session 4 - education, ofsted and employer...
TRANSCRIPT
Session 4 - Education, Ofsted and Employer Engagement
Your speakers;
• Sarfraz Ahmed Leicester College
• Nick Chambers Education and Employers
• Chris Percy Economist & Researcher
• Leigh Fowkes The Open University
www.dmhassociates.org
The New Inspection
Framework 2019 –
Implications for
Careers Leaders
and Advisers
Sarfraz Ahmed
Careers Adviser - Leicester College
What you will learn:
By the end of today:
1. Look at the new developments in the Ofsted Framework
2. Explore the major updates for careers professionals
3. What are Ofsted Looking for?
4. Things to consider for careers work in schools, colleges and sixth-
forms
Where Your Strengths Meet the World’s Needs
Explore the New Ofsted Educational
Framework in relation to Careers
Guidance Work
Anyone can
deliver
Careers
Guidance
Gaining work
experience
Contact with
Employers
Raising
Aspiration
Based on
Academic
Results
What are Ofsted looking for?
Adding Value
Big Data
Not Linking
Careers with
Curriculum
Progression
to University
Apprenticeships
Links to
Gatsby and
The Careers
Strategy
An efficient curriculum
provided by schools
should extend beyond
the academic, technical
or vocational
Schools support
pupils to become
more resilient and
manage change
Links to
Employers
and the
World of
Work
Attitudes to
Learning
Behaviour
Employability
Attendance and
punctuality
Respect
Enrichment
Careers Guidance
Health and well-
being
Citizenship
Equality and
Diversity
Preparation for
next steps
Vision and Ethos
Staff Development
Staff workload and
well-being
Student Experience
Governance/oversight
Safeguarding
GOALS
Self-Motivated
Self-Assured
Aspirational
Informed
Experienced
Accountable
Resilient
Entrepreneurial
Co-operative
ACTIONS
Personalised careers guidance
Career development,
employability and enterprise
master classes
Personal development,
enterprise and enrichment
activities
Encounters with FE / HE
Encounters with employers
Experiences of the work place
IMPACT
Learners successfully
complete an external
work placement
Learners successfully
complete course
Learners have higher
aspirations and goals
Learners have the
confidence to make the
right choices about their
life and pathways.
Learners are employed
because they have the
right attitude, skills and
behaviour
A Framework for Ofsted and
Gatsby Benchmarks
Implementing the Benchmarks and get Ofsted
ready:
Specialist Careers Interventions:
• Delivered by qualified Level 6 careers advisors
• 1:1 information, advice and guidance
• Group works, including: CVs, interview skills, 21st
Century Careers, Progression to HE, UCAS
preparation, Social Media and your Online Presence,
Employability Development, Preparation for the
Workplace
• Develop links with schools / FE/HE
Learner Employability Achievement Programme (LEAP):
• Delivered by Learning Coaches
• 1:1 tutorials 4 times per year
• Weekly LEAP sessions including classroom delivery,
employer encounters and trips / visits
Qualified Careers Advisers
Link to a School / College Governor endorsed by Senior Management
Linked to Gatsby Benchmarks and Careers Strategy
Skills needed to navigate the 21st century employment market / LMI /Employers
Careers Policy Published and Transparent
Some Things To Consider
Resources
www.educationandemployers.org @Edu_employers
Nick Chambers
CEO
Some of our research findings• Encounters with the world of work can improve GCSE results (2019)
• The difference between children’s career aspirations from the age of seven to 17 are marginal and often based on gender stereotypes, socio-economic backgrounds and TV and social media. The report also highlights a significant mismatch between the jobs children aspire to and projected workforce needs. (2018, 2019)
• Employer engagement has an impact on student motivation as the result of linking the curriculum to the world of work (2018)
• Employer engagement during school years increases the amount young adults earn once in full time employment. (2014, 2016, 2017)
• Employer engagement reduces the likelihood of becoming NEET (not in education, employment or training).Young people who do four or more activities during secondary school are less likely to be NEET during their 20s. (2013, 2017)
www.educationandemployers.org @Edu_employers
•Our research shows that young people in UK:
• know relatively little about jobs and the different prospective career routes often leading to an oversupply of people with skills and qualifications in certain disciplines.
• perceptions are based on narrow first-hand experiences, media and the TV and their parents.
• commonly associate one or two jobs to a sector despite the fact there exists a vast range of jobs.
• make crucial decisions about their education and training without any realistic understanding of what the jobs markets actually has to offer
• from disadvantaged social backgrounds, lacking personal family networks, were at a further disadvantage. The problems were typically exacerbated for girls.
The demand for work...
...against teenage aspirations
Young people’s aspirations have Nothing in Common with labour market demand
Redraw the Balance
In 2016, we launched a 2 film called Redraw The Balance, produced pro-bono by MullenLowe. It showed a class of 66 children who were asked to draw a picture firefighter, surgeon and a fighter pilot.
.
Exploring the career aspirations of primary school
children from around the world
How do we know we are making an impact?
Chris Percy
10th October 2019
Aim
• Exchange good and interesting practices and policies
• Identify mechanisms and methodologies that can potentially be used to inform evidence-based practices and policies
• Share ideas – build a community of interest
“Finished files are the re-
sult of years of scientif-
study combined with the
experience of many years”
Key questions
• What is the evidence base for career development services?
• Why do we need this?
• How does it work?
• How can we improve on current approaches?
