Careers & WRL lessons

10+ ways to achieve careers education at home (updated)

10 ways to achieve careers education at home

Sent around by our helpful LEP team, I’ll update this as links occur to me or please leave suggestions in the comments below. Stay safe.

 

  1. Explore different job roles and the job market

 

Videos featuring real people talking about their careers

 

Information about different job roles

 

Information about over 350 job roles within the NHS

 

Lesson plans and articles

 

Quiz to find jobs that are suited to you

 

SEMLEP labour market Information

 

Labour market lesson plan and resources

 

More labour market information

 

 

  1. Find out about different courses and pathways

 

Information about apprenticeships

 

University exploration and course search

 

Guides on how subjects link to different careers

 

Compare universities

 

Information about uni alternatives

 

Advice on how to work in certain sectors

 

Leading university information

 

Search for courses by location

 

 

  1. Have a debate

 

Debate career myths and stereotypes with someone else (online or face-to-face):

 

“Bricklaying is a man’s job”

“Caring jobs (nurse, teacher, vet etc.) are for females”

“Only rich people go to university”

“Apprenticeships aren’t for academics”

“You need all A’s in your A Levels to go to University”

“Creative Industries don’t make any money”

 

Follow this up by researching online and writing down your thoughts.

 

  1. Watch educational videos and documentaries

 

Stacey Dooley’s BBC Series

 

Follow this up by writing about what you learnt.

 

 

  1. Play an educational game

 

Microsoft Minecraft

 

 

  1. Discover and build upon your skills and strengths

 

Life skills lesson plans and resources

 

Lesson plan and worksheet (Use CVDTWINKLHELPS code for free access)

 

A range of skills-based activities and information

 

Take this personality quiz or this one

 

Skills employers want

 

 

  1. Print and complete worksheets/workbooks

 

PSHE workbooks

 

Citizenship workbooks

 

Skills and activities workbook

 

 

  1. Take a free online course or lesson

 

30 Minute Apprenticeship in Business

 

30 Minute Apprenticeship in Construction

 

30 Minute Apprenticeship in Marketing

 

Strengths and Skills (Lesson)

 

Staying Positive (Lesson)

 

Finding your Cyber Security Career Path (Free online course)

 

Career Skills for Investment Banking and Finance (Free online course)

 

Creativity and Entrepreneurship (Free online course)

 

Resilience, the art of coping with disasters (Free online course)

 

Prepare for career success at Uni (Free online course)

 

Building your career in tomorrow’s workplace (Free online course)

 

How to start your career in games development (Free online course)

 

How to succeed in interviews (Free online course)

 

 

  1. Create a CV and/or write a personal statement

 

Free app for CV creation

 

CV Builder

 

CV writing guidance

 

Personal statement guide

 

 

  1. Browse Careers websites

 

 

Careerpilot

 

Start Profile

 

Bridge U

 

Springpod

 

National Careers Service

 

BBC Bitesize

 

My Career Springboard

 

Careers Box

 

Success at School

 

Gov: Apprenticeships

 

Gov: Careers helpline

 

All About Apprenticeships

 

All About School Leavers

 

Career Connect

 

Shaw Trust (SEND)

 

Careers Advice for Parents

 

Tees Valley Resources

 

 

Here are also some general free online learning sites!

 

MOOC (Online courses for anyone)

 

Minecraft (Educational games and activities)

 

TES (Resources & lesson plans)

 

Twinkl (Online lessons & activities – Use CVDTWINKLHELPS code for free access)

 

BBC Bitesize (Online lessons and revision)

 

Seneca (Online interactive lessons)

 

Future Learn (Free online courses)

 

TED (Video lessons)

 

Careers Activity Booklet

11. Network Rail Parents Wellbeing and STEM Careers pack

Reply to the Amazing Apprenticeships T Level resources survey

T Levels will soon be a qualification offer available to small areas of the country as the pilot runs out from September 2020. Over the next few academic years the Further Education and Sixth Form Colleges offering the qualification is planned to expand and the industry areas for young people to choose from will also grow.

