mapping the blueprint against other frameworks

Career Development Service

Career learning for the 21st century

Mapping the Blueprint against other frameworks

2 Career learning for the 21st century: Mapping the Blueprint against other frameworks

Acknowledgements

This publication arises from a study on career learning, information, advice and guidance (CLIAG)

undertaken by the Learning and Skills Improvement Service (LSIS) in 2009/10. The project team would

like to thank all those who attended the workshops, took part in the interviews and shared their ideas,

approaches and enthusiasm.

Download

This guide is available to download in PDF format from the LSIS and CEGNET websites.

LSIS: www.lsis.org.uk CEGNET: www.cegnet.co.uk

Other publications in the Career learning for the 21st century series:

Published in 2009:

Career learning for the 21st century: a leadership issue for the FE sector. Sources of evidence

Career learning for the 21st century: effective practice in the FE sector

Career learning for the 21st century: recommended resources for the FE sector

Career learning for the 21st century: a toolkit to support co-ordination of careers learning for

young people in further education

Career learning for the 21st century: the career blueprint – a competence approach

Published in 2010:

Career learning for the 21st century: Embedding CLIAG – a guide for leaders

Career learning for the 21st century: Effective practice and partnership working

Career learning for the 21st century: CPD series: Introduction to CLIAG

Career learning for the 21st century: CPD series: Introduction to interviewing

Career learning for the 21st century: CPD series: Introduction to values and ethics

Career learning for the 21st century: CPD series: Introduction to delivering CLIAG through group work

Career learning for the 21st century: CPD series: Introduction to evaluating and measuring impact

Career learning for the 21st century: CPD series: Introduction to reaching potential by

raising aspirations

Career learning for the 21st century: Careers blueprint supporting an all-age guidance strategy

Career learning for the 21st century: Mapping the Blueprint against other frameworks

Career learning for the 21st century: Quality awards for career learning, information, advice

and guidance.

Publisher

Published by the Learning and Skills Improvement Service (LSIS).

© LSIS March 2010

Publication reference: LSIS231-2

Career learning for the 21st century: Mapping the Blueprint against other frameworks 3

Contents

Foreword 4

Introduction 5

Mapping the careers Blueprint against other frameworks and standards 9

Supporting an IAG strategy for young people 9

The principles of impartial careers education and Careers Education Framework 7–19 12

The quality standards for young people’s information, advice and guidance (IAG) 14

Every Child Matters and the Ofsted Common Inspection framework 16

The matrix standard 18

Appendix 1 – References and further reading 19

Appendix 2 – Phase III and Phase IV career competencies and performance indicators 20


Foreword

From 2008 to 2010, the Learning and Skills Improvement Service (LSIS) undertook a number of projects looking at career learning, information, advice and guidance (CLIAG) for young people and adults mainly in the learning and skills sector, which sought to assist providers to enhance their CLIAG provision.

The findings from these projects demonstrated the importance of CLIAG in helping organisations

improve learner outcomes and meet Ofsted and government requirements. They have been captured

in a series of reports for the sector and for others with an interest in the topic. The development work

undertaken also highlighted the importance of enabling learners to develop career competencies to

enable them to become competent career developers.

This publication identifies the links between a competence approach to career learning based on

the Blueprint framework and existing CLIAG frameworks and standards being used in England. In

2009, LSIS produced a guide to the careers blueprint: Career learning for the 21st century: the career

blueprint – a competence approach.

A companion publication, Career Learning for the 21st Century: Careers blueprint supporting an all-age

guidance strategy, gives more detailed information about the Blueprint framework and reports on the

findings from a small-scale trial in England undertaken in 2009/10.

If you are using the Blueprint to introduce new approaches to CLIAG, we hope that you will find

this publication useful to identify ways in which using the Blueprint will help you meet quality

frameworks and standards.

Ann Ruthven

Head of Learning and Learner Support


Introduction

Who is this guide for?

This guide is written for leaders and staff in organisations, particularly those within the learning and

skills sector, who are interested in the potential of the career Blueprint in developing learners as more

self-sufficient career planners and managers, and want to know how using the Blueprint can help them

meet inspection and other quality requirements.

What is the Blueprint?

Originally developed in Canada from a set of guidelines from the USA, the Blueprint is a framework

of 11 career competencies, which can be used by learners of any age to help them plan and manage

their careers, increase their well being and lead more fulfilling lives. The framework of 11 career

competencies includes indicators describing outcomes, arranged in three areas:

Personal management

Learning and work exploration

Life/work building.

The common language and structure it offers can be amended for different contexts, and the inclusion

of incremental stages reflects the development of competence at different stages of life. The learning

process by which individuals become competent is broken down into four phases:

Acquisition – how we gain knowledge and become competent

Application – how we experience the knowledge we have acquired

Personalisation – integrating acquired and applied knowledge

Actualisation – striving towards our full potential for ourselves and in the community.

The Blueprint can be used to support the development of competencies for career and life planning

across a broad range of contexts and settings – not just within career provision. It has been

implemented in Canada and Australia, and trialled in Scotland.

Extensive materials to help organisations adopt the Blueprint are available, and further information

about related websites and resources is included in Appendix 1. More detailed background information

about the Blueprint framework is available in two other LSIS publications:

Career learning for the 21st century: the career blueprint – a competence approach

Career Learning for the 21st Century: Careers Blueprint: a competence approach supporting an

all-age guidance strategy.


Why adopt the Blueprint?

The Blueprint and the associated resources offer a number of potential uses and benefits to

organisations and their learners, such as:

helping learners assess how competent they are in managing their careers – and where there are

gaps in their skills;

supporting learners in developing the requisite skills and in becoming more self-sufficient in career

and life management;

providing a tool to help organisations to assess learners’ needs, identify gaps in their provision

both in careers – and more broadly the learning, information, advice and guidance available in the

curriculum to support learners in career and life planning;

make better use of the resources available; and

enabling organisations to better measure the impact of their provision.

Further details are included in the LSIS report, Career Learning for the 21st Century: Careers blueprint

supporting an all-age guidance strategy, which identifies the ways in which participants in the

2009/10 trial used the Blueprint and the benefits they found.

Why map the Blueprint to other frameworks?

