2019 NICEC Conference programme

Coming over the horizon is the 2019 NICEC Conference “Changing Boundaries; career identity and self” in April which is sure to be a CPD highlight of the year. You can read the summary of the event, click on the link to book your place and see the keynote speakers and workshop programmes below.

NICEC, the National Institute for Careers Education and Counselling) invites you to its conference ‘Changing Boundaries; career identify and self: An international conference on research, practice and policy in career development’  which is to be held in Manchester on 16th-17th April 2019.

 

The attached programme reveals keynote speakers from the Australia (Mary McMahon), Denmark (Rie Thomsen) and the USA (John Amaechi and Michael Arthur) and a wide range of sessions from contributors from all over Europe. We will explore themes such as, career identity, innovation in practice, social justice, career research, and include presentations from Tristram Hooley, Jenny Bimrose, Peter Plant, Wendy Hirsh, Stephen McNair, Fiona Christie, Mark Yates, Rosie Alexander…. and many others you may have yet to meet.

 

Further details and booking information can be found at  https://www.eventbrite.co.uk/e/changing-boundaries-career-identity-and-self-an-international-conference-on-research-practice-and-tickets-48343197806   For any queries, do please contact info@nicec.org

 

Please do feel free to pass on this email to your colleagues or Career Leaders in training; we very much welcome their participation.

Looking forward to welcoming you to Manchester

 

 

Please do take a look and see if you are able to join us for a couple of thought-provoking days.

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The 2017 student destinations of the original Gatsby pilot group

With the recent release by the DfE of the 2016/17 Destinations Data, I thought it would be a useful exercise to look at the Data of those institutions that were involved in the original Gatsby Benchmarks pilot to see how that improvement in CEIAG provision is effecting student outcomes.

All of the 2017 Destination Data used for this post is sourced from the DfE KS5 & KS4 tables (revised editions) here. Any 2015 Destination Data is sourced from the DfE KS5 & KS4 tables for that cohort which can be found here.

In the original North East pilot which started in September 2015, 16 providers (including 3 Further Education providers) used the Gatsby Benchmarks to assess and plan their own provision. With the support of a LEP appointed area lead and £9,000 central funding for each institution they made significant progress to improving their CEIAG offer against the Benchmarks.

In 2015, 50% of the schools and colleges in the pilot achieved no benchmarks, but after two years of hard work over 85% now reach between six and eight benchmarks.

I’ve taken the Destinations Data for those institutions from the DfE tables above and put them in their own Excel table (with the national regional North East figures) which you can download here > gatsby providers destinations

You can also compare that Data against the trends in nationwide Destinations Data in table 1 in the accompanying report to the 2017 release.

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Destinations Data

Each year Destinations Data is a snapshot of a cohort of leavers so it is always wise to a) not draw too definitive a set of conclusions and b) place in context of region and historical Destinations Data if possible. In my table above I have also included the regional figures from 2015 and 2017.

There will also be your own personal approach to using Destination Data as a tool. I think that (with the above caveats) it is useful for judging the impact of CEIAG work. If a school is enabling leavers to progress into sustained destinations that cover the variety of routes and perhaps even buck regional or national trends, then I am much more convinced by the efficacy of a school or college’s CEIAG provision.

So we can see that for 2017 KS4 leavers, the Gatsby schools were under-performing for overall sustained destinations against both 2017 regional and national averages. In fact, the achieved average of the schools of 89% in a positive sustained destination has been left behind nationally since the 2012/13 leavers cohort (table 1). The percentage of KS4 leavers (5.8%) securing an Apprenticeship is a touch above the national average but only in line with the regional average and below the 2015 regional average of 8%. Perhaps the affects of the Apprenticeship Levy and the lag that has incurred on young people securing apprenticeships is shown here. Elsewhere the destination not sustained average of 9.5% is higher than both the regional and nation averages (excluding alternate provision providers) and the 2015 regional figure. The percentage of learners moving onto Further Education or Sixth Form providers is varied and can depend heavily on locally available institutions and their offer that students can travel to so not much value can be drawn from those data points.

