Career Benchmarks:
National Pilot
Future Ready 2016
Ryan Gibson
National Facilitator
Background to the Benchmarks
• Gatsby Foundation – Charitable Foundation of Lord Sainsbury
• Professor Sir John Holman
• Six International Visits – Netherlands, Germany, Hong Kong,
Finland, Canada, Republic of Ireland.
• 8 benchmarks of ‘Good Careers Guidance’ identified.
• Schools starting points in relation to the benchmarks tested via a
survey of 10% of schools in England. Findings combined with the
international research.
• National Pilot commissioned in 2015 to test how schools and
colleges can move from their starting points to a position of
achieving the benchmarks. Audit and Action Planning.
• 2 year pilot in terms of intensive activity with the
schools/colleges, 4 year pilot in terms of data collection
independent external evaluation.
The 8 Benchmarks
North East – Education and Skills Context
• The North East has fewer people with high skill levels compared
to the national average.
• More than a fifth of adults in the region have no qualifications at
all, double the national figure.
• The region has an ageing skilled workforce in some key areas of
economic activity including advanced manufacturing.
• Stark gender imbalances exist within some sectors, such as
engineering and digital.
• The region has the highest rate of youth unemployment and the
highest proportion of young people recorded as NEET
nationally.
North East – Education and Skills Context
• The region has a higher proportion of young people entering
apprenticeships than the national average.
• Over last 10 years, secondary school performance in the NE LEP
area has improved at a faster rate than other regions outside of
London.
• In 2012, Lord Adonis was commissioned by the North East LEP to
conduct a review of the NE economy. The report highlighted a lack
of cohesion, consistency or coordination for careers education
and information, advice and guidance (IAG) on career options
as a barrier to the region’s economic success... But it did
recognise examples of outstanding practice.
Participating School’s and College’s
Berwick Academy
Northumberland Church of England Academy
King Edward VI School, Morpeth
St Joseph’s Catholic Academy
Harton Technology College
Kenton School
Excelsior Academy
Churchill Community College
Shotton Hall Academy
Greenfield School
Park View Academy
Castle View Enterprise Academy
The Link School, Sunderland
Bishop Auckland College
Sunderland College
East Durham College
Career Benchmarks National Pilot:
Aims
• To embed the ‘Good Career Guidance Benchmarks’ in 16 schools
and colleges in the North East Local Enterprise Partnership area.
• To test the benchmarks in action – documenting the conditions,
support and capacity needed by schools and colleges to make
measurable and rapid progress towards the achievement of the
benchmarks .
4 Clear Intentions
1.
Build capacity within and between the pilot schools to deliver a
consistent, comprehensive and high quality career education for all
students that meets the standards of the Good Career Guidance
Benchmarks.
2.
Test the impact of the Good Career Guidance Benchmarks on
student outcomes and whole school/college culture in a
diversity of settings over a two year period.
4 Clear Intentions
3. Identify the problems and barriers to the comprehensive
implementation of the Good Career Guidance Benchmarks within
different schools and localities, and identify solutions and
opportunities to overcome these issues.
4. Create a sustainable and replicable approach to the
implementation of the Good Career Guidance Benchmarks that can
be applied at scale in other areas of England.
INDICATIONS
FROM THE
INITIAL AUDIT
Indications from the Initial Audit
North East Starting Points
Number of
Number of Schools / Colleges
Benchmarks
achieving Benchmarks
0 Benchmarks
8
1 Benchmark
2
2 Benchmarks
4
3 Benchmarks
2
4 Benchmarks
0
5 Benchmarks
0
6 Benchmarks
0
7 Benchmarks
0
8 Benchmarks
0
Generic indications from the initial audit
• No school/college fully achieves more than 3 of the benchmarks.
• 8 schools/colleges do not fully achieve any benchmarks.
• The Pupil Referral Unit does not fully achieve any benchmarks.
• No school or college fully achieves benchmark 3 – ‘addressing the
needs of each pupil’.
• None of the 11-16 schools fully achieve benchmarks 1-3.
• None of the schools with sixth forms fully achieve benchmarks 2,3,4
or 5.
• No College fully achieves benchmark 7 - ‘encounters with higher
education’.
