1
ThenewstatutoryrequirementsincareersguidanceinEnglandand
theimplicationsforcareersprovisionundertheCoalition
government
CharlotteChadderton
SeniorResearchFellowinEducation
CassSchoolofEducationandCommunities
UniversityofEastLondon
Stratford
London
E154LZ
Abstract
TheEducationAct2011passedresponsibilityforcareersguidanceinEnglandfrom
localauthoritiestoschools,providingnoextrafundingorstafftraining.Thispaper
reportsonaprojectconductedinschoolsinEastLondon,whichaimedtoenhance
careersworkinresponsetothenewrequirements.Itarguesthatwhilstschoolscan
enhancetheircareersprogramme,thenewarrangementshaveleftthemwith
requirementstheyhaveneitherthefunding,expertisenornetworkstofulfil.Thismove
bytheCoalitiongovernmentiscontributingtoaprocessofdeteriorationofcareers
provisioninEngland,involvingtheunderminingofthecareersprofessionandthe
diminishingofprofessionalismincareersprovision.
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Keywords
Careerswork;SecondaryeducationinEngland;years7‐9;actionresearch.
Introduction
TheEducationAct2011handedoverresponsibilitytoprovideCareersEducation
InformationAdviceandGuidance(CEIAG)inEnglandtoschools.Inthepast,CEIAG,or
careerswork,wastheresponsibilityoflocalauthorityfundedCareersServices,and
from2001‐11,ofConnexions,theholisticsupportservicewhoseremitwastoprovide
allkindsofInformation,AdviceandGuidance(IAG)toyoungpeople.Fundshavenow
beencompletelywithdrawnfromConnexions,andschoolshavebeenprovidedwiththe
vaguestofguidelines,andnoextrafundstofulfilthenewrequirements.Thispaper
reportsonanactionresearchprojectconductedintwoschoolsinEastLondon,which
aimedtoenhancecareersworkforyears7‐9inthecontextofthenewrequirements.It
arguesthatwhilstthereismuchthatschoolscandotoenhancetheirschool‐based
careersprogramme,thenewarrangementshaveleftthemwithrequirementstheyhave
neitherthefunding,experience,expertisenornetworkstofulfil.Thismovebythe
Coalitiongovernmentiscontributingtoaprocessofdeteriorationofcareersprovision
inEngland,whichbeganwiththeConnexionsService,involvingtheunderminingofthe
careersprofessionandthediminishingofprofessionalismincareersprovision.
Thereisnoagreementinthefieldofcareersworkaboutexactdefinitions.‘Careers
guidance’isoftenusedasanumbrellatermforCEIAGorcareerswork‘includingcareer
learninginthecurriculum,employerengagementandworkexperienceaswellasone‐
to‐oneadviceandguidance’(Hooleyetal,2014:5).Inthispaper,forpurposesofclarity,
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Iusetheterm‘careerswork’asanumbrellaterm,andotherwise,currentgovernment
definitionsasfollows:‘Careerseducationisthedeliveryoflearningaspartofthe
curriculum.Careerseducationisoftencloselyrelatedtowork‐experienceandother
formsofwork‐relatedlearning. Work‐relatedlearningistheprovisionof
opportunitiestodevelopknowledgeandunderstandingofworkandtodevelopskills
foremployabilitythroughdirectexperiencesofwork. Careersguidanceisadeeper
interventioninwhichanindividual’sskills,attributesandinterestsareexploredin
relationtotheircareeroptions.’(HouseofCommonsEducationCommittee,2013:8).
Connexionsandthediminishingofthecareersprofession
Untilthebeginningofthetwenty‐firstcenturycareersprovisioninEnglandforyoung
peoplewasidentifiedasamongthebestintheworld(Roberts,2013:240).Thisstarted
tochangeinitiallywiththeintroductionoftheConnexionsservicein2001.Intendedto
beaholisticserviceprovidingadviceandguidanceinallareasofyoungpeople’slives,it
incorporatedalllocalcareersservicesaswellasrepresentativesfromotheryouth
supportservices.However,whilsttheotherservicesretainedseparate,discrete
servicesaswellashavingrepresentativesworkingforConnexions,thiswasnotthecase
withcareersservices,leavingEnglandwithoutanationalorganisationwithacareers
remit(LewinandColley,2011).Connexionswasinnovativelysupposedtoprovideboth
specialistIAG(careersguidance)anduniversalIAG,relatedtootherlifeissues.Inthe
contextofincreasedattentiononsocialinclusionatthattime,itwasdesigned
specificallytofocusparticularlyonthemostdisadvantaged,aswellasprovidingcareers
guidanceforall.However,asanorganisationitwasunder‐resourced,meaningthatstaff
wereunabletoprovidebothspecialistanduniversalIAGandactuallyfocussedon
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youngpeople‘atrisk’ofexclusionattheexpenseofcareersguidanceforall.Infact,
higherachieversinmanyschoolswerenotprovidedwithaguidanceinterviewatall
(McGowan,WattsandAndrews,2009;LewinandColley,2011).Thesingleagency
createdanewprofessionofPersonalAdvisers(PA’s),drawnfromavarietyofyouth
welfareservicebackgroundswhoseroles,however,werenotclearlydefinedanditwas
unclearwhethertheyweresupposedtobeprovidingspecialistorgeneralIAG.Careers
professionalswerethereforenolongerdesignatedcareersadvisers(LewinandColley,
2011;Hooleyetal,2014).Itbecameunclearwhatcountsasaprofessionalqualification
incareerswork,andwhatconstitutedtheknowledgebaseoftheprofession(McGowan,
WattsandAndrews,2009;LewinandColley,2011:3).AreportconductedbyLifelong
LearningUKfoundthatqualificationswithinthesectorhadfallenconsiderablybetween
2004‐9(Nearyetal,2014).Inaddition,therewasnoagreementonjobtitles,with43
differenttitlesusedtodescribeindividualsworkingincareersguidance.Connexions
wasthusdisastrousforthecareersprofession,resultinginthelossofprofessional
identityforpractitioners(McGowan,WattsandAndrews,2009),andtheerosionofa
distinctivecareersprofessionwithitsownknowledgebaseandqualifications(Watts,
2001;Lewin&Colley,2011:2;Hooleyetal,2014).