At KS5 the three institutions involved offer a more mixed story. (It is worth noting at the outset the clear size differences between the institutions involved, Bishop Auckland College had only 60 KS5 leavers in the data while Sunderland College included 1,082) A percentage of 79% for the Gatsby group transitioning into any positive sustained destination is below both regional and national averages while 9% of learners moving into apprenticeships is above both regional and national comparison rates. The greatest distinction can be found in the Destination not sustained results as an average of 16% of students not achieving a sustained destination is well above regional and national averages.

Conclusions

With the roll-out of both the Gatsby Benchmarks as part of the Careers Strategy and DfE school and College guidance and the Hub structure across much of the country I would expect that most officials within the DfE would be wanting to see the growth shoots of a more sustained and significant impact on positive student destinations in the original pilot area. These may yet come as the 2017 Destinations Data is only looking at the second cohort of school leavers to exit KS4 or KS5 since the start of the pilot area’s Gatsby journey. But the desire for improvement in CEIAG provision must come with goals. Benchmarks are either a method of standarising provision types that has impact on outcomes or they’re not. All CEIAG practitioners (and, I would guess) researchers are aware of the difficult nature of capturing the value of CEIAG work, so much happens in a young person’s life that can have an impact on the journey they take, but if we all do really believe that CEIAG can have a positive impact on those young people; that comes with the responsibility of accepting some metrics will be valued by policy makers. Currently, one of those metrics isn’t moving.

Our Further Education Careers Programme statement (v2)

With the move to a new College, one of my first jobs has been to update our public facing Careers pages on the College website. According to the DfE FE Careers Guidance this should include a Careers Programme Statement that I have previously blogged about here.

This is content that doesn’t sit naturally alongside main purpose of a Further Education website as so much of this public facing tool is solely dedicated to marketing the College. Usually written and designed by a dedicated marketing team, the website is an important part of the recruitment drive that all FE Colleges must consistently undertake to prosper.

While the majority of the rest of the site is dedicated to informing but also enticing potential learners to use the College, the remit of the Careers Programme Statement has to be written, as dictated by the Guidance,

in a way that enables learners, parents, college staff and employers to access and understand it.

So it has slightly different audiences to reach but ultimately all with the same wider strategic goals of a modern FE College in mind. To inform your local community of the work the College does with its students and to invite collaboration and integration with that community including the local labour market.

I am seeing plenty of schools start to upload similar Statements on their websites but examples from FE Colleges are a little more sparse currently. If you know of any, please drop a link in the comments below.

 

How Ofsted will inspect CEIAG in Further Education from September 2019 – updated May 2019

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This morning saw the release of the consultation for the new Ofsted inspection framework. The consultation runs until the 5th April so changes may be made but here is what Ofsted are proposing when inspecting CEIAG in Further Education settings from September 2019.

The Education Inspection Framework sets out that the 4 categories of judgement (Grade 1 – Outstanding, Grade 2 – Good, Grade 3 – Requires Improvement and Grade 4 – Inedequate) remain. For Further Education settings the 7 sub-sections of each inspection (quality of education, behaviour and attitudes, personal development, leadership and management, education programmes for young people, adult learning programmes, apprenticeships) will also receive a 1-4 grading.

