Lord Young

CEC annual accounts 2017

careers_logo

Since the dissolution of the Connexions framework for delivering CEIAG across England, the placing of the statutory duty upon schools to provide this provision and the establishment of the Careers & Enterprise Company to oversee this area of policy, the hardest thing to track and keep an accountable comparison record of has been the amount of public funds allocated by Government.

At the time of its passing, the annual £200m of funding that Connexions received was much used to highlight just how big of change was being planned by the then Government. Asking schools to fulfill the same level of provision while only retaining a £4.7m web and phone National Careers Service out of the Connexions pot was always going to be a test for resource levels.

The establishment of the Careers & Enterprise Company came with a slew of funding stream promises which were difficult to disentangle to find the overall package worth. Announcements in the budget gave (in political lingo) the spending envelope but, still, left out the detail for how the pie was to be split. It was also worth remembering during the period that the CEC was originally floated it was allocated a £20m start up pot but that it would then be fully employer funded.

Another piece of the jigsaw to complete the funding picture was filed in November 2017 as the Annual Report and Financial Statements for the year ended March 2017 for the CEC were filed at Companies House.

The audited accounts show that for the financial year ending March 2017, the CEC’s income rose to £14,732,430 from £6,204,509 the previous year and that this sum came solely from a Government grant for both years. For 16/17 this is actually less than the £19.5m set aside by the Government for the CEC but the “resource expenditure” was lower than expected.

The CEC is leasing its Clerkenwell Green offices no more than a year in advance (future lease commitments page 19).

The Statement also details that the number of staff is now up to 24 from 9 in 2016 as the Company has expanded its research and outreach teams (page 15). The wage bill of £1,335,319 means that the average salary for a CEC employee is a little over £55,000. Enterprise Coordinators will not be included in this as, I think, their wages come from the Local Enterprise Partnerships.

Elsewhere in the document, the Strategic and Directors reports outline the CEC plans and goals including it’s “ambition..to bring together the best technology to create a digital system for careers and enterprise activity” or Lord Young’s long mooted Enterprise Passport. Lord Young himself is a Director of the CEC and was one of the three on the Incorporation of “Enterprise for Education Ltd” as the organisation was originally named. £11m external funding has been “secured” for the Investment Funds program of researched provision while page 2 also boasts of another £15m of external funding being “leveraged” to “increase investment in the system.” These could also be public funds from Government or bodies such as LEPS.

Page 2 confirms that the CEC has been funded by the Government for 17/18.

As you can see, even with an end of financial year statement, finding a total amount of public funding being spent on CEIAG provision isn’t easy. Add to the sums mentioned in this document can be the funding for the National Careers Service, the Job Centre Plus work in schools, branding and promotion schemes such as YourLife or the Year of Engineering 2018 and you have a multitude of funding streams with changeable annual budgets. These type of documents are important though for they detail the actual expenditure of the CEC and not the canny accounting which can conjure up the figures in politicians speeches.

 

 

 

 

 

Advertisements

Dot Joiner

 

If we’re being honest, CEIAG conferences can be a real mixed bag. Some of the events that I have attended over the years have enthused and enlightened me and helped formulate the targets I then attempted to achieve over the subsequent period. Unfortunately, other events rely too heavily on unstructured “networking” time, outsource seminars to speakers without checking quality and run panels which are glorified puff spaces for participants to plug the work of their employer. The lack of funding available for CPD and the pressure to keep services running at practitioner’s home sites also means that the events colleagues do get out to attend need to be of a high quality.

With this in mind I attended the Careers & Enterprise Company 2nd Annual “Joining The Dots” Conference this month. Held in Sheffield at the English Institute for Sport, over 750 delegates attended for a day of speeches and breakout sessions while the Company then continued into Day 2 with meetings for their Headteacher advisory group and an awards ceremony.

Annual conferences such this do have a slightly different remit to the news sharing and highlighting of innovative practice that many CPD events do. Annual conferences are usually more to rally the troops and build a positive collective feeling around the work of the organisation. “Joining the Dots” definitely seemed to aim for the second of those remits with a morning session led by both the Chair, Christine Hodgson and the CEO, Claudia Harris updating the audience on the progress of the CEC in building its infrastructure of personnel and networks. Both speakers were disappointingly light though on the actual impact of these new structures the CEC is building but more on that later. Delegates were then treated to the personal story of British Olympian Beth Tweddle which, while interesting, to me felt out-of-place and stuck out as a grasp for celebrity endorsement. Plenty of other delegates seemed to enjoy it though. Tweddle is also a Patron of the STEM based Your Life campaign so does have links to this area.

18342071_672157656309116_137952982667626493_n

MC’d by Oli Barrett the session then moved quickly onto a Q&A with Claudia Harris and Carl Harris (Association of School & College Leavers) and Josh Hardie (CBI). The discussion moved through the broad themes around the interaction between employers and education with positive and conciliatory noises from both participants. It was noticeable though that, in one answer, Josh Hardie said that, “over 80% of businesses work with schools” which was not challenged by the other participants. This is a statistic from the CBI’s own annual Education & Skills Survey which is not consistent with findings from other research in this area as it claims a much higher rate of business involvement with education than others. The CEC has also looked at this in its “Cold Spots” report and if the organisation truly wishes to position itself on a standing of evidence based work, then it needs to balance out misinformation when it encounters it.

Then it was time for a lunch break. During this period delegates could browse a good range of exhibitors with products and services to offer in the CEIAG field.

