Career Education Standard 53, 000 Five change themes Seven year - - PowerPoint PPT Presentation

Career Education Standard

Five change themes Seven year plan

53, 000

How are we doing?

Youth unemployment

2014

19.0%

The rate of the fifth best country in the EU was 14.7%

2015

13.8%

The rate of the fifth best country in the EU was 11.7% Be one of the top five performing countries in the EU for youth unemployment by reducing the youth unemployment rate to match the fifth best country in the EU by 2021

Destinations

Main Findings

• Overall the percentage of leavers entering a positive destination is 92.9% - highest since

comparable records began

• The majority of school leavers ....... within Higher or Further Education 66.1% - highest level

since comparable records began.

• The percentage of leavers who are unemployed seeking is 5.4% lowest level since

comparable records began

Attainment

PHS Positive Destinations

Leavers Destinations

But ........

Job ready?

School Ties, FSB 2016

“Business is clear that the school and college system must deliver young people who are rigorously educated, but also rounded and grounded and ready for adult life. This means developing the key attitudes and behaviours that will underpin their whole career, alongside relevant knowledge and skills”.

What are employers looking for?

Attitude and aptitude are valued more by employers than qualifications

Delivering Excellence: A new approach for schools in Scotland, CBI (2015)

What do young people think they want?

Qualifications are what employers want most.

How do we address the mismatch between young people’s and employers’ views?

A business perspective

85% of business do not think the current quality of advice about careers is good enough. Just 4% believe it is up to scratch.

Delivering Excellence: A new approach for schools in Scotland, CBI (2015)

More needs to be done to ensure that our young people are:

• Aware of the different career opportunities available to them;
• Understand the different pathways into those careers;
• And have access to high quality careers advice which is informed by

labour market data

So over to SDS then?

Career Education

Great expectations, City and Guilds 2015

“Just 5% said that a careers advisor would help the most in getting a job they would be satisfied with and when asked why they were thinking of a certain career, only 14% said that a careers advisor had recommended it. Respondents were also unable to recognise that good careers advice can help secure a great job. Only 8% of those surveyed agreed that a lack of good careers advice is a barrier to getting a good job”.

There’s more than one path to success

In context

Six entitlements for all learners: Entitlement 4: Opportunities for developing skills for learning, skills for life and skills for work Entitlement 6: Opportunities to move into positive and sustained destinations beyond school

Reflects existing guidance

EARLY FIRST SECOND THIRD FOURTH In everyday activity and play, I explore and make

choices to develop my

learning and interests. I am encouraged to use and share my learning HWB 0-19a Through taking part in a variety of events and activities, I am learning to

recognise my own skills and abilities as well

as those of others. HWB 1-19a Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify

my achievements

skills and areas for

• development. This will help

me to prepare for the

next stage in my life and learning.

HWB 2-19a I am developing the skills and attributes which I will need

for learning, life and

• work. I am gaining

understanding of the relevance of my current learning to future

• pportunities. This is

helping me to make

informed choices about my

life and learning. HWB 3-19a

Based on my interests, skills, strengths and

preferences, I am supported to make suitable,

realistic and informed choices,

set manageable goals and

plan for my further transitions.

HWB 4-19a I can describe some of the kinds of work that people do and I am finding out about the wider

world of work. HWB 0-1-20a

I am investigating different careers/occupations, ways of working, and

learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future

• life. HWB 2-4-20a

Responsibility of all across the curriculum

3.3 CREATIVITY AND EMPLOYABILITY

Theme 4: Increasing employability skills Features of highly effective practice:

 The school audits practice using the entitlements and expectations in the Career Education Standard.  Young people experience rich work-based learning. This enables them to make informed career choices.

Challenge questions:

 How well are we working with learners, parents and carers, employers, colleges and

• ther partners to develop an effective approach to careers education which supports

them into sustained positive destinations?  Do young people make effective use of relevant digital and online resources to help them make informed decisions about future pathways?  How knowledgeable and up-to-date is our school team about career and employability prospects?

How Good is our School? (2015)

Additionally: 1.3 Leadership; 2.2 Curriculum; 2.3 L&T; 2.5 Family learning; 2.6 Transitions; 2.7 Partnerships; 3.2 Raising attainment and achievement

Career Education Standard

Aims

• Children and young people

should: – learn earlier about career management and the world of work – be better prepared to enter and sustain employment

• Recognise key influencers &

shared responsibility

• Describe and clarify

complementary roles

• Builds on existing

practice

• Starts early
• Systematic
• Partnership
• Individual needs
• Skills focus

Career Education: a 3-18 journey

‘I can’

• Inform

planning

• Describe

success

• Support self

evaluation and profiling

• Further

developed in ‘Progression Frameworks’ toolkit

Expectations

• Describe and

clarify roles of the four key influencers

Expectations of all PHS Teachers 2016/17

• Developing your knowledge of the career opportunities

available to your students.

• Develop your knowledge of the variety of pathways for

progression.

• When reviewing your courses look for opportunities to

include skills for work.

• Make skills development explicit.
• Encourage diverse thinking and challenge discriminatory and

sexist attitudes to career pathways.

• Look for opportunities to form partnerships with employers.
• Where ever possible contextualise learning.

Learning ... always better in context

3.3 CREATIVITY AND EMPLOYABILITY

Theme 4: Increasing employability skills Features of highly effective practice:

 The school audits practice using the entitlements and expectations in the Career Education Standard.  Young people experience rich work-based learning. This enables them to make informed career choices.

Challenge questions:

 How well are we working with learners, parents and carers, employers, colleges and

• ther partners to develop an effective approach to careers education which supports

them into sustained positive destinations?  Do young people make effective use of relevant digital and online resources to help them make informed decisions about future pathways?  How knowledgeable and up-to-date is our school team about career and employability prospects?

How Good is our School? (2015)

Additionally: 1.3 Leadership; 2.2 Curriculum; 2.3 L&T; 2.5 Family learning; 2.6 Transitions; 2.7 Partnerships; 3.2 Raising attainment and achievement

Expectations

• f faculties for

2016/17

Any questions?