In Further Education the Personal Development section will have the most relevance to CEIAG as within those the Inspectorate will be looking at

  • how the curriculum extends beyond the academic, technical or vocational and providers for learners’ broader development, enabling them to develop and discover their interests and talents
  • at each stage of education, how the provider prepares learners for future success in their next steps

The real detail though of what Inspectors will be looking for when they walk through the doors of a College can found in the Further Education and Skills Inspection Handbook. This sets out the type and frequency of inspection that a provider should expect dependent on their current grade. If the provider is expecting a Short Inspection (usually those with a current grade 2) then they should still expect their CEIAG provision to be inspected (para 128 and para 136) with the technical note explaining

Section 41 of the Technical and Further Education Act 2017 requires that Ofsted ‘comment[s]’ on careers guidance provided to students in further education colleges, sixth-form colleges and designated institutions. The Act defines students for this purpose as those aged 16 to 18 and those up to the age of 25 who have an education, health and care (EHC) plan. While the statutory duty applies only to the inspection of the above institutions, inspectors will inspect and comment in similar fashion on careers advice on short and full inspections of all further education and skills providers as appropriate. If there are no 16- to 19-year olds or those with EHC plans, the inspection may not cover careers guidance.

If a regular inspection occurs then the focus on CEIAG comes when inspectors consider the quality of the education programmes for young people (para 172) and the Personal Development of learners (para 216). Surprisingly, CEIAG is not mentioned in the “Outstanding” grade descriptor for Personal Development but is in the “Good” descriptor

The provider prepares learners for future success in education, employment or training by providing: unbiased information to all about potential next steps; high-quality, up-to-date and locally relevant careers guidance, and opportunities for encounters with the world of work

Progression and collaboration with partners to ensure learners move onto positive, suitable and sustained destinations also forms a part of the evaluation for Adult Learning Programmes and Apprenticeships sections.

It is disappointing to see that no research evidence on the value of CEIAG is included in the accompanying research overview document that sets out the evidence rationale for the new Inspection framework. Even just a link to or small mention of work already carried out by the CEC in this area would have been very welcome.

The media coverage of the new Framework has focussed on the increased time that Inspectors will spend in schools for “short” inspections and limited notice time schools and colleges will get before the Inspector arrives. I welcome the extended time for spent on short inspections as, practically, it means that Inspectors are much more likely to look at CEIAG provision but this is Ofsted preforming a balancing act with it’s decresing funding. It is good to see that CEIAG should still be included as part of short Further Education inspections and reported on as well as full but the real proof will be in the awareness and knowledge of HMI in the DfE Careers Guidance for FE and the Gatsby Benchmarks. Those Inspectors fully versed in these landscape moulding frameworks will be the most successful in appreciating and interrogating the evidence base they find themselves through learner and parental feedback and the evidence base offered to them by College Careers Leaders.

MAY 2019 UPDATE –

The link to the final published Further Education and Inspection skills handbook is here accompanied by a summary of the changes between consultation and publication from FE Week. Much remains the same between the consultation and final publication and from previous years and this means CEIAG retains a central place in monitoring visits of any nature. Paragraphs 123 and 128 retain the commitment to evaluate

whether careers education and guidance are of a good quality

Through the rest of the handbook CEIAG is a pivotal aspect of provision Ofsted will assess either through the quality of the offer of education the College is providing to young people or when considering the impact of that work

 All learning builds towards an end point. Learners are being prepared for
their next stage of education, training or employment at each stage of
their learning. Inspectors will consider whether learners are ready for their
next steps.
 Inspectors will also consider whether learners are ready for the next stage
and are going to appropriate, high-quality destinations.

Destinations data as a source of evidence is mentioned throughout, either provided to the Inspectors before or during the inspection or, interestingly

 telephone conversations or other similar discussions with a selection of
learners about their destinations

So have some alumni contacts handy.

New Year, new role

With the start of a new year and a new term, I have moved to take-up a new role as Careers Leader at Milton Keynes College.

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It’s new role in the College staffing structure as the team look to meet and surpass all of the Gatsby requirements for Further Education Colleges.

So, over the forthcoming months this blog will still continue (although perhaps a little more sporadically) with a Further Education and Secondary CEIAG focus.

I hope that 2019 will bring you the challenges and successes that you desire!

My book journey of 2018

I really enjoyed looking back over my 2017 reading list about this time last year so here’s this year’s edition!

