents’ Guide to Careers for National Careers Week 2021 Page 22 www.theparentsguideto.co.uk Where to find the right apprenticeship There’s a wide range of ways to seek out apprenticeships and we recommend using a selection of options rather than relying on one. Government website Most apprenticeships are posted on the .
careers advice in the community or in schools, are key to success. Vital to the work of these careers advisers is access and familiarity with a robust and sophisticated body of intelligence about the labour market. To support individual users of the careers services, either in the community or in schools, careers practitioners must
careers meets regularly with the school's dedicated Careers Leader, Enterprise Coordinator and Enterprise Adviser to ensure that there is a coordinated approach to careers and implementing the Gatsby Benchmarks across the school. Role of Link Governor The role of the Link Governor could include: Supporting the member of staff at the school
Website ucl.ac.uk/careers Email email@example.com Twitter @UCLCareers Instagram UCLCareers Facebook /UCLCareers Disclaimer: Please note that photographs and videos may be taken at all UCL Careers events for use in future publicity. Please speak to a member of UCL Careers staff if you have any questions or concerns. Contents How we can help you 3
Science and careers Author: Royal Society of Chemistry Subject: Surprise your students with careers they would not think needed science Keywords: science careers; chemistry careers; #teamscience Created Date:
RELEVANT STATUTORY ACCOUNTING AND GAAP GUIDANCE Statutory Accounting 18. As discussed above, current statutory accounting is limited to dealing with specific asset and liability captions included on a company’s statement of financial position. Generally Accepted Accounting Principles 19.
and the different statutory and non-statutory enforcement actions that CIW may take in response, are set out within CIW’s Securing Improvement and Enforcement guidance. This is available on CIW’s website. List of key terms used within this guidance Term Meaning The Act The Regulation and Inspection of Social Care (Wales) Act 2016
careers provision addresses the revised national assessment and accreditation criteria set out below. 4.5 Our revised national criteria have been agreed with the DfE, the Gatsby Foundation, and the Careers & Enterprise Company. They comply with the DfE’s Statutory Guidance and its timetable for the implementation of meeting the eight Gatsby Benchmarks. The criteria fully incorporate the .
3. Statutory Gender Pay Gap Report 2019 In this section is reported the Statutory Gender Pay Gap, the Gender Pay Gap (Excluding Casual Staff), and a review of Bonus Pay. A positive black number, means that there is a pay gap in favour of men, whereas a negative red number means that there is a pay gap in favour of women. 3.1. Statutory Gender .
Statutory and non-statutory documents applicable to the electrical industry. Do you have any responsibility for the installation, maintenance and/or upkeep of the fixed wiring or portable appliances at work? If so, a time will come if it hasn’t already when you will need to know how to stay on the right side of the law.
and disadvantage, this project draws upon a range of key thinkers to make sense of neoliberalism and gendered neoliberal policies. This theoretical position draws upon the work of Stuart Hall, Stanley Cohen, Jamie Peck and Pat Carlen to critically analyse the narratives of 24 non-statutory service-users, 16 statutory service-users and 7
10. Efrain Balli Jr. 23. Madelynn Cortez 36. Alfredo Avila Lopez . 11 . Eligio Meudiola 24. George Garcia 37. Jesus Ruben Briseno . 12. Natalia Quintero Moreno 25. Diego Gonzalez Corpus 38. Juan E. Vela . NUMBER OF VOTES RECEIVED -49 . ELECTORS FOR TOM HOEFLING . 1. Tim Sedgwick 2. Dixie Sedgwick 3. Jared McCurrin 4. Jessica Kimberly Fagin 5. Andrew C. Sanders 6. Megan Sanders 7. Lynn Sanders .