Politics
International
• In countries such as Austria, Finland, Germany, Scotland, Switzerland careers education and guidance feature prominently in their education systems (OECD, 2015)
International Literature Review Drilling down: careers education
• Some evidence to suggest that impacts on attainment can be expected to be relatively modest, recognising that impacts can be expected to vary, perhaps considerably, by individual circumstance and character of intervention delivery
• Good evidence to show that earnings premiums are commonly sizeable for young adults especially when they engage with employers within teenage careers focused provision
• Good evidence that careers education also underpins a wide range of beneficial social outcomes
New forms of partnerships
• Need to tackle the challenges of diversity and fragmentation
• Bridge between schooling and working life
• Enable educators to contribute effectively to equipping their students with employability skills
• Get more employers involved in offering experiences of the world of work
Thank you!Any questions?
Contact: Chris Percy
An invitation to continue
the dialogue…
Email:[email protected]
CAREERS AND EMPLOYABILITY SERVICES
How ODFs can extend the reach and impact of careers support
Leigh Fowkes
Careers & Employability Consultant | The Open University
@careers_chap
CAREERS AND EMPLOYABILITY SERVICES 32
“So what impact are our ODFs having?”
1. How are ODFs useful in helping OU
students to explore and construct their
career identities?
2. How are ODFs useful for OU students
for career learning and career
development purposes?
3. How does the role and approach that
OU careers practitioners adopt in
ODFs support and impact upon Open
University students’ career learning
and development?
4. Why are OU students participating in
ODFs compared to other methods of
support available to them for career
learning and development purposes?
CAREERS AND EMPLOYABILITY SERVICES 33
Research Design
A self-completed structured Jisc online questionnaire. Mainly quantitative scaling questions with additional open-ended. A five-point unipolar Likert scale was chosen.
Qualitative description of Open University student and career practitioner posts across six Careers & Employment Service hosted online discussion forums (ODFs).
Thematic analysis of semi-structured interviews undertaken with a sample of OU Careers & Employability Consultants whom had moderated and participated in careers forums during the data collection phase.
Qualitative
description (QD) of
online discussion
forum posts
Self-completed
JISC Online
Student
Questionnaire
Thematic Analysis
of OU Careers
Consultant Semi-
Structured
Interviews
Q1 ✔ ✔ ✔
Q2 ✔ ✔ ✔
Q3 ✔ ✔
Q4 ✔
CAREERS AND EMPLOYABILITY SERVICES 4
94%
39%
55%
9%
of students (n=31) reported
that the careers forum they
participated in had some level
of impact in helping them
understand their career
identity
of students (n=12)
declared it as
‘very helpful’ or
‘extremely helpful’
2-5 hours in the
forum. ‘very helpful’
or ‘extremely helpful’
0-1 hour in the forum.
‘very helpful’ or
‘extremely helpful’
5
Impact on career learning
The research sought to answer to what extent were ODFs useful to Open University students for career learning and career development purposes?
Students were generally positive - excluding the ‘not
helpful at all’ measure - in reporting that forum participation
was beneficial in terms of developing their self-awareness
(87%), opportunity awareness through information gathering
(90.3%) and supportive for career decision making (90.3%)
CAREERS AND EMPLOYABILITY SERVICES 36
Comparison of impact on career by interaction type
Multi answer: Percentage of respondents who selected each answer option (e.g. 100% would represent that
all this question's respondents chose that option for each column)
CAREERS AND EMPLOYABILITY SERVICES
13.6
%
29.1%31.8%
79.1%
Career identity was how students
identified themselves with a specific
occupation or career through their
discourse
Cognitive Presence was the extent to
which students were able to construct
and confirm meaning through sustained
reflection and discourse
7
Community support was where forum
members offered help and assistance to
each other either through encouragement
or through access to resources
Social presence was how students
projected themselves through their
writing as ‘real people’
CAREERS AND EMPLOYABILITY SERVICES 38
Thematic analysis findings
1. A learning ecology is a useful way to conceptualise careers forums.
2. The conflict between creating a safe space versus managing privacy, safeguarding and negative psychological impact.
3. The asynchronous nature of forums supports accessibility but provides challenges for guidance practice.
4. Ethical principles still underpin the activity of guidance practitioners providing support in forums.
5. Careers practitioners have clear ideas on how roles are demarcated in a forum space.
CAREERS AND EMPLOYABILITY SERVICES 39
So in conclusion
There were various self reported benefits
for ODF participation impacting positively
on student career identity, career learning
and for decision making. Generally, there
was a trend for more visits+time=greater
impact.
The practitioner interviews demonstrated
wide ranging techniques and tactics in
their posting strategies adapted for ODFs,
which were also influenced by ethical
principles.
Students’ personal learning environments
(PLE) are not just limited to a web-based
environments and extend to include a
wide range of networks and contacts.
CAREERS AND EMPLOYABILITY SERVICES 40
Final Say
“The breadth of ideas was interesting and showed me that I had viewed my options in a much narrower way before the forum. It made me more confident of following my own path and not just doing the usual direction that most people follow. As a mature student who already has a career it gave me ideas where I would not necessarily dump all my past experience and have to start at the bottom again. Now I have options to traverse from one career to another. Thank you OU”
CAREERS AND EMPLOYABILITY SERVICES 41
Twitter: @careers_chap
You’ll find the report at:
https://luminate.prospects.ac.uk/tag/reports
Questions?
Get in touch
Session 4 - Question Time
• Sarfraz Ahmed [email protected]
• Nick Chambers [email protected]
• Chris Percy [email protected]
• Leigh Fowkes [email protected]
www.dmhassociates.org