  1. Think Small; the surprisingly simple ways to reach big goals – Owain Service & Rory Gallagher (2017)

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Which I posted about here.

2. The Glorious Cause: The American Revolution – Robert Middlekauff (2007)

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The history of the United States fascinates me as it is a nation I can still see evolving today. From the debate over the 2nd Amendment and it’s applicability to a time of assault rifles to the legacy of slavery and it’s implications still on the life chances of Americans of colour, this is history with a pulse. The Oxford History of the United States series of which this was the first edition, is a wonderful collection of superbly researched and written books. This is right up there with the best as Middlekauff covers the build up to, the battles within and the settling dust of the Revolution. Giants of nation building and war craft such John Adams (about which there is an excellent HBO drama series covering much of the same period), George Washington and Benjamin Franklin all play their part in the drama and the monumental decisions they take is given the context for you to really appreciate the scale of the tasks they set themselves. Glorious stuff indeed.

3. The Nix – Nathan Hill (2016)

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A long but fairly diverting novel following a number of separate but not so separate stories of a range of characters including a failed writer, reconnecting with mother after 20 years to use her news worthiness to grab a new publishing deal but instead hearing about her counter-culture protesting days in the 60s. I enjoyed it, but the characters haven’t stayed with me.

4. Breaking Bad 101: The Complete Critical Companion – Alan Sepinwall (2017)

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After finishing the (outstanding) show I ripped through this stocking filler book really quickly as it covers, episode by episode, the behind the scenes and writing background for each and provides some interesting titbits about the making of the show.

5. The Explorers: Stories of Discovery and Adventure from the Australian Frontier – Tim Flannery (2000)

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The most disappointing book of the year. After travelling through Australia in the early 2000s, I have been fascinated with the explorers who saw such a huge , undiscovered country and thought to themselves, “Yep, I’ll walk across that.” This is a compendium of first source writings that cover many expeditions across various parts of the massive continent and, while some offer glimpse into the hardships and sense of a disappearing wilderness, in total I was left wanting. I felt that I had not gained an insight into the sense of wonder, trepidation or bravery that those explorers sensed as they first stepped into the un-mapped and the unknown.

6. The Nightingale – Kristin Hannah (2015)

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Reminiscent in tone and subject matter to another WWII novel, All the Light we Cannot See, The Nightingale follows the traumatic tales of two sisters in war-torn France as they, in their own different ways, do what they need to survive through the German occupation. About a third of the way in to the book I remember still feeling skeptical about it as it felt more of a Hallmark movie than a serious novel but, by the end, I was a blubbing mess praying that someone, anyone left in story would find a glimmer of happiness.

7. Killers of the Flower Moon: The Osage Murders and the Birth of the FBI – David Grann (2017)

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Soon to be filmed by Martin Scorsese and Leonardo DiCaprio, this is a history book that is so utterly outlandish in the unfairness, corruption and depravity of human nature it describes that, even now, I struggle to believe the story it tells is true. The terribly sad thing is though that the story of what happened to the Osage people after oil was discovered on their Government given land in the 1920s certainly happened. A brilliantly crafted work.

8. Lincoln in the Bardo – George Saunders (2017)

I tackled the 2017 Man Booker prize winner not knowing what to expect as many reviews had commented on the “experimental” nature to the book and was left extremely moved by some passages (particularly as the broken Abraham Lincoln visits his dead son’s grave in the dead of the night to say his final goodbyes) but mostly finished nonplussed by the ethereal nature of the prose and the setting.

9. Battle Cry of Freedom: The Civil War Era – James M. McPherson (1988)

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More US history from the Oxford Press series but this time concentrating on the fight amongst themselves. This is a simply wonderful book, perhaps the best in the series I’ve read yet. The scholarship on display to present so many sources into a coherent narrative is amazing and the history breathes because of it. Both the motivations and areas of disagreement of the North and the South are presented fairly and such that the reader can see why they believed they were standing up for the “freedom” described in the Constitution. There are no easy villains or heroes here. The slow movement towards the unthinkable of civil war is captured brilliantly as are the giants of Lincoln, Grant and Robert E.Lee.