There are a number of quality awards, frameworks, standards and guidelines in place at both national

and local levels, which in totality cover CLIAG for all ages. These have generally been developed in

consultation with staff in the sector mainly to inform the development of CLIAG provision and assess

its quality, and are updated to reflect new concerns and priorities. They are also often useful tools for

providers to build their careers curriculum and IAG. The Blueprint is not another quality framework

and is not intended to replace those already in existence. It is a broad framework, which seeks to cover

the career competencies that individuals will need to develop across their lives, and therefore offers

a tool to enable organisations to develop provision that helps their learners become better career

planners and managers. However, mapping the Blueprint against existing national awards, standards

and frameworks enables staff to identify how using the Blueprint can meet the requirements of

these. Unfortunately it has not been possible to map the Blueprint against the plethora of local and

regional awards.

Different versions of the Blueprint have been produced in different countries to reflect different

contexts – albeit using the same basic structure. Below is included a chart of the Blueprint career

competencies by area and phase from the Australian Blueprint. Appendix 2 includes the Phase III and

IV career competencies and performance indicators from the Australian Blueprint. The mapping has

been undertaken against these.


Competencies by area and level and learning stage1

Competencies Level I Level II Level III Level IV

Area A: Personal management

1. Build and

maintain

a positive

self-image

1.1 Build a positive

self-image while

discovering its

influence on self

and others.

1.2 Build a positive

self-image and

understand its

influence on one’s

life and work.

1.3 Develop

abilities to

maintain

a positive

self-image.

1.4 Improve

on abilities

to maintain

a positive

self-image.

2. Interact

positively and

effectively with

others

2.1 Develop

abilities for

building positive

relationships in

one’s life (I).

2.2 Develop

abilities for

building positive

relationships in

one’s life (II).

2.3 Develop

abilities for

building positive

relationships in

one’s life and

work.

2.4 Improve

abilities for

building positive

relationships in

one’s life and

work.

3. Change and

grow throughout

one’s life

3.1 Discover that

change and

growth are part of

life.

3.2 Learn to

respond to

change and

growth (I).

3.3 Learn to

respond to

change and

growth.

3.4 Develop

strategies for

responding to life

and work changes.

Area B: Learning and work exploration

4. Participate in

life-long learning

supportive of

life/work goals

4.1 Discover

“lifelong

learning“ and its

contributions to

one’s

life and work.

4.2 Link lifelong

learning to one’s

life/work scenarios,

both present and

future.

4.3 Link lifelong

learning to one’s

career building

process.

4.4 Participate

in continuous

learning

supportive of life/

work goals.

5. Locate and

effectively

use life/work

information

5.1 Discover and

understand life/

work information.

5.2 Locate,

understand and

use life/work

information.

5.3 Locate,

interpret, evaluate

and use life/work

information (I).

5.4 Locate,

interpret, evaluate

and use life/work

information (II).

6. Understand

the relationship

between work and

society/ economy

6.1 Discover how

work contributes

to individuals and

the community.

6.2 Understand

how work

contributes to the

community.

6.3 Understand

how societal

and economic

needs influence

the nature and

structure of

work (I).

6.4 Understand

how societal

and economic

needs influence

the nature and

structure of

work (II).

1 This chart is taken from the Australian Blueprint.


Competencies Level I Level II Level III Level IV

Area C: Life/work building

7. Secure/create

and maintain

work

7.1 Explore

effective work

strategies.

7.2 Develop

abilities to seek

and obtain/create

work.

7.3 Develop

abilities to seek,

obtain/create and

maintain work.

7.4 Improve on

abilities to seek,

obtain/create and

maintain work.

8. Make life/

work enhancing

decisions

8.1 Explore and

improve decision

making.

8.2 Link decision

making to life/

work building.

8.3 Engage in

life/work decision

making.

8.4 Incorporate

adult life reality

into life/work

decision making.

9. Maintain

balanced life and

work roles

9.1 Explore and

understand the

interrelationship

of life roles (I).

9.2 Explore and

understand the

interrelationship

of life roles (II).

9.3 Link lifestyles

and life stages to

life/work building.

9.4 Incorporate

the “balanced life/

work“ issue in life/

work building.

10. Understand

the changing

nature of life/work

roles

10.1 Discover the

nature of life/work

roles.

10.2 Explore

non-traditional

life/work scenarios.

10.3 Understand

and learn to

overcome

stereotypes in life/

work building (I).

10.4 Understand

and learn to

overcome

stereotypes in life/

work building (II).

11. Understand,

engage in and

manage one’s

own life/work

building process

11.1 Explore

the underlying

concepts of the

life/work process.

11.2 Understand

and experience

the process of life/

work building.

11.3 Recognize

and take charge

of one’s life/work

building process.

11.4 Manage

one’s life/work

building process.


Mapping the careers Blueprint against other frameworks and standards

This section maps the Blueprint framework against standards and frameworks being used in the

learning and skills sector. This builds upon work undertaken in 2008/09, which mapped the Blueprint

against the previous CEG framework (DfES, 2003) and skills frameworks, which was included in the

publication, Career learning for the 21st Century: The career blueprint – a competence approach,

which is available as a download from the LSIS website: www.lsis.org.uk.

This section commences with a consideration of potential ways in which the Blueprint can help

address some of the challenges to be addressed to ensure that young people are helped to make wise

decisions about their future careers and lives.

Supporting an IAG strategy for young people

Quality, Choice and aspiration: A strategy for young people’s information, advice and guidance

was published in October 2009 by the Department for Children, Schools and Families (DCSF), now

the Department for Education (DfE), to ensure that young people could access comprehensive IAG

centred on their best interests. The Blueprint may offer a tool to help meet some of the challenges

this report identifies.

Local authorities are being asked to reform and improve services around three central challenges:

How to provide better and earlier help for young people who are facing a range of problems;

How to provide a comprehensive range of high quality and diverse positive activities that would

help young people develop strong ‘soft’ skills and give them places to go; and

How to provide better, more tailored IAG to enable young people to make better choices about their

learning, health, employment and other important issues.

Ensuring all young people reach their potential: the strategy aims to ensure that all young people can

fulfil their expectations in life. IAG is seen as the driver of social mobility and necessary to address lack

of ambition and low aspirations.

“Cultural or economic barriers limit expectations and stop the brightest young people in some communities from fulfilling their expectations.”

With its focus on developing individual career competencies, the Blueprint offers a tool to help young

people take control of their own destinies.

Providing tailored IAG: IAG needs to be personalised to enable young people to navigate the

increasingly complex range of options on offer. Additional support needs to be available for more

vulnerable young people and those with learning difficulties and disabilities.


Young people can be supported in assessing themselves against the Blueprint framework to identify

their levels of career competence, including gaps, which will enable organisations to develop

customised programmes of career learning. The individual nature of this approach means that more

vulnerable learners can be supported to assess themselves when they feel ready – rather than being

slotted into a pre-determined careers education programme.

