How Ofsted will inspect CEIAG in FE Colleges from September 2017

Having blogged for (oh vey, many) years on the evolving focus on CEIAG in secondary schools from Ofsted, this year my attention lies elsewhere and how the Inspectorate will be considering the CEIAG offers of Further Education Colleges across the country. While the Common Inspection Framework remains the core guidance document for the Inspectorate, each type of provider under the watch of Ofsted has their own Inspection Handbook to outline in greater detail the expectations, schedules and grade descriptors for that type of provision. This type of transparency is vital in allowing providers to know what they will be judged upon by Inspectors, how that process will work and so how their internal quality control mechanisms will aid inspectors.

The 2017 update to the Further Education and skills inspection handbook explains that FE inspections adhere to the same policy employed in school inspections. This means that Grade 1 (Outstanding) providers are not routinely inspected and will only be monitored if concerns arise, Grade 2 (Good) providers will undergo a short, smaller scale inspection which will only upgrade to a fuller inspection if the outcome is recommended to change while Grade 3 (Requires improvement) and 4 (Inadequate) will have more frequent, in-depth inspections as well as other interventions.

For a full inspection, HMI will grade 4 areas of quality

  • effectiveness of leadership and management
  • quality of teaching learning and assessment
  • personal development, behaviour and welfare
  • outcomes for learners

and also grade the different types of provision an FE College may offer

  • 16-19 study programmes
  • Adult learning programmes
  • Apprenticeships
  • Traineeships
  • Provision for learners with high needs
  • Full time provision for 14-16 year olds

and then give an overall grade.

Inspectors will gain evidence from meetings with staff, senior leaders, students and stakeholders, documentary evidence such as policies and data such as student destinations.

For each of the areas above, the handbook lists the grade descriptors for Outstanding, Good, Requires Improvement and Inadequate. Careers work is only mentioned at Good and Outstanding grades highlighting the importance of this kind of provision to Colleges wishing to excel. I will only quote the Outstanding descriptors below.

Effectiveness of leadership & management

Here, the quality of the College’s CEIAG offer plays a substantive part as inspectors will consider

the extent to which learners receive thorough and impartial careers guidance to enable them to make informed choices about their current learning and future career plans

and that this will be judged as Outstanding if

Leaders, managers and governors ensure that the provision of accurate, timely and
impartial careers guidance enables learners to make informed choices about their learning programme and that learners are very well prepared for the next stage of
their education, training or employment.

Personal Development, Behaviour & Welfare

CEIAG quality also appears in the judgement criteria for Personal Development as Inspectors will judge

learners’ use of the information they receive on the full range of relevant career pathways from the provider and other partners, including employers, to help them develop challenging and realistic plans for their future careers

and that this will judged as Outstanding if

High quality careers guidance helps learners to make informed choices about which
courses suit their needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.

16-19 Study Programmes

When inspecting study programmes of full-time learners, Inspectors will judge if

learners, and groups of learners, progress to the planned next stage in their careers, such as a higher level of education or training, or to employment or an apprenticeship

and that this will be judged Outstanding if

High quality impartial careers guidance ensures that learners follow study programmes that build on their prior attainment and enable them to develop clear, ambitious and realistic plans for their future. Learners understand the options available and are informed about local and national skills needs.

Adult Learning Programmes

The effectiveness of Adult Learning Programmes will be judged to be Outstanding if

High quality impartial careers guidance ensures that learners follow learning programmes that build very effectively on their prior attainment and enable them to progress towards clear, ambitious and realistic plans for their future. Learners understand the options available to them and are informed about local and national skills needs or the work of relevant community groups or projects.

Apprenticeship programmes

The effectiveness of Apprenticeship programmes will be judged to be Outstanding if

High quality impartial careers guidance ensures that apprentices build on their prior attainment and develop clear, ambitious and realistic plans for their future. Apprentices understand the options available and are informed about local and national skills needs.

Traineeships

The effectiveness of Traineeship provision will be judged to be Outstanding if

High quality impartial careers guidance ensures that learners follow traineeships that build on their prior attainment. The guidance enables learners to develop clear, ambitious and realistic plans for their future. Learners understand the options available to them and they are informed about local and national skills needs.

