As, it seems very likely they will, those Gatsby benchmarks form the foundation of the forthcoming new Careers strategy to be published post EuroRef I thought I would make a preemptive point on a black hole that might appear.
For those of you cool (ahem) enough to get the reference in the blog title, you will have realised that the hole to which I refer is one of funding.
The CDI are confident in their predictions for the Gatsby benchmarks taking a core role and, in a recent news update to members (and in a comment on this blog) set out their requests from Government for funding to follow to enable schools to progress towards these benchmarks by achieving a Quality Award.
In my opinion, whether funding dedicated for (further) assessment of provision rather than funding for actual provision would help schools do this is debatable and even necessary at all with both the forthcoming launch of an online Gatsby Benchmarking tool and the rise of the use of evidence to inform effective careers provision. If what works is what works and schools can see what works, a greater weight of assessment of provision should be on actual student outcomes rather than quality assessment and funding should be dedicated towards provision, not quality assessment of that provision. Again, this is only my view and there are experienced voices who disagree.
What is interesting though is not just that the CDI are asking for ringfenced funding which, in a post acadamised landscape, is a request that would be difficult to account for, but also the value of that funding.
The Gatbsy report which set out their benchmarks also set out the costings for achieving a level of careers provision which would schools to meet those benchmarks. The report (aided by the expertise of PriceWaterhouseCoopers no less) calculated
There are around 3381 secondary schools in England, so 1st year funding alone to meet those benchmarks would be over £181m. That’s a substantial amount of money and, as the CDI themselves noted in their response to the Educational Select Committee
Schools have been allocated no additional funding to take on responsibility for a service that previously cost local authorities £200 million per annum to provide.
when pointing out the loss of Connexions. The starting point seems to be then that this £181m will come from existing school budgets. They go onto say though
We accept that in the current economic climate we cannot expect an immediate return to this level of resourcing, but we do suggest that schools should be given some financial support to put in place careers support of a sufficiently high quality. A short-term development grant, linked to a requirement to gain a quality award, would offer an approach that has been shown to work in other settings.
Th figure allocated to this in the email is £1500 per school a year, or £5.71m for all secondary schools. A figure widely short of the Gatsby requirements and, when you remember that Careers Quality awards cost around £1600, a figure that wouldn’t even cover the cost of provision assessment let alone leave any funding for provision.
It is noticeable though how this is a specific request alongside an un-costed request for CPD “investment.” The call for CPD support is something other bodies with an interest in CEIAG echo but those bodies have also been making unspecified demands for funding for provision.
The National Union of Teachers calls for “funding for professional development and resources for teachers in all schools, particularly in light of schools’ responsibilities for careers education, and advice” and for local authorities to be funded to rebuild careers advisory services lost due to cuts.
In their submission to the Select Committee, the NASUWT point out
In particular, careers and work-related learning and IAG services have declined substantially or, in some cases, have disappeared entirely as a result of significant and ongoing reductions in public investment in this area since May 2010
but don’t go into detail on how much funding they think would be necessary to restore a quality level of provision.
All of those demands, while lacking in substance, would require more funding from the Government who, for their part, would no doubt point towards their announcement of £70m towards mentors, enterprise passports and the Careers & Enterprise Company as offering a funding commitment. While though this should strengthen services on offer to schools to help meet some of the Gatsby benchmarks, none of this money will go directly to schools to enhance provision to meet either the statutory duty or the benchmarks and, again, is well below the total cost outlined in the Gatsby report.
“Politics is the art of the possible” is a quote which has stood the test of time so there may be sense in the CDI asking for smaller funding levels tied to an easily measurable outcome from the Government. It certainly offers a clearly defined “win” for any Minister brave enough to find the money to support it. While it may succeed in gaining a positive response it will still leave schools short of funding to provide what is being asked of them. Asking for schools to be judged on the quality of their provision while simultaneously asking for the benchmarks of that provision to raised without the funds to back this leaves CEIAG departments in school facing an act of miracle making. If the new strategy does cherry pick the detailed benchmarks of quality provision as defined by Gatsby then it should not be forgotten that this provision comes with a funding cost of implementing it.