Reaching Potential by Raising Aspirations
Presented by –
Date –
Workshop Aim
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To understand the ways in which CLIAG can
motivate people and help them to raise their
aspirations
Objectives
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To understand the context and why high quality
career learning, information, advice and guidance
(CLIAG) is essential
To identify barriers which limit aspirations and
progression
To explore techniques to raise aspirations and
increase motivation
To understand the skills and knowledge required to
raise aspirations
The Context is Change: Shaping
Up for the Future
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By 2020 there will be 3 million fewer low skilled jobs in
Britain than there are today
Over 40% of all jobs in 2020 will require a graduate level
qualification
The top 10 jobs that will exist in 2010 did not exist in 2004
Today’s learners will have more than 10 jobs by the age of
38
Britain will need 324,000 more scientists and engineers by
2014
In the past 10 years there have been 12 jobs created in the
knowledge industries for every on created elsewhere
Source: DCSF Quality, Choice and Aspiration 2009
The Context is Change: Shaping
Up for the Future
IAG is seen by government as ‘the driver of social mobility’
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Raising aspirations is key in the IAG strategy for young
people
‘Raising aspirations’ is one of the 6 principles of impartial
careers education
Source: DCSF, Quality, Choice and Aspiration, 2009
‘The new service will promote aspiration, by seeking to
empower people to improve their skills, and through that their
lives’
Source: BIS: Fuelling Potential: A blueprint for skills accounts
and the adult advancement and careers service 2010
What Good Quality Career Learning
Information Advice and Guidance
Should Include:
Adapted from the 6 principles of impartial careers education Impartial
careers education statutory guidance DCSF 2009
Meeting the Challenge of the 21st
Century
Quality CLIAG is essential if we want all people to:
• Succeed in their learning throughout their lives
• Make informed choices about their careers
• Be prepared for, and manage, the demands of
working life
• Raise their aspirations and fulfil their potential
• Overcome barriers that may be preventing them
from developing and using their talents
Adapted from: DCSF Quality, Choice and Aspiration, 2009
What Limits Aspirations?
Working in small groups identify the barriers and factors which
limit aspirations.
Write each one on a post-it note and stick onto the flipchart
under the 2 headings:
Internal
External
How Can We Raise Aspirations?
Identify CLIAG techniques or approaches, which
address the main limiting factors
Work through as many factors as possible
Feedback to the group your ideas on one factor and how to
address this
Techniques and Approaches
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Using the media as role models
Identifying and introducing role models
Improved briefings / information for carers / parents
Action planning, which:
• Includes some blue-sky thinking
• Allows for lifelong development
• Encourages learners to articulate their aspirations and
interests and so increases their psychological scope and
number of options try might consider
Giving positive feedback
Techniques and Approaches
Motivational interviewing
Assertiveness training
Positive self-talk
Improved target setting / goal setting training
Tasters / opportunity to work shadow
Peer / learning mentors
Reviewing tutorial provision
Recognising, rewarding and celebrating all achievements
Raising Aspirations Through CLIAG
Case study activity
Raising Aspirations
Knowledge includes:
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Understanding of the community with which you are working
and factors which affect aspirations
Theories about what motivates individuals
Options for learning
Options for progression at work
Qualifications and how they fit together
Routes and pathways
Contacts for referral for more specialist advice (e.g.
AimHigher, Sector Skills Councils, SKILL)
Raising Aspirations
Skills include:
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Active Listening
Building confidence and self belief
Using open questions
Summarising
Supporting self-motivating statements
Challenging
Goal-setting and action planning
Providing information about opportunities
Thank you for your participation
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