t level rollout1

I’ve posted previously on what Careers practitioners, Teachers, parents et al. might be mindful of when discussing this route with their cohorts. T Levels will be demanding Level 3 qualifications with 3 A Levels worth of equivalent UCAS points awarded. The academic work will be of a Level 3 standard but young candidates will also need to be mature and proactive enough to secure and blossom in an extended industry placement at work throughout the two year course.

t level rollout2

The time demands of the qualification will mean that young people will struggle to fit part time work around a T Level so will need to find flexible ways to fund themselves if they cannot solely rely on support from home. With all of that being said, T Levels could be very exciting routes for both young people and employers. While the 80% work/20% training model of apprenticeships is not right for many young people the flipped T Level model of 80% training/20% work could allow young people tentative about the world of work to find their feet while employers, reticent about committing to a contract of employment for a young person with little work history, could be more favourable to using an industry placement as an important part of their talent pipeline to finding future employees. At my FE College, as we have grown our industry placements to prepare for the introduction of T Levels, we have certainly seen employers using a recruitment process for the placements and then using the placements as a talent identifier.

With this in mind all and any resources to help explain to wary young people and their parents what these new qualifications are and what they involve are to be welcomed. Some official DfE channels have started putting out marketing content on YouTube and through a dedicated site but these resources are not weighty enough to hang a group or 1:1 session on so please complete this Amazing Apprenticeships survey

https://www.surveymonkey.co.uk/r/TLevels_2020

so that they can better understand what resources would help teachers and advisers at schools and colleges help spread awareness.

Get completing!

The best Careers advice video for young people I’ve seen

6 (!) years ago I posted about a video that I thought was an excellent attempt to distill some complex ideas about career planning down to some bite sized nuggets of advice for secondary school aged children. Even if that video was created by a careers service at a Canadian University, the advice is relevant for both young people and their parents perhaps choosing Key Stage 4 options or thinking about the subsequent pathways to come.

Now, a more recent and targeted resource has come from the Career Pilot site and the Careers & Enterprise Company

The animations and messages overlap many of the same themes as the Simon Fraser University effort and enables viewers, especially parents, to become more aware of the wider range of career enabling decisions and choices open to their offspring then they might initially presume. Importantly, the video could also calm nerves. Many parents, in my experience, structure career conversations with the prerequisite need for the destination to decided first; resources such as this video help spread understanding that it’s a perfectly valid method of career exploration for children is to start the journey without the end point already decided.

I would suggest that Key Stage 4 Options Evenings and other parent facing events would be perfect places for schools to play this video while the tips for young people

career pilot tips

are solid aims for any careers program to achieve.

National Careers Service Careers Guidance e-pack January 2020

ncs pack for schools and colleges

National Careers Service E-pack (002)

Click the link to download (8mb)

You probably will have already seen this but in case you haven’t, the latest e-pack from the National Careers Service has been sent out to schools and colleges. With both National Careers Week and National Apprenticeship week approaching, these sort of activity sheets that are easy to disseminate to colleagues can be very helpful. In the age of so many online CEIAG services some of the worksheets can seem a little quaint but not every classroom or tutor room will have a bank of laptops ready to go so there is still a need for these kind of resources.

Compass Plus

Coming soon to your school computer that takes a solid 30 minutes to boot up in the morning is a new website service from the Careers & Enterprise Company called Compass Plus.

A revamp and an expansion of their Compass self evaluation tool and Tracker provision recording tool, this new method of planning, recording and evaluating your Careers provision has the potential to have a number of benefits throughout the system. Currently being presented around the country after a period of development and testing, the tool will help (initially only school based) Careers Leaders.

compass plus 1

For ease of understanding, imagine that the CEC had taken that spreadsheet with your activities throughout the year mapped against the Benchmarks, reached into your drawer and added the student registers you scribbled down at those activities and also pinched your other Excel sheet with your employer contact details and the stack of slowly returning student destination forms on your desk and put all of that into an online tool that you could share with colleagues – that’s Compass Plus.

