DELAYED STATUTORY GUIDANCE ON CAREERS GUIDANCE IN SCHOOLS- CRITICISED BY PROFESSIONALS

Sham Consultation- followed by weak Guidance?

What do you think?

Comment

Long delayed Statutory Guidance on Careers Guidance in schools has just been published (26 March). The delay suggests differences of opinion between Ministers about how robust and how detailed the Statutory Guidance should be. As Professor Tony Watts points out (see commentary) this delay means that schools have been setting their budgets for the financial year  beginning April 2012, without guidance of any kind about the  new  duty they have to  discharge from September 2012, and the financial provision required for this. The final published version of the Guidance does not according to Professor Watts,  incorporate any of the substantive  amendments  proposed by members of the Advisory Group.

Section 29 of the Education Act 2011 places schools under a duty to secure access to independent careers guidance for their pupils in school years 9-11. Careers guidance secured under the new duty must:

be presented in an impartial manner

include information on the full range of post-16 education or training options, including Apprenticeships

promote the best interests of the pupils to whom it is given.

Schools ‘must have regard to it when carrying out duties relating to the provision of careers guidance for young people’ The purpose of this guidance is to identify the key responsibilities of schools in relation to careers guidance for young people. Academies and Free Schools will be subject to this  guidance through their Funding Agreements

The Education Act 2011 inserts a new duty, section 42A, into Part VII of the Education Act 1997, requiring schools to secure access to independent careers guidance (Independent is defined as external to the school) for pupils in years 9-11. Careers guidance must be presented in an impartial manner (Impartial is defined as showing no bias or favouritism towards a particular education or work option )and promote the best interests of the pupils to whom it is given. Careers guidance must also include information on all options available in respect of 16-18 education or training, including apprenticeships and other work-based education and training options.

Crucially the Guidance states ‘ In fulfilling their new duty, schools should secure access to independent face-to-face careers guidance where it is the most suitable support for young people to make successful transitions, particularly children from disadvantaged backgrounds or those who have special educational needs, learning difficulties or disabilities.

 ‘Schools may work individually or in consortia/partnerships to secure careers guidance services. Schools can commission independent careers guidance from providers engaged in delivering the National Careers Service or from other providers or individual careers guidance practitioners, as they see fit. Where schools deem face-to-face careers guidance to be appropriate for their pupils, it can be provided by qualified careers professionals.’

 Note it says it ‘can’ be provided by a qualified  professional rather than ‘must’ be provided.

Professor Tony Watts is absolutely scathing (see commentary) about the Statutory Guidance and the consultation, with the Advisory Group, that preceded the release of the Guidance. He described the consultation exercise as  a  sham   and the document  as ‘dismal’ saying -‘It effectively leaves it open for schools to  decide not only what they want to do for their pupils in this area, but also whether they  wish to do anything of substance at all. Most schools will do whatever they can, because  they care for the futures of their pupils; but some will make minimal provision, because  they consider that the Government does not require them to do more.’

The Guidance, he claims, largely ignores recent Ministerial assurances over the importance of face to face advice particularly for the most disadvantaged pupils. Watts  writes:

‘The Statutory Guidance as published ignores these recent assurances. It offers no  means for preventing a school from stating that it has discharged its responsibility bysignposting to a website or helpline. All the school has to do, in the terms of section 13 of the Guidance, is to state that it views such signposting, rather than providing independent face-to-face guidance, as ‘the most suitable support for young people to make successful transitions’. Despite the assurances sought and presumed to be given in the House of Lords, and the statements by Ministers …..the Guidance appears to  provide no basis on which a sustainable challenge to such a position could be mounted.’

Watts continues ‘ There is no indication of who is to determine ‘where it is the most suitable  support’, or on what criteria. Implicitly, it is left for schools to determine this, on whatever criteria they choose. If they decide that access to independent face-to face guidance is not ‘the most suitable form of support’ for most or indeed for any  of their pupils, they are free to do so. No provision is made for young people or their parents to have any say in the matter, in the form of a right or entitlement.’