Movingtowardstheestablishmentofso‐called‘IntegratedYouthSupportServices’,
budgetsweretransferredtolocalauthoritiesin2008,althoughthesewerenotring‐
fenced(McGowan,WattsandAndrews,2009).Therewaslargevariationregionallyin
responsetothismove,withlocalauthoritieseithertakingprovisionin‐house,
continuingtofundaConnexionsService,orcontractingouttootherproviders.Thisled
toequallyvariableresultsintermsoffundingofIAGservices,andstandardsof
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provision.CareersprovisionwhentheCoalitiongovernmentcametopowerin2010
wasthusneithernationallyconsistent,norcoherent.
ChangesundertheCoalitiongovernment:Amixedeconomyofcareersprovision
InthecontextoftheCoalitiongovernment’sfocusonschoolautonomyandamarketised
approachtoeducation,theEducationAct2011handedoverresponsibilityforcareers
workinEnglandfromlocalauthoritiestoschools,comingintoforcefromSeptember
2012.Aslightlyrevisedversionoftheguidanceappearedin2014,andschoolsarenow
requiredtoprovidecareersguidancefromyear8(12‐13yearolds)toyear13(17‐18
yearolds)(DfE,2014a,b).(Localauthoritiesstillcarrytheremittoprovidetargeted
careersguidancetothosewithspecialeducationalneeds,andthosewhoaredisengaged
oratriskofdisengaging).AllfundinghasbeenwithdrawnfromConnexionsand
schoolshavenotbeengivenanyextrafundingforcareersprovision.Thewider
implicationsofthistransferofresponsibility,thenewstatutoryguidanceandthelossof
fundingareextensive.Fromthe1970’suntil2011,careersworkhadbeendeliveredvia
apartnershipbetweenexternalservicesandschools;schoolsarenowsolely
responsibleforthedelivery(Hooleyetal,2014).Mostsocialcommentators,including
theHouseofCommonsEducationCommittee(2013)havebeenhighlycriticalofthe
newarrangements,andinternationalevidencefromNewZealandandtheNetherlands
suggeststhataschool‐basedmodelofcareersguidanceriskssignificantdeteriorationin
provision(Hooleyetal,2012b;Watts,2013).Whilstlittleempiricalresearchhasasyet
beenconductedonthenewarrangements,thatwhichhasbeencarriedoutsuggests
thatcareersprovisionhasdeterioratedfurther(Hooleyetal,2014).
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Itcanbearguedthatthestatutoryandnon‐statutoryguidelinescontinuetoundermine
anddiminishboththecareersprofessionandprofessionalismincareersprovision.
Indeedsomehavearguedthatthecontinueddiminishingofcareersworkasa
professionisanideologicalmoveonthepartoftheCoalitiongovernment,inlinewith
widermovestodiminishprofessionalisminthepublicsector,suchasthecreationof
opportunitiesforteacherstoteachwithoutaqualificationorHEeducation(Hooleyetal,
2014).
Theguidelinesdonotdrawontheworkofqualityassurancebodiesandguidelinessuch
astheCareerDevelopmentInstituteandtheQualityinCareersStandard(Watts,
2014b),ratherthegovernment’seducationalauditingbodyOFSTED,withoutcareers
specialisms,hasbeentaskedwithprovidingqualityassurance(DfE,2014b).Schoolsare
alsoadvisedtorefertotheirownstudentDestinationMeasuresData,publishedbythe
DepartmentforEducation(DfE),toassesshowsuccessfullytheirpupilsmake
transitionsintothenextstageofeducationortraining,orintoemployment(DfE,
2014b:6),althoughasWatts(2014b)pointsout,thisdataonlyrecordsinitial
destinationsofstudents,notwhetherthedestinationwassuitableandmatchedtheir
interests,asagoodcareersprogrammewould.
Moreover,theworkofcareersprofessionalsisvirtuallyunmentionedintheguidelines
(Watts,2014aandb).Indeed,schoolsarenotrequiredtoemployqualifiedcareers
advisors,oruseonlymatrixaccreditedorganisations(Andrews,2013:1),although
thereisevidencetosuggestthatlessthanathirdofschoolcareerscoordinatorshave
formalqualificationsincareerswork,andthatthispercentageisdecreasing(McCrone
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etal,2009:11).Althoughschoolsarerequiredtoprovide‘impartial’guidance,‘defined
asshowingnobiasorfavouritismtowardsaparticulareducationorworkoption’(DfE,
2014b:7),asWatts(2014b)argues,itseemsthatwhatisbeingreferredtobyimpartial
isnot‘accesstoasingleimpartialsource’,butrathera‘rangeofpartialsources’(p.3).