Provision for learners with high needs

Will be judged as Outstanding if

High-quality impartial careers guidance ensures that learners follow individualised programmes, including study programmes, that build on their prior attainment. The guidance enables them to develop clear, ambitious and realistic plans for their future. Learners understand the options available to them.

Full time provision for 14-16 year old learners

Will be judged to be Outstanding if

High quality impartial careers guidance ensures that learners follow learning programmes that build on their prior attainment and enable them to develop clear, ambitious and realistic plans for their future. Learners have a good understanding of all the options available to them, including apprenticeships, and how they relate to local and national skills needs.

 

These multiple mentions show that, to be judged as Grade 1 Outstanding, an FE College should be investing in a high quality, impartial Careers Service. The duties and work of those practitioners should then be embedded across the varying types of provision a modern College now provides and that learners are feeling the benefits of those interventions. As Colleges offer a greater range of Higher Education provision, there may even be scope for the work with those learners to be given its own section separate from other adult learner provision in the future.

 

The demise of Plotr and what free online CEIAG diagnostic tools are left

With news that the Plotr website is finally shutting down and merging with Start Profile (itself a brand of U-Explore) I thought I would give a rundown on the variety of free online CEIAG diagnostic tools available and see if readers have their own links and views to share.

Plotr came onto the scene back in 2012 with the backing of the then Skills Minister, Matthew Hancock who considered it as

an excellent example of employers coming together, to create an innovative website allowing young people to really understand what employers offer

Others in the Careers community were not so sure as the new website received significant financial backing from central Government with an initial £700,000 from the Cabinet Office and the (then) Department for Business Innovation and Skills

and launched without public tender or consultation from the sector bodies. I remember from conversations at the time, Careers colleagues were distinctly unimpressed with the lack of co-ordination with professional or non-profit organisations that were already working in the space and the fact that the first CEO, Andrew Thompson, was a Director at the then Government’s favoured outsourcing firm Serco did not sit well.

In 2014 another £1.3m was injected by BIS for a revamp which included the diagnostic tool “The Game.” This was an exhaustive set of questions based on psychometric research that suggested job roles to the skills and abilities suited to the young person answering the questions. As a CEIAG tool it wasn’t great but it was free and, with a lot of assistance, you could get results out of it to talk through with a young person.

The company behind the site actually went into liquidation back in October 2016 and the obituaries for it written at the time weren’t pretty. As the Buzzfeed report details, the significant taxpayer investment did not produce anything like the engagement or traffic statistics from its target audience hoped for so the initial employer buy-in soon frizzled out.

Which all leaves Careers practitioners with what available free diagnostic resources to use?

Start Profile

After registering, students can access 4 areas (My Skills, My Interests, My Qualities & My Work Preferences) to enter their responses. This information is then used to suggest courses, qualifications, study locations and jobs that might fit.

start profile

Requiring students to register before using the site has its positives and negatives. As a practitioner, you can register and then monitor your students work but the sheer faff of getting a class or even individuals to sign up and then check their email account for confirmations is off-putting. Students can also search by Job Sectors. It’s cleanly laid out as a site that seems easily navigable to me, the job suggestions make sense from the information inputted and, with a cursory tour, the course information at providers seems up to date.

National Careers Service Skills Health Check

Still hosted on the plain .GOV.UK platform, the National Careers Service website is a sorry state these days. The Skills Health Section is not a tool I would advise for use for young people, it’s simply too exhaustive. Adult clients of mine have used it and found useful feedback in the Skills Report produced once the numerous question sections are completed but to complete the entire check requires a significant time commitment.

skills health check

It is not something I would suggest that could be completed in a session with a client, they would need to complete this in their own time for a discussion of the findings to take place at a later date.

The Skills Report suggests job areas that may be of interest which you can then click-through to the National Careers Service Job Profiles to further explore. The results of the Activity Skills sections can need some tact when discussing with clients who find those academic tasks more difficult.