Watts adds ‘ The statement that such guidance is ‘particularly’ relevant to children from  ,disadvantaged backgrounds or with special educational needs can easily be read  as implying that it is only relevant to such pupils. The point was strongly made by  the Advisory Group in the consultation that this should be balanced with a strong  statement about the value of independent careers guidance for most, if not all,  young people. No such statement has been included.’

There is genuine anger among many professionals who feel that expert opinion has been largely ignored in the consultation process and that the document doesn’t honour ministers very public commitments.  The guidance is seen as too weak and will mean that many schools fail to offer access to face to face advice to those who need it most and that if and when it is provided, it doesnt have to come from a  qualified professional.

Statutory Guidance on Careers Guidance in Schools-March 2012

Careers England Release on Guidance

 

Commentary on Statutory Guidance-Professor Tony Watts

SHIFT IN GOVERNMENT POLICY ON CAREERS GUIDANCE IN SCHOOLS

Careers advice in schools

Signs of a shift in Government policy

Comment

Minister John Hayes has provided assurances to Careers Advice and Guidance professionals that statutory guidance on careers advice in schools will make it clear that schools have a duty to provide access to independent professional guidance outside the school. So schools wont be able simply to rely on an in-house teacher to give careers guidance to pupils. In a statement, released by Careers England, this month the Minister said:

“”The new statutory guidance to schools on Section 29 of the Education Act 2011 will  underline the new legal duty on schools to secure independent and impartial careers advice  and guidance. It will not be sufficient for schools to employ their own careers professional, good though they may be, and then rely on signposting to a website, excellent as that may be.  Young people benefit from face-to-face careers guidance. As Lord Hill said in the House of Lords during the passage of the Education Bill, ‘Pupils can benefit enormously from support offered in person that raises their aspirations and leads them onto a successful path.’”

So ,Statutory Guidance ,providing chapter and verse on this thorny issue,  will be published soon .It marks  a  shift in policy . The original Government position was  that this was  a matter best left to schools who should be given autonomy to decide how best to deliver advice and guidance to their pupils ie via a web portal, by phone or face to face.  Simon Hughes MP and others argued that high quality independent, face to face, professional advice is hugely important  and  particularly so  for the most disadvantaged pupils, many of whom have either not been getting good , timely advice in schools  or  have been getting no advice at all, which damages their life opportunities, and undermines, overall , the   governments social  mobility agenda. So, although it will, in theory, be left up to schools, where appropriate, they will be ‘encouraged’ to provide access to independent face to face advice. This corresponds with efforts to raise the quality of professional advice on offer in the guidance sector.

Minister David Willetts said, in reply to an oral PQ on careers guidance 15 March, “The Department for Education will publish statutory guidance for schools very soon, and it will make it clear that schools cannot discharge their duty (in respect of careers guidance) simply by relying on in-house support or by signposting to a website.”

But there is a problem. The  prevarication  and delays, including the failure to issue guidance as expected  in January  means that  schools have been setting budgets without any guidance costs being  taken into account.

RUSSELL GROUP HELPS WITH POST 16 CHOICES

 

RUSSELL GROUP HELPS WITH POST 16 CHOICES

Useful guide for students to help choose the right qualifications for post 16 options

Comment

What you decide to study post-16 can have a major impact on what you can study at degree level. Whether or not you have an idea of the subject you want to study at university, having the right information now will give you more options when the time comes to make your mind up.  The Russell Group of Universities, with the help of the Institute of Career Guidance, has published a guide that  aims to help students make an informed decision when choosing their course for post-16 education.  The Group believes that it will be of use to parents and advisors too. This is an important document. It would surely help to have a similar one for pupils aged 13 and their parents and advisors as the wrong choice at that  crucial age can massively influence a child’s future options post 16 too and indeed whether they can apply for university courses.  It is the case that many pupils, particularly from disadvantaged backgrounds, are limited in their choices of HE courses because they have not taken appropriate GCSEs or vocational equivalents, often because they have had poor advice in school  or indeed no advice. One question put by the Guide is – Know what you want to study? – Check out the entry requirements  If you have a university course which you are keen on, have you checked  the relevant university website or UCAS course search to find out whether  this course requires certain subjects at advanced level? Pretty obvious, of course, but some pupils don’t even do this.  The preamble to the Guide says ‘ Getting your post-16 subject choices right is an important first step towards university but it won’t guarantee you a place on your chosen degree course. Entry to Russell Group universities, in particular, can be highly competitive and academic background, while vitally important, is only one of several things universities will take into account when they consider your application. They will also want to select students who are clearly well-motivated and passionate about their subject. In some cases, they may even ask you to gain some work experience in a relevant field. ‘

 Informed Choices; A Russell Group guide to making decisions about  post-16 education 2011

http://russellgroup.org/Informed%20Choices%20final.pdf

 

UNPAID INTERNSHIPS-WHAT IS GOVERNMENT POLICY?