The improvements this could offer a Careers Leader are clear. Rather than completing cumbersome spreadsheets, your activities can be uploaded against the Benchmarks immediately updating your Compass completion scores both for planned and completed activities. The ability to integrate with your school’s MIS so that activities are added at a pupil level is potentially a huge positive for the both Leaders and Careers Advisers working in schools.

compass plus 3

As the CEIAG record of an individual student will be there for a Personal Guidance session to build upon or for a Leader to then tailor registers for future events so that all learners have access to CEIAG.

Your employer engagement could also benefit from the ability to store your employer contact details so that all of your colleagues access them for their own activities plus, the soon to come Tracker Enterprise which will allow Enterprise Co-ordinators to also add provider and employer details who can then connect with your activities and opportunities for engagement.

compass plus 4

The CEC is managing the on-boarding process quite tightly

compass plus 2

which is an effort to manage the demand pipeline so that the technology copes with the growth in usage. The potential for Plus to work with other systems such as Unifrog or Start Profile is also exciting.

For the CEC, the rollout of this type of system is logical as it will also offer benefits to their data collection. Currently, Compass evaluations are based on Leaders judgement without the link to activity to evidence those claims. The structure of Compass Plus, (a school’s Gatsby Benchmark compliance rating being automatically generated from actual provision and activities recorded at student level) provides a much stronger evidence base on which a school will self evaluate and then how the CEC collates that data across LEP, region and national pictures for publications such as their annual State of the Nation report. This tool should make it clear to Enterprise Advisers and Co-ordinators (and perhaps in time even Ofsted) that 39 weekly Careers lunchtime drop in sessions that the same 4 students attend isn’t a Careers programme that meets the standard required. With this in mind, I could envisage, even expect, that some schools who had previously scored highly against the Benchmarks, even those achieving full compliance, would see lower Benchmark scores when using the Compass Plus tool.

As a Careers Leader working in FE, much of the Compass Plus tool struck me as processes that already happens in FE. Student level activity recording will already happen in most FE Colleges not only for Careers activities but also other enrichment provision. Those with helpful data teams will have their own versions of the reporting ability that Compass Plus offers to show how many students have attended a Personal Guidance interview or been present at X number of employer encounters. When ever the FE version is developed and tested, the CEC might find that Colleges are much more reluctant to give up systems they have designed to achieve similar aims.

There is a FAQ on the CEC site

https://www.careersandenterprise.co.uk/compass-plus-faqs

and I would encourage all secondary school Careers Leaders to set up their on-boarding as soon as possible.

https://www.careersandenterprise.co.uk/schools-colleges/compass-plus

Careers apps

Back in December 2018, the DfE announced two winners of a £300,000 funding pot open for digital IAG tools that would help young people make more informed choices about their University choice both in regard to provider and subject. Now, in April 2019, both of the tools have launched.

Offering IAG through digital platforms to young people has a mixed track record (we’ll always have the memory of Plotr) but practitioners know they can be a fundamental resource to use with your client base.

The two apps take different approaches to how they inform and advise their users with the Higher Education data now available. It’s worth saying that both platforms are (at the time of writing) still in beta testing so improvements in design, layout and usability will be ongoing and any judgments should be made with that in mind. The first app, ThinkUni is described as a “personalised digital assistant’ bringing together data on universities, courses and financial outcomes that are easy to explore and compare” and is from a team that has a good track record in offering social mobility enhancing schemes through the Brilliant Club. The current site looks fairly basic with text drop down boxes asking users on their preferences on University study (city or campus, course reputation or earnings outcomes etc).

think uni1On first impressions, I found there isn’t much to be impressed with here. The very first question assumes that the user knows what subject they want to study so relies on a baseline that simply isn’t there for a lot of young people and then site assumes that the user will be studying A Levels so widening participation also doesn’t seem to be a concern (I’m sure that other Level 3 qualifications will be incorporated into the site at some point but soft launching without them isn’t a good look). The “digital assistant” selling point is also over played with the course suggestion results being much the same as would result from a search using advanced filters on the UCAS search facility. If the user already knows their views on subject, location, course type etc. to input, then why not just go or be directed to the source site? Currently, the “assistant” part of ThinkUni seems extremely inactive.