Learners would also be better placed to feed back on the IAG they want, also envisaged in the strategy.

“We need to respond to what young people say about the kind of IAG they want.”

Early intervention: The strategy signals the need to engage young people in their career planning at

an earlier age, particularly those who are facing a range of problems. The Milburn report, Unleashing

Aspirations, challenged organisations such as universities and professional associations to engage

with those who are disadvantaged earlier in their lives. The Blueprint framework covers all age groups,

from primary upwards, and can support the element of the primary school curriculum, which focuses

on an understanding of the world of work. As a developmental tool, young people can use it to chart

their progress in developing their career planning and management skills right across their learning

pathways from primary school onwards. In this way, it has the potential to bring increased coherence

for learners to their career learning as well as helping curriculum planning across transitions, as learners

move from one provider to another, such as through the 14 –19 pathways.

Increasing understanding of the world of work: the strategy signals the strengthening and

broadening of work experience. The competence, B6, “Understand the relationship between work,

society and the economy”, relates directly to work-related experiences – and offers the potential

to ensure that the learning from work experience and other tasters is captured and related to

individuals’ competencies.

Online access to IAG: the strategy includes the intention to ensure that IAG is delivered through a

range of channels, including social networking, video-sharing and specialist advice sites using digital

technologies. It recognised that many young people want to access their information online. B5.3 in

the Blueprint framework references a wide range of such sources, including internet-based. To be able

to use sources of information effectively, people need to develop the competencies to ensure that they

can locate and evaluate these, which relate to those found in B5.

Developing a broader network of support: a range of formal and informal influences impact on

young peoples’ ambitions.

“Everyone in the school or college workforce can potentially shape young people’s views and influence their expectations of their future learning and career aspirations.”

“Some surveys of young people’s views indicate that they are most likely to go to their parents.”


However parents and carers often do not feel prepared for this role, and some may have a restricted

view of what their child can achieve. Research also underlines the influence of peers on a young

person’s decisions. Adults change and grow during their lives and can bring valuable life experience

and examples from their own lives to their children’s career planning. However their information

may not be current. The strategy envisages involving a range of people to inform and support young

people, particularly those who are disadvantaged, in their career planning and to challenge negative

stereotypes, including:

personal tutoring for every secondary school pupil from a single named member of staff;

building relationships with respected mentors;

role models, such as Aimhigher Associates;

greater involvement of employers; and

developing online mentoring.

The Blueprint framework offers a point of reference and focus to bring together the efforts of the range

of people delivering formal IAG and influencing in a more informal way. It provides a tool for adults

to give examples from their own career pathways and thus can support the career learning of, for

example, their children, apprentices or mentees. It also fits with career coaching models.

Developing a community of career planners and developers: the Ofsted report, Education for

sustainable development. Improving schools – improving lives, found that there was a knock-on effect

when children learn – which was extended to the family and community. The strategy acknowledges

that it is important that initiatives supporting adults in communities where worklessness is entrenched:

“… seek to work with adults as parents as well as seeing them as individuals; not only do parents need information and advice for themselves, they also need it for their children.”

Through its relevance to people of all ages, the Blueprint framework offers the potential to engage

both parents and children in career learning – and the opportunity to develop approaches similar

to ‘family learning’ models, leading to communities of better ‘career planners and developers’ and

building career resilience across the population. Use in the new career and advancement service would

reinforce this approach.

Supporting strategic leadership: local authorities are responsible for strategic leadership of IAG at

local level.

“Embedding IAG services firmly within their overall commissioning processes is non-negotiable, as is linking IAG with their broader integrated support systems for young people.”

14–19 consortia often provide the forum for the local strategic planning of IAG.

The Blueprint Framework offers the potential to bring coherence into career planning across the

services and initiatives for which the local authority is responsible.


The principles of impartial careers education and Careers Education Framework 7–19

The principles of impartial careers education

The principles of impartial education were published by the DCSF (now the DfE) in October 2009, as

part of the statutory guidance for schools and local authorities. The Education and Skills Act 2008

requires schools and pupil referral units to provide impartial information and advice based on the

best interests of the pupil and to ensure that pupils can access information covering the full range of

post-16 options. The Guidance identified the following 6 principles of impartial career education. For

clarification, each is accompanied by up to 11 outcome-focussed statements, which are referenced

here. (e.g. 1.1 – 1.6) Details of these statements and further information can be found in Statutory

guidance: Impartial Careers Education, available from the DCSF.

The Careers Education Framework 7–19

Published in 2010, The Careers Education Framework 7-19 replaces the Careers Education and

Guidance in England – A National Framework 11-19 (DfES, 2003). It is targeted at those responsible

for planning and managing programmes of career education in schools and colleges and aims to

help organisations meet the principles of impartial guidance in the statutory guidance published by

the DCSF (now the DfE) in 2009. It uses as its starting point the principles listed below and identifies

outcomes around the themes of self-development, career exploration, and career management for key

stages 2, 3, and 4 and post-16 learning. Below are some examples of where the Blueprint can support

the principles and hence the 7-19 framework.

Principle of impartial

careers education

How it links to the Blueprint

1. Empowers young people to

plan and manage their own

futures (1.1 –1.6)

The Blueprint is a valuable tool to enable young people to

become competent career planners and managers, and all

the competencies are therefore relevant. C11 focuses on

understanding, engaging with, and managing the career-building

process (C1.1 -1.6).

The Blueprint offers a framework, which enables young people to

assess their own ability to plan and manage their careers (C1.6).

2. Responds to the needs of each

learner (2.1 – 2.6)

Supporting young people develop their own career competencies

will ensure that services delivered are responsive to individual

need. In particular, B4.2 links lifelong learning to career goals

(2.1) and B5 focuses on locating and using career information

effectively (2.2).

3. Provides comprehensive

information and advice

(3.1–3.11)

B5 (Locate and effectively use career information).

C10 (Understand the changing nature of life and work) and

B4.1 (Discover lifelong learning and its contribution to life and

work) all contribute to ensuring that young people can access

and use comprehensive information.


Principle of impartial

careers education

How it links to the Blueprint

4. Raises aspirations (4.1 – 4.7) The Blueprint enables young people to take control of their own

destinies – and is a valuable tool to enable them to explore

options outside their immediate environment. C10.2 encourages

exploration of ‘non-traditional’ life and work options.

