NEW CAREER MANAGEMENT QUALITY ALLIANCE ESTABLISHED-TO PUSH FOR INCLUSIVE CAREERS STRATEGY

Careers Guidance-A New Alliance to work with the Government  

A new careers strategy was first proposed by the Government back in December 2015, in response to the universal view from education and business that, in many areas, access to careers advice for young people was patchy and inadequate and ‘was on life support’ (CBI 2013)

Four major organisations in the career development space have now  come together to create a new alliance: The Career Management Quality Alliance (CMQA) which is  keen to help expedite this  new,  long delayed Careers Strategy.

Chair of the Alliance and President of the Career Development Institute, Virginia Isaac, said “We want to be helpful to Government. To move things along, we have gathered the views of key education and careers bodies in the country and produced a position statement ‘A Careers Strategy that Works for Everyone’. If this thinking can be incorporated into government policy there will be a good chance of breaking through the current log-jam and making good some of the acute erosion of career guidance in recent times”.

The Career Management Quality Alliance comprises:

The Career Development Institute (CDI): the UK-wide professional body for everyone working in career education, career information, advice and guidance and career coaching.

www.thecdi.net

Careers England: the trade association for employer organisations and traders involved in the

provision of products and services promoting career education and guidance in England.

www.careersengland.org.uk

Assessment Services Ltd: the assessment body for the matrix standard, the Government owned quality standard for organisations providing information, advice and guidance

services. www.assessmentservices.com

The Quality in Careers Consortium: which oversees the Quality in Careers Standard, the national quality award for careers education, information, advice and guidance (CEIAG) in schools, colleges and work-based learning. www.qualityincareers.org.uk

The  Career Management Quality Alliance wants the governments long awaited Careers Strategy   to be published  soon after Parliaments return from  its Summer Recess, “ to prevent further erosion of services and to enable us to work together to build a system that enables every citizen to contribute effectively to the economy and to have a successful and fulfilling career”

A statement from the Alliance, issued on 2 August,  sets out the key elements,   in the form of twelve points, that it proposes should be included in a  Careers strategy . The Alliance says it is ready to work with the Government to agree the final strategy and to support its effective implementation.

  1. The strategy must set out a vision that support for career management should be available to everyone throughout life, and it should pay equal attention to services for young people and for adults.
  2. The focus should be on both enabling individuals to develop the skills and qualities needed to plan and manage their own careers (commonly referred to as ‘career management and employability skills’) and providing access to personal career guidance at times when it is needed.
  3. Schools and colleges should be encouraged to adopt the eight Gatsby benchmarks of good careers practice and to appoint a careers leader with responsibility for the provision of careers support.
  4. The statutory duty to provide careers education in the curriculum should be reinstated and raised to age 18. It should be supported by a recommended national framework of career management and employability skills.
  5. All schools and colleges should be strongly recommended to achieve the Quality in Careers Standard and incentivised to do so through development funding linked to a commitment to achieving the Standard.
  6. To meet the statutory duty to secure access to impartial careers guidance, schools and colleges should be required to use the services only of careers advisers with a professional qualification in career guidance and, where they commission services from an external organisation, they should ensure that the organisation is accredited to the matrix Standard.
  7. A network of Career Development Co-ordinators should be established across the country, to work with the Enterprise Co-ordinators in the LEPs (whose work focuses on the twoGatsby benchmarks that relate to engaging with employers), to support schools and college with their careers programmes.
  1. The specification for the National Careers Service should be revised to ensure that its services reach all adults and that it provides support for developing career management and employability skills as well as information, advice and guidance. Its services should also be extended to young people who are NEET, home educated or not in school or college for any other reason.
  2. All careers advisers working in the National Careers Service must hold, or be working towards, an appropriate professional qualification.
  3. All organisations providing career management and employability services, through theNational Careers Service and other publicly funded support, must be accredited to the matrix Standard.
  1. Private sector organisations and traders providing career management services that are not publicly-funded, should be encouraged to use professionally qualified staff and to work towards the matrix Standard.
  2. The Government should investigate how changes to the tax system and development loans could encourage both individuals and employers to invest in career management support

DIALOGIC TEACHING-WHATS THAT?