The other competition winner comes from The Profs, a team who have previously built a Professional Tutor finding platform, and is a much more interactive looking experience. “The Way Up” games tasks users to pick an avatar and make choices on learning and earning routes at each step of their journey.

way up game1This approach develops a greater sense of ownership in the process and the results as the user is able to modify the route to reflect their own interests while still following the linear structure of the game. The interface isn’t the most aesthetically astounding you’ll see and I also thought that some of the presented LMI was easy to miss on-screen but, once you notice it, the format does incorporate a significant amount of LMI data into each stage. I also think that the biggest learning gain for young people using the platform might not be regarding their career choice or route but the realistic balance to be found when budgeting monthly in-comings and outgoings.

As a format for simulated learning, turn based, point and click games were also used back in the days of late 2000s Aimhigher University visits when one of the regular activities was a web-based game that allowed secondary school students to take control of a new University student avatar and make choices for their study, work and social life. The implications of those choices displayed in a character health chart which valued balance above partying too hard or studying too much. The user was able to see the realistic choices on offer and the consequences of those choices and reflect on how they would react in that possible environment. So the format isn’t new but the inclusion of the LMI and HE data is.

The “Way Up Game” is designed to have the widest possible capture point so that it includes career routes and choice options for lots of young people. At the more specific and detailed end of the simulation market, flight and even truck driving simulations are PC games that can require high level computers to run with the amount of detail their fan base demands while still offering career learning opportunities. More accessible versions of this format can be found in sector skills funded apps such as Construction Manager from the CiTB. Allowing users to take charge of a construction business, hire employees, pitch for contracts and then take on those jobs all presented within a SIMS type graphical interface make for an engaging career learning experience. Place these alongside digital diagnostic tools and digital communication tool there is a rich variety of online CEIAG resource.

Research

Research evidence on the value of digital and online IAG experiences offers some guidance to both of the creative teams on what could help their products have the impact they are looking for with users.

Two excellent summaries of research in this area are the CEC What Works edition: “Careers Websites” and this recent webinar from Tristram Hooley “Approaches to online guidance”

Neither of the two apps offer any links to expanding social networks or sharing results so building users social capital does not seem to be on the agenda.

The CEC document references research from Dunwall et al (2014) which evaluated the MeTycoon careers game and found that

87% of participants said playing the game had given them new career ideas and 66% said they had shared or discussed the game with friends.

The format of “The Way Up Game” more closely matches MeTycoon so those developers will be hoping for that level of impact with their users. The ThinkUni platform perhaps gains research backing with its slight nod towards the user involving CEIAG professionals in the findings from using the site. The CEC summary states:

The use of careers websites should be integrated into schools’ careers education provision, and may be more effective for pupils when use, at least initially, is mediated and supported by careers and education professionals.

Once the user has contemplated their suggestions, the final screen ThinkUni suggests

think uni assistant1

This is only a very slight prompt though. The user is not asked, for example, if they wish to email their results to a named individual which could be a CEIAG professional or school tutor so perhaps both developers would benefit from designing accompanying session plans that could enable teachers/CEIAG practitioners to use the apps in group sessions and build upon the learning experiences of the young people in the room. A further step could even be to incorporate “nudge” techniques by communicating to both user and professional so conversations could occur to see if further research tasks have been undertaken by the user. Neither of the platforms require the involvement of CEIAG professionals in the learning journey of the user.