A1 (Build and maintain a positive self-image) and A2 (Interact

positively with others) are particularly pertinent for young people

who have low ambitions, have not had a positive experience of

early schooling, are not in education, employment or training,

or are reluctant to stay in learning once the participation age is

raised to 18. C10 addresses stereo-typing (4.1). B6.1 relates to

ensuring that individuals understand how work contributes to

individuals’ lives (4.4). By developing career competencies young

people should be more likely to challenge information and advice

which is out-of-date, inaccurate, or incomplete (4.6).

5. Actively promotes equality of

opportunity (5.1 – 5.6)

C10.1, C10.2, C10.3, C10.4, and C10.5 encourage individuals

to identify, understand and overcome gender bias and

stereotyping – and seek to eliminate this.

6. Helps young people to

progress (6.1 – 6.9)

The focus of the Blueprint is on developing competencies, which

will enable people to make successful transitions and progress.

The focus on ‘Personal Management’ includes developing key

employability skills crucial to understanding one’s strengths

and working effectively with others (A1 and A2), which may

be of particular value to more disadvantaged young people

without experience of positive relationships and role models in

their lives. C11 focuses on the career building process important

for successful progression. C7 focuses on securing or creating

and maintaining work, including job search and how to use

guidance services.


The quality standards for young people’s information, advice and guidance (IAG)

In 2007, the government published a set of quality standards for young people to provide

a benchmark for Directors of Children’s Services in local authorities who were to take on the

responsibility for commissioning and managing the IAG service in their area the following year.

IAG quality standard How it links to the Blueprint

1. Young people are informed

about how information, advice

and guidance services can help

them and how to access the

services they need.

C7 focuses on securing or creating and maintaining work,

including how to use guidance services and initiatives which

support transition (C7.3.3).

2. Young people receive the

information, advice and

guidance on personal well-being

and financial capability issues

that they need.

Reflecting a broad definition of ‘career’, the Blueprint includes

reference to maintaining balanced life and work roles (C9),

including, for example, “explore strategies for negotiating with

family members and employers to achieve work-life balance”

(C9.4.3).

B4 focuses on participation in lifelong learning supportive of

career goals, including consideration of how investing in learning

supports career aspirations (B4.3.1 and B4.3.2).

A.3 focuses on “Change and growth throughout life”, maintaining

health and learning to respond to change that affects

well-being (A3.3).

3. Young people have the

information they need to make

well-informed and realistic

decisions about learning and

career options.

B5 (Locate and effectively use career information) focuses on

ensuring that people can access and use information.

4. Young people have the advice

and guidance that they need

to make well-informed and

realistic decisions about learning

and careers.

C7 includes ways in which individuals can access support to

make informed decisions, including mentors (C7.4.5), services

and initiatives (C7.3.3) and career planning, employment and

recruitment agencies (C7.4.6).

5. Information, advice and

guidance services promote

equality of opportunity,

celebrate diversity and

challenge stereotypes.

C10.1, C10.2, C10.3, C10.4, and C10.5 encourage individuals

to identify, understand and overcome gender bias and

stereotyping – and seek to eliminate this.

A2 encourages respect for diversity by focusing on interacting

positively and effectively with others.


IAG quality standard How it links to the Blueprint

6. Young people (reflecting the

make-up of their communities)

are engaged in the design,

delivery and evaluation

of information, advice and

guidance provision.

Young people who understand the competencies they need to

develop to plan and manage their careers – and have ownership

of these, are arguably more likely to be sufficiently motivated and

well-informed to engage effectively in the process of designing

and developing services.

7. Parents and carers know

how information, advice and

guidance can help their children

and know how these services are

accessed.

The Blueprint could provide a point of reference for young people

and their parents / carers to help them identify the IAG needed.

C7 focuses on securing or creating and maintaining work,

including how to use guidance services and initiatives which

support transition (C7.3.3)

C7.4.5 references strategies that can support transition planning –

such as mentoring.


guidance providers understand

their role and responsibilities.

Using the Blueprint as a planning tool strategically across

local consortia should aid the process of establishing clarity in

providers’ responsibilities for supporting learners’ career planning.

9. Programmes of career and

personal development for young

people are planned and provided

collaboratively.

The Blueprint has been used successfully in Canada for reviewing

careers education programmes – and can be used to identify

gaps and duplication in provision to increase coverage and

coherence in local delivery.

10. Staff providing information,

advice and guidance are

appropriately qualified, work to

relevant professional standards,

and receive continuing

professional development.

There is potential for staff delivering CLIAG to use the Blueprint

themselves to develop their own career competencies. B4 focuses

on “participating in lifelong learning supportive of career goals”.

A3 focuses on ‘Change and growth throughout life’ – including

adapting to changing work role requirements. (A3.4.5)


guidance services are regularly

and systematically monitored,

reviewed and evaluated, and

actions taken to improve services

in response to the findings.

Young people who understand the competencies they need to

develop to plan and manage their careers – and have ownership

of these – are arguably in a better position to give informed and

considered feedback in evaluating services.

12. Processes for commissioning

impartial information advice and

guidance services are effective

and result in services that meet

the needs of parents / carers and

young people.

See above (11).


Every Child Matters and the Ofsted Common Inspection framework

The revised Common Inspection Framework (CIF) for further education and skills, published in 2009,

was developed by Her Majesty’s Chief Inspector (HMCI), based on the Education and Inspection

Act 2006, and informs all Ofsted’s inspections. The CIF lists questions that an inspector must ask of

every provider being inspected. The revised CIF has taken account of the Every Child Matters (ECM)

outcomes, reflected in the Outcomes for learners (A1-A5). CLIAG is also covered by judgements about

the quality of the provision (B1 – B4).

Learner outcome How it links to the Blueprint

A1. How well do learners achieve

and enjoy their learning?

B4 focuses on participation in lifelong learning supportive of

career goals, including consideration of how lifelong learning can

contribute to life and work, and lifelong learning links to personal

career aspirations (B4.1 and B4.2). In Foundation Tier learning

the key outcome is “progression to a planned destination based

on their long-term goals”.

Research has demonstrated that linking learning to career

goals has proved to have a strong, positive impact on levels

of motivation.

A2. How well do learners improve

their economic and social

wellbeing through learning and

development?

B6 focuses on understanding the relationship between work,

society and the economy – including discovering how work

contributes to individuals’ lives and the community (B6.1 and

B6.2), competencies that should help learners understand work

values, progress into work and increase their economic and social

well-being. C7 focuses on securing or creating and maintaining

work, including demonstrating employability skills (C7.3.7) and

job search (C7.3.12).