ICould Buzz Quiz

At the opposite end of the time commitment needs is the ICould Buzz Quiz. This is a quick set of either/or questions that then suggests jobs through the bank of videos on the site and assigns the user a personality type.

icould

I have found the quick questions, videos and fun outlines of the personality types extremely successful when working with Key Stage 3 children or those with Special Educational Needs. Some of the skill terminology can need explaining to young ears (a “cold” personality doesn’t mean you’re always shivering) but these discussions can be beneficial in identifying skills and descriptive language. The lack of information inputted by the user though can be an issue, some of the suggested jobs can seem quite random and not allied to the interests of the young person at all. This can cause them to lose faith in the whole exercise so caution is advised. When leading groups, headphones are also required.

Prospects Job Match

Still in beta testing mode, this Prospects offer can be attempted without registering but the later stages of the job recommendations are only accessible after signing up. After 26 questions which are very on the nose (“Do you understand the law?”) and use language aimed at the graduate target market of the site, the user’s skill set is matched against job families. The user can then click-through to the recommended job profiles. I personally find the job profiles section excellent and use it regularly in one to one sessions, each profile has comprehensive and clearly written information on the skills required and duties likely to be encountered as well as the qualifications required. The links to associated job boards or industry organisations are also extremely useful and have broadened my bookmarks of useful sites to use with clients.

prospects

 

Pearson Career Interests Quiz

Similar to a section of the now defunct Plotr Game, the user is asked to rate duties in order of preference or select their top three most appealing tasks from a list. The questions are easy to understand and a typical student could rattle through them in 15 minutes. Some of questions require the statements to be moved into priority order and the design is all very intuitive. On completion of the questions, users are shown a sector matching chart

pearson

in which users can click on the sectors to encourage skill comparison but actual job titles or profiles are not then mentioned. Job profiles are held elsewhere on the site so why this connection is not made is strange and a real negative. Young people need to see what job titles fall into what sectors to begin to make connections between them and investigate what those jobs are, not making this link explicit is odd.

Skills Route Explore

Asks users to enter courses they are studying and suggests jobs associated with that course

skills explorer

so it’s fairly reductive and is not good at highlighting transferable skills. The job profiles then linked through as also fairly basic with little in the way of description that would help a young person understand what was involved. The charts showing the likelihood of automation, job satisfaction and wage are neat ideas but the job satisfaction one especially needs context as the average for all jobs is only 32% (it seems the data these charts is based upon asked a lot of unhappy people at work!).

Diagnostic tools are useful conversation starters when dealing with younger clients or those considering a complete career change and the more options you have to use in your toolbox, the more likely you are to use the right one for the right client. If there are any I’ve missed, please link in the comments below and let me know what you think about it!

More proof that Ofsted is not the white knight for CEIAG provision

One of the repeatedly suggested levers to pull which would improve CEIAG provision in schools is monitoring from Ofsted. Stakeholders, reports and Education Select Committee recommendations have all suggested that a secondary school’s Careers provision should be judged upon by the Inspectorate. This came to pass with the introduction of instruction for Her Majesty’s Inspectors to include comment of the quality of CEIAG provision in the 2013 and 2014 Handbook for Inspectors. This was taken as a positive step in concentrating the minds of school leaders to prioritise their CEIAG provision. Things changed though with the introduction of Ofsted’s short, targeted inspections of schools currently rated GOOD (grade 2) in September 2015.

This changed the way a large number of schools were visited and assessed and is further explained here but essentially it raised fears that, in a short, one day inspection performed by one inspector for a GOOD school that then remained GOOD, CEIAG would not be inspected. The checklist of school duties for a team of four or five inspectors to monitor over a two-day period cannot be the same for one inspector to check in a one day visit. Ofsted’s workflow guidelines for inspecting a GOOD school reflected this with the requirement for a Section 8 inspection to be carried out instead of a full Section 5.

In it’s justification for this change, Ofsted (with some rationale) argued that, in a supposedly self improving school system, an inspectorate should be focusing its resources on where the system needs them most and that would be on schools graded as 3 or 4. This was in line with the previous move to stop inspecting grade 1 schools as a matter of course and only place them under the microscope if substantive concerns were raised. Others would point out that this was an inevitable consequence of an Inspectorate tasked with inspecting growing types of provision and establishments but with a reducing budget.

