The Kent model of career education and guidance

An innovative local response to national policy

Tristram Hooley (Reader in Career Development)
www.derby.ac.uk/icegs

Remember this?
Hooley, T. (2012) Progression in Kent: Schools taking charge. Maidstone: Kent Country Council http://derby.openrepository.com/derby/handle/1 0545/243596

www.derby.ac.uk/icegs

What weve been doing

Going back to the 10 case studies in Progression in Kent Survey of 33 schools Analysis of recent policy and research in the area.

New publication planned for May 2014.

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What the Government think the problem is

You've got to get out there and find people, win them over, get them to raise aspirations, get them to think they can get all the way to the top. " David Cameron

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erm but

closure of Aimhigher cuts to the WP budget closure of Connexions as a national service loss of funding for Education Business Partnerships loss of the statutory duty for work-related learning loss of the statutory duty for career education poorly framed and much criticised new duty for career guidance

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So what has happened?

A postcode lottery. Some good, some bad, some indifferent provision. A lot of reports criticising government policy. But Good practice is persuasive You cant keep a good idea down! Nature abhors a vacuum. There is still policy and debate in this area.
http://derby.openrepository.com/derby/handle/10545/311423

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Cutting out the middle man

For young people reflecting on which career path to follow no information is as valuable, no inspiration so powerful as the testimony of those at the front line of business. That is why the new careers guidance produced by my colleague Matt Hancock is all about cutting out the middle man and getting inspirational speakers in front of students to spark their ambitions. Students cant aspire to lives theyve never known. So we need business people to visit schools, engage and inspire.

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New statutory guidance

Schools should help every pupil to develop high aspirations and consider a broad and ambitious range of careers. Schools have a duty to secure independent career guidance for all year 8-13 pupils. Guidance should be impartial. Guidance should also be embedded in a clear framework. Build strong links with employers and other stakeholders from the world of work and post-secondary learning. Access to a range of activities and career informants. A website is not enough. Schools should work with local authorities. Schools can measure their effectiveness in this area both through Ofsted inspections and through the destinations of their pupils.

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What is wrong with the statutory guidance

Loose Weak on career education Where are the careers professionals? Ignores existing quality assurance Poor accountability

But It doesnt stop you from doing anything!

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Employers are not the whole picture

If employer contributions are to be effective, they require logistical support, curriculum space, and receptive schools and young people. They also need to be an integral part of properly planned, delivered and reviewed careers education and guidance programmes run by schools. Careers Sector Stakeholder Alliance

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Designing school based careers programmes

Career development is a learning activity which requires the acquisition of new skills, knowledge and meta-cognitive skills. There are lots of activities that schools can do to support career development. But, it is most effective if you move away from activities and design progressive programmes. Such programmes need to link to the curriculum and students wider experience in meaningful ways.
http://derby.openrepository.com/derby/handle/10545/251032

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The Kent careers system

CEIAG Networks
Area based careers coordinators CEIAG Briefings

Tools for schools Local labour market information

KELSI Employability health check Annual careers plan

Kent 14-24 Learning, Employment and Skills strategy

Kent Choices
www.kentchoices4u.com Kent Choices magazine Kent Choices 4U Live MyKentChoices EPortfolio

Tracking
Intended destinations September guarentee Activity survey

Support for young people

Kent and Medway Progression Federation Kent Apprenticeships KIASS

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The Kent model of career education and guidance

Activities and resources

Advice and guidance

(Kent CEIAG) Curriculum

Careers coordinator

Senior leader buy-in

School vision www.derby.ac.uk/icegs

Themes in delivery
Tracking and data management Addressing the full-range of post-school options Employers and work-experience Use of new technologies Collaboration

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In conclusion
The new system has been strongly supported by a well-developed and strategic infrastructure that exists in the county. The enabling framework developed by Kent County Council has allowed careers work to thrive. Key to this has been the counties CEIAG Network which has allowed practice to be shared and a common model to emerge. Consequently many schools in Kent have evolved a similar model of schoolbased careers provision. The model is strongly embedded in the ethos of the schools, appropriately resourced and highly flexible.

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Useful links
Career Development Institute http://www.thecdi.net/ International Centre for Guidance Studies http://www.derby.ac.uk/icegs Investors in Careers http://www.investorincareers.org.uk/ Kent CEIAG Framework is available https://shareweb.kent.gov.uk/Documents/KELSI/Curriculum%20and%20pupil%20learni ng/Skills%20and%20employability/CEIAG%20Framework.doc. Kent Choices http://www.kent.gov.uk/education-and-children/college-sixth-form-andtraining Kent Education Learning and Skills Information (KELSI) http://www.kelsi.org.uk/ Kent Integrated Adolescent Support Service (KIASS) http://www.kelsi.org.uk/pupil_support_and_wellbeing/targeted_support/inclusion/kiass.a spx Kent and Medway Progression Federation http://kmpf.org/ Kent Training and Apprenticeships http://www.kenttrainingandapprenticeships.co.uk/

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Tristram Hooley
Reader in Career Development International Centre for Guidance Studies University of Derby http://www.derby.ac.uk/icegs t.hooley@derby.ac.uk @pigironjoe
Blog at http://adventuresincareerdevelopment.wordpress.com

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