A3. How safe do learners feel? C7 focuses on securing or creating and maintaining work.

It includes exploring working conditions and safety hazards.

(C7.3.5).

A4. Are learners able to make

informed choices about their

own health and well -being?

The Blueprint includes reference to maintaining balanced life and

work roles (C9). A3 focuses on “Change and growth throughout

life”, maintaining health and learning to respond to change that

affects wellbeing (A3.3). It moves individuals towards being able

to “adapt habits and engage in experiences that maintain or

improve your mental and physical health”. (A3.3.11).

A5. How well do learners make

a positive contribution to the

community?

C7 focuses on securing or creating and maintaining work. It

includes exploring volunteering as a proactive job search and

personal development strategy. (C7.3.6 and C7.3.8).

A2 focuses on building positive relationships – a prerequisite

for working as part of a team making a positive contribution in

the community.


Learner outcome How it links to the Blueprint

B4. How effective are the care,

guidance and support learners

receive in helping them to attain

their learning goals?

The Blueprint should help learners identify when they need

guidance and what help they need, so that this can be accessed

in a timely way. B4 focuses on participation in lifelong learning

supportive of career goals, which, should assist in motivating

learners to attend their programmes and achieve.


The matrix standard

The matrix standard is a quality framework for the effective delivery of information, advice and

guidance on learning and work, including both for organisations that deliver IAG to external

clients as part of their business and also for employers who are committed to developing their

staff. Whilst initially developed as a standard for adult guidance it is now used as a benchmark for

services delivering IAG on a range of topics – and to a range of ages. As a quality assurance tool for

organisations, it serves a different purpose from the Blueprint and includes a focus on service delivery

and management. There are, however, links between the two. The framework is currently being

reviewed.

matrix element How it links to the Blueprint

Element 1 – People are made

aware of the service and how to

engage with it.

C7 focuses on individuals securing or creating and maintaining

work, including how to use guidance services and initiatives which

support transition (C7.3.3).

Element 2 – People’s use

of the service is defined

and understood.

Element 3 – People are provided

with access to information and

support in using it.

B5 focuses on the competence of being able to locate and

use information effectively – including developing the skills

of locating this, understanding it and being able to evaluate

it. Developing these competences is a way of providing the

support required.

Element 4 – People are

supported in exploring options

and making choices.

C8 focuses on “making career-enhancing decisions”, including

exploring and improving decision-making.

Developing these competences is a way of providing the

support required.

Element 5 – Service delivery is

planned and maintained.

Element 6 – Staff competence

and support they are given are

sufficient to deliver the service.

There is potential for staff delivering CLIAG to use the Blueprint

themselves to develop their own career competencies. B.4 focuses

on “participating in lifelong learning”. A3 focuses on “Change and

growth throughout life” – including adapting to changing work

role requirements (A3.4.5) supportive of career goals.

Element 7 – Feedback on the

quality of the service is obtained.

People who understand the competencies they need to develop

to plan and manage their careers, and have ownership of these,

are arguably in a better position to give informed and considered

feedback in evaluating services.

Element 8 – Continuous quality

improvement is ensured

through monitoring, evaluation

and action.


Appendix 1 – References and further reading

Australian Blueprint for Career Development (ABCD)

www.blueprint.edu.au

The Australian Blueprint for Career Development and the Appendices

www.blueprint.edu.au/resources/DL_Blueprint_Final.pdf?bcsi_scan_8691BB3BC7BCD5AE=0&bcsi_

scan_filename=DL_Blueprint_Final.pdf

The professional development kit: Using the Blueprint with Young People

www.blueprint.edu.au/index.php/toolkit/using_the_blueprint_in_schools/

Blueprint for Life (Canada)

www.blueprint4life.ca/blueprint/home.cfm/lang/1

DCSF (2007) Quality Standards for Young People’s Information, Advice and Guidance.

DCSF (2009) Quality, Choice and aspiration: A strategy for young people’s information, advice

and guidance.

DCSF (2009) Statutory guidance: Impartial Careers Education.

DCSF (2010) The Careers Education Framework 7–19.

DfES (2003) Careers Education and Guidance in England – A National Framework 11–19.

ENTO (2007) The matrix Standard.

LSIS (2009) Career learning for the 21st century: The career blueprint – a competence approach.

LSIS (2010) Career Learning for the 21st century: Careers Blueprint: Careers blueprint supporting an

all-age guidance strategy.

Ofsted (2009) The Common Inspection framework for further education and skills 2009.

Panel on fair Access to the Professions (2009) Unleashing Aspirations: the Final report of the Panel

on Fair Access to the Professions.


Appendix 2 – Phase III and Phase IV career competencies and performance indicators2

Area A – Personal management

1. Build and maintain a positive self-concept

Phase III Phase IV

1.3 Develop abilities to maintain a positive

self-concept.

Acquire

1.3.1 Understand how individual

characteristics such as interests,

skills, values, beliefs and attitudes

contribute to achieving personal, social,

educational and professional goals.

1.3.2 Understand the importance of giving

and receiving feedback to maintaining a

positive self-concept.

1.3.3 Understand the importance of allies

(e.g. friends and supporters) to

maintaining a positive self-concept.

Apply

1.3.4 Identify your personal characteristics

such as your interests, skills, values,

beliefs and attitudes.

1.3.5 Identify behaviours and attitudes that

reflect your self-concept.

1.3.6 Identify your allies and external assets.

1.3.7 Demonstrate giving and receiving

feedback in ways that build a positive

self-concept.

Personalise

1.3.8 Assess how your personal characteristics

and behaviours are reflected in your life,

learning and work goals.

1.3.9 Assess the part that your allies play

in achieving your life, learning and

work goals.

Act

1.3.10 Adopt behaviours and attitudes that will

help you reach your life, learning and

work goals.

1.4 Improve on abilities to maintain a

positive self-concept.

Acquire

1.4.1 Understand the influence of personal

characteristics (skills, knowledge,

attitudes, interests, values, beliefs and

behaviours) on career decisions.

1.4.2 Understand how achievements related

to work, learning and leisure influence

your self-concept.

Apply

1.4.3 Explore how your own career decisions

have been and are influenced by

personal characteristics (skills, knowledge,

attitudes, interests, values and beliefs).

1.4.4 Identify your personal achievements

related to work, learning and leisure.

1.4.5 Adopt behaviours and attitudes that

project a positive self-concept.

Personalise

1.4.6 Re-examine your personal characteristics

and determine those that contribute

positively to the achievement of your

life, learning and work goals.