Earlier this month, Ofsted released both a consultation on how short inspections had worked and the statistics for the numbers of inspections, including short inspections, from September 2016 to March 2017.

Concentrating on secondary schools, a total of 287 short inspections were carried out, of which 201 schools remained GOOD.

dfhpkeovyaaseak

A total of 535 secondary schools were inspected during this period which means that around 37% of secondary school inspections were not even required to pass comment on CEIAG during the academic year.

Ofsted also notes that the number of short inspections that converted to full Section 5 inspections is lower than last year

Twenty nine per cent of short inspections between 1 September 2016 and 31 March 2017 converted to full inspections. In 2015/16, 35% converted.

So, as schools coalesce into the higher grade boundaries but find that OUTSTANDING rating just out of reach, it seems that fewer are undergoing a full Section 5 inspection.

The folks over at Education Data Lab have already done the work in totaling up these numbers to see the complete picture of inspections that have occurred since they were introduced in 2015.

edudatalab1

So, from a total of 530 short inspections of secondary schools, 55% in those 18 months would not have been required to offer a judgement on a school’s CEIAG provision.

The most recent Ofsted Annual Report (2015-1016) shows that more secondary schools than ever are being judged as good or outstanding

ofsted1

a rise of 12 percentage points since 2011.

Both the rise in non converting short inspections and the exemption of inspection OUTSTANDING schools leading to 10 years between inspections in some cases

ofsted2

means that

a) it is increasingly less likely that a school’s CEIAG provision will not be monitored during an inspection

b) it is increasingly likely that a judgement on CEIAG provision contained in an Ofsted report is from a school that previously held a grade 3 or 4

and so then

c) the headline trend of rising numbers of GOOD and OUTSTANDING schools offers no evidence to the quality of Careers provision in schools as the Careers provision in these schools will have either i) not have been inspected during the most recent inspection or ii) been inspected quite a number of years ago.

Under the current framework of inspection, Ofsted is no substantive barometer of the quality of Careers provision in schools now and, if the current trends continue, will only be more out of snyc with provision in the future.

 

 

 

The logical failure of the 2017 CBI Education & Skills Survey

Like any membership lobbying organisation, the CBI support their members to make them look as good as possible and promote the greater value of and worth of business to society. They have their work cut out, surveys show that the general public is distrustful with less than half believing British businesses act ethically, so their annual survey of business leaders (The CBI/Pearson Education & Skills Survey) is a chance to shift the focus elsewhere.

The 2017 iteration is drawn from an online questionnaire completed by 344 employers. (It is worth comparing at the outset this methodology against other recent employer surveys such as the recent DfE Employer perspective survey (which I blogged on here) which was drawn from telephone interviews with over 18,000 establishments across the labour market including non-profit organisations but more on that later).

The scale of employer engagement in education is an important topic with the Careers & Enterprise Company (CEC) tasked with expanding this work to improve CEIAG provision and so prove the research evidence of the benefits to be gained for students. Future qualification and pathway policy is also heavily geared towards gaining employer buy in and engagement. This means that establishing a base point of employer engagement is vital in judging progress and knowing where to target resources. The CEC has already made progress in this area with their Cold Spots research. Using a range of data points and sources, this shows that outcomes for young people (much like HE progression and academic achievement rates) varies greatly across the different regions of the UK.

coldspots1

One of the data points used to model the amount of employer engagement is the UKCES Employer Perspectives Survey 2014. This is the preceding biannual release of the DfE Employer Perspective Survey mentioned above before the closure of the UK Commission for Employment and Skills in March 2017 which the DfE then took over.

That the CEC is using this data on employer engagement and not information published by the CBI is the first hint that the two sources on employer engagement tell very different tales.

The CBI survey offers useful views on the value business leaders places on their required skills from school leavers

cbi2

plus their satisfaction on school leaver skill levels

cbi1

and a plea for more young people to be speakers of foreign languages (page 34). The Employer Perspectives survey meanwhile does not break down employer satisfaction with school leavers into skill areas but by age of recruits (fig 3.7) so comparisons are difficult but, at all ages, it found employers were more satisfied than dissatisfied with the skill levels of their young recruits.