Thustheguidancesuggeststhatschoolscanfulfilthisdutybyprovidingaccesstoa
rangeofemployersorrepresentativesfromdifferentfurtherorhighereducation
institutions,ratherthanaccesstoanexternal,professionalcareersadvisor.Moreover,
otherresearchshowsschool‐basedsystemsinevitablylackimpartiality(Watts,2013:
447).Forexample,schoolsthathavetheirownsixthformsmaybeunlikelytobeableto
provideimpartialguidanceonwiderpost‐16options,astheyhavefinancialincentives
tocompeteforstudentsagainstotherlocalinstitutions.Thereisalsoarequirementfor
schoolstoprovide‘independent’careersguidance‘definedasexternaltotheschool’
(DfE,2014b:7).Onlythenon‐statutoryguidelinesmentionthatthis‘shouldincludeface‐
to‐facesupportwhereneeded’(DfE,2014a:20),thereforethiscouldpotentiallybe
interpretedsimplyasaccesstoawebsiteortelephonehelpline,andevenifface‐to‐face
guidanceisprovided,thereisnomentionthatthisshouldbewithaqualifiedor
professionalcareersadvisor.
Ratherthantheprovisionofexpertcareerswork,theguidelinesfocusonemployer
engagementinschools(DfE,2014b).Thisisdespiteinternationalevidencesuggesting
thatschool‐basedguidancesystemstendtohaveweaklinkstothelabourmarket
(Watts,2013:447;Bimroseetal,2014),andthatEducationBusinessPartnerships,
whichprovideabridgingservicebetweenschoolsandbusinessandindustry,havehad
theirfundingcutbymanycouncils(Hughesetal,2014a).Inaddition,whilstshiftingthe
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responsibilityforcareersguidancetoschools,thepreviousstatutoryrequirementof
schoolstoprovidecareerseducationandwork‐relatedlearninghavedisappeared
altogether,disregardingthewealthofevidencewhichshowsthatcareersworkismost
effectiveaspartofacoherentprogrammeofcurriculum‐integratedcareerseducation
(seee.g.Watts,2014b).
Lastly,asschoolshavenotbeenprovidedwithfundingtofulfilthisnewduty,itis
unclearwhatresourcestheywillallocate(Hooley&Watts,2011:ii),particularlyasthis
shiftsevenmoreworktoalreadybusyschools(Hooleyetal,2012b:28).Thequalityof
CEIAGreceivedbyyoungpeoplenowdependsonschoolsratherthanspecialised
services(Hooleyetal,2012b:28),andasWatts(2013:447)pointsout,schoolstendto
vieweducationalchoicesasendsinthemselvesratherthanasthecareerchoicesthey
actuallyare.
Anew,government‐fundedNationalCareersService(NCS)hasbeensetuptoprovide
guidance,however,youngpeopleonlyhaveaccesstotelephoneandonlineservices,
withface‐to‐faceguidancereservedforadults(Hooley&Watts,2011).Inarecent
review,Ofsted(2013)reportedthatmostteachersandstudentsfoundthewebsitetobe
tooadult‐focusedtobeuseful.ResearchconductedinScotlandontheimpactofthetwo
maincareerwebsitesinScotlandonpupils’careermanagementskillsfoundthatthese
websiteshadlittleornoimpactamongthosewhousedthem(Howieson&Semple,
2013:287).TheremitoftheNCShasrecently(October2014)beenexpandedtoinclude
abrokeragerolebetweenschoolsandemployers,however,thisroleremainsasyet
relativelyundeveloped(Bimroseetal,2014).InDecember2014itwasannouncedthat
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thegovernmentwascreatinganewcareersandenterprisecompany,alsoinorderto
provideabrokerageservicebetweenemployersandschools,andto‘ensureemployers
aresupportingyoungpeoplewithdecision‐makingandcareerdevelopmentatevery
stageofschoollife’(DfE,2014c).Againhowever,thereisnomentionofprofessional
guidance,anditisassumedthatemployerswillbeabletoprovideyoungpeoplewith
theinformationaboutroutesintoeducation,trainingandwork.
LocalauthoritieshaverespondedtothisshiftinresponsibilityforCEIAGinanumberof
ways.Themajorityhavereducedtheirfundingfor,andthenumberofstaffin,youthand
careersupportsincetheelectionoftheCoalitionGovernment.Aboutathirdhave
remainedinvolvedinthedeliveryofcareersupport(Langleyetal,2014:v).Amarketin
careersworkisopeningup,withcompetitionbetweenmultipleexternalprovidersand
products,andmanynewcomers(Bimrose,Hughes,&Barnes,2011;Hooleyetal,2012b;
Hughes,2013b:229).Initialobservationsindicatethatthefactthattherearesomany
providersinthefieldiscreatingmuchconfusion(Hughes,2013b:230).Thereisnoway
forschoolstocheckwhatkindofserviceisoffered,norstaffqualifications,asituation
whichcanequallybesaidtobethreateningtheprofessionalismofcareersprovision
(Hughes,2014a).Schoolsarerespondingwithanumberofmodels,including
commissioningfromaprivateprovider,fromthelocalauthority,fromalocalcollege,or
arrangingforamemberofstafftoprovideprovisionin‐house(LondonCouncils,
2013:14),orindeed,acombinationofthese.
Thisstudy
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Thispaperreportsona10‐monthstudyconductedintwoschoolsindifferentboroughs
inEastLondonintheschoolyear2013‐14.Themainaimwastodevelopandtestways
ofenhancingschool‐basedCEIAGforpre‐GCSEpupils,tosupporttheschoolsin
addressingthenewstatutoryrequirements.Wefocussedonyears7‐9asevidence
showscareersworkismorebeneficialtheearlieritbegins(e.g.Morganetal,2007).