1.4.7 Examine your personal achievements

and acknowledge their influence on your

self-concept.

Act

1.4.8 Improve your life, learning and work

activities by maximising your positive

characteristics.

1.4.9 Engage in life, learning and work

activities that validate all aspects

of yourself and provide a sense of

personal achievement.

2 Australian Blueprint, 2009


2. Interact positively and effectively with others

Phase III Phase IV

2.3 Develop abilities for building positive

relationships in life and work.

Acquire

2.3.1 Discover the skills, knowledge and

attitudes needed to work effectively

with and for others.

2.3.2 Explore appropriate ways of

assisting others.

2.3.3 Examine the nature of the contractual

relationship between employees and

employers and the nature of the

contractual relationship between clients

and contractors.

Apply

2.3.4 Demonstrate behaviours and attitudes

required for working with and for others.

2.3.5 Demonstrate skills for assisting

others, such as problem solving and

facilitation skills.

2.3.6 Express feelings, reactions and ideas in

an appropriate manner when dealing

with others.

Personalise

2.3.7 Determine the ‘helping’ skills you feel

comfortable with and wish to contribute

in your relationships with others.

2.3.8 Acknowledge the positive effects of

expressing your feelings, reactions and

ideas appropriately.

Act

2.3.9 Engage in interactions and learning

experiences that help build positive

relationships in your life and work.

2.4 Improve abilities for building positive

relationships in life and work.

Acquire

2.4.1 Explore innovative interpersonal and

group communication skills.

2.4.2 Explore the concept of self-defeating

behaviours and attitudes as well as

strategies for overcoming them.

2.4.3 Explore the importance of positive

relationships to your career building.

2.4.4 Discover the importance and benefits

of being able to interact with diverse

groups of people in all areas of your life.

Apply

2.4.5 Demonstrate effective social and

group membership skills, knowledge

and attitudes.

2.4.6 Apply strategies for overcoming

self-defeating behaviours and attitudes.

2.4.7 Demonstrate the ability to handle

outside pressure.

2.4.8 Demonstrate the ability to interact with

diverse groups of people.

Personalise

2.4.9 Acknowledge and appreciate the

outcomes of positive relationships in

your personal and professional roles.

2.4.10 Assess the ways in which showing

respect for all kinds of people has

contributed to your career.

Act

2.4.11 Continuously assess and develop your

social and interpersonal skills and your

respect for the diversity of individuals.


3. Change and grow throughout life

Phase III Phase IV

3.3 Learn to respond to change that affects

your well-being.

Acquire

3.3.1 Describe how change and growth can

affect physical and mental health.

3.3.2 Explore how mental and physical health

impact on life and work decisions.

3.3.3 Explore effective communication

skills to use in stressful situations

(e.g. assertiveness, conflict resolution or

problem solving).

Apply

3.3.4 Identify what places stress on your

mind and body.

3.3.5 Demonstrate behaviours that maintain

your physical and mental health.

3.3.6 Apply stress management strategies.

3.3.7 Demonstrate effective communication

skills in stressful situations

(e.g. assertiveness, conflict resolution or

problem-solving).

Personalise

3.3.8 Examine your mental and physical

health and evaluate its impact on your

career decisions.

3.3.9 Acknowledge the positive outcomes of

actively managing issues that affect

your well-being.

3.3.10 Assess your communication skills and

adopt those that are most effective in

stressful situations.

Act

3.3.11 Adopt habits and engage in experiences

that maintain or improve your mental

and physical health.

3.4 Develop strategies for responding

positively to life and work changes.

Acquire

3.4.1 Understand how personal motivations

and aspirations may change over time.

3.4.2 Understand the physical and

psychological changes that occur

with age.

3.4.3 Explore how work performance may be

adapted to physical and psychological

changes that occur with age.

3.4.4 Understand how changes related to

work (e.g. job loss, job transfer) impact

on your life and may require life changes.

3.4.5 Explore the skills, knowledge and

attitudes needed to adapt to changing

work role requirements.

Apply

3.4.6 Describe your personal motivations

and aspirations.

3.4.7 Develop and apply strategies to

adapt and respond effectively to

career changes (e.g. problem-solving,

networking, updating portfolio and

résumé and acquiring new skills

and knowledge).

Personalise

3.4.8 Examine your personal motivations and

aspirations and determine their impact

on your career decisions.

3.4.9 Acknowledge your ability to adapt and

respond effectively to career changes.

Act

3.4.10 Create career scenarios based on your

personal motivations and aspirations.

3.4.11 Improve your ability to adapt and

respond to career changes.


Area B – Learning and work exploration

4. Participate in lifelong learning supportive of career goals

Phase III Phase IV

4.3 Link lifelong learning to the career-building process.

Acquire

4.3.1 Understand how the skills, knowledge and attitudes acquired in a variety of learning programmes may contribute to achieving personal and professional goals.

4.3.2 Understand how lifelong learning enhances people’s ability to achieve career goals.

4.3.3 Understand how a set of skills, knowledge and attitudes can fulfil the requirements of a variety of work roles and work environments.

4.3.4 Understand why lifelong learning is required in the workplace.

4.3.5 Explore the education and training requirements of various work roles.

Apply

4.3.6 Demonstrate lifelong learning behaviours and attitudes that contribute to achieving personal and professional goals.

4.4 Participate in continuous learning supportive of career goals.

Acquire

4.4.1 Investigate educational opportunities (e.g. vocational learning programmes, employer-sponsored training).

4.4.2 Investigate community resources that support education and training (e.g. childcare, public transportation, and health and human services).

4.4.3 Understand the importance of developing strategies to help overcome barriers to education and training.

4.4.4 Explore how skills, knowledge and attitudes acquired enhance work opportunities.

4.4.5 Explore lifelong learning resources available in workplace settings (e.g. computer-assisted self-directed training, mentoring and attendance at short courses).

4.4.6 Explore personal and professional learning plans.

Apply

4.4.7 Prepare short and long-range plans to achieve personal and professional goals through appropriate educational and training pathways.

4.4.8 Outline and adopt strategies to overcome personal barriers to education and training.

4.4.9 Undertake learning activities (e.g. studying, responding to feedback from supervisors, engaging in a project of interest).


4. Participate in lifelong learning supportive of career goals

Phase III Phase IV

Personalise

4.3.7 Determine the value of ongoing learning to you.

4.3.8 Identify the transferable skills, knowledge and attitudes that can fulfil the requirements of a variety of work roles and work environments.

