Memorandum submitted by the Centre for
Guidance Studies (CeGS), University of Derby
1. INTRODUCTION
TO THE
CENTRE FOR
GUIDANCE STUDIES,
UNIVERSITY OF
DERBY
1.1 The University of Derby and the Careers
Consortium (East Midlands) Ltd. established the Centre for Guidance
Studies (CeGS) in April 1998. The Centre aims to bridge the gap
between academics, policy-makers, managers and practitioners through
UK evidence-based research and development activities. Three key
strands underpin the work of CeGS: (i) youth policy; (ii) adult
guidance; and (iii) workforce development. The Centre's portfolio
of work includes research and evaluation on the economic benefits
of guidance, impact studies related to youth and adult information,
advice and guidance provision, evidence-based practice, and innovation
linked to progression in support of lifelong learning. Throughout
the UK, eighty-five organisations from education, training and
employer sectors currently subscribe to the work of the Centre.
CeGS has strong international links through the European Union
and other key partnerships. It is currently involved in discussions
to establish an International Centre for Career Development and
Public Policy. The Centre is a lead partner in the development
of a new and highly innovative National Guidance Research Forum
(Website).
2. RESEARCH FINDINGS
2.1 We are responding to the invitation
to submit evidence because of our expertise in research and in-depth
knowledge of evidence-based policies and practices in the 14-19
education and skills agenda. The key factors emerging from our
research findings indicate that young people are required to make
sensible decisions on a wide range of choices that are increasingly
being offered to them. As the number of choices for 14-19-year-olds
expands (Working Group on 14-19 Reform chaired by Mike Tomlinson)
it is acknowledged, by managers and practitioners responsible
for planning and delivering youth support services, that too many
options can result in disorientation, particularly in the absence
of high quality information, advice and guidance. Given the proliferation
of 14-19 initiatives, there will be greater need for a joint approach,
working with young people to diagnose and assess their learning
and work requirements, so that every young person can fully maximise
their potential. Continuity in relationships with learning and
work providers is central to young people's motivation and commitment
to investing in education and training.
2.2 Well developed support systems, underpinned
by impartial information, advice and guidance, are required to
ensure that adolescents are empowered to make well-informed decisions
given their lack of experience of the options on offer. Many young
people from a wide range of socio-economic and cultural groups
have indicated that specialist knowledge on labour market opportunities,
potential career routes, and access to both "formal"
and "informal" learning opportunities is expected.
2.3 National research conducted on behalf
of the Learning & Skills Council (2002) indicated that more
than half (54%) of parents questioned did not know what options
are available to their children when they leave school, and 70%
feared broaching the subject because their attempts to do so lead
to arguments.[1]
2.4 A more flexible 14-19 curriculum brings
both wider opportunities and complex challenges for those responsible
for delivering high quality services. Clear pathways and progression
routes must be made explicit to young people, parents and teachers
so that choice and decision-making can be well managed and informed
by existing and new opportunity structures. The role of external
agencies working closely in partnership with schools and colleges
is central to ensuring that "need-based services" operate
in a coherent access framework for all young people.
2.5 The Connexions Service is a new approach
to guiding and supporting young people through their teenage years.
It offers a wide range of help to all 13-19-year-olds, including
information, group work, advice, guidance, personal development
and in depth support. Personal Advisers (PAs) have the primary
role in helping young people with complex and multiple needs.
They are critically dependent on provision from other agencies
and due to the main focus on "preventative and recovery"
work there is still a major gap in stimulating "progression
routes" for all young people. The service is achieving impact
in various ways with different groups of young people. It helps
to meet their needs in relation to advice and guidance at school,
as well as their wider support requirements. The introduction
of the service has led to significant investment in the area of
youth support, but its impact nationally on the effectiveness
of career education and guidance (CEG) is still to be researched,
as is the current state of CEG itself.[2]
In addition, the role of career guidance specialists working with
schools, training providers and employers has been marginalised
and requires further attention.
2.6 Impact also relates to the personal
development of young people, often in terms of self-esteem, self-worth
and self-confidence and through work addressing the risk conditions
and life circumstances of young people, taking into account their
presenting needs and underlying causes. The balance of resource
deployment between the universal and targeted forms of delivery
needs closer scrutiny to ensure that 14-19 opportunities are being
strengthened for all young people.
3. CAREERS EDUCATION
AND GUIDANCE
(CEG) IN SCHOOLS
3.1 Howieson and Croxford (1996) indicated
that young people rarely rely only on information provided by
schools, colleges, and careers advisers to make a choice.[3]
Young people making informed choices about post-school options
raises serious issues about the partial nature of advice that
is being given by some schools with sixth forms, and other post-16
providers. Foskett and Hemsley-Brown (1999) have argued that the
complexity of the decision making process made by young people
in transition at 16 has been largely under-estimated. The challenge
is to discern precisely how to maximise, and measure, the impact
of the careers information, advice, and guidance provided, and
to establish its role in helping to challenge stereotypical, and
otherwise ill-formed views of opportunities and options, to aid
informed choice.