UNPAID INTERNSHIPS

Graduates ripe for exploitation

So what’s government policy?

It is a fact of life now that many jobseekers, particularly graduates, are asked by potential   employers how many internships they have done in job interviews and details  are now  included in CVs. They are expected to have done two or three internships before applying for a permanent job.  Internships typically last  from one week to up to six months. Most internships are unpaid and frequently interns are not even given their expenses or travel costs by the host company or charity. The net result is that many are exploited and feel used. It’s a given that this area needs greater scrutiny and offending companies should be named and shamed. So, what  is the government’s policy on this?

This is David Willetts’ answer to a PQ on internships-7 February- ‘ We want to make as many opportunities as possible available to talented young people from all backgrounds. It is important we do not close down potentially valuable options, for example where the intern is acting as a volunteer. For this reason we do not rule out unpaid internships but ask businesses to offer internships openly and transparently and provide financial support to ensure fair access. We have recently updated guidance on Business Link and Directgov to provide more clarity on internships and to remind employers of their legal responsibilities, including that those who are entitled to the national minimum wage (NMW) should receive it. The Graduate Talent Pool website, funded by the Department for Business, Innovation and Skills, also directs employers to this guidance and along with the vacancy quality assurance process, ensures that no employer is left in any doubt about his or her obligation to comply with national minimum wage legislation.’

SCHOOLS WILL BE EXPECTED TO OFFER FACE TO FACE GUIDANCE TO DISADVANTAGED PUPILS

FACE TO FACE GUIDANCE

Statutory Guidance will place a clear expectation on schools to offer face to face careers guidance to disadvantaged pupils

Comment

Lord Hill conceded in the Lords recently, during the passage of the Education Bill, (which has just received Royal Assent), the need for face to face professional careers guidance for disadvantaged pupils. This was confirmed in an answer from Nick Gibb, the schools minister, to a PQ on 8 November ‘ ‘The Government recognises that many young people can benefit from a face-to-face discussion of their skills, abilities and interests to help them think through future education and career options. We will highlight this important issue to schools through statutory guidance in advance of the new duty to secure access to independent careers guidance commencing in September 2012, subject to the passage of the Education Bill. The guidance will place a clear expectation on schools that they should secure face-to-face careers guidance where it is the most suitable support, particularly for young people from disadvantaged backgrounds.’…

Ministers appear to have got the message, albeit pretty late in the day ,that the more disadvantaged the pupil  is ,the more mentoring support  and good  face to face , independent professional advice and guidance they  will need  to help them make the appropriate choices   for qualifications, and  to identify the best pathways into training , higher education and work, and the earlier they have this the better .Whether Statutory Guidance makes this happen, in schools , remains to be seen.  With record rates of youth unemployment just announced   this issue  now has a much larger signature on Ministers  radar.

Hansard 8 November  PQ

Notes:

John Hayes, Minister for Skills, announced on 3 November, at the ICG conference,   that in the New Year he intends to establish a National Council for the Careers Service. Addressing delegates concerns that online and telephone services will replace face to face guidance, he said: “I share the view that face to face guidance is crucial, but I don’t make light of [the importance of] online and telephone advice. However, I do understand that face to face advice marks the difference between information and advice, particularly for those with no access to social networks.”  The new National Careers Service launches in April 2012 .The careers sector is currently leading the development of new professional standards to which careers advisers can aspire. The Careers Profession Alliance is working to agree those standards by next year, A revised matrix Standard  was also launched last month.  The new model will transfer the responsibility (in 2012) for career information advice and guidance from local authorities to schools. Schools will have a duty to secure access to these services – which must be independent and impartial – for pupils in years 9, 10 and 11.

