Careers advice still missing the mark

Schools are struggling to develop effective careers advice and guidance services, research shows.

The study, State of the Nation2017, commissioned by The Careers & Enterprise Company (CEC), found that just a handful of nearly 600 schools are currently achieving all the recommended standards for a high-quality careers service.

Experts say that while the findings show there have been improvements over the past year, schools need more help if they are to succeed in developing effective careers education and guidance services, and turn around their recent poor record on careers support.

The report's findings are based on the criteria set out by the Gatsby Benchmarks, which are eight standards for good quality school careers advice (see panel).

They were developed by senior education adviser Sir John Holman, professor of chemistry at the University of York and a former head teacher, based on research he did for the Gatsby Foundation.

He went on to survey 10 per cent of schools in England and found the vast majority were only fully achieving up to two of the standards.

The CEC report collates findings from 578 schools that used the Compass tool to self-assess how well they met the eight Gatsby Benchmarks.

It found that 20.6 per cent of schools are achieving none of the benchmarks, with only three schools having achieved all eight, including The Bourne Academy (see case study).

Meeting the criteria

To be awarded a benchmark, schools need to fully meet a set number of criteria.

A "relaxed" version of the study, where schools were awarded a benchmark by meeting any of the criteria for more than half of their students, still resulted in one in 10 schools not achieving any benchmarks.

Compared with figures from a 2014/15 survey from the Good Career Guidance report, the CEC's findings show gradual improvements. In 2014, no schools had achieved six of the benchmarks, while 2.8 per cent had in 2017.

Experts say some schools have improved because they have employed professional advisers to lead their careers education programmes, and have increased engagement with employers based on the standards set by the benchmarks.

The report comes amid rising concerns over schools' ability to prepare young people, particularly those from disadvantaged backgrounds, for the world of work - recent research by Impetus PEF, which looked at exam performance, predicted that nearly 20 per cent of 604,441 children born in 2000 were at risk of becoming categorised as not in education or employment by the age of 24.

Despite most schools failing to meet the benchmarks, Jan Ellis, chief executive of the Career Development Institute (CDI), says she would like to see the new careers strategy, due to be launched by the government in the autumn, encourage all schools to adopt the benchmarks.

Denise Bertuchi, assistant national officer at union Unison, says the benchmarks, while not perfect, raise the recognition and value of careers advice and should be adopted in all schools.

However, she says the improvement is still not enough: "Less than 20 per cent of schools are meeting four or more of the benchmarks."

Boost provision

Bertuchi says the government policy on careers education is moving at a "snail's pace" and wants it to do more to show leadership.

"Careers education is fragmented in quality, delivery and access. Without a national consistent careers service delivered by fully qualified careers professionals, this will continue.

"There is money for a comprehensive all-age service, but it is scattered across different departments funding short-term initiatives," she adds.

Ellis says making some of the benchmarks clearer, and ensuring all are given equal weight as intended - she says too much emphasis is currently placed on employer engagement - would help schools improve provision.

The CDI also recommends schools appoint a careers leader - a middle manager, with direct links to the senior management team, who has overall responsibility for the careers programme.

"Unless this is in place, it is difficult to see how the other benchmarks can be achieved and sustained," she adds.

GATSBY BENCHMARKS

• A stable careers programme
• Learning from career and labour market information
• Addressing the needs of each pupil
• Linking curriculum learning to careers
• Encounters with employers and employees
• Experiences of workplaces
• Encounters with further and higher education
• Personal guidance
  
  

Bourne Academy, Bournemouth

The Bourne Academy achieved all eight benchmarks in 2016/17. It serves a deprived area of the South coast town and is sponsored by an independent school. In July 2017, the school achieved the Quality in Careers Standard award. It has developed a five-point plan for improving careers programmes:

1. Develop careers content in all subjects
In year eight, pupils develop career research skills through use of Kudos in computer science lessons. In years nine to 11, the English department delivers lessons on writing formal letters and emails, CVs and interview preparation.

2. Take advantage of labour market resources
The school offers a programme of talks from guest speakers, as well as access to impartial advice from careers advisers.

3. Provide all students with information on all routes
All students have contact with careers advisers, and can attend the school's biennial careers fair, and are made aware of higher education opportunities.

4. Provide experiences of workplaces
In year 10, students have one week of work experience, and two weeks in year 12. They are taken on subject-related visits to various workplaces. The ‘Bourne Ambassador' programme, sees all sixth form students develop links with an employer.

5. Adopt systems to track destinations and careers activities
This is done through implementing and using the Compass tool.