The COVID19 lockdown has and will have many sustained and substantive impacts on educational providers of all kinds. One of these may be the end of the Gatsby Benchmarks in their current format.
Before I explain why this might be the case, let’s remind ourselves of the evidence base which informed the design of the Benchmarks and the problem they intended to address.
The rationale for the Benchmarks is clearly outlined on page 13 of the original report
Career guidance is important to social mobility
The original report also drew on a number of evidence sources to determine their Benchmark design and recommendations for provision across the different area of CEIAG as defined in the Benchmarks. This included references to the work of the Education & Employers Taskforce with particular regard to conclusions from two pieces of work
- Huddlestone, P., Mann, A. & Dawkins, J. (2012). Employer engagement in
English independent schools. London: Education and Employers Taskforce.
- Mann, A. (2012). It’s who you meet: Why employer contacts at school make
a difference to the employment prospects of young adults. London: Education
and Employers Taskforce.
The influence on the Benchmarks and the wider recommendations from the Gatsby Foundation was substantive. Employer Engagement works to build social capital of young people to compete in the job market and the networks of employer resource utilised by the Independent sector should be mirrored by state schools. Through setting those particular Benchmarks the number of quality Employer Engagements would rise and so social mobility would become more fluid as those young people from across the strata of social backgrounds would approach progression into the job market more fully prepared. To help with the speedy progress towards the state school and College system meeting those Benchmarks, the Government set a target deadline.
Government’s expectation is that schools begin to work towards the Benchmarks now and meet them by the end of 2020.
The COVID19 lockdown, it’s differential impacts on the learning of young people from different backgrounds and the new delivery methods schools and colleges are having to implement to deliver curriculum will have significantly impacted CEIAG provision. In turn this will have consequences for deadline assigned to achieving Gatsby and the methods of CEIAG delivery that Gatsby includes. Lets consider some of the challenges facing a system trying to achieve those Benchmarks within the current time frame:
Well below the DfE suggestions that 10% of pupils that would attend school sites during the lock-down this is a measly figure. Of course there are and will be viable medical reasons and parental decisions affecting those attendance figures but the fact remains that those young people who have the most distance to travel in their learning and experiential gain by attending school are not currently participating in on-site learning and so their progress across all sectors of their curriculum is much harder to measure.
Just 5% of those considered vulnerable were attending school the DfE believes. Those that would have most to gain from attending, were not. Of course, this will have impacts on a range of different and serious needs of those children above their CEIAG input but they are the cohort that Benchmark 3: Addressing the Needs of Each Student has the most to offer.
Disadvantaged children who stay home do not have the technology to access virtual provision
Schools and Colleges will have moved heaven and earth to provide as much remote technology to their students as possible but resources are finite which is why the DfE established their own scheme which suffered delays in getting those resources to the students in need. Throughout this period then, the very students who’s progress Gatsby was most meant to rocket-boost will not have had the technology required to access much of the CEIAG provision offered by their school or College.
Huge swathes of the economy are on pause limiting employer engagement
Even for those Careers Leaders keen to put on virtual provision for their students the challenges continue with their employer contacts preoccupied with other issues. 7.5 million workers have been put onto the Job Retention Scheme by their employers, approx 27% of all workers.
And, at the time of writing, we are just starting to see the data from the resulting recession which will be deep
As businesses focus on survival or adaption through this economic shock and the resulting new commercial world their participation in Employer Engagement with education is likely to be limited. The knock on effects to recruitment are already stark including to apprenticeship recruitment. This period is likely to have a long tail in a number of industries as the nation tentatively leaves lock-down while still adhering to social distancing guidelines. Travel, tourism, hospitality, retail and personal services are all likely to contract significantly and so offer less engagement to education. Those arranging work placements or looking for a range of employers to build into their comprehensive careers program may well find that previously reliable contacts are no longer able to support them.
The period of social distancing in education will impact provision for a long period to come
At the time of writing the Government and Teaching unions are in a standoff about a proposed 1st June return for some expanded on-site provision for a limited number of year groups. All stakeholders will have concerns and the DfE guidance gives an insight into the sort of rules that could still be followed even in larger scale openings come September 2020. Dividers in corridors, class sizes of no more than 15, pupils remaining in a class base while teachers move to them, and whole class isolation if one pupil tests positive all complicate the most normally straightforward provision, let alone complicated CEIAG activities with many moving parts and outside visitors.
Early COVID19 data is suggesting that, despite high numbers of deaths, significant proportions of populations are still yet to be infected
leaving huge numbers of potential new cases for second or third waves when lock-down measures are eased so Governments will likely have to reinstate strict lock-downs whether nationally or regionally depending on the movement in the R rate. This will mean much further disruption for education providers (potentially unevenly across the country) and the achievement of Gatsby by 2020 even less likely.
Impact on Gatsby
The CEC recently sent out a survey for Careers Leaders which included questions asking on how COVID19 has affected CEIAG provision in schools and colleges. If you haven’t responded already, I would urge you to do so. The results will be interesting. It may influence the CEC thinking on two points:
- Is there a need for Compass to amended so that virtual provision is accounted for and counts towards meeting Gatsby Benchmarks
- Is there an evidence base for virtual CEIAG provision so that a new edition in the “What Works” series can be published and is that evidence base substantive enough that virtual provision can, in some cases, replace real life experiences
Across many schools and colleges there will still be an amount of virtual and distance CEIAG taking place, especially to support to those leavers who’s immediate transition into the workplace or next stage of their learning is most at threat. There are significant positives to offering online guidance as part of a range of approaches
and some CEIAG activities are also achievable through virtual methods. Back in 2016, I posted about a virtual work experience simulator and compared it to the benefits as designed by the Education and Employers taskforce research. In my opinion it was a useful resource as part of a mix of approaches to CEIAG but wanting as a direct replacement for real life work experience as
Where the real benefit from such experience comes from is in the Social and Cultural capital sections. The human networks gained from actual work experience are missing from the Pod experience, there is no individually tailored advice or interactions with older colleagues whose voices are seen as ‘authentic’ and there is no human link made to call back on for a reference or further opportunities later on in the student’s progression.
In 2018, I posted about the rise in live streaming employer engagement events and compared the learning to a study which found that Universities who offer catch up lectures through online videos found students who watched the videos achieved worse than those who attended the live lectures.
It would be interesting to see what the CEC and their research partners conclude.
Looking though at the wider challenges facing both education and business over the coming 12 months, I believe that we are approaching a period where the Compass rating system (and the Gatsby Benchmarks they are founded upon) will no longer reflect the reality of huge amounts of CEIAG provision and that the 2020 deadline is no longer remotely realistic as too much time has been lost for those students Gatsby is most designed to help.