10. The Bellwether Revivals – Benjamin Wood (2012)

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A slight novel about a mismatched group of friends in Cambridge following them as they fall in love, deal with a family member’s delusional behaviour and battle with the implications of their own disparate upbringings. I liked it but didn’t love it.

11. Pure – Andrew Miller (2011)

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A book that had been on my reading list for a long time and one that delivered when I finally got around to reading it. A cracking novel of intrigue, love, friendships and unwilling heroes as an engineer, Jean-Baptiste Baratte, is tasked with clearing the overflowing and putrid Les Innocents cemetery in Paris in 1786. It’s a novel that conjures the atmosphere of the world it is describing before you while also hinting at bigger themes and events beyond the page (the spectre of the soon to come Revolution hangs over everything).

12. How Music Got Free: What happens when an entire generation commits the same crime? – Stephen Witt (2015)

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An interesting look at four different true stories that encapsulated the reasons, actions and impacts of the death of physical format music and the rise of piracy in the late 90s. We follow an employee at a CD pressing plant who became the most significant leaker of new music, the file sharing collectives who raced to be the first and the best at getting pirated music out there, the creator of the MP3 whose engineering genius and commercial tenacity enabled the whole format transition and the record company executive who learned to adapt through this chaotic market. As an ex record store employee, this book was an interesting insight into a story I thought I knew but clearly didn’t.

13. The Dark Net: Inside the Digital Underworld – Jamie Bartlett (2014)

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Another non-fiction book, this one looking at how the dark web enables anonymous trading, communication and collaboration across the globe. Reading in 2018 its sections on cryptocurrencies , trolling and 4chan already seem a little dated as these areas moved into the mainstream news after the Brexit and Trump votes.

14. Mountains of the Moon – IJ Kay (2012)

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This novel wasn’t one I enjoyed. It has it’s moments of tenderness and brilliant use of language as it follows a young lady through various stages of her tough life always narrated in her own voice. Through the sections following her as a child this stylistic technique allows for some gut wrenching moments as too late you realise the severity of the traumatic scenes being described but overall so much of the text is simply expendable.

15. The Careers Leader Handbook: How to create an outstanding careers programme for your school or college – Tristram Hooley & David Andrews (2018)

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Which I posted about here.

16. Disraeli or The Two Lives – Douglas Hurd & Edward Young (2014)

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An engrossing look at a politian who, in many ways, broke the mould of the time (his Jewish heritage, his less than salubrious or honest youth) and yet is held up today as a beacon of statemenship when, at his pomp, he was more respected for the sharpness of his Parliamentary take downs. I enjoyed learning about a period of history that I now want to delve further into.

17. The Making of the British Landscape – Nicholas Crane (2016)

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I finished the year with yet another history book but one that looks at past events through a different lens. By concentrating on the changes (both man made and natural) to the landscape and climate of Britain, Crane is able to present a history of these isles like no other I’ve read. The sheer amount of change the land has accured is staggering and tests your imagination as first you are taken back 1000s of years to before these isles became isles. The impact of hunting, of the initial attempts at agriculture and the medium term changes in climate all have their impact on the land. The mysterious landscaping of these peoples as they bury their dead, protect their lands and throw up the odd henge or two is decoded all thousands of years before The Romans and their frantic building schemes arrived. Onwards, the Black Death, enclosure and the Industrial revolution, all leave their indelible mark on the landscape. A brilliant book that left me bereft at all that has been lost in our landscape never to be reclaimed.

So, that was my 2018 reading journey. I’m midly impressed at myself for getting through 17 books and will hope to conquer a similar amount in 2019!