IMPORTANCE OF FACE TO FACE CAREERS GUIDANCE-GOVERNMENT CONCESSION?

 

IMPORTANCE OF FACE TO FACE CAREERS GUIDANCE

Government concession in Lords for disadvantaged pupils and those with SEN

Comment

Lord Hill conceded in Lords on 24 October on the need for schools to give face to face  careers guidance to disadvantaged pupils .The Education  Bill says that schools will be placed under a statutory duty from September 2012 to secure independent, impartial careers guidance for their pupils. But it is left up to schools to decide what type of advice they offer their pupils ie by phone,web portal or face to face. However Lord Hill said in the Lords on 24 October that ‘ We will place a clear expectation on schools that they should secure face-to-face careers guidance where it is the most suitable support, in particular for disadvantaged children and those who have special needs or are learners with learning difficulties and disabilities. These messages in the guidance will be further strengthened by the sharing of effective practice and evidence about what works’.  Lord Hill in effect accepted the case made by  Baroness, Lady Jones of Whitchurch in support of  face to face advice although falling short of  the  guarantees she wanted .  Lady Jones fundamentally disagreed with the government’s view that it is sufficient to offer careers guidance by phone or online to the vast majority of pupils .Lord Hill said ‘Pupils can benefit enormously from support offered in person that raises their aspirations and guides them on to a successful path. This is particularly true of those young people who are disadvantaged and may not have access to a social network of people in a range of jobs, who come from a background of intergenerational unemployment, as has been mentioned, or who have special needs or are learners with learning difficulties or disabilities. Given that, I am also happy to commit to highlighting this issue in statutory guidance and making it clear to schools that young people have much to gain from a face-to-face exploration of their skills, abilities and interests, which can help them think through the learning and career options available to them.’.

 

Lord Hill wants to ‘ensure that the statutory guidance (ie must do) highlights to schools how they can be confident that the external support they are buying in is of the desired quality. The guidance will contain a clear description of the quality standard for careers guidance for schools in commissioning independent advice and support for their pupils.’  Lord Hill added ‘There is a clear case for independent careers guidance for 16 to 18 year-olds in schools and the further education sector, particularly as we move towards the raising of the participation age. We have committed to consulting on extending the age range upwards. We can make that change through secondary legislation once the consultation is complete.’ The consultation will be complete in time to extend the age range of the duty by regulations from September 2012.

Hansard;24 October-Column 582

http://www.publications.parliament.uk/pa/ld201011/ldhansrd/lhan210.pdf

 

Note 1. The Coalition governments Advocate for Access to Higher Education, Simon Hughes MP, has said “I am very clear not only that there should be a careers service available for every secondary school child, but that it should include a personalised service. It is not  enough that everyone should have access to a telephone service or an online  service or be given a book. I know that the Minister understands that point and is  sympathetic to it.”

 

Note2  Hayes said in response to a written PQ on 26 October-‘ We must retain a focus on outcomes that show the extent to which young people are achieving and progressing to higher levels of education or training, or into employment, rather than on specific inputs such as the amount or type of careers guidance. ‘  Good inputs=good outputs. How long will it take officials and Ministers to realise that they are not achieving the outcomes they want because pupils are not being given access to professional independent face to face advice from 13 onwards? Improving social mobility is, in the Prime Minsters view, the principal goal of the Government’s social policy.  How will this be advanced if  young people do not have timely and  easy access to professional advice on qualifications and routes of progression into higher education training and employment?

CAREERS ADVICE AND SCHOOLS-IS THE GOVERNMENT IGNORING THE NEEDS OF THE MOST DISADVANTAGED?

Is the Government ignoring the needs of the most disadvantaged pupils?

Comment

The Government points out that the highest performing education systems are built on a high level of autonomy and the right approach is to allow educational professionals to make the decisions about where to target resources. The principle of schools autonomy is sound. Surely it is best to ensure that Heads and governors are empowered to make the key decisions affecting their schools. School autonomy is the main justification for Minsters approach to Careers guidance in schools.  So there should, they say, be no earmarked funds for careers  advice  and it is up to  Heads and governors   to decide how best to deliver Careers advice in their schools, whether its by telephone, face to face, or through a web portal.  