The survey begins to raise eyebrows though with the claims of employer engagement with education including the number of firms that offer work experience. Let’s remind ourselves what the 2017 Employer Perspectives Survey reported,

  • That 65% of employers thought that relevant work experience is a critical or significant factor when taking on a recruit but only 38% of employers had offered a work experience opportunity in the past 12 months
  • There is a huge variation between the sectors that offer work experience (fig 3.9)
  • Only 10% of employers offered work inspiration activities to students

This differs drastically to the findings of the CBI Survey that 81% of employers had some links with education

cbi3

and that these links were “extensive in all parts of the UK.” Not only is this claim widely divergent with the finding from a methodologically more detailed and comprehensive survey, it also undermines the very basis on which the CEC has prioritised its work across the country. Regarding employer links with education, the CBI says there are no cold spots.

The differences continue in the value of work experience with only 23% of businesses reporting that relevant work experience is an “important” factor when recruiting a young person (fig 2.1 pictured above) which is well below the 65% of employers reporting similar in the Employer Perspectives Survey. There is also a lack of consistency of expectations in the CBI results with employers also stating that 54% were not satisfied with school leavers relevant work experience (fig 2.3 pictured above). Why would employers be unsatisfied with something they’ve also deemed not important to recruitment?

The data on the types of provision employers offer through their links with schools is couched in a presentational sleight of hand as the percentages are offered as percentages of those business who have education links, not a percentage of the total businesses. Thus

cbi4

So the CBI is not claiming that 81% of employers provide careers advice talks but that 81% of the 81% with links to education provide careers advice talks. Because we have the total numbers of employers the CBI received responses from (344) we can work this back – 81% of 344 = 279, 81% of 279 = 225, 225 divided by 344 = the CBI is actually reporting that 65% of employers offer careers advice talks. The Employer Perspectives Survey concluded that just 10% of employers offer careers inspirations activities including careers talks.

The differences between the two surveys continue when discussing work experience. The CBI concludes (using the same method above) that around 63% of employers offer work experience placements. The Employer Perspectives Survey reported 38% of employers offered placements and that differences between industries can be stark.

skills report4

The CBI survey also includes business views on both the work of the CEC and the current state of CEIAG provision. They find that the CEC still has plenty of scope to increase their connections with business as only 7% of respondents were engaged with the Company.

cbi5

That 79% businesses were unaware of the work of the CEC is not surprising when you also consider that only 28% of employers are aware of the new GCSE grading system.

cbi6

The CBI though are wholly positive about the need and remit of the CEC

The CBI fully supports their work which has a focus on practical, enabling solutions.

and

Underpinned by sufficient resources, the CEC should play a major role in England in
supporting schools and businesses to develop productive relationships to the benefit of young people.

but the views of the businesses surveyed are extremely negative about the quality of CEIAG provision

cbi7

84% of businesses reporting that Careers advice is not good enough is an overwhelming verdict but also similar percentage to the four previous survey results show in 3.16. The CBI goes strong on its verdict on current Careers provision

These are seriously troubling results. They highlight the urgent need for radical improvement.

This all adds up to a muddled picture offered by the CBI.

They and the employers they surveyed are claiming that 81% of business have links with schools across the country, 65% offer careers advice talks and 63% offer work experience placements. This equates to a large-scale engagement with education yet, it is these same employers from whom 79% had not heard of the work of the CEC. It is from these same employers that less than a third were aware of the introduction of whole new GCSEs and grading systems. The same employers who are engaged with education to offer huge amounts of careers provision but 84% of them also reported unsatisfaction with the Careers advice offered. The solution offered by the CBI to change these views? More engagement with education through the CEC.

Establishing hard quantitative data on employer engagement is not easy as previous studies have shown. Using only limited survey data though can mean results with the failures of logic shown above. The CBI cannot continue to claim that the majority of employers are playing their part in provision only to then be overwhelmingly critical of the scale, quality and outcomes of that provision.

The outcome measures of the CEC

Now two years since it gained a Chief Executive and began to hire its network of staff, the Careers & Enterprise Company (CEC) released its 2nd Annual Round-up earlier this month. The report updates on the Company’s progress in expanding its networks of employer engagement and building it’s research base.