• No school in Northumberland fully achieves any of the benchmarks
Very Positive
Name of School / College:
Berwick Academy
1
X
Name of School / College:
Benchmarks Fully Achieved
3 4 5 6 7 8
X X X X X X
2
X
Number of Benchmarks
No
Criteria
Criteria
Criteria
Partially
Fully
Achieved
Achieved
Achieved
0
8
0
Berwick Academy
Benchmarks Criteria Fully Achieved (F)
Benchmarks Criteria Partially Achieved (P)
Benchmarks Criteria Not Achieved (N)
Name of School / College:
1
2
3
4
5
6
7
8
(OUT OF 9)
(OUT OF 8)
(OUT OF 7)
(OUT OF 5)
(OUT OF 5)
(OUT OF 3)
(OUT OF 5)
(OUT OF 4)
(C OUT OF 4)
(11-16 OUT OF 4)
(11-16 OUT OF 2)
(11-16 OUT OF 4)
(11-16 OUT OF 3)
(C OUT OF 3)
(C OUT OF 2)
(C OUT OF 2)
(C OUT OF 5)
Berwick Academy
0
NPFNPFNPFNPFNPFNPFNPFNPF
- 45125 - 25 - 5 - 23 - - 21 - 23 - 31
Positive Picture
• Every College fully achieves benchmark 6 – ‘Experiences of the
workplace’.
• 7 schools / colleges partially achieve all 8 of the benchmarks.
• Every school / college partially achieves at least 5 of the 8
benchmarks.
• Schools and Colleges now have clear action plans about where they
need to develop their provision and how they intend to target
support.
• Excellent practice is emerging and a real ‘buzz’ is being generated
around the careers agenda.
What Next – National Developments
•
The Careers and Enterprise Company (CEC) have adopted the benchmarks Enterprise Advisers, £5m fund, toolkit.
•
Teach First – have adopted the benchmarks - developing Employability leads in
schools and the associated training required.
•
CDI – have adopted the benchmarks and mapped them into their new
framework. Quality award schemes are mapping against the benchmarks.
•
Employer Endorsement – including Creative Industries Federation, Caterpillar,
RTPI, Engineering UK.
•
Performance Measures – Sustained Destination Data inc on data dashboard
and RAISE online and is included in 4 of the 6 major judgements by Ofsted
•
National Review into Careers EIAG – being heavily influenced by Gatsby.
What Next – The Pilot
• Independent Evaluator – Tristram Hooley and Nicki Moore,
International Centre for Guidance Studies, University of Derby.
• Innovation Fund – three successful bids to date, with one focusing
on what a school needs to do to successfully integrate an employers
into its provision, one focusing on innovative work experiences and
one on student perceptions of LMI.
• Case Studies – one per school/college per term, best practice.
• Advisory Board – Established to support the development of the
National Pilot, provide direction and advice as well as coherence as
part of a national roll out.
National Pilot: Careers Education Advisory Board
Bill
McGawley OBE
Chairman, TDR Group and Director EDT
Denis
Heaney
Careers and Enterprise Company
Gary
Holmes (Professor)
Pro-Vice Chancellor, Sunderland University
Gillian
Miller
Regional Director, Association of Colleges
Jan
Ellis
Chief Executive , Careers Development Institute
Kehri
Ellis
Chief Executive, North Tyneside Learning Trust
Megan
Clatworthy
Senior Officer - Employability - Access, Teach First
Neil
Warwick
Square One Law
Paul
Carbert
Policy Advisor @ North East Chamber of Commerce (NECC)
Ryan
Gibson
NE LEP - Gatsby Facilitator
Sarah
Glendinning
Regional Director, CBI
Sue
Houston
Assistant Director, BIS Yorkshire, North East & Humber
What Next – Projects
•
Destinations Data – tackling the issue of lagged data, data collection, use
of data and performance measures. Working group of LA leads and School /
College leads (chaired by Matt Joyce, Harton). Significant interest from DfE.
•
Labour Market Information – What is LMI, how can it be used effectively
and applied locally by staff, students, parents, governors and employers.
(Chaired by Mark Fox, Northumberland CofE Academy). National
partnership with ‘LMI for All’
•
Opportunities not determined by Geography – Investigating employer
engagement in rural / isolated areas and developing solutions
(Northumberland focus).
•
A ‘Joined Up’ Approach – One coherent message to education
(benchmarks, teacher training, standards, quality awards). One coherent
message to business (NCS, NECC, BITC, STEMNET, EA’s, Ambassador
Programmes etc)
Benchmarks – the Guiding Principle
• Our work suggests that there is no single
‘magic bullet’ for good career guidance:
it is about doing a number of things,
identified in our benchmarks, doing them
consistently, doing them well and doing
them for all and every student.