Careers Education and Guidance in a Nutshell

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Careers Education and Guidance in a Nutshell

• A briefing for senior managers
• Prepared by the Careers Education Support
  Programme Connexions on behalf of DfES

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Background

• Careers Education and Guidance in a Nutshell
  was produced by the Careers Education Support
  Programme for Connexions
• It is available from DfES Publications (Tel 0845
  6022260 quoting ref DfES/0151/2004) or on-line
  at www.cegnet.co.uk

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What do you want to do?

• Find out whats in Careers in a Nutshell -
  Follow this link
• Decide how you are going to use it - Follow this
  link
• Know why it was produced - Follow this link
• Find out more about careers education and
  guidance (CEG) - Follow this link

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Contents

• 1 Whats it all about?
• 2 Sorting out the difference
• 3 Strong Connexions
• 4 Why we have careers education and guidance

• 5 What careers education and guidance looks like
  in practice
• 6 Whos involved?
• 7 Tutors count!
• 8 Subject teachers inspire!
• 9 Youre not alone

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1 Whats it all about? tells you

• that careers education and guidance helps to
• Lay the foundation for lifelong career learning
  and development, choices and changes
• Foster a more integrated approach to personal
  development through Connexions
• Harness careers education and guidance to achieve
  the aims for 14-19 education

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2 Sorting out the difference tells you

• that careers education and guidance consists of
• Careers education - a planned programme of
  curriculum activities and experiences for groups
  to promote self development, career exploration
  and career management
• Careers guidance - made up of one-to-one or small
  group activities to enable individuals to make
  plans, choices and decisions

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3 Strong Connexions tells you

• that Connexions is
• a one-stop shop
• for all teenagers
• differentiated to meet individual need
• designed to offer local solutions to local needs
• built on the principle of giving a voice to young
  people

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4 Why we have CEG tells you

• that schools provide careers education and
  guidance to
• help raise achievement, promote social inclusion
  and encourage wider participation
• meet legal requirements, eg. they must provide a
  careers programme for Y7-11 from September 2004

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5 What CEG looks like in practice tells you

• that effective careers education and guidance is
• planned strategically
• well-led
• integrated in the curriculum
• well-taught by trained staff
• assessed appropriately
• evaluated and quality assured

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6 Whos involved? tells you
that careers education is a partnership between

• young people
• parents, carers and guardians
• senior managers
• governors
• local authority staff

• careers specialists
• tutors
• subject specialists
• adults other than teachers
• personal advisers

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7 Tutors count! tells you

• that tutors have a key role in relation to
• supporting and monitoring the career learning and
  development of students
• facilitating communication between students,
  teachers, parents and carers, personal advisers
  and others
• careers teaching
• front line guidance and organising referrals

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8 Subject teachers inspire! tells you

• that subject teachers have a key role in relation
  to
• spurring students on to higher levels of
  achievement
• explaining the career relevance of their subjects
• delivering aspects of career education through
  their own subjects

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9 Youre not alone tells you

• that useful websites for further help include
• www.cegnet.co.uk
• www.connexions.gov.uk
• www.nacgt.org.uk
• www.qca.org.uk
• www.ofsted.gov.uk
• www.namss.org.uk

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How are you going to use it?

• Induction for new staff on their role in careers
  education and guidance
• Awareness raising for governors
• Photocopy relevant sections for training
  particular groups of staff, eg. sections 2, 3 and
  7 for tutors
• Developing a management strategy for improving
  careers education and guidance in the school

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So why was it produced?

• To show that CEG is important for implementing
  the Key Stage 3 Strategy and the 14-19 changes
• To help schools to implement the national
  framework for CEG (March 2003) which is akin to a
  programme of study
• To enable schools to take a bigger responsibility
  for the delivery of CEG under Connexions
• To help schools develop CEG as part of a unified
  approach to personal development (CEG, PSHE and
  citizenship)

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Living, learning and earning

• Today a career is a personal journey through an
  assortment of opportunities that includes
  learning, work and career breaks, both planned
  and unplanned
• Continuous change presents people with career
  choices throughout their lives
• Dealing with ongoing career choice and change
  means that most adults are engaging in lifelong
  career planning and development, although they
  rarely use these labels. The careers education
  and guidance that individuals receive in schools
  and colleges provide the foundation for this.
• Careers education programmes now emphasise
  helping young people to build their knowledge and
  self-help skills

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Finding out more ...