This failure to build in involvement of practitioners places both of the apps well behind more detailed digital offers such as Start Profile. This program combines both personalisation lead by the user lead and exploration of career routes with LMI drawn from LMI for all and the ability for practitioner oversight and involvement. As this ICEGS evaluation of Start concludes

Start builds on much of what the existing evidence base tells us about the efficacy of online products. It brings together information and advice for a young person and allows them to personalise their learning journey. It offers a blended learning technology in which the school can connect the online learning to classroom based career learning. It builds on longstanding career assessment practices by building a personal profile of work preferences, qualities, skills and interests and using this to match users to jobs and learning opportunities based on their suitability and how available those jobs are in the labour market.

Differences do remain though between Start Profile and these two new apps in their data sources. LMI for All utilises a range of sources (detailed on page 10 here) but they (and so Start Profile) do not seem to include data from the Office for Students on HE access, continuation, attainment and progression.

By side-stepping CEIAG professionals both apps purely user focussed offers but this could still offer positive impact. The CEC Moments of Choice research concluded that young people desire the presentation of careers data that:

moments choice1

and it would be fair to conclude that both apps achieve at least 7 of those requirements to varying degrees. Young people can access the data in a method that is convient to them, when they require it, be safe in the knowledge that it is using reliable sources, receive suggested future actions and be able to personalise it. Only the involvment of influencers is missing.

International comparisons

These formats for offering HE focused CEIAG learning are also available in other countries. For example, Australia has Campus Quest which offers users two games, Campus Quest based on a student attending a University campus and E-Study Quest based on a student studying from home.

The graphical interface is slightly more interesting than both of the new UK apps but in particular the 3D presentation is more eye-catching than “The Way Up” game.

Value

For the DfE to offer funding, policy holders must hope that any resulting resources will add value to the marketplace of existing CEIAG digital products either through successfully filing a niche or building upon existing products. For me, currently the two apps (still at testing stage remember) do neither and they also choose to set aside a proportion of the research in this area. It may be more politically satisfying for the DfE to achieve a new CEIAG platform through this process but questions should be asked whether a more worthy platform could have been achieved through the adaption of existing products and how any resulting products are able to fit into, adapt and shape for the positive the current CEIAG landscape supporting young people.

Primary CEIAG and the preparation for choice

At the beginning of March Damian Hinds reannounced £2m of funding for the CEC to research and invest in CEIAG in Primary schools. This sparked a comment piece by the Headteacher blogger Michael Tidd which argued against this initiative. It’s worth saying that Tidd’s concerns seem to fall into two categories: 1) resources are tight and the funding for this initiative is small so any impact will be slight and 2) Careers Education is not a priority at this stage of education. Leaving aside the zero sum game view on resourcing (just because Primary CEIAG receives some funds, it doesn’t automatically follow that other areas shouldn’t or can’t receive funds), it’s his view on CEIAG that this post will concentrate on.

Tidd asks,

what are we hoping that 10-year-olds will take from these new lessons? I think many primary children have no idea what they want to do when they grow up – and I think that’s okay. Primary education shouldn’t be about preparation for the world of work.

And then goes onto reason that

The world of careers is enormous, and there should be no hurry to make any decisions. It’s bad enough that we force young people to deliberately narrow their curriculum at 14; I certainly don’t want children to be ruling anything in or out any sooner

I understand that any media articles have tight word counts so complexity and subtlety can be lost but I’ll take Tidd at his word and offer the following in rebuttal. The first point is the fact that Primary schools report that they are already offering CEIAG provision to pupils

primary ceiag

through a range of activities. So this funding is not for squeezing new things into crammed timetables but for improving the efficacy of provision that is already happening.

Second, is the need to tackle this conceptual view of Primary (or any) CEIAG as only a mechanism of immediate choice as this is a damaging and false starting point of the aims and outcomes of good CEIAG provision. That isn’t to say that some CEIAG provision does enable and facilitate choices but that other provision lays the groundwork for this. This has long been advocated by the Education & Employers Taskforce charity who established their Inspiring the Future offshoot, Primary Futures to achieve just this

Here the framing of the provision is not choice limiting or insistent on choices being made but as provision as a method for expanding and broadening horizons. The CEC publication, “What works: Careers related learning in primary schools” draws together much of the nascent research in this field to evidence why this is the correct approach.