EastLondonwasconsideredtobeaparticularlyinterestingregiontoconductsuch
research.YoungpeoplegrowingupinLondonfaceauniquesituationwithimplications
fordeliveringcareerswork(LondonCouncils,2013),perhapsparticularlyEastLondon.
Despiteanationaleconomicdownturn,urbanregenerationisprovidingimproved
opportunitiesinsomepartsofthecountry;andthisincludesEastLondon.Forexample,
itispredictedthatthousandsofnewjobswillbecreatedintheQueenElizabeth
OlympicPark.Thewebsitestates,‘[i]ntotalmorethan20,000jobscouldbecreatedby
theParkby2030,includingspin‐offsinthelocaleconomy’(MayorofLondon,2013).
Londonasawholehasmoreoptionsandopportunitiesinworkandtrainingthanthe
restofthecountry(LondonCouncils,2013). However,Londonhasthehighestyouth
unemploymentinthecountry,20.7%notcountingstudentsinfulltimeeducation
(LondonCouncils2013)andunemploymentratesinBakingandDagenham(9.5%)
Newham(9.5%),TowerHamlets(8.5%),WalthamForest(8.2%)(TrustforLondon,
2014)areamongthehighestinthecountry.Londonalsohasaninternational
workforcewithanolderageprofilemeaningthelabourmarketisextremely
competitive(LondonCouncils,2013).
Theprojectaimswereasfollows,to:
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mapthecurrentCEIAGinfrastructureforyoungpeopleintwocasestudy
schools;
raiseawarenessinthetwoschoolsoftheimportanceofeffectiveCEAIG;
pilotmodelsofschool‐basedCEIAGforyears7‐9toprovidecontexttoyoung
people’stransitionsandbroadenyoungpeople’saspirationalhorizons.
Thiswasthereforeatraditionalactionresearchproject(Somekh,2006)inthreestages:
Atstage1,CEIAGprovisionforthetwocaseschoolswasmappedandgaps
identified.Ineachschool,theresearchersworkedwiththeheadteacher,school
careerscoordinator,selectedsubjectteachers,localcareersadvisors,selected
youngpeople,andlocalemployers’networkstodeveloppotentialalternative
CEIAGmodelstoaddressgaps,whichbuildonandenhancecurrentpractice.
Atstage2wetestedsomepreferredmodelsthroughdeliveryinthecaseschools.
Atstage3weevaluatedthesuccessofthedifferentmodelsthroughinterviews
andfocusgroupswithstaffandpupils.
Asamplegroupofyoungpeoplefromeachschoolwastrackedthroughouttheprojectto
recordexperiencesandperceptionsofCEIAG.Therewereeightparticipantsineachof
years7‐9.Wefocussedonthemiddle‐attainmentgroup,asstudieshighlightthe
particulardifficultiesofthemiddle‐attainmentgroup,asoneofthegroupsmostinneed
ofCEIAGbecauseofthepotentiallywiderangeofacademicandvocationaloptionsopen
tothem,butleastlikelytoreceiveadequatesupport(Colleyetal,2010)and
‘”overlooked”bypolicy’(Hodgson&Spours,2014).Youngpeoplewereselected
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accordingtotheirpredictedGCSEgrades;middle‐attainerswereconsideredthoselikely
togain4‐7GCSE’s(A*‐C).Throughout,qualitativedatawasgatheredthrough
observations(attendingeventssuchasassembliesandoptionsevenings),andformal
datawassupplementedbydatagatheredatinformalconversationswithstaffand
pupils.Alldatahasbeenanonymised.Theschoolswereexplicitlyencouragedtotake
ownershipofthestrategyandoutcomesinordertoworktowardssustainableschool‐
basedCEIAGoncetheprojectfinished.
Severalschoolswerecontactedthroughthelocalauthorityandinvitedtotakepartin
thestudy;thetwoschoolsselectedwerethefirsttovolunteer.
School1isasingle‐sexgirls’schoolwithasixthforminanareaofhighdeprivationwith
ahighproportionofpupilseligibleforfreeschoolmeals.
School 2 is a mixed, 11‐16 school in a deprived area with a large number of pupils
eligibleforfreeschoolmeals.
Analysis
CareersprovisionattheschoolshasbeenanalysedfollowingHooleyetal(2014:5),who
identifyfourcategories:
Infrastructure:includingleadership;coordinationanddeliverystaff;systematic
record‐keeping.
Programmes:astructuredcareereducationprogrammefromYear7or8.
Stakeholders:opportunitiestoengagewithemployersandpost‐secondary
learningproviders.
Individual:anentitlementtoseeacareersadviserandarangeofinformalcareer
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conversations.
WealsodrewontherecommendationsoftherecentlypublishedGatsbyReport(2014)
ongoodcareersguidance,whichtheauthorsargueshouldinclude:
Astablecareersprogamme;
Learningfromcareerandlabourmarketinformation;
Addressingtheneedsofeachpupil;
Linkingcurriculumlearningtocareers;
Encounterswithemployersandemployees;
Experiencesofworkplaces;
Encounterswithfurtherandhighereducation;
Personalguidance.
Findings
Stage1
Infrastructure
AtSchool1,CEIAGwascoordinatedbyamemberoftheseniorleadershipteam,who
directlysupportedandmonitoredafull‐timecareerscoordinator.Careerswas
regardedasapriorityand‘anewagendatowidenhorizonsandcreateaspirations’
(AssistantHead,School1)hadbeenintroducedthepreviousacademicyear.AtSchool2
however,CEIAGwasofficiallyledbyamemberoftheseniorleadershipteam,however,
CEIAGwasnotregardedasapriority,andthecareerscoordinatorhadlittlesupport.
