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.
As we have said on many occasions we are a network, an organisation that is run by careers educators for careers educators. Like many of you we have found the start of the 2021-2022 term particularly challenging…who would have thought that returning full time to school or balancing remote and physical offices could be so time consuming?
The newest member of our Steering Group, Janet Colledge, has been very busy of late working on the CDI Primary Careers Framework. The recently published frame work can be found on the CDI website here but Janet has also published a recent piece on her blog Outstanding Careers with some fantastic links to further reading on this area. With her permission we have republished her piece below.
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.
This week Teach First launched their manifesto consultation which lays the foundations to make the UK’s education system work better for the most in need. As they quite rightly state, ‘too many children in the UK aren’t getting the education they deserve. But as the country begins to rebuild after COVID-19, our nation has a unique opportunity to break the cycle of generational inequality’. Find out how you can have your say on
Future Frontiers are advertising for a Head of IAG (Curriculum Lead) role. Based in London, they are looking for an experienced IAG specialist to help develop and run a new pilot programme for year 11 students, building on the existing year 10 programme. Following the successful pilot, the focus of the role will turn to developing a scalable system that can deliver this support to all of the students on our programme.
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.
The UCAS 2020 Entry ‘Where next?’ has just been published and it has raised some very interesting recommendations from some very concerning findings. The main evidence for this report has come from a survey of first and second year UK university and college students. More than 27,000 first and second year students, accepted at age 17-19 over the last two cycles, took the time to tell UCAS about their pathway(s) to Higher Education. Below we take a look at those concerning findings and the interesting recommendations.
In the light of the findings from the recently published The Sutton Trust COVID-19 and the University Experience report, we reached out to our friends over at CHEERs (The Community for Higher Education Educators Researchers and Supports) for comment regarding the Careers education. Providing some initial thoughts on this area, steering group member, Chris Webb.