The evidence suggests that career related learning in primary schools has the potential to help broaden children’s horizons and aspirations, especially (though not exclusively) those most disadvantaged.

Some of the challenges that all CEIAG provision aims to overcome is laid out

Robust longitudinal studies have shown that having narrow occupational expectations and aspirations can, and do, go on to influence the academic effort children exert in certain lessons, the subjects they choose to study, and the jobs they end up pursuing.Research has also shown that the jobs children aspire to may be ones that their parents do, their parents’ friends do or that they see on the TV and/or social media.

The passages (page 2) which describe how young children base their career knowledge and aspirations on their close circle of influencers (social capital), conceive their view on their place and opportunities in society (cultural capital) and establish their belief in their ability to determine their own outcomes against other factors (identity capital) lucidly offer the rationale for careers provision at Primary school age. The argument that Primary CEIAG is not beneficial because young minds would subsequently preclude routes falls away as the very rationale for informed Primary CEIAG provision is for young minds to expand routes and options.

How these aims can be achieved is explained in detail in a recent LKMCO/Founders4Schools report “More than a job’s worth: Making careers education age-appropriate.” In its sections covering the rationale and design of CEIAG provision at secondary and Post-16 level, the report retreads much ground already covered through the CEC’s What Works series and the original Gatsby report. Where the report adds value to the ever-increasing library of CEIAG publications though is the clear direction for practitioners as to what sorts of provision could be offered to children of different ages.

lmkco report1

The inclusion of the 2-4 Pre-school age group caused enough of a stir to get media coverage which also tended towards Tidd’s take on the concepts being discussed.

Finally, it’s worth saying that I agree with concern around the narrowing of options (read; curriculum) at 14 as the benefits of continuing with more a broader curriculum for longer is well evidenced. Where I would disagree with Tidd is that I would propose that the methods and age appropriate delivery of CEIAG provision the LKMCO publication outlines might actually prove to have benefits for students once they reach the later stages of secondary schooling. At these Moments of Choice (to use the CEC terminology), when students currently struggle through a complex choice system without the skills and knowledge to navigate that choice architecture, the pay off from the horizon broadening and stereotype challenging Primary CEIAG work he disparages could be evident.

Live-streaming Employer Engagement activities

The rise of the student focused webinar

There are plenty of aspects of a comprehensive school/college CEIAG offer that can provide a challenge of budget, planning and delivery. Any Careers Leader will encounter difficulties to overcome to meet any of the Gatsby Benchmarks but the one that requires the greatest collaboration, outreach and organisation is perhaps Benchmark 5 “Encounters with Employers and Employees”. Finding willing volunteers from worlds of work that have some enticement for your learners and those who are able to interact positively with young people takes time, finding a suitable time slot around curriculum needs and their own commitments takes patience and negotiation and helping the learners place the information into context takes skill and follow-up. From the employer’s side there is also much to overcome, which of the multitude of organisations do they work with to co-ordinate their education outreach, how can they reach the gatekeeper in the school/college, how can they allocate precious staff time away from their roles for this sort of activity?

It seems that one of the growing solutions to help solve these complications is the use of live streaming employer engagement programmes. A kind of webinar for pupils, these offer lots of potential benefits for both employers and CEIAG practitioners and a more immediate and collective experience than CEIAG Vloggers.

For a number of years The Big Assembly has been a center point of National Apprenticeships Week and offers an interactive broadcast for schools to join. It’s main selling point is the communal aspect of the event, even though a teacher could be showing it on a whiteboard to a single tutor group, that group of students would be made to feel part of a much bigger event with pupils all over the country all joining in at that moment.