“Dialogic teaching is distinct from the question-answer-tell routines of so-called ‘interactive’ teaching, aiming to be more consistently searching and more genuinely reciprocal and cumulative” says Professor Robin Alexander .  According to Alexander it  requires:

interactions which encourage students to think, and to think in different ways

questions which invite much more than simple recall

answers which are justified, followed up and built upon rather than merely received

feedback which informs and leads thinking forward as well as encourages

contributions which are extended rather than fragmented

exchanges which chain together into coherent and deepening lines of enquiry

discussion and argumentation which probe and challenge rather than unquestioningly accept

professional engagement with subject matter which liberates classroom discourse from the safe and conventional

classroom organisation, climate and relationships which make all this possible

It  is claimed that it helps the teacher more precisely to diagnose students’ needs, frame their learning tasks and assess their progress.

The proposition is that by  engaging in genuine dialogue with others, individuals can operate at a higher level of thinking than would be possible on their own.  So ‘dialogic teaching’, emphasises dialogue through which pupils learn to reason, discuss, argue, and explain in order to develop their higher order thinking as well as their articulacy.( so, think,  Socractic Dialogue!)

The Education Endowment Foundation has recently completed an evaluation of a Dialogic Teaching intervention. The aim of the intervention was to raise levels of engagement and attainment across English, maths, and science in primary schools by improving the quality of teacher and pupil talk in the classroom. The intervention was developed and delivered by a team from the Cambridge Primary Review Trust (CPRT) and the University of York. Year 5 teachers in 38 schools, and a teacher mentor from each school, received resources and training from the delivery team, and then implemented the intervention over the course of the autumn and spring terms in the 2015/2016 school year. Following the intervention, pupils were tested in English, mathematics, and science. This efficacy trial compared the 38 schools (2,492 pupils) in which the intervention took place with 38 control schools (2,466 pupils). During the intervention, the evaluation team also carried out a survey and interviews with a sample of teachers, mentors, and heads, plus case-study visits to three intervention schools

Key conclusions

  1. Children in Dialogic Teaching schools made two additional months’ progress in English and science, and one additional month’s progress in maths, compared to children in control schools, on average. The three padlock security rating means we are moderately confident that this difference was due to the intervention and not to other factors.
  2. Children eligible for free school meals (FSM) made two additional months’ progress in English, science, and maths compared to FSM children in control schools. The smaller number of FSM pupils in the trial limits the security of this result.
  3. The intervention was highly regarded by headteachers, mentors, and teachers who thought that the Dialogic Teaching approach had positive effects on pupil confidence and engagement.
  4. The majority of participating teachers felt that it would take longer than two terms to fully embed a Dialogic Teaching approach in their classrooms. It could therefore be valuable to test the impact of the intervention over a longer period.
  5. This intervention requires teachers to change classroom talk across the curriculum, supported by training, handbooks, video, and regular review meetings with mentors. Future research could aim to differentiate the effects of these different elements.

EEF Dialogic Teaching Evaluation report and executive summary

July 2017- Independent evaluators: Professor Tim Jay, Ben Willis, Dr Peter Thomas, Dr Roberta Taylor, Dr Nick Moore, Professor Cathy Burnett, Professor Guy Merchant, Anna Stevens

Link

WHATEVER HAPPENED TO CRITICAL THINKING AMONG STUDENTS?

There has been much debate in education about the need to develop in students critical thinking. Critical thinking  means having the ability  to see both sides of an argument clearly, while deducing or confirming conclusions from both the facts and arguments.  To think critically,  it is  thought  you need domain specific knowledge ,as well as certain  generic  skills. You  need to learn how to handle and order  facts,  as well as to learn the facts themselves.
The “critical” part of the term “critical thinking”  doesn’t refer to the  act of criticizing, or finding fault, but rather to the ability to be objective and dispassionate. So, “Critical,” in this context, means essentially  “open-minded,” seeking out, evaluating and weighing all the available evidence, affording a value to that evidence and reaching a rational,  objective , conclusion  .  Being Objective,  or rational,  though  is not as easy  as it might seem. Our  in built biases can interfere in our thinking process’s.  These are  sometimes known as cognitive biases.  And we can let our  emotions  get the better of us, so rational thought and objectivity goes  out the window.

According to Professor Dan Willingham,  looking at the issue  from the cognitive scientist’s point of view, the mental activities that are typically called critical thinking are actually a subset of three types of thinking: reasoning, making judgments and decisions, and problem solving.One likes to think that students who have studied A levels have developed, to a significant extent good critical thinking skills . Certainly those with the best grades.  And that at University they develop these skills further,  and advance to a different level of critical thinking. But do they?  There does appear to be a cultural shift underway .  Subjective emotional responses  have an elevated status.  Sometimes it seems the only valid response to any idea  argument or situation is the individual’s own—how he or she “feels” about it, subjectively. Are they offended by it? Has it hurt their feelings? This is when and where emotion and feelings trump rationality and it would seem critical thinking.  So  Could all the banning, no platforming, safe spaces and trigger warnings simply be symptomatic of the fact that subjectivity has replaced objectivity as the default position.  Is it the case that students, much more than in the past, are  increasingly incapable of processing conflicting viewpoints intellectually; they can only respond to them emotionally? Is this what is meant by the snowflake generation? Food for thought