SeniorstaffareawareoftheirdutytoprovideimpartialCG,however,theyhaveno
ideahowtogoaboutitinpractice.(CareersCoordinator,School2)
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Bothschoolshademployednewcareerscoordinatorswithinmonthsoftheproject
starting.School1employedafull‐timecareerscoordinatorwhowasaformercareers
adviser,andhadformalcareerstraining.AtSchool2,thecareerscoordinatorhadno
formalcareerstraining.Shewasemployedonapart‐timebasisandwasamemberof
thesupportstaff,withcorrespondinglylowstanding.
Teachershowever,wereingeneralnotyetonboardwiththecareersagendaineither
school.TherewaslittleawarenessamongteachersineitherschoolthatCEIAGhas
movedintoschools.AlthoughsomeindividualteacherswerekeentoenhanceCEIAG,
somefeltthatcareersworksimplyaddstoanunrealisticallylonglistforteachers.
Teachershavetoomuchtodo,thelistofwhatwehavetodoisconstantlybeing
addedtoandwecan’tsqueezeinsomethingextra(CreativeArtsteacher,School2)
There’snotimetofocusoncareers.There’stoomuchaccountabilityandfocuson
exams(PerformingArtsteacherSchool1)
Mostteachersintervieweddidnotseecareersasapotentiallyjoined‐upeffortacrossall
subjects,andsomedidnotseeitassomethingtheycouldcontributeto.Wider
employabilityskillswerenotexplicitlyrecognisedassuchbysome.
Inneitherschoolhadcentralisedrecordsbeenkeptonpupildestinations,aspirations
andguidance.Schooldatainbothschoolshadbeenkeptinvariousdifferentplaces,and
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notusedtoinformtheCEIAGprogramme.InSchool2,whichisan11‐16school,itwas
particularlydifficulttogatherdestinationdata.Arrangementswereinplacewithtwo
localcolleges,butthisonlycoveredabout50%ofschoolleavers.
Idon’tknowwhethercentralisedrecordsarekept,andIdon’tcheckthem.There’s
nomonitoringofthis(Headteacher,School2)
Programmes
Inbothschoolsexplicitcareersworkfocussedonyear11,withsomeworkinyear10,
andthesixthforminSchool2.Despitethefactschoolsarerequiredtoprovidecareers
guidanceforallpupilsfromyear8,therewaslittleprovisionforyoungerpupilsin
eitherschool,exceptfor‘options’eventsforyear9,(tohelppupilschooseoptional
subjectsfortheircompulsoryGCSEexams).Somestaffwerealreadydoingrelevantand
effectivecareers‐relatedworkintheirownindividuallessons;however,thiswaslargely
uncoordinatedandingenerallinkswerenotmadebetweencurriculumsubjectsand
potentialcareers/futureopportunitiesforyears7‐9.
Inrelationtocareersguidanceweatpresentprovideverylittle(Humanities
teacher,School1)
Morecouldbedoneforcareers.Atthemomentit’sdoneindividuallybutit’snot
formalised.Kidslearnaboutcareerswithoutknowingthey’relearningabout
careers.(Mathsteacher,School2)
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Careershappensincidentallyorbyaccidentifithappensatall.(CreativeArts
teacher,School2)
Foryear11’sinbothschools,careersworkinvolved1‐1guidanceinterviews,work
experienceplacementsandone‐offvisitstocareerfairsanduniversitiesforsmall
groups.Year7‐9pupilsreportedthattheycouldrememberhavingdonenone,orvery
little,careers‐relatedworkatsecondaryschool.Thismaymeanthatlittlehadbeen
done,butitmayalsomeanthatwashadbeendonewasnotmadememorableor
connectedexplicitlywithfuturecareers.Interviewsatthestartoftheprojectsuggested
therewaslimitedawarenessaroundroutesintoparticularprofessionsandlinks
betweensubjectsandcareers.
Bothschoolsheldspecificoptionseventsforyear9’sannually.However,thesealsodid
notprovidepupilswithmuchcareersadviceandinformation.School1heldanoptions
eveningforstudentsandtheirparentsearlyintheyear,withanintroductionbythe
headteacherandopenclassroomswheredifferentsubjectteacherscouldbe
approachedandmaterialsexamined.However,mostsubjectmaterialavailablewas
relatedtotheGCSEcourseitself,withlittleinformationonfuturetrajectories,studyand
trainingroutes,potentialcareersortransferableskills.School2heldaseriesof
assembliesrunbydifferentdepartmentstointroducethedifferentGCSEsubjects.
However,thesewerenothelduntilshortlybeforestudentshadtochoosetheiroptions,
leavingstudentslittletimeforconsideration,andfewpresentersmadespecificlinks
withrelatedstudyroutesandcareers,relatingtheirpresentationsonlytotheGCSE
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courseitselfratherthanmakingtheconnectionsbetweeneducationaldecisionsand
futurecareers.
Careersandaspirationsisdonebyformtutors,notus.(Englishteacher,School1)
Whenaskedabouttheirknowledgeoflocalindustry,andtheLondonlabourmarket,
bothseniorstaffandteacherssaidtheywouldnotbeconfidenttorefertothelocalor
nationalsituationintheirteaching,andtheirknowledgewasquitelimited.
Therewasalsoalackofimpartialityregardingthecareersinformationtowhichpupils
hadaccess.Year9pupilsreportedthatratherthanaskingthemwhattheyaspiredto,
teacherstriedtoencouragethemtopicktheirownsubjectforGCSE.