The Webinar itself is a series of short vox-pop type interviews of employees across different sectors recounting their apprenticeship journey interspersed with some awful voice over sections in which someone appears to be struggling with a bad quality phone line to announce various prize draw winners. At over 40 minutes, this would test the attention span of both of its target audience and the poor teacher supervising a group watching it. It is still available (last years version above) on the Workpays YouTube channel but as a historic resource it offers no real benefits for practitioners to go back to after the event to reuse.

Another offering is the WOW Show. This is a joint enterprise between the Edge Foundation, City & Guilds, the B&CE Charitable Trust and the RSA Academies Trust and offers a similar type of broadcast format with sharp insights into different areas of work with, this time, a studio based presenter tying things up. This seems a much more professionally produced effort even if the presenting style is (to my extremely middle-aged eyes) far too Blue Peter and not enough Alfie Deyes to really appeal to younger viewers. The “audience” asking question segments are also a good idea in practice but in reality turn into the children struggling to keep a straight face for long enough to actually get an audible question out and also show the limitations of generic advice in return.

The RSA Academies Trust have also provided a number of resources for teachers to use with their classes either in preparation before watching the programme or to link to their subject in the curriculum. A well prepared teacher (or, to put it another way, a teacher well prepared by their Careers Leader colleague) could use the WOW Show broadcast as they would any other video resource. This significantly reduces the communal aspect of the broadcast, turning it into just another resource to use as teachers see fit. This places the WOW Show offer as much closer to other video based CEIAG resources such as icould or Careersbox. This diminishes the value of the resource as the variety of careers and labour market information available through icould for example just isn’t present to aid guidance and context for learners.

An employment sector also utilising this technology to connect with students is the Construction sector through their Construction Live events. It’s positive that a sector is showing initiative to connect with education and especially a sector that has struggled to provide other connecting opportunities such as work experience and employer visits in the past. Here a Chat facility is the main method for providing interaction with the audience.

Evidence

This is a fairly new trend in CEIAG embracing fairly new technology so research of impact on students seems limited but the Careers & Enterprise Company’s “What Works” series does include a publication on Careers websites which includes those sites utilising videos for CEIAG learning. The evidence relatable to live streams concludes that

Information-based career websites need to exist in the context of a wider offline
careers support program

to have the most impact but also that online support that facilitates communication

can lead to positive outcomes such as gains in career decidedness and self-knowledge, gains in satisfaction with future career prospects, and in career exploration behaviours.

This explains how important the interactive nature of CEIAG live streams and follow up from CEIAG staff in the educational setting are to their success.

To counter those positive findings is evidence from wider technology in Education studies

Which seems to suggest that having delivery from a practitioner in the room helps students attainment rather than experiencing the delivery remotely either at the same time or later. Could this be relatable to CEIAG provision by suggesting that employers ineraction with young people has more value if those employers are in the room?

Convenience or Impact

For employers looking to efficiently use their staff for educational outreach work, CEIAG live streams seem like a win-win provision to be involved with. For a short amount of commitment it is possible to reach many more learners than, for example, a team of employees would at a school careers fair. For schools, also time pressed and perhaps struggling to make links with employers from particular career areas, they also offer convenience and a quick win for providing evidence that they are offering CEIAG activities. The value of such provision though is still to be determined but the available evidence seems to suggest that what value it offers relies heavily on follow-up work in the school and the quality of interaction offered during the broadcast.

 

 

Your @icouldstories top of the charts

 

icould_logo

Since their launch in 2009, icould.com have consistently uploaded videos that most Careers practitioners will have reached for to use as a resource. Their short taking head films are excellent group work resources or quick starter prompts when presenting to a class. The Buzz quiz will also be a saved bookmark for many practitioners when working face to face to clients.

At the time of writing (May 2018) they have uploaded 2800 videos to their Youtube platform and linked pages (pages which are now stacked with useful LMI information powered by the LMI for All platform) so I thought it would be interesting to look at the careers featured in their most popular uploads

Health warning: With some of their videos now dating back almost 10 years, you should check them before using them in front of a class. Some of the interviewees references to past qualifications or websites will sound very outdated to young ears so do check.