Act

4.3.9 Engage in a continuous learning process supportive of your career goals.

Personalise

4.4.10 Assess your skills, knowledge and attitudes towards learning and determine how these enhance your career opportunities.

4.4.11 Determine which continuous learning strategies work best for you.

Act

4.4.12 Improve learning strategies and engage in a lifelong learning process supportive of your career goals.


5. Locate and effectively use career information

Phase III Phase IV

5.3 Locate and evaluate a range of career information sources.

Acquire

5.3.1 Discover how key personnel in selected work roles could become ideal information resources/ role models.

5.3.2 Understand how labour market information (profiles, statistics, etc) can be used when making career decisions.

5.3.3 Explore how trends and work opportunities in various industry sectors impact upon the nature and structure of work roles.

5.3.4 Explore how employment and workplace trends impact upon the provision of education and training.

5.3.5 Understand how a variety of factors (e.g. supply and demand for workers, demographic changes, environmental conditions, geographic location) impact upon work opportunities.

Apply

5.3.6 Use career information resources such as career directories, occupation classification systems, labour market information, mass media, computer and internet-based career information delivery systems to locate trend information on occupational and industry trends, education and training trends, and social and economic trends.

Personalise

5.3.7 Rank the usefulness of career information resources you have explored in terms of their accuracy, currency, reliability and relevance.

Act

5.3.8 Put strategies in place to evaluate career information resources that you locate and use.

5.4 Use career information effectively in the management of your career.

Acquire

5.4.1 Investigate career-related information and materials (e.g. on self-assessment, on career planning, on professional associations, on prospective employers).

5.4.2 Explore the limitations of occupational and labour market information.

5.4.3 Discover the diverse work opportunities available to an individual with a given set of work skills, knowledge and attitudes.

5.4.4 Understand how to assess the reliability of career information.

Apply

5.4.5 Use career information resources to identify work opportunities that are available to someone with your set of work skills, knowledge and attitudes.

5.4.6 Assess the reliability of career information resources you use to identify opportunities.

Personalise

5.4.7 Determine, according to your preferences, which work opportunities should or will be considered in your career goals and aspirations.

Act

5.4.8 Create or adapt career goals and aspirations using relevant and accurate career-related information.


Area C – Career building

7. Secure or create and maintain work

Phase III Phase IV

7.3 Develop abilities to seek, obtain or create and maintain work.

Acquire

7.3.1 Explore skills, knowledge and attitudes required to locate, interpret and use information about work opportunities.

7.3.2 Explore the attributes and employability skills necessary to obtain and maintain work.

7.3.3 Explore the services or initiatives that support people’s transitions.

7.3.4 Understand that some work opportunities require flexibility and adaptability (e.g. relocating, learning new skills).

7.3.5 Explore specific work opportunities in terms of working conditions and safety hazards, benefits, etc.

7.3.6 Explore volunteering as a proactive job search and personal development strategy.

7.4 Improve on abilities to seek, obtain or create and maintain work.

Acquire

7.4.1 Investigate specific work that supports desired career intentions.

7.4.2 Identify job opportunities that suit your own needs and values.

7.4.3 Identify relationships that will help with finding work.

7.4.4 Update your work search tools and the skills required to seek, obtain or create and maintain work (job application forms, résumés, portfolios, job interviewing, proposals, cover letters, etc).

7.4.5 Explore strategies supportive of career change (e.g. on-the-job training, mentors, networking, continuous learning).

7.4.6 Investigate the career planning, employment and recruitment services available through organisations (e.g. government, educational institutions, business, industry and community agencies).

7.4.7 Identify your transferable skills, knowledge and attitudes.

7.4.8 Understand the importance of making career decisions that align with your preferred future.


7. Secure or create and maintain work

Phase III Phase IV

Apply

7.3.7 Demonstrate employability skills and attributes necessary to obtain and maintain work.

7.3.8 Experience volunteering as a proactive job search or personal development strategy.

Personalise

7.3.9 Evaluate work opportunities in terms of working conditions, benefits, etc that are important to you.

7.3.10 Acknowledge your personal set of skills, knowledge and attitudes that contribute to seeking, obtaining or creating and maintaining work.

Act

7.3.11 Create and engage in work opportunities reflective of your personal set of skills, knowledge and attitudes.

7.3.12 Adapt current or try new work search skills and tools.

Apply

7.4.9 Establish relationships that will help with finding work.

7.4.10 Market yourself using work search tools and skills (job application forms, résumés, portfolios, job interviewing, proposals, cover letters, etc).

7.4.11 Experience the career planning, employment and recruitment services available through organisations (e.g. government, educational institutions, business, industry and community agencies).

7.4.12 Demonstrate the skills, knowledge and attitudes that are transferable from one work role to another.

7.4.13 Plan career changes reflective of your preferred future.

Personalise

7.4.14 Re-examine your network and determine the relationships most helpful to your work search strategies.

7.4.15 Evaluate your skills, knowledge and attitudes in terms of their effectiveness for seeking, obtaining or creating and maintaining work.

7.4.16 Assess work opportunities in terms of your preferred future.

Act

7.4.17 Use up-to-date work search skills to create and engage in work opportunities reflective of your preferred future.


9. Maintain balanced life and work roles

Phase III Phase IV

9.3 Link lifestyles and life stages to

career building.

Acquire

9.3.1 Understand the concept of life stages.

9.3.2 Understand the concept of lifestyles.

9.3.3 Understand the factors that

influence or impact upon lifestyles

(e.g. socioeconomic status, culture,

values, work choices, work habits).

9.3.4 Understand the life stage factors that

influence your career building.

Apply

9.3.5 Examine the type of lifestyle you want

at this stage of your life.

9.3.6 Identify and experience work scenarios

reflective of your life stage and lifestyle.

9.3.7 Recognise that your preferred lifestyle,

your life stage and your career building

are connected.

Personalise

9.3.8 Examine your work scenarios and

determine which ones are supportive of

your life stage and lifestyle.

9.3.9 Acknowledge the factors that

influence or impact upon your lifestyle

(e.g. socioeconomic status, culture,

values, work choices, work habits,

injury, illness).

9.3.10 Acknowledge the life stage factors that

have influenced or are influencing your

career building.

Act

9.3.11 Take active steps to moving closer

towards your preferred lifestyle, while

considering your life stage.

9.4 Incorporate life-work balance into the

career-building process.

Acquire

9.4.1 Explore how your family life impacts

upon achieving a balanced and

productive life.

9.4.2 Explore work’s contribution to and

impact on creating a balanced and

productive life.