18342213_672156566309225_2115968329868292931_n

The afternoon moved into two breakout sessions with a range of titles that looked at CEIAG Mentoring, offering provision for SEND pupils and updates on the forthcoming Enterprise Passport. I opted for “Effective Employer Engagement in Further Education” and found the panel full of useful advice regarding the role of Enterprise Advisers and FE. Approaching employer engagement is different in a FE College compared to a secondary school and the ways other Colleges had used Advisers as conduits to wider networks was thought-provoking.

My second session was back in the main hall for the “Building Capacity for Careers Leadership is Schools” which, while interesting, I later regretted not attending “Virtual Employer Encounters” as, the more I thought about this, the more concerned I became. On the face of things, it would seem like an easy win for the CEC, using the information from their Cold Spots report, to then offer the technology links for employers to offer virtual provision for young people in those regions. This type of provision though has its failings and it would also struggle to meet the Company’s own conclusions in its “Moments of Choice” report about the need for personalization for young people.

The day then finished with Lord Young offering an update on the plans for a national Enterprise Passport for young people to be able to evidence their achievements, skills and experiences outside of their usual qualification certificates.

Overall, I felt that the event was very ‘input’ orientated with a lack of substantive consideration for the outcomes the CEC is trying to achieve. Celebrating the employment of Enterprise Co-ordinators, the growth of the Enterprise Adviser network and the funding of localised CEIAG projects is worthwhile but these are structures, not the results. At it’s launch the outcomes of the CEC were to be judged as part of the wider performance management of the Post 19 education and skills sector.  But this was under the 2010-2015 Coalition Government and much water has passed under the political bridge since then. Judgement on the impact of the CEC should be made against control groups or counterfactual analysis. Be it an improvement in employers satisfaction with the employability skills of young people (although the uncertainty over who will carry the skills survey once the duty of the now defunct UKCES won’t help that), lowering the number of NEET young people in the CEC’s designated “cold spot” areas or tracking the destination data of leavers from schools who meet the Gatsby benchmarks (via the Compass benchmarking tool) or who have been involved in the Mentoring scheme, the CEC has to show impact of its spending of public money. With this being it’s 2nd Annual conference, I was hoping for more detail of this area but, perhaps, the Company are mindful of the election and the impact this will have on the long-delayed Careers Strategy which may define these criteria.

(Photos from the CEC facebook page)

IMG_20170510_120547362

According the CEC’s literature, young people have now so conclusively lost the demographic battle, after the General Election they will all be put into a rocket and blasted off into space

 

Preparing young people for modern self employment

A definite change in the labour market has occurred since the 2008 economic crisis.

A large number of the full-time jobs lost since then have been replaced with, mainly, a new army of self-employed workers. In fact, a recent Self-Employment review for the Department of Business, Innovation & Skills written by the successful entrepreneur Julie Dean, put the total number of self-employed workers at 4.6 million, up 800,000 since 2008.

self employed pic1

This is clearly a trend in the labour market and one that should have implications for careers learning in schools.

Introducing the gig economy

What constitutes self employment though is changing. With Ebay having been established in the UK since 1999, the idea of using the internet to sell merchandise to supplement or even become a main source of income is not new. What is new in this burst of self employment is the use of online platforms to ultilise property or possessions and workers own time and skills. The rise in popularity for platforms such as UberAirBnB and Taskrabbit, not just for micro-entrepreneurs but also for consumers, is making waves beyond the LMI statistics. The disruption to established regulation structures threaten the status quo while, despite the positive image of the democratising and sharing benefits of such technology, it is becoming clear that it is those with the established capital that are able to make the most of these new arenas. All of this is making such an impact that the ONS is running to keep up by recalibrating how it measures how the nation is consuming goods and services because of it.

Wages and aspiration 

Another consequence of this new way of working is the impact on take home wages. Much of entrepreneurship education dangles the carrot of high success and the financial rewards that can follow from self employment to students but the reality of the labour market challenges those hopes.

self employed pic2

In fact, with the introduction of the National Living Wage, it is predicted that salaried workers at the lower end of the income spectrum will pull away from their self employed contemporaries.

screen-shot-2016-03-21-at-11-10-59

Indeed, rather than be a sector of the work force that is seen as aspirational, self employment is fast becoming a tainted ‘brand’ of insecure and exploited workers on low incomes as the fears grow that firms will look for ways to sidestep NLW requirements. Perhaps this is one of the many reasons why young people are still resistant to the call to consider self employment as a viable route for themselves, instead preferring to aim for the security of a wage and steady employment. With young people’s debt burdens rising, this isn’t surprising and makes the task of persuading young people to consider self employment all the more difficult.

Tools schools use

Qualifications: GCSE Business studies is a staple offer of many schools Key Stage 4 curriculum with entries in 2015 up to over 96,000 students. The forthcoming revised GCSE specifications will increase their focus on e-commerce.

Programs: Bodies such as Young Enterprise offer a range of activities that can last across a term or a shorter period.

Their spin-off, Tenner Challenge, is an example of a shorter program. Tycoons in schools is a national competition spearheaded by Peter Jones CBE.

More individualised enterprise sessions can be organised through Future First and Inspiring the Future by having a clear brief for the event and tailoring the guests invited.

These, and many other resources, were included in Lord Young’s 2014 report “Enterprise for All.” The central pillar of that report, that students should complete an “Enterprise Passport” during their school years recording their employability and enterprise skill gains, is an idea that the Careers & Enterprise Company have been tasked with implementing and is likely to part of the forthcoming revised Government Careers in schools guidance.

This ‘passport’ will have to combat this negative trends in self employment in the Labour Market for students to aspire to arrive at positive destinations through entrepreneurship.