MyscienceteachertoldmetotaketriplesciencebecauseI’mgoodatit,butshe
doesn’tknowIwanttobealawyer.Nootherteachershavereallytalkedaboutit.
(Year9pupil,School2)
Neitherschoolprovidedvocationaloptionsasanalternativetothemoreacademic
studyrouteofGCSE’s.Initially,neitherdidtheyprovidestudentswithinformationon
localapprenticeshipproviders,preferringtofocusonmoreacademicroutes.Pupilfocus
groupsatthestartoftheprojectsuggestedthatvirtuallynopupilknewwhatan
apprenticeshipwas,includingyear9’s.
Stakeholders
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Bothschoolshadsomelinkswithlocalemployersthroughtheyear11workexperience
placements,althoughthesecomprisedmostlyofretailplacements.Besidesthese,
School2atthestartoftheprojecthadnolinkswithemployersatall,andSchool1had
limitedlinks.School1hadjuststartedtwonewmentoringprogrammeswithsuitability
foryoungerpupils,onewithaninternationallawfirm(years8‐13)andonewithan
auditingfirm(years9‐13).Itwastooearlyforustoevaluatetheseprogrammes,
however,stafffeltconcernedthattheyonlybenefittedalimitednumberofpupils(one
ortwoperyeargroup),andwerekeentofindotheroptionswhichcouldbeofbenefitto
alargernumberofstudents.
Individual
Neitherschoolprovidedindividualguidanceinterviewstoallstudents.School1was
gettinginterviewsforchildrenconsidered‘atrisk’andthosewithSENfromthelocal
authority,however,theyweresupplementingthisservicebybuyinginguidance
interviewsfortheotherpupilsfromaprivateprovider,whotheyconsideredmore
flexiblethanthelocalauthorityprovider.Guidanceinterviewswerethereforeonly
providedforyear11.
[Thelocalauthorityservice]focusestoomuchontheatriskandSENgroups.This
currentyearhowevertheyhavenotbeenveryproactiveandoutof33casesthey
haveonlyseen8sofar.Additionallyeventhoughtheyshouldbelookingatyear10
‘vulnerablestudents’theyaren’tdoingthisatthemoment.Infact,theywon’tsee
anyoneatalluntileverysingleSENandatriskchildrenhavebeenseen.Thisisa
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massiveproblembecausethesearethechildrenwhoaremostlikelytobeabsent.
(CareersCoordinator,School1)
School2wasbuyinginone‐to‐oneguidanceinterviewsforallofyear11,andforsome
year10’sfromthelocalauthority.Overallpupilsreportedthatveryfewteachersat
secondaryschoolhadaskedtheminformallywhattheywantedtodointhefuture.
MyformtutorsaidifIworkedhardI’dachievemydreams.Butshedoesn’tknow
whatmydreamsare.(Year8pupil,School2)
Enhancingcareerswork:stages2and3
Intheschoolyear2013‐14,theschoolsworkedtowardsenhancingtheircareerswork
inparticularforyears7‐9.Thefocuswasmainlyincareersinfrastructure,and
engagementwithemployersandbusinesses.
Infrastructure
TheenhancementsworkedbestinSchool1duetothesupportiveleadership,the
prioritisationofcareersfortheschoolasawhole,andtheappointmentofaqualified,
full‐timecareerscoordinator.School1continuedtofocusongettinghighlevelsofGCSE
resultsA*‐C,accordingtowhichschoolsarerankedingovernmentleaguetables,
suggestingthattheconnectionbetweeneducationaldecisionsandcareerdecisionswas
notbeingmadebytheschoolleadership,aspredictedbyWatts(2013).Althoughbythe
endoftheproject,thecaseforawholeschoolCEIAGstrategywaspresentedbythe
20
careerscoordinatortoSLT,whoagreedinprinciple,therehadbeenlittleactual
movementinthatdirection.
ACEIAGstaffworkinggroupwassetupatSchool1atthestartoftheprojecttohelp
progresstheCEIAGagenda.Thisgroupstartedtoraiseawarenessandenthusiasm
amongotherstafftosupportinitiatives,supportthecareerscoordinatortoorganise
events,andsupporttheteachingstafftolinkcurriculumsubjectstocareers.
TeachersaregettingmoreinvolvedinCEIAGthantheywouldotherwise.(Careers
CoordinatorSchool1)
School2wasunabletosetupastaffworkinggroupduetolackofsupportfromthe
seniorleadershipteam.However,havingobservedthesuccessofthisgroupatSchool1,
School2didsetupastudentcareersworkinggroupaspartoftheexistingstudentvoice
group,inorderforthecareerscoordinatortogainstudentfeedbackonCEIAG.
TheAssistantHeadatSchool1startedtoworkoncollectingandstoringcareers‐related
datainasystematicway,
Goingforwardalldatawhichrelatestocareersandwork‐relatedlearningwillbe
collectedinastreamlinedway(AssistantHead,School1)
AlthoughtheCareersCoordinatorpushedforthisatSchool2,itwasnotsupportedby
SLT,whodidnotregarditasnecessary.
21
Programmes
Neitherschoolhadastructured,comprehensivecareersprogramme,integratedintothe
curriculumandschoolyear,withteachingstaffawareandmakingjoined‐up
contributions.CPDsessionsinCEIAGfortheteachingstaffwereplannedatbothschools
tobegintoworktowardsthis.Unfortunately,dueagaintoalackofleadershipand
supportatSchool1,thesessionwasrepeatedlypostponedandnevertookplace.
