In our first post of the year, Simon Wareham discusses the effective implementation of Gatsby Benchmark 8, Personal Guidance. Click the headline above to read about how Simon and his school are making effective use of this essential area of Careers provision. The Careers and Enterprise Company published a final report in September 2021 entitled ‘Personal Guidance Fund Evaluation’. At the Regional Careers Leader Network Meeting, in November at St James’ Park in Newcastle, organised by the North East LEP for all Careers Leaders in schools in the North East region, as a Trust, we were invited to present our response to this report and to provide insights to other schools as to how we deliver effective high-quality Personal Guidance across our Trust.
n Wednesday we got an early Christmas gift from the good people over at The Careers and Enterprise Company, the 2021 Trends in Careers Education. What a lovely gift it was to receive so much positive news to digest at a time where, lets face it, we’re all crawling to the finish line of a long hard Autumn term. The report itself is based on data reported from 3893 schools and colleges (about 78%) and also wider published research. We tweeted our initial and brief thoughts Thursday morning, which you can also read in this piece. Click through to read how we expand our thinking in more detail, but we’re really keen to hear what you think of the report. Please do leave a comment at the end of the article letting us know your thoughts.
A few weeks ago we stumbled across the brilliant Day of Wrk website. We were so taken with it, we had a burning desire to know more about it and how it came about. As such, we asked Zak Hasan, Founder of Day of Wrk to discuss why he created the website and what he hopes to achieve with it. What we can say is that his story is compelling, his motivation is pure and what he’s produced is so valuable. Quite often students are presented with a sanitised version of a job role, understandably so as people tend to point to the positive aspects of their role over the challenges. What we don’t often know or understand is what their role looks like in practice.
On the whole students love a Careers Fayre! Where else can they replenish their termly worn pencil cases with triangular shaped highlighters and ball-point pens that are more than a little hit and miss when it comes to functionality? On their me. Outside of the stationery trinket collecting, what do students actually get out of the experience? And is there space and time in a Post-pandemic world for them?
The aim of any careers programme should be to create provision that is tailored to fit the needs of each individual student. It might not be possible to create a wholly bespoke programme but we should make it easier for each student to have a programme that feels as much about them as individuals as it does about their peers. If they don’t feel involved then they don’t have ownership – this is why getting benchmark 3 right might just be the key to the success to your whole strategy.
We know it’s a little late but we don’t seen any harm with us reposting our response to the announced changes to the statutory guidance for careers education here. They were released towards the end of the 2020-21 where they may have been missed by some. There isn’t anything major in here and with the changes at the DfE we may see further changes in the future. However, these are the ones we’re working with now, so please find our highlights on this page.
On the 1st July we were asked to deliver two sessions for the LinkedIn partnered 2021 World Class School’s virtual symposium. Comprised of Secondary and Primary schools we discussed what world class Careers provision looked like. Hosted by Sandringham School in St Alban’s we presented ARRC contributed content to attendees and fielded questions from related to the information presented. It was a great way to spend the morning.
The impact of COVID-19 on young people shouldn’t be understated; it will be several years before we fully understand the effects. What we do know is that young people need the help and support of Careers educators now more than ever before. They need us in understanding ever changing job markets and new recruitment practices as well as revisiting the universal skills that are still required to have successful careers. Outstanding leadership remains the constant factor in embedding this provision and delivering impact.
Our Chair Mike Britland recently participated in the British Council webinar on Careers Education in a pandemic. The rationale behind the event focused on how the Covid-19 pandemic is reshaping career opportunities for pupils across the world. Mike was joined by educators from India, Bangladesh and a little closer to home in Kent. Each speaker provided some national context regarding careers education as well as offering ways on which we can pivot to maximise opportunities.
It can often seem that there is a never ending focus on Secondary education issues or achievements. If we viewed our school stages as a family, it could be argued that there is an inverse middle child syndrome at play; With Primary, Further and Higher education siblings looking at Secondary schools as the child that gets all the attention while they’re skills, talents and achievements are largely ignored. Here we examine how recently released reports allow us to switch the focus slightly and once again talk about the importance of Careers education or work related learning needs to start at the Primary level, particularly for disadvantaged young people.