As with previous communications, the Round-up is a polished document full of the praises and progress the Company has made since it’s inception. I’ve posted previously on the difficulty on pinning the Company down on the exact numbers of Enterprise Advisers they have hired but this document does update an exact number.

cec2

While, on the previous page, the less precise term is used for the number of schools enrolled in the scheme.

cec1

If “more than” 1700 schools are signed up to the scheme does that mean that some schools are waiting for Enterprise Advisers to be matched with?

With the most recent DfE release showing that there are 3401 Secondary Schools and the AoC Key Facts showing 359 Further Education Colleges in England that means around 45% have now been paired with an Enterprise Adviser.

The Round Up continues to outline the progress and plans across four areas:

  1. Building local networks (Enterprise Advisers)
  2. Finding out what works (research)
  3. Backing proven ideas (investment funds)
  4. Providing online CEIAG resources (the Compass rating tool and the forthcoming Enterprise Passport)

Which are all full of detail on the admirable ambitions of the CEC. Much providence is given to the underlying research backing for this type of work provided by the studies from the Education & Employers Taskforce and the Gatsby Standards.

cec3

This reliance on the evidence base is to be welcomed and the Taskforce is clear that quantity of engagements is vital to improved outcomes for young people.

  • Quantity matters: greater volume of school-mediated employer engagement is associated with better economic outcomes, demonstrating relationships between the number of school-mediated teenage engagements with employers recalled by young adults and significantly reduced incidence of being NEET.

What isn’t mentioned in the Round Up though is any judgement on the quality of those interactions which their networks have enabled. The Taskforce is also clear that this is a factor in the value of the outcomes achieved by young people

  • Quality matters: more highly regarded employer engagement is associated with better economic outcomes. Analysis presented here shows a consistent relationship between higher regard for school-mediated provision and adult economic outcomes.  It suggests that the instincts of young adults were right: that the schools had prepared them better than comparator peers. Wage premiums in excess of 20% are found linked to higher volumes of employer engagement activities described, in general terms, as having been helpful.

More provision matters but more provision students remember as being helpful really matters. Which shows that, as any practitioner who has run an event with a before & after student view questionnaire will know, evaluation of provision is a vital step in ongoing quality control. While this is something individual providers and organisations will (should) be doing to monitor their own impacts, it is not mentioned that the CEC is collating or monitoring this feedback.

This lack of information on the quality of provision is a hint at the lack of wider absence from the Round-up of outcomes for students, whether gleaned from qualitative or quantitative data.

In the announcement of its formation, the DfE said that the new Company would fulfill a number of remits including

  • provide feedback to government on how well young people are being prepared for work

This was expanded on by the then Education Secretary Nicky Morgan, who at an Education Select Committee appearance on the 9th September 2015, said the Company would be judged by “asking young people at the end of this academic and going forward, where they aware of all the options, when did they receive advice, who came into their school to tell them about all the options” and by asking employers “are young people more work ready, more aware of the options that are out there” and listening to employer feedback. In an answer to Ian Mearns MP, she then said that “more emphasis on destination data, tracking where pupils go” would be a key indicator. When asked if she would return to the Committee with evidence of progress from the CEC Morgan promised to return within the Parliament. Of course since September 2015 a lot of water has passed under the political bridge including Cabinet reshuffles, Brexit and a fluffed General Election. With, at the time of writing, a new Education Select Committee chair and membership waiting to be elected, one of the items in a hugely packed education sphere competing for attention from the Committee should be to ask for this promise to be followed up by Morgan’s successor.

There have also been questions in the House to the DfE Ministerial team about the progress of the CEC in meeting its remit. Firstly on 25th January 2016, Sam Gyimah fielded questions with the claim of “significant progress” as evidenced by the hiring of enterprise advisers, the launch of a fund and the forthcoming (then and still now) enterprise passport. There was also the promise of a Careers Strategy in the (for what it’s worth, ahem, still waiting) Spring to further assist schools in their work with the CEC. Again none of this includes monitoring or evaluating the outcomes of any of this work.

On 7th March 2016, Gyimah again took questions on the CEC and again claimed “excellent progress in opening up schools to the world of work.” As well as taking a swipe at Careers Advice, Gyimah promoted the CEC Mentoring scheme and that “every school will have an “Enterprise Adviser.” The session passed with no information on measuring outcomes for students.