• Every Connexions partnership should have a CEG
  adviser responsible for training and support
• Some LEAs have an adviser for CEG
• Teachers and head teachers unions publish
  advice
• The National Association of Careers and Guidance
  Teachers (NACGT) is the main subject association
  for CEG
• Ofsted reports
• An end-to-end review of CEG by the DfES will make
  recommendations later in 2004

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about the National Framework
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about the National Framework

• Careers Education and Guidance in England - A
  National Framework 11-19 (March 2003) Ref.
  DfES/0163/2003
• Sections
• Careers Education Framework 11-19
• Using the Framework in Different Settings
• Securing Coherent Guidance Provision
• Improving Quality

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The National Framework - CEG 11 to 19

• a careers education framework 11-19
• This supports curriculum review, evaluation,
  planning and development. It builds on national
  guidance and local action. It offers learning
  outcomes with exemplar content and has three
  sections key stage 3, key stage 4 and post-16.
  Each section shows how careers education can link
  with PSHE, citizenship and financial capability.
• advice on securing coherent guidance provision
• This offers practical ideas on how to strengthen
  existing arrangements so young people gain
  maximum benefit from guidance provided by the
  organisation within which they are learning and
  that provided by Connexions PAs and parents
• advice on improving quality
• This offers practical ideas on how to ensure that
  quality assurance activities support the
  continuous improvement of provision and practice.
• Copies available free from Prolog, the DfES
  order line Tel [phone]

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about the KS3 National Strategy Literacy in
Careers Education pack

• Published January 2004
• Ref DfES 0050 - 2004
• DfES Publications 0845 60 222 60

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about CEG and Progress File

• CEG should be powered by Progress File
• It is a personal achievement planner (replaces
  the NRA in 2004)
• Its key objectives are to equip people to plan
  and manage their learning, make effective
  transitions, increase motivation and confidence
  to achieve, stimulate additional learning and
  achievement, enable people to present their
  achievements
• For information www.dfes.gov.uk/progressfile and
  to order materials 0845 60 222 60

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about the Careers Education Support Programme
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about the Careers Education Support Programme

• Research and consultation activities identifying
  the agenda for change.
• The CEGNET website
• Classroom resources, briefing materials and case
  studies
• Promoting related initiatives, eg. National
  Healthy Schools Standard, Advanced Skills
  Teachers work related learning

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about the CEGNET website
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about the CEGNET website

• CEGNET is a website for teachers which carries
  many of the resources developed by the Careers
  Education Support Programme including a
  help-line, a searchable database of professional
  and classroom resources, schemes of work, lesson
  plans, articles, news and links to other relevant
  websites

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about the CEGNET website

• CEGNET is a website for teachers which carries
  many of the resources developed by the Careers
  Education Support Programme including a
  help-line, a searchable database of professional
  and classroom resources, schemes of work, lesson
  plans, articles, news and links to other relevant
  websites
• www.cegnet.co.uk

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The CEGNET website menu system
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How can career learning be achieved?
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How can career learning be achieved?

• Career learning can be achieved through
• specialist careers lessons
• careers activities in tutorial and enrichment
  programmes
• careers units in PSHE and citizenship programmes
• careers activities in subject lessons (eg.
  English, science, humanities, ICT work-related
  learning)
• careers activities in occupational and specialist
  courses
• careers activities in the Connexions Resource
  Centre
• special events and extra-curricular activities
  (eg. option evenings, career conventions,
  industry days, work experience, assemblies,
  visits and taster days)
• drop-in sessions, clinics and surgeries (mainly
  post-16)
• supported self-study and independent work (mainly
  post-16)

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What should a careers subject leader do?
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What should a careers subject leader do?

• lead the development of effective careers
  education, information and guidance for young
  people and facilitate its continued improvement.
• work in partnership with, and facilitate
  contributions from, colleagues and others,
  including Connexions Personal Advisers
• design, select and provide curriculum resources,
  activities and services to meet young people's
  career needs in consultation with them
• facilitate the continuing professional
  development of themselves and others to secure
  high standards of careers teaching, learning and
  guidance.

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What should school leaders do?
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What should school leaders do?

• Make a commitment to improving careers education
  and guidance, e.g. by adopting local quality
  standards, by involving young people in design
  and delivery

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What should school leaders do?

• Make a commitment to improving careers education
  and guidance, e.g. by adopting local quality
  standards, by involving young people in design
  and delivery
• Find the resources for curriculum and
  professional development in CEG

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What should school leaders do?

• Make a commitment to improving careers education
  and guidance, e.g. by adopting local quality
  standards, by involving young people in design
  and delivery
• Find the resources for curriculum and
  professional development in CEG
• Develop the role of Personal Advisers in
  supporting CEG

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What should school leaders do?

• Make a commitment to improving careers education
  and guidance, e.g. by adopting local quality
  standards, by involving young people in design
  and delivery
• Find the resources for curriculum and
  professional development in CEG
• Develop the role of Personal Advisers in
  supporting CEG
• Develop and maintain the support of local partners

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What should school leaders do?

• Make a commitment to improving careers education
  and guidance, e.g. by adopting local quality
  standards, by involving young people in design
  and delivery
• Find the resources for curriculum and
  professional development in CEG
• Develop the role of Personal Advisers in
  supporting CEG
• Develop and maintain the support of local
  partners
• Ensure that CEG is highly rated by all those who
  should be involved

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