But this fails to take into account one important point. We live in a world not as we would like it to be, but as it is.  Schools have a poor record, to date, in ensuring that their pupils have had access to sound, independent,  professional careers advice,  with most experts rating  it as ‘patchy’ and  have a financial interest still in keeping pupils on their rolls, whether or not that is in the interests of  the pupils concerned ,  a fact  acknowledged, amongst others, by the Minister with responsibility, John Hayes. He now wants to trust their judgement to ensure appropriate  advice, combining this  with very  weak accountability measures. Professor Tony Watts  our  leading expert in Careers Guidance has already pointed out the folly of such an approach.

It is also true that Hayes’ approach runs counter to a main thrust of Government policy-that is in supporting disadvantaged pupils, improving their opportunities and encouraging social mobility.  Experts  are as one is pointing out that if the Government is serious about reducing NEET, Truancy and in  advancing the Social Mobility agenda (which I think they are) including ensuring that our most disadvantaged pupils can get access to Higher Education, then   it is imperative that pupils, aged from 13  have  good ‘face to face’ advice, that is given in context, with the full information available on that pupil  and in which proper ‘ face to face’ interaction   between the pupil and  the professional adviser takes place. This optimises the chances that pupils will be given the best advice to suit their specific circumstances, and reduces  as well the the chances of them making silly mistakes ie studying the wrong qualifications for the route they want to choose. It is worth noting that many admissions tutors remain frustrated that pupils often take inappropriate qualifications because either they receive poor advice or no advice at all.

The fact is schools, including those with the most pupils on FSM, will be under financial pressure to opt for the cheapest option -web based advice. True, for some pupils this might be adequate. However, nobody believes, certainly those with    whom I have spoken  ie those  dealing  with the most disadvantaged pupils  and who are involved with the Inclusion agenda, that web based advice is appropriate for  most disadvantaged pupils. As such, the current approach undermines the Governments key focus on improving the opportunities for  the most  disadvantaged, a worthy policy aim that has widespread support and the current approach is  therefore deserving of a radical rethink.

As for school autonomy, it is, as we have said, a sound principle to guide policy. However, Hayes must be aware that under current arrangements schools have some of their autonomy circumscribed in certain specific areas for legitimate reasons (which are built in, for instance ,to their funding agreements, in the case of academies). Schools can do as they please but within certain parameters in order to ensure for instance that  equity  is safeguarded.  It is perplexing that the Government is choosing to pursue a policy that is self-evidently going to harm the interests of  the cohort of pupils its education reforms are  targeted at, the most disadvantaged, who will benefit most from face to face advice.

According to the ASCL the Advisory Group on the All-Age Careers Service established by the Government has been reconstituted as the National Careers Service Advisory Group. After some discussion at a pre-meeting of the Group where resignation was considered, the lay members present agreed to continue to support this work. But they wish to place their concern in the public domain about the significant reduction in the Group’s remit and in the scope of the new service.

CAREERS ADVICE DUTY PASSES TO SCHOOLS-CONFUSION REIGNS

REPORT ON CAREERS  GUIDANCE  AS DUTY TRANSFERS TO SCHOOLS

Limited transition planning  resulting in confusion

Face to Face  advice giving  way to remote delivery

Schools unclear of new role in Careers Guidance

Comment

A Report ‘ Careers Work with Young People-Collapse or Transition’,  from The International Centre for Guidance Studies at  Derby University analyses the current information available (in July 2011) about the changes that are taking place in careers work following recent government policy initiatives and public-sector austerity measures. It seems that  the current situation veers more towards collapse, than  to  seamless transition.  The report  finds that the current environment is having a potentially disastrous impact on the careers profession, as Local Authorities sack Careers advisers and it may well damage Government attempts to re-professionalise the Careers profession. It says that as responsibility for resourcing career guidance has been moved from Local Authorities to schools, this is happening without any transfer of funding. This is likely to reduce substantially the overall capacity to deliver career support for young people.

The report examines the local developments that have emerged in relation to a national policy context in which: Existing careers work is being radically reconfigured.

• The new National Careers Service (NCS) will principally serve adults (apart from its telephone/web-based services, which will cover young people too).