The CEC has also appeared in front of MPs during a session of the Sub-Committee on Education Skills and the Economy on the 26th March 2016. With Sam Gyimah unable to attend because of illness, Claudia Harris (alongside Ofsted and the National Careers Service) took questions from a bunch of fairly unprepared MPs who had not heard of the CEC’s work on cold spots or on Government’s own research on employer engagement. The MP’s mainly focused on the “umbrella” work of the CEC to raise engagement provision in areas where this was not happening, on understanding the structural layout of the CEC and the National Careers Service and testing the potential overlaps between the two. Harris was asked about the quality assessment of the work of Enterprise Advisers and promised that schools and colleges will be surveyed on their views of the work of their Advisers. The most important question on the outcomes for students comes at 16.52 in the link above. Harris says the CEC will be measuring 3 outcomes:

  1. Penetration – the numbers of pupils and schools involved
  2. Satisfaction – asking schools if this provision is helping
  3. Impact – working from a baseline in every school, the CEC will monitor how provision has increased

Then Catherine McKinnell MP asks a vital follow-up question “Is there not a risk that there will be a focus on quantity rather than quality,” to which Harris offers

  1. A literature review conducted by the CEC looking at the effectiveness of mentoring as an employer engagement activity so directing funding what works
  2. A series of “deep dive” focus groups where representatives from the CEC will speak to students on their views of engagement provision they have attended and what help it offered them

The absence of two of the outcomes mentioned by Morgan in her session is noticeable. The omission of feedback from employers and student destination statistics is perhaps wise as these are outcome measures not wholly in the control of the CEC and those with conflicting data points with no clear definition from Government on what would be measured. Would a reduction in the of 16-19 NEETS be a plus mark for the CEC or a rise in employer satisfaction of school leaver skills be evidence of the impact of provision? And from which survey source would this be, those conducted by Government or those conducted by business? Or would the only satisfactory judgement be made by the sort of longitudinal research conducted by the Education & Employers Taskforce? This lack of clarity of definable targets continued in a further Committee session (27th April 2016) with the witnesses Nick Boles MP and Sam Gyimah MP where the conversation on quality monitoring of the CEC is sidetracked onto the Dfe Statutory Guidance.

Having to scour Select Committee archives for definitions of the student focused outcome measures of the CEC is indicative of the lack of clarity from the DfE around this issue. If we take Morgan’s comments (as the initalising Secretary of State) as gospel then achieving the tasks set of assuaging the concerns of business and reshaping destination statstics will be no mean feat for the CEC to achieve. Only today the CBI released it’s 2017 Annual Skills Survey. The results include businesses views on the workplace skills of school leavers

cbi1

with much to be improved upon and contained the fact that only 21% of businesses “are currently aware” of the activities of the CEC. The fear must be that this is a taskmaster who will never be satisfied.

The ultimate quality of the enabling and linking work the CEC delivers will be decided by those volunteers, staff and practitioners on the ground organising and running the face to face provision with young people. Through its short operating period so far, the CEC has focused on the growth of its structure and operations as evidence of its progress. Soon this attention should change though onto the impact of provision and student outcomes to evaluate that public investment committed to the Company.

 

The Crises for Young People

The polarisation of society in aspects of wealth, education, prospects and voting habits used to be aligned firmly along class or location but today a greater divide can be found along generation lines. The old and the young do not have much in common.

The young earned less during their early careers.

They will spend more on rental housing costs while the old benefit from the accumulated wealth in their owned homes and the policies required to redistribute this capital would need a significant shift in the direction of travel across Western economies.

The trust in the young of the welfare state is so low, crowdfunding is their go to option.

Much has been written on the appeal to younger voters of the 2017 Labour Party manifesto with its pledges of scrapping tuition fees, affordable housing and more secure employment.

age20predictor-01

What this means for the life chances for young people is covered in fascinating detail in a new book “The Crises for Young People; Generational Inequalities in Education, Work, Housing & Welfare” by Andy Green, Professor of Comparative Social Science, UCL Institute of Education. A free download, I found it an engrossing read, especially on the challenges facing this generation as they embark on their careers (page 60).

crisesfor youngpeople1

Which is a valuable spark to remember the value of Careers and employer engagement work with young people. It can be a disruptive force for good and enable empowerment for individuals to navigate the tide pushing back against them.