WHENS A GREEN PAPER A WHITE PAPER? WHEN ITS CALLED SCHOOLS THAT WORK FOR EVERYONE

The Prime Minister made it clear in her Telegraph article of 7 March that whatever the results of the Green paper consultation, ‘Schools that Work for Everyone’ the government will plough ahead, regardless, with its plans to extend selection in the state school system. There will be new selective free schools established and existing grammars will be allowed to expand . Indeed resources have already been  earmarked to make this happen . It requires some cynicism to set up a formal consultation exercise and then to announce firm policy before that consultation is even complete. Self-evidently, this makes a mockery of the consultation process. It also demonstrates a disrespect to all those education professionals who contributed to the consultation exercise in the genuine expectation that their submissions would be taken into account in the formulation and implementation of policy.  The largest, and oldest state  secondary school network  in the country, the SSAT, which submitted its own response to the  Green paper,   called the process “a travesty.”

It also runs a coach and horses through the idea of evidence led, and informed, policy. The overwhelming evidence is that selection does little for social mobility, and has a  negative educational impact on those students not in selective schools, particularly the most disadvantaged. It also suggests that the Prime Minister has much less understanding of the frustrations of voters, who believe that politicians neither listen to nor act on their concerns, than her rhetoric suggests.

CAREERS STRATEGY PAPER

The Governments new Careers Strategy appears to be almost ready for publication. It wont appear before the EU Referendum but conceivably it could appear between the Referendum and the Summer Recess in  late July. Alternatively it could be released over the summer.

The Government is clear that it wants  much more employer engagement with schools, along with enterprise advisers and co-ordinators  in the regions  and better work experience. What it is less clear about , is how to generate more systematic  and meaningful contacts between  qualified, independent careers advisers and young people. It keeps on strengthening statutory guidance for schools   but this has had  little impact on the way ‘autonomous’ schools deliver careers advice, which remains unacceptably  patchy, both in terms of quality and scope. Guidance only has any impact if there is a robust and transparent accountability framework. And this doesnt currently  exist.  Destination measures may  help longer term but are  still in the design phase  and are not helping  young people going through the system now. Ofsted makes the right noises on careers guidance and is pretty scathing about how so many schools fail to step up to the plate, but you can still get an outstanding rating  with poorly rated  careers provision and the light touch regime means that many schools escape the regulators eye for many years .

There are   subtle signs that MPs from all parties are beginning to lose patience with a lack of action from Ministers in this area and will be looking at the new strategy very carefully .   They may  understand that if you want to improve social mobility, inclusion and productivity and to fill the skills gaps it is vital  to improve the access our young people have to high quality professional advice at key stages in their lives,  along with greater employer engagement ,of course  .It is not either, or, it is both. They are mutually supporting.  If they stick to  ensuring the strategy is informed by all the  Gatsby’ benchmarks’ then they should be OK. If they cherry pick, including some, but not others, it will end up an incoherent mess with no system wide impact. Watch this space.

HIGHER EDUCATION-MORE SCRUTINY IN FUTURE OVER ITS SOCIAL AND ECONOMIC RETURNS

The sector  in future will face growing scrutiny over its economic and social returns

The recent IFS report (see link below) discovered that that at 23 universities men typically earned less even 10 years after graduating than their counterparts who’d never been. For women, it was at  nine  universities. A University education, of course, is   not just about ensuring that you have high level earnings in future years. But ,if the perception takes root  that for most there will be no graduate premium, that universities wont really help  you to be socially mobile and you will be stuck with debt for many, many  years, then the obvious  danger is that  many young people will begin to turn their backs  on Higher education.

Recent decades have seen a major increase in participation in higher education throughout the developed world. UK now has proportionately more graduates than any other rich country, bar Iceland. To many, probably  most, this is a good thing. It has   demonstrably improved the life opportunities of many more young people. But to others there are concerns  . Perhaps the rapid expansion  was underfunded,  maybe the quality of teaching  has declined,  due to the  increased pressure  on academics to do more with less,   and perhaps   degrees have  devalued in the job market, through over- supply.  There  is already a   perception that many graduates are, in some senses, being underutilised in the labour market. Put another way ,many graduates are now in jobs that are not considered, or certainly weren’t historically considered,  to be graduate level jobs.  It is arguable that too many graduates are in jobs that are low paying and don’t utilise the skills and knowledge that their degrees gave them (or purported to give them). Aditya Chakrabortty in the Guardian  this week points out that  one in six call-centre staff have degrees, as do about one in four of all air cabin crew and theme-park attendants.