Wedon’thaveaproblemwithcareers.Idon’tseetheneedformajornew
initiatives.(Headteacher,School2)
However,asessionwasputoninSchool1,ledbytheAssistantHeadandthecareers
coordinator.Fifteenstaffmembersattendedandthesessionwasusedtoraise
awarenessofCEIAGandstatutoryguidance;updatestaffontheworkatschool;inspire
themtosupporttheCEIAGagenda;givethemtheopportunitytocommunicateabout
whattheydoalready,tocreateamorestructuredandholisticapproach;supportthem
tointegratecareersworkintotheirsubjectareas;andgaininputontheCEIAGagenda.
TheregularCPDtimeslotavailablewasusedforthissession,however,thisactually
meantattendancewasoptionalasitwaspittedagainstotherCPDsessionswith
differentfoci.Itdidhowever,haveanimpactonsomeofthoseattended:
AftertheCPDsessionI’veseensomechangeinsomestaff.(CareersCoordinator,
School2).
22
Stakeholders
Theschoolstrieddifferentwaystoincreaseandimproverelationshipswithlocal
employersandbusinesses.School2putona‘CareersinHumanitiesday’foryear7,run
bytheschoolstaffthemselves.Thepupilsinterviewedvisitingvolunteersfromdifferent
professions,whichfallbroadlyintothecategoryofHumanities,ontheirdifferent
careerstogainanunderstandingofthejob,thequalificationsneeded,andthepathways
intothejob.Thevolunteerswerefoundthroughstaffcontactsandtherewasno
financialcosttotheschool.However,theorganisationofawholedayoff‐timetabletook
alotofresourcesintermsofstafftime.Italsorequiredthesupportofseveralmembers
ofstaffonthedayitself,someofwhomwerereluctant.However,manyofthepupils
enjoyeditandfeltthatithadstartedtobroadentheiraspirationalhorizons,
...itwasgood,IlikedtheArtonecosIthoughtifyouwantedtodoArtyouhadtobe
anartteacherandteachkidshowtodrawbutthere’smorestufftodolike
illustrator,graphicdesignersoyoucanseethere’ssomanyjobsinthatsubject.
(Year8pupil,School2)
Bothschoolsalsoputonsomeone‐offcareers‐relatedeventswiththesupportof
externalproviders,includinglocaleducationprovidersandnon‐specialistcompanies
whichoffereducationalactivities.TheyincludedalocalEducationBusinessPartnership,
aninternationalbank,anationalSTEMeducationalorganisation,alocaltheatreanda
localcreativeartsorganisation.Ontheonehandthiswasagoodoptionbecauseit
savedontheschools’ownresourcesintermsofstafforganisingtime.Thisalsoproved
aneffectivewayofprovidingpupilswithinformationaboutvocationalqualifications
23
andlearningroutes,whichtheirschoolsdidnotexplicitlyprovidethemwith.Onthe
otherhandtherewereanumberofproblems.Theexternalcompaniesvariedalotand
didnotalwaysdeliverwhattheypromised,suchassendingfewervolunteersthanhad
beenagreed.Itwasalsofoundthatsomecompanieshadactuallyoutsourcedtoothers,
whichcausedfurthermisunderstandings.Moreover,despiteprioragreements,the
inputwasnotalwaysexplicitlycareers‐relatedanddespitehavingbeenmarketedas
suitableforyears7‐8,somematerialswerepitchedtoohigh.However,thefeedback
fromstudentfocusgroupssuggestedtheirhorizonshadbeenbroadenedbythe
sessions:
Itwasreallyusefulbecausepeoplefromdifferentjobscameandfromthatwecould
decideouroptionsanditcouldhelpusinourlife(year9pupil,School1)
Ilikeditcoswelearneddifferentthings,I’dneverdoneengineeringbeforeatallso
Ilearntthatyoucandoengineeringwithanythingevenscrapstuff,youcanmake
itandplandesign.(year7pupil,School2)
Somepupilsalsosaidtheirconfidenceincreasedwithregardstocareersdecisions:
...ifsomebodyasksyouwhatyouwanttodo,ifyoudon’ttellthemwithconfidence
thatmeansyoudon’treallywanttodoit,sothatmademethinkaswellthatIneed
tomakesurethatI’m100%surethatIdowhatIwanttodoandifanyoneasksme
IneedtoholdmyhandupstraightandsayyeahthisiswhatIwannadoevenif
anyonelaughsatme.(year9pupil,School1)
24
Bothschoolstooktheirpupilsonatleastonecareersrelatedtriptoallowpupilsto
experiencedifferentindustriesandworkplaces.However,withsuchtripstoo,provision
variesconsiderably,asdoessuitabilityforyoungerstudentsandcost.Moreover,some
tripsareonlyavailabletoasmall,selectgroupratherthanthewholecohort.
IwenttoKPMGatCanaryWharf,theyweretalkingabouthowyoucangetin
withoutgoingtouni.Mostlythesetripsareorganisedforgiftedandtalented
studentsthough.SomepeoplehavebeentoCambridgeUniversityandontripsto
theatres,butfortheseyouhavetopaysoonlysomepeoplego(Year8pupil,School
1)
ItwasremarkablethatinEastLondon,severalcareerseventsareputonwhichfocuson
STEMsubjectsandindustries,andveryfewwhichfocusontheArtsandHumanities.
Individual
Intheseschools,universalcareersguidanceinterviewswerenotprovidedforfinancial
reasons.Asdiscussedabove,School2wasprovidingabetterservicethanSchool1in
thisrespectbecauseofthebetterserviceprovidedbytheLA.ParticularlyinSchool1,
thefocuson‘atrisk’studentsattheexpenseofauniversalservice,asinitiatedby
Connexions,continued.
