Careers & Enterprise Company

The nudge, nudge future of CEIAG

One of the most substantial and thought-provoking pieces of work on Careers published in the last year was the Careers & Enterprise Company (CEC) commissioned report “Moments of Choice” which I looked at here.

The report was written by the Behavioural Insights Team and it gave the CEC plenty of conclusions on which to plan their own future work

We will highlight key messages, alerting schools and colleges to the types of conversations that young people should be having and when they should be having them; the types of information they should consider in those conversations; the mistakes that young people typically make and, perhaps most importantly of all, the things that they do not need to worry about.

on how young people wanted to consume Careers IAG

moments of choice1

and how the CEC would go about trying to achieve that

moments of choice2

In the past weeks two projects have come to light which show the way that this future Careers IAG apparatus might work in practice.

First was another Insights Team piece of research which used a three year randomised controlled trial to find that sending letters of encouragement to high achieving young people in Year 12, “penned” by students from similar backgrounds, increased the number of applications and acceptances to Russell Group universities. This kind of cost-effective intervention (printing and posting some mail merge letters are a lot cheaper than Careers Advisers) can be highly targeted using not only GCSE attainment data but also parental income data now available.

This type of intervention is small-scale when compared to Careers choice help for all young people outlined by the CEC above but we can see how such interventions could be scalable yet still retain an element of personalisation to the message so desired by the young people themselves as well as using technology to more be responsive to users needs.

An example of how this type of personalised messaging system could be used to aid Careers decisions can found in another Behaviour Insights Team project called Promptable.

Aimed at FE students, Promptable uses text messages to text students and nominated “Study Supporters” weekly with reminders and prompt discussions about revision and tutor feedback in the build up to exams. The Team found that students who took part in the Promptable trials boosted their College attendance and exam performance.

Imagine a similar system designed for secondary school age young people and nominated “Supporters” discussing Careers choices at appropriate landmarks. Schools or Colleges ask students to sign up to the site, the school has uploaded their own timeline for PHSE or Careers lessons, for Key Stage 4 choices, for specific visits, talks or careers fairs, for Key Stage 5 choices, for Higher Education plans, links to CEIAG online resources etc etc and then the site sends prompting texts to students and “Supporters” to discuss these milestones or enable Supporters to remind students to attend events. As with Promptable, you could even have the student complete a short questionnaire on sign up outlining areas of interest which they can tailor by sending code texts back (“to out of messages about events please text EVENTS STOP back to this number”) which would also notify the Supporter so a discussion could be had (“actually I think it would be good if you did go to that Apprenticeship Information Evening”).

This kind of interaction fulfills all of the requirements of an easily accessible, horizon broadening intervention method that also encourages personalised face to face discussions. CEIAG event notification and student tracking systems are already on the market through products such as Grofar but this system has the added impetus (or nudge) method of the Supporter, known to the student and offering  chance for discussion. Some in the CEIAG community would ask where in this system does the CEIAG professional fit in? As the local architect of the educational establishment’s profile on the main website, the organiser of the provision, the record keeper of attendance and the option of face to face guidance as another method of provision to be offered to the student body but most of all, as the face of encouraging student sign up to the system would be my proposal.

Large scale systems face a balance between creating systems that work for the majority yet be flexible enough to impact the individual. The communication method of results of systems like Promptable and the targeted use of household data to tailor messages to young people such as the “Encouraging people into University” report could show the way on how this is feasible in CEIAG.

Knowing what CEIAG works: The #EEinETconf

It’s rare that I get out to large-scale conferences due to school commitments and cost but I was very fortunate last week to be able to attend the joint Edge Foundation & Education & Employers Taskforce International Conference on Employer Engagement in Education & Training. This was mostly due to the pricing of the early bird tickets for the two-day event which, frankly, put the cost of other big conferences in this area to shame.

For a careers geek like me, both days were full of superbly interesting stuff. Of course, the keynote sessions from the OECD’s Andreas Schleicher and Harvard’s Robert Schwartz took the biggest rooms but it was some of the breakout presentations that I found the most fascinating.

Previous research by the Education & Employers Taskforce has already helped shaped the current policy thinking in careers work in schools. Their use of longitudinal and survey data shows a consistent trend in the worth of employer interaction in a student’s future success (example 1 & example 2) in the labour market. The impact those wage gain headline figures can have on the views of policymakers has been obvious with the foundation of the Careers & Enterprise Company to help facilitate these kind of interactions. (In fact, a continuing theme across the Conference was the need for academics to present the headlines of their research in short, catchy bullet points for busy Ministerial eyes).

Two of the sessions in particular focused on summary type academic research projects, that is research which combines and compares findings from other studies. One of these was the launch of an International Literature Review on Careers Education by Deirdre Hughes and Dr Anthony Mann. I’ve blogged about this work previously.

The second session was an overview of work carried out by the team at the Education & Employers Taskforce looking at academic literature which “explores the relationship between adult economic outcomes and teenage school mediated work related experiences and attitudes.”

Some of the outcomes of the individual studies covered are fascinating in their own right


for the insight into the benefits students gain from the sort of provision school CEIAG practitioners are organising every term but it is in the collation and comparison of the outcomes found such as in these two pieces of work that real benefits will be found. The larger the number of studies collated and compared, the more obvious outliers will be and the more robust the findings for the beneficial outcomes of each type of CEIAG provision. As the Powerpoint from Mann, Kashefpakdel & McKeown says in the penultimate slide (and I hoped for in my previous post), this work should result in a toolkit for practitioners to use in the Autumn. At a time when budget holders are under increasing pressure to spend their scarce resources wisely, toolkits which clearly show “bang for your buck” that is, the expected outcomes for specific interventions (especially for more disadvantaged learners), are almost vital. Knowing what works is always beneficial for galvanising practitioners but being to show what works is extremely important for negotiating time and resources from budget holders to actually enact that provision.

The whole two-day conference was full of insights into different provision and approaches to employer engagement in education but it was these two presentations that showed just how close we are to quantifying the benefits to learners of each item on the school CEIAG menu.