• Securing careers guidance for young people has been made the responsibility of schools.

• The requirement for schools to provide careers education has been removed.

• There has been very limited transition planning at national level: this has led to considerable local confusion.

• In particular, there is continuing confusion about the future relationship of remaining face-to-face Connexions services to the NCS, and about the branding of such services.

Implications for Connexions services, Local Authorities, schools, new market players and the careers profession are identified:

 

Connexions services

• Connexions services have been seriously damaged by the new environment. Most have made staff cuts, closed centres and undertaken restructuring processes. Some have reduced face-to-face services in favour of remote delivery.

• Many Connexions services have abandoned or reduced universal careers services and focused their services on vulnerable young people.

• Some Connexions services are developing an offer for schools to buy into.

• The Connexions brand seems likely to disappear in a growing number of areas.

Local Authorities

• Most Local Authorities have responded to the new policy environment by cutting funding to Connexions services, to a greater extent than the cuts to other services.

• Some Local Authorities have sought a way through the transition by restructuring (frequently by absorbing the remaining Connexions service into the Local Authority).

• Other Local Authorities have begun to explore ways to facilitate the creation of a local school-centred market in careers services.

• It is possible to summarise the main Local Authorities strategies as follows:

o Extreme cutting (at least 12 Local Authorities).

o Focusing solely on vulnerable young people (at least 49 Local Authorities).

o Wait and see (at least 49 Local Authorities).

o Working to sustain universal career guidance (at least 15 Local Authorities)

Schools

• The situation for schools is challenging: in addition to the erosion of Connexions, they have also lost support from Aimhigher and Education-Business Partnerships.

• The removal of the statutory duty to provide careers education could result in a focus on “activities” rather than on a developmental curriculum.

• Many schools are unclear what their new responsibilities are and how best to discharge them.

• Some schools are exploring how best to deliver career support, with internal, external and multi-school models being explored.

• It is unclear how much resource schools will be able and willing to allocate to career support services, but it seems likely in most cases to be much less than previous provision.

New market players

• There is some evidence that new players are entering the school careers market, e.g. educational agencies, private career support providers and IT-based solutions.

The careers profession

• The current environment is having a potentially disastrous impact on the careers profession. In particular, the following issues are causing concern:

o Reduction in the number of posts.

o Downward pressure on pay and conditions.

o Loss of specialist careers roles within Local Authorities.

o Loss of experienced staff from the profession.

• These challenges to the careers profession could throw the wider project of re professionalisation, being encouraged and supported by the Government, into doubt.

Local Authorities have limited scope within which to react to the changes that have been made by the

Government. However, there is currently considerable diversity in the models that have begun to emerge. These include:

• Abandonment of universal careers work.

• Stretching of existing resources to continue to deliver a comparable (if significantly reduced) service.

• Encouraging school-based modes of delivery around either a single-school or multi-school approach.

• Development of a contracting-in approach to the delivery of careers services.

This new situation has emerged as a direct result of Government policies and actions. The paper discusses this new policy framework and concludes that:

• A new kind of market in careers work is beginning to emerge as a result of the current environment.

• This market is centred around schools as the sole consumers of careers services, effectively excluding all other stakeholders from direct market participation.

• Responsibility for resourcing career guidance has been moved from Local Authorities to schools, but without any transfer of funding.

• This is likely to reduce substantially the overall capacity to deliver career support for young people.

• The Government needs to review its roles in relation to the market in career support, in terms of:

o Stimulating the career support market in order to build its capacity.

o Regulating this market and assuring the quality of services within it.

o Compensating for market failures.

The paper concludes by setting out some key policy questions for the Government, for Local Authorities,  for the careers profession, and for schools.

Careers Work with Young People: Collapse or Transition? An analysis of current developments in careers education and guidance for young people in England Tristram Hooley & A.G. Watts; iCeGS

http://www.derby.ac.uk/files/careers_transition_paper.pdf

SMITH INSTITUTE REPORT- ON THE SHORTAGE OF WOMEN IN SCIENCE ENGINEERING AND TECHNOLOGY

SMITH INSTITUTE REPORT ON SHORTAGE OF WOMEN IN SCIENCE ENGINEERING AND TECHNOLOGY

Too few women in science engineering and technology

Report seeks answers as to why, and explores solutions

Comment

Despite considerable effort and a raft of initiatives, progress remains slow  in raising the percentage of women working in science, engineering and technology(SET). In 2008 women accounted for 12.3% of all employees in SET occupations, up from 10.3%  in 2003, but this compares with 45.1% of women in the workforce overall. This set of essays, published by the Smith Institute, seeks to  explore  the reasons why this remains the case.  The Smith Institute is a centre left think tank which sees social Justice and economic efficiency as two sides of the same coin.