Discussionandconclusion
25
Despitetheresponsibilityforcareersworkhavingshiftedtoschoolsin2012,thesetwo
schoolswerestillsomewhatunpreparedfortheirnewresponsibilitywhenwestarted
theprojectinOctober2013.Despitethis,wefoundthereisagreatdealthatschoolscan
dointernallytoenhancetheschoolCEIAGprogramme.Thesuccessoftheenhanced
programme,eveninSchool2wherelesswasachieved,suggeststhatyears7‐9arenot
tooyoungtobenefitfromcareerseducation.
However,thestudyalsoseemstoconfirmthattheshiftingofCEIAGtoschoolsandthe
withdrawaloffundingfromcareersworkisindeedcontributingtoaprocessof
deteriorationofcareersprovisioninEngland,theunderminingofthecareersprofession
andthediminishingofprofessionalismincareersprovision.Inthisstudy,themost
importantfactorforsuccessfulschool‐basedcareersworkwaseffectiveandsupportive
leadership.Schoolshavemanycompetingpriorities,andcareersprovisionhasnow
simplybecomeoneofthese.Whilstthereisnorequirementorclearincentivefor
schoolstomakeCEIAGastrategicpriority,supportiveleadershipfromthesenior
leadershipteammadethedifferenceinthisstudyatleast.ThedecisiontakenbySchool
1toemployafull‐time,qualifiedcareerscoordinatorwithahighstatusintheschool
alsocontributedtothequalityofprovisionmadeavailableandtheeffectivefunctioning
ofastaffworkinggroup.
Asothershavealsoargued(e.g.Hooleyetal,2012b;HouseofCommonsEducation
Committee,2013),schoolslackthespecialistcareersknowledgeandexpertiseto
provideastructuredcareersprogramme,orworktowardsthekitemark,Qualityin
CareersStandard,createdbyCareersEngland.Althoughresearchshowsthatcareers
26
learningworksbestwhenitisfullyintegratedintotheexistingcurriculum(London
Councils,2013;Hooleyetal,2012b)andactivitiesarejoinedup,thisdidnothappenin
eitherprojectschool,despiteanawarenessinSchool1thatthiswasdesirable.LMIwas
neitheravailable,norusedtoinformstrategynoractivitiesineitherschoolinourstudy.
School1,whichtrialledCPDinCEIAGforteacherswasnotpreparedtomakethesession
compulsory,somanyteachersmissedout.ItseemsclearthatalittleCPDforteachers
cannotbearealsubstitutefortheservicesofaprofessionalcareerseducator.One
sessionofCPDwasnotnearlyenoughtoequipteacherswiththetoolsandexpertiseto
integratecareerslearninginthecurriculum,andthecareersactivitiestheydidtry
remainedstand‐alone.TheHouseofCommonsEducationCommittee(2013)has
recommendedanexpansionoftheNationalCareersService’sremittoincludea
capacity‐buildingandbrokerageroleforschools,[…]whichwouldincludeassisting
schoolsindesigningtheirannualcareersplan,thedisseminationoflocallabourmarket
informationandthepromotionofqualitystandards(p.8).Itremainstobeseenhowfar
thiswillcometofruition.
Moreover,aswasthecaseparticularlyinSchool2,schoolswillcontinuetofocusonthe
A*‐CGCSErouteasthegoldstandard,duetothegovernment’scontinuedemphasison
academicqualificationsandGCSEattainment.Theseschoolshadnoincentiveto
provideimpartialadviceondifferentlearningroutes,especiallyvocationalroutes,nor
didtheyfullygraspthateducationaldecisionshaveadirectimpactoncareersdecisions,
andeveninSchool1,theinformationgiventoyear9pupilsatthe‘Options’eventswas
notwideranging,nordiditconnectsubjectswithpotentialcareers.
27
Ourstudysuggestedthatthefocusonengagementwithemployersandbusinessesto
helpwithcareersdecision‐making,attheexpenseofprofessionalcareersprovision,
continuestoundermineprovision.Firstly,theschoolsinourstudyhadfew,ifany,
existingrelationshipswithemployersandbusinesses.Ofsted(2013)similarlyfound
thatschoolsdonotengagewithemployerseffectively,ifatall,includingnotusinglocal
employerorenterprisepartnerships.Althoughsomecompaniesandeducational
organisationsruneventstosupportschoolstoprovidelinksandexperiencesforpupils,
aswehaveshown,thisengagementcanbefraughtwithpotentialpitfallsforschools.
Simplysuggestingthatschoolsdeveloprelationshipswithlocalemployers,asthe
governmenthasdone,havingcutfundingtothecareersprofessionwhichwould
previouslyhaveprovidedthisasaservice,isnotgoingtofillthisgap.Theteachers
themselvesdidnothavetheexperience,existingrelationshipsortimetoprovidethis
service.TheNationalCareersCouncilhasproposedanemployer‐ledadvisoryboard,
comprisingrepresentativesfromemployers,educationandthecareerdevelopment
profession(Andrews,2013).Moreover,employers,whilstperhapswellabletoprovide
insightsintotheirownfields,areunlikelytobeabletoprovideup‐to‐dateinformation
aboutdifferenttrainingroutesandotherfields,andthuscannotbeasubstitutefor
professionaladvisers.
Acknowledgements
ThisprojectwasfundedbyagrantfromtheGreaterLondonAuthority(2013‐14).
ThankstoJohnLock,VickyClark,CaseyEdmonds,HelenColley,DavidAndrews,and
KaoriKitagawafortheirsupportwiththeproject.
28
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