9.4.3 Explore strategies for negotiating with

family members and employers to

achieve life-work balance.

Apply

9.4.4 Demonstrate how you are balancing

your life and work roles.

9.4.5 Apply strategies for negotiating with

family members and employers to

achieve life-work balance.

Personalise

9.4.6 Determine the value you place on work,

family, community and leisure activities.

9.4.7 Identify any habits or attitudes that

work against achieving life-work balance.

Act

9.4.8 Engage in life, learning and work

activities that support your lifestyle

and life stage goals and contribute to a

balanced life.


10. Understand the changing nature of life and work roles

Phase III Phase IV

10.3 Understand and learn to overcome

stereotypes in your career building.

Acquire

10.3.1 Examine factors that have influenced

the changing career patterns or

pathways of women and men.

10.3.2 Examine gender stereotyping and bias

in education and training programmes

and work settings.

10.3.3 Identify attitudes, behaviours and skills

that contribute to overcoming gender

bias and stereotyping.

10.3.4 Investigate advantages and challenges

of adopting non-traditional work roles.

Apply

10.3.5 Demonstrate attitudes, behaviours and

skills that contribute to eliminating

gender bias and stereotyping.

Personalise

10.3.6 Assess your willingness to contribute

to eliminating gender bias

and stereotyping.

10.3.7 Examine the possibility of adopting

non-traditional work roles.

10.3.8 Consider fulfilling work roles regardless

of gender bias and stereotyping.

Act

10.3.9 Create and engage in fulfilling career

experiences regardless of gender bias

and stereotyping.

10.4 Seek to eliminate gender bias and

stereotypes in your career building.

Acquire

10.4.1 Investigate recent changes in gender

norms and attitudes.

10.4.2 Investigate trends in the gender

composition of the labour force.

10.4.3 Explore difficulties that arise from

stereotyping occupations.

10.4.4 Explore skills, knowledge and attitudes

that help eliminate stereotyping in

education, training, family and work

environments.

Apply

10.4.5 Demonstrate skills, knowledge

and attitudes that help eliminate

stereotyping in education, training,

family and work environments.

Personalise

10.4.6 Evaluate the impact that trends in the

gender composition of the labour force

have on your career plans.

10.4.7 Determine your own willingness to adopt

strategies or take actions that help

eliminate gender bias and stereotyping.

Act

10.4.8 Create and engage in career experiences

that help eliminate gender bias and

stereotyping.


11. Understand, engage in and manage the career-building process

Phase III Phase IV

11.3 Take charge of your


Acquire

11.3.1 Understand the concept of the

labour market and its relationship to

career building.

11.3.2 Understand how risk taking and

positive attitudes towards self and work

(resilience, flexibility, openness, etc) are

important to the career-building process.

11.3.3 Understand the difference between risk

taking in career building and risk-taking

in the workplace.

11.3.4 Understand how information about

yourself and the labour market is

important to the career-building process.

11.3.5 Explore the notion of career scenario

building as an integral component of

the career-building process.

11.3.6 Understand the importance of pursuing

short-term career action plans.

Apply

11.3.7 Demonstrate risk-taking and positive

attitudes toward self and work

(resilience, flexibility, openness, etc.).

11.3.8 Update your résumé and portfolio

using newly acquired information about

yourself and the labour market.

11.3.9 Build career goals, aspirations and

experiences that align with your

preferred future.

11.3.10 Develop and pursue short-term action

plans in light of your desired career

goals and aspirations.

11.3.11 Experience different roles through

work experience, volunteering, social

events, etc.

11.4 Manage your career-building process.

Acquire

11.4.1 Explore the nature of career

transitions and their impact on the


11.4.2 Investigate the choices and challenges

of major transitions (e.g. becoming a

parent, spouse or retiree, losing a job,

injury, illness).

11.4.3 Explore financial and lifestyle needs and

their relationship to career roles.

11.4.4 Explore effective strategies to use during

transitional periods.

11.4.5 Understand the importance of updating

your résumé and portfolio using newly

acquired information about yourself and

the labour market.

11.4.6 Understand the importance of revisiting

and fine-tuning your preferred future,

career goals and aspirations, and

short-term action plans.

Apply

11.4.7 Plan and apply coping strategies during

transition periods (e.g. starting a family,

retirement, losing a job, injury, illness).

11.4.8 Update your résumé and portfolio.

11.4.9 Review your preferred future and

fine-tune your career action plans.

11.4.10 Pursue your action plans.


11. Understand, engage in and manage the career-building process

Phase III Phase IV

Personalise

11.3.12 Refine your self-perception (based on

career experiences) and evaluate its

impact on your decisions or choices.

11.3.13 Revisit your preferred future to

determine whether or not it is necessary

to modify or create new career goals,

aspirations and experiences and adjust

your short-term action plans.

Act

11.3.14 Engage in a career-building process that

truly reflects your own needs, desires

and values.

Personalise

11.4.11 Re-examine your career goals, action

plans and your strategies for dealing

with transition periods and determine

whether or not it is necessary to

adjust them.

Act

11.4.12 Adapt your preferred future in order to

always reflect your true needs, desires

and aspirations.

Notes

1. Please note that some of the statements in the Australian Blueprint are country-specific and

have not been re-worded for the UK.

2. The Appendix does not show the performance indicators for phases I and II in Blueprint.

Practitioners working with younger learners or those with learning difficulties and disabilities

(LDD) will find that the PIs from phases I and II are better suited to the needs of their learners.

Learning and Skills Improvement Service

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Registered in England and Wales Company no 06454450 Registered charity No 1123636 Registered office Friars House, Manor House Drive, Coventry CV1 2TE

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Learning and Skills Improvement Service

The Learning and Skills Improvement Service (LSIS) aims to accelerate the drive for excellence in the learning

and skills sector, building the sector’s own capacity to design, commission and deliver improvement and

strategic change. LSIS’s vision is that every learner acquires the skills, knowledge and appetite for learning,

living and working and every provider is valued by their community and employers for their contribution to

sustainable social and economic priorities.

LSIS’s Strategic Ambitions demonstrates how we will contribute to delivering core improvement principles

and sets out our new ways of working to engage the sector in everything we do to make LSIS a truly

sector-led organisation. You can find this document and other information about LSIS activities and

services at www.lsis.org.uk

Disability equality policy

LSIS is committed to promoting equality for disabled people and we strive to ensure that our communication

and learning materials can be made available in accessible formats. Please let us know if you consider

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mapping the blueprint against other frameworks

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