Edited by Meg Munn MP, the publication  includes contributions from (interalia) Sandi Rhys Jones OBE, Sue Ferns, Head of Research and Specialist Services at Prospect, Professor Athene Donald, DBE FRS, Director of the Women in Science, Engineering and Technology Initiative at Cambridge University and  Chair of the Athena Forum and Dr Deidre Hughes,  Immediate Past President of ICG and Associate Fellow  at Warwick Institute for Employment Research. Dr Hughes topic is ‘A new era for careers – choices and consequences’

The mechanisms for change within business to recruit and retain more women in science enginnering and technology are well known. Flexible working, mentoring, role models, transparency of pay, and structured career paths (with breaks) are consistently proposed. But the prevailing workplace culture  and stereotypical   perceptions among some teachers and  sadly  some careers advisers too, have   meant that women are often reluctant to explore   opportunities in STEM.

Dr Hughes says that ‘Ofsted has recently reported that girls are receiving weak information about careers, making it difficult for them to make informed choices about courses. It highlights that most examples of work placements for young women collected from school records were stereotypical experiences. It also found that most of the schools were not doing enough to promote confidence and ambition in girls or encouraging them to challenge vocational stereotypes. In general, girls aged 11 to 14 had limited knowledge and understanding of how choices about courses and careers influenced pay and progression.’

Hughes is concerned too that on-going Government reforms will do nothing to reduce gender stereotyping. She writes ‘There is great concern that the Coalition’s current education legislation proposes  to remove the secretary of state’s direction-making powers regarding local authority  services in England and to place a duty directly on schools requiring them to secure  access to independent careers advice. Thus pupils would be reliant on the quality of advice secured by individual schools. With fewer young women choosing STEM subjects, and by  not encouraging young women through careers education and guidance interventions,  there could be further gender stereotyping in education, with resultant occupational  segregation in the workplace.’

Hughes concludes ‘Teachers are well placed in local communities but their skills and experience in providing careers support is generally very limited. The demise of the Connexions services  has exacerbated the issue of young people’s access to high-quality and impartial careers  guidance. A lack of ring-fenced funding in educational institutions for careers provision is a major concern. While this period of uncertainty remains, professionals will have to  find a way of managing this. Embedding STEM, labour market information and ICT within  both initial work-based and off-the-job training must be achieved at low cost. However, there is a high cost for individuals, particularly for families and communities and for the national economy, of ill-informed career decisions. Inspiring girls and women to visualise and experience future possibilities in STEM has to be up there as a major priority’.

Unlocking potential –perspectives on women in science, engineering and  technology;Smith Institute 2011

http://www.smith-institute.org.uk/file/Women%20in%20SET.pdf

 

HUGHES REPORT ON ACCESS-CRITICAL OF THE GOVERNMENT ON CAREERS POLICY

HUGHES REPORT  ON ACCESS

Hughes champions need  for  face to face  Careers guidance 

And demands clarity on transitional arrangements

Comment

Simon Hughes was appointed as the Advocate for Access to Education by the Prime Minister and Deputy Prime Minister in December 2010 and was asked to report on how to promote access to further and higher education.  He said in his report published  last week that all schools in England should channel university scholarships to their poorest pupils.  Linking scholarships directly to schools and colleges would motivate children, he said.  And this would end the situation where some schools sent no pupils to university. He had been among those warning that poorer pupils could be put off from applying to university by the trebling of the cap on tuition fees. From 2012, universities in England will be able to charge up to £9,000 a year for undergraduate courses. In his report called Advocate for Higher Education, Hughes said his most important suggestion was that scholarships should be offered through schools. Under the planned National Scholarship Programme, starting in 2012, students from poorer homes (with an income of less than £25,000 a year) will be eligible for annual awards of about £3,000 – and the current plan is for these to be allocated through universities. Mr Hughes said poor youngsters should be told about the scholarships at 15 and would then apply for the funding – and university – a year or two later.