Employer Perspectives Survey 2016

Preparing young people for the world of work is a task that cannot be attempted without the world of work on board. By offering advice and guidance or by actually getting their hands dirty and offering provision for schools and young people to engage with, employers have a vital role to play. Which is why large-scale surveys on employer engagement with young people, their views on the skills capabilities of young people as potential employees and their participation in (supposedly) youth employment routes such as apprenticeships can offer valuable insights.

I’ve posted before to show that surveys of this kind can throw up a wide range of results and that the strategic goals of the organisation behind the survey should always be born in mind. Plenty of previous surveys with smaller survey cohorts have been critical of the level of skills held by school leavers entering the workplace while the survey that, traditionally, has shown results much more positive regarding skills levels has been the UKCES biennial Employer Perspectives survey. After the closure of UKCES, the responsibility of running this survey has transferred to the DfE with support from BEiS and DwP and the 2016 results were published this week. As ever, it’s fascinating in its picture of the UK skills map and how CEIAG is working within that. It’s also worth noting that the scale of the survey is impressive with over 18,000 employers across the UK interviewed.

Firstly, employers are still mainly pleased with the prepardness of young people for work but that, percentage rates have fallen slightly since 2014 but these figures are still much higher than the usual doom and gloom of other reports. It is also the case that, in the eyes of employers, older education leavers are still more preparded for the challenges of the workplace.

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It is in other sections of the report that there are some startling headline figures (page 13):

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The gap between employers expectation for young people to have work experience on their CV and those actually offering work experience placements is still huge. It’s also clear that the parts of the labour market most closely working with young people are those offering the most placements. As anybody who has run a work experience scheme in a school knows, placements are schools are easy to come by and colleagues will do their utmost to help while placements in more sort after industries are gold dust.

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For all of their initiatives such as Open Doors, the amount of placements offered by the Construction industry is woefully short of what is needed.

This picture of weak engagement is also apparent in the number of employers involved in work inspiration activities other than placements with, again, Construction a particularly poor performing area.

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It’s clear that getting involved with such provision is proving more difficult for smaller firms and reasons why employers do not offer placements was collected

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Being aware of these and the more positive reasons for offering placements (doing our bit, Corporate Social Responsibility policy, a recruitment strategy – page 70) and tailoring your approaches to employers when requesting placements should be a strategy for all schools and colleges.

Overall these figures are in stark contrast to the far more positive picture of employer engagement painted by employer bodies such as the CBI. Their assertion that “over 80% of employers work with schools”  is, frankly, risible in comparison and shows the task ahead of the Careers & Enterprise company when scaling up their engagement initiatives.

Elsewhere in the Survey findings are other nuggets of interest. At the time of writing, Apprenticeship policy in the UK is in a state of flux as the official position is still to create 3 million apprenticeships over the course of the parliament but the ongoing changes to Levy and Standards policy are causing fluctuations in the numbers of vacancies being advertised.

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The (slow) rise in the number of employers taking on apprentices is encouraging but this growth needs to accelerate if this route is to become a realistic competitor to Higher Education for young people. The future plans of employers (page 155), if enacted, would correlate to a rise of 21% of employers offering apprenticeships within the next 12 months but the Conclusions section states (from page 159) that a much greater engagement from employers with apprenticeships is needed to meet current targets.

Allied to this point is the data regarding the recruitment methods used by firms when hiring young people. The results are clear on the importance and of social capital and networks and the advantages gained by young people entering the job market with these benefits. Alongside more formal methods of applying for work, contacts can still be key and this evidence fits with published research in this area.

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It shows that, despite the scale of the task ahead of them, the work of the CEC is vital and needed. In Conclusion the Survey states (page 160)

Developing forms of work experience and work inspiration that genuinely respond to employers’ needs to develop and access experienced new recruits continues to offer potential as a step in improving individuals’ entry to the labour market

and it is the solution to this issue that the CEC must find.