This begs an obvious question- what is the point in creating more graduates unless you have more graduate-level jobs?

In 2015 the CIPD in a policy report concluded that ‘Policy-makers need to scrutinise the range of courses offered by the HE sector and seriously consider the social and private returns to them. We conjecture that they will conclude that, in many cases, public funds could more usefully be deployed elsewhere in the education and training system. Our findings suggest that the presence of a large HE sector will not necessarily lead to the attainment of the knowledge economy so beloved by successive UK governments.’

Its pretty safe to conclude that, in future, there will greater scrutiny from young people,  paying undergraduates , the government and regulators over the quality of degrees in HE institutions and the social and economic returns they  can deliver . It is also clear that there are some in government (see this weeks  Daily Telegraph leak story) who believe that some  degrees and HE institutions are not  currently delivering value for money for the students, and , indeed, taxpayers.

CIPD Over-qualification and skills mismatch in the graduate labour market-August 2015

http://www.cipd.co.uk/binaries/over-qualification-and-skills-mismatch-graduate-labour-market.pdf

IFS Working Paper-April 2016- How English domiciled graduate earnings vary with gender, institution attended, subject and socio-economic background

http://www.ifs.org.uk/publications/8233

DEPARTMENT FOR EDUCATION STRATEGY

DFE STRATEGY 2015-2020
DFE strategy 2015-2020 World-class education and care March 2016

The governments structural reforms focused on academisation-giving all schools autonomy to run their own affairs, freed from local bureaucracy-to improve student outcomes, has had patchy results. Many of the most deprived areas are still underachieving and Ministers are keen to breathe new life into the reforms. This week it launched its White Paper and this, its new five year  strategy listing its goals, strategic priorities  and the principles that  will inform its approach well into the future.

Nicky Morgan the Secretary of State says “My vision is to provide world-class education and care that allows every child and young person to reach his or her potential, regardless of background. This document is an overview of my Department’s strategy to 2020 and it outlines how I intend to achieve my vision during this Parliament. It comprises:
• three system goals that the education and children’s social care systems will pursue;
• twelve strategic priorities on which my Department will focus;
• five policy principles that summarise the approach my Department will take – ‘how’ we’ll seek to deliver the priorities”

Goals
Safety and wellbeing
All children and young people are protected from harm and vulnerable children are supported to succeed with opportunities as good as those for any other child

Educational excellence everywhere
Every child and young person can access high-quality provision, achieving to the best of his or her ability regardless of location, prior attainment and background

Prepared for adult life
All 19-year-olds complete school, college or an apprenticeship with the skills and character to contribute to the UK’s society and economy, and are able to access high-quality work or study options

Our delivery programme comprises comprises twelve strategic priorities. These are the areas that require the greatest DfE focus and action to better enable our front-line colleagues to deliver the system goals

Strategic Priorities

1. Recruit, develop, support and retain teachers
2. Strengthen school and system leadership
3. Drive sustainable school improvement
4. Embed clear and intelligent accountability
5. Embed rigorous standards, curriculum and assessment
6. Ensure access to quality places where they are needed
7. Deliver fair and sustainable funding
8. Reform 16-19 skills
9. Develop early years strategy
10. Strengthen children’s social care
11. Support and protect vulnerable children
12. Build character and resilience
Our approach can be summarised in five core principles that set out how this government is implementing this ambitious agenda.

Principles
Children and young people first
Ensure children and young people, along with their families and carers, are satisfied with the quality of the education and children’s services systems

High expectations for every child
We are unapologetically ambitious for every child and young person, and will ensure there are no forgotten groups or areas

Outcomes, not methods
Set stretching, well-measured outcomes and empower professionals to determine how to
achieve them, through innovative local solutions

Supported autonomy
Align funding, control, responsibility and accountability in one place, as close to the front-line as possible; ensure institutions can collaborate and access the support they need, to set them up for success

Responsive to need and performance
Ensure institutions respond to changing user needs and performance – autonomy can be earned and lost, with our most successful leaders earning their autonomy, extending their influence and vice versa

https://www.gov.uk/government/publications/dfe-strategy-2015-to-2020-world-class-education-and-care

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508421/DfE-strategy-narrative.pdf