The report includes thirty recommendations.

Hughes is strongly  critical of  his own  Governments careers policy.

He stresses the importance of professional Careers Advice and expresses real concerns that current government policy does not support the giving of face to face careers advice and that students will suffer because of this.

He writes ‘ At the age of 13 and 14 (in English schools year nine), every student should have  made available to them information on all future pathways through education to  employment, including clear information about which types of careers different  educational  choices can lead to. The information should take the form of a full guide to the types of qualification required to reach the next stage in their education or  career. The guide should not just focus on the professions or higher education; it should detail the opportunities and benefits of further education, higher education, apprenticeships, training and employment after school-leaving age. Most importantly, it should also detail the costs and financing arrangements available for all routes of apprenticeship, training and study. The guide should also contain a list of independent resources available to young people to help them with their decisions.’ He continues ‘ The government should act urgently to guarantee face to face careers advice for all  young people in schools. Government should also guarantee careers information, advice and guidance up to 17 and then 18 in line with the increase in the compulsory schooling age.’

He concludes ‘  The government should urgently publish a plan of how it intends to maintain the  expertise of current careers professionals between the closures of local authority  careers services in 2011 and the beginning of the all age careers service in 2012’

Significantly, in a not so  veiled criticism of his own governments policy, Hughes wrote ‘However, there is a very widespread view among most past and present school students  who I spoke to around the country that young people overwhelmingly value receiving  careers information, advice and guidance from another person – in person. Current  government plans do not guarantee this and so there is in addition very serious and  widespread concern that students will suffer accordingly. There is also considerable concern  in schools and colleges, among young people, teachers and career professionals that the  new system will not provide the comprehensive service needed in time for those needing  professional help with career choices in 2011-12.’

Government proposals in the Education Bill, currently in the Lords, envisage schools being given a clear duty ‘to secure access to independent and impartial careers guidance for pupils in years 9 to 11’. This includes information on the full range of 16-18 education and training options. (Clauses  26 and 27)

However, no extra money is being earmarked for this service. The type of advice offered ie web based, telephone or face to face is not stipulated, but given that face to face advice is the costlier option, it is likely that most schools will opt for web based advice. Disadvantaged pupils are thought to benefit most from face to face advice.   Currently careers advice is patchy in schools and with Connexions services being dramatically cut, there is limited availability of professional guidance, through these local services, which ,in any case, vary in quality between local authorities. The government intends to consult on extending the duty to students up to the age of 18 in schools and in colleges in due course. Currently there is considerable confusion over transitional arrangements for providing advice to young people reflected in the Governments  hurried decision to hold a Careers Summit last week to discuss transitional arrangements and the challenges faced by those offering guidance and careers advice

The Commons Education Select Committee  in their  report  ‘Participation by 16-19 Year olds  released last  week said:

‘Online career guidance, which allows young people to explore at their own pace and according to their own interests, is valuable; and we heard praise for the online careers services offered by DirectGov. However, this is no substitute for personal advice, given on the basis of an understanding of a young person’s circumstances and ambitions. We recommend that the all age careers service should be funded by the Department for Education for face to face career guidance for young people.’

 

Note: There is centrally funded face to face guidance for adults through DBIS but no centrally funded guidance for young people through DfE. Careers guidance will be funded from schools  budgets. Few doubt that this will mean schools opting for the  least costly option-advice through a web portal. A Careers adviser in Great Yarmouth told BBC news on 27 July “ “a  web site  can give you information, that’s if you can find the web site,   but it  cant have a conversation with you and  it cant start to unpick  all the other stuff that is going on  in your life that may be impacting on  the decisions that  you make”.

It seems likely that the most disadvantaged pupils will suffer most from the lack of face to face advice.

Report to the Prime Minister and the Deputy Prime Minister  from the Advocate for Access to Education  ‘The Hughes Report’; July 2011

http://www.cabinetoffice.gov.uk/sites/default/files/resources/education-advocate-report.pdf