So, by number of video views, the most popular icould videos are:

10.Music Producer – 31,000 views

Popular with lots of young folk and now much more accessible with the (relative) affordability of producing programs, it’s obvious why this video has racked up so many views.

 

9. Personal Assistant – 31,000 views

A surprise for me this, perhaps the ubiquitous nature of the role means lots of potential Assistants are interested in what is involved in the role.

 

8. Marketing Manager – 32,000 views

Also another surprise to me as it’s a job title that doesn’t catch as many headlines as others but their seems to be significant interest.

 

7. Human Resource Manager – 34,000 views

Similarly, perhaps HR Managers are roles that people see advertised and look for clarity on what is involved with the role so find a video such as this.

 

6. Games Developer – 37,000 views

Okay, that’s much more in line with my stereotypes of your typical Youtube user

 

5. Prison Officer – 48,000 views

Another interesting entry, in my experience people are drawn to the public service aspect of being a prison officer and the security (ahem) that comes with the role.

 

4. Business Development Manager – 49,000 views

Another fascinating entry as it’s a role with significant potential for challenge and progression yet not one widely known.

It also does have the best comment to geek out the narrative career theory nerds

icould youtube comment

3. Captain – 56,000 views

A Captain of what? The Starship Enterprise?

No, a cruise ship.

2. Speech & Language Therapist – 76,000 views

Lovely to see such a therapeutic and giving role with this many views but also a role with significant science requirements. The comments below the video are also extremely positive about Helen’s (the interviewee) demeanor and story so it seems that it is not just the job title of an icould video that draws viewers but also the inspirational value.

 

And top of the charts!

1. Entrepreneur – Sir Richard Branson – 97,000 views

Helped with a little sprinkling of star name attachment, the role of Entrepreneur is still something that entices the dreamers and aspirationally minded looking for career advice.

 

At the other end of the scale, there are also many professions whose videos have not caught the imagine of the Youtube community. Spread a bit of love to Phil, the Centre Director who’s video has accumulated 6 views.

leave the scary stare out of the thumbnail Phil.

A picture collection: Bored students at Careers events

Getting CEIAG events organised, planned and running is no mean feat. You’ve done all of the prep work, you’ve booked the guests months in advance, managed to find a free room and then held off other members of staff trying to see if they can pinch it at the last-minute, you’ve reserved a parking space, smoothed things over with the lesson teachers that will have to supervise pupils a little over excited that something different is happening and then, the time arrives.

Your Careers event is finally taking place.

Perhaps a member of the Senior Team pops their head in and agrees that “it’s very important that they think of their futures, isn’t it,” perhaps the speaker isn’t as jovial or attention grabbing in front of the rows of hard to impress teenagers as they were in your planning meeting, perhaps the TA you were promised is off sick without cover and you…well, you just want everything to go well. You would like the pupils to get something positive from the event, for the feedback sheets to show they’ve taken something in and begun to reflect on their own future but it would also just be great if you could get a quick photo for the school website to show parents and the world that Careers work does happen here. Now you just need to find those interested looking faces to take a quick pic…

Classic “is this really going to last till break miss?” face on the young lady

 

Never snap when the 2am GTA streaming session is about to show itself in a yawn (bottom right 2nd pic)

 

A classic example of the “always frame it to miss out the back row kids” rule

 

“Sir! I said don’t take a photo!”

 

Add your own examples in the comments, none of us have been immune to the odd sour face messing up a photo of a great CEIAG event. Once, on a trip to a Russell Group University, I had a Year 10 flat-out refuse to take part in the group photo at the end of the day and went and stood by the car. The rest of group soon followed which meant I had a full on strike on my hands and had no photo for an expectant Headteacher looking for a good news story when we got back. I hope you enjoy your start to the new school year and are planning lots of exciting CEIAG events for teenagers to look nonplussed in.