3.2 Research undertaken for the Department
for Education and Employment (DfEE) showed that those who are
less decided about their career intentions can benefit from high
quality and focused CEG.[4]
It also highlighted that for many young people, "there are
clear indications that high quality and appropriate CEG can be
influential in supporting completion and achievement." The
publication by the Department for Education and Skills (DfES)
of a "National Framework for Careers Education and Guidance
in England" has been broadly welcomed.[5]
Although this is a non-statutory framework, it is significant
so far as it provides recommended learning outcomes, suggested
content for a 11-19 careers education programme, advice on using
the Framework in different settings, securing guidance provision
and improving quality. The impact of the Framework will need to
be judged over time. It will need to be assessed both by the extent
to which schools and colleges use it to inform their provision,[6]
and how much external inspection evidences its effectiveness.[7]
Some in the field are concerned that its non-statutory status
will mean it will be ignored by schools/colleges that have not
made CEG a priority in the past.
3.3 Research into education, training and
youth support services indicates that it is essential to strengthen
the relationship between need, risk and level of support for young
people. The overall pattern of impact is largely dependent on
the level of resources available and how they are deployed. Closer
working relationships between specialist and non-specialist staff
working in schools and local communities are required. This must
take into account progression routes available upon completion
of learning and work experiences. The introduction of Advanced
Skills Teachers (AST) to support CEG in each Connexions Partnership
area is welcomed however,[8]
further strategic planning is required to identify effective policies
and practice within an evidence-based framework.
3.4 There is a strong possibility that many
young people may feel swamped with micro-choices which serve to
obscure the larger macro-choices related to their future career
development plans. There is an assumption that schools will be
able to fulfil a multiplicity of roles in helping to successfully
guide young people through a myriad of options and progression
routes. The centrality of their role and potential for positive
impact is not under-estimated; however, advancements in professional
training of youth support service workers, including career guidance
specialists, show that new and highly innovative approaches designed
to reach out to young people are underway.
3.5 Helplines and websites are increasingly
being developed and used by young people to gain access to 24/7
services. The main aim is to ensure maximum efficiency so that
the right level of service, reaches the right person, at the right
time. There is further scope to explore the potential of Connexions
Direct in the delivery of information, advice and guidance services
to young people within and outside of school settings.
4. POST-16 TRANSITIONS
4.1 Brooks (1998) indicated in a substantial
literature review on post-16 take-up that,[9]
"recent research has indicated that good careers education
and guidance has given students increased confidence in their
decision making abilities, a high level of careers-related skills
and an increased sense of satisfaction with post-16 choices."
Medway and Penney (1994) were amongst the first to suggest that
the student-decision making process could be characterised as
a continuous weighing of the costs and benefits of continuing,
or abandoning their course, and that decisions to leave largely
result from rational decisions in the face of difficulties faced.[10]
It is widely recognised that some of the main causes of "drop-out"
fall into three main categories—college, work, and personal/family
related.
4.2 A significant number of post-16 sixth
forms and colleges are developing their intranets. Programmes
of work, learning materials, and lesson plans are increasingly
being made accessible, which offers scope to share learning materials,
both within and potentially between colleges and other bodies.
Such developments, particularly if coupled with increased focus
on how best to meet the needs of those with different learning
styles, could "fast track" curriculum development (both
in areas of under-achievement, and in those where further enhancements
are needed to stimulate the "gifted/talented").
4.3 The Level 2 Initiative in 2001-02, and
Level 2/3 Attainment Programme in 2002-03, have represented substantive
investments by NLSC in locally developed initiatives by LLSCs
to raise recruitment, retention and achievement to help meet challenging
national targets. Such programmes have seen the development and/or
enhancement of a range of different methods of supporting learners
(ie in relation to personal and social issues) as well as learning
(ie seeking to maximise individuals' learning, and to optimise
their attainment). Research undertaken by the education charity
Examaid (2002) with 1,500 full-time students, revealed that many
students "were confused about their rights/responsibilities
at work, and 80% wanted their school/college to provide more information
about these".[11]
4.4 There is a substantive body of research
literature—including work undertaken by the Learning and
Skills Development Agency (LSDA)—on the issue of how best
to develop learners' retention, achievement, and progression,
and to close the "achievement gap".[12]
A number of the key messages from this research revolve around
the pivotal importance of the development of appropriate learner
support services—particularly in the context of widening
participation, which are necessary to deliver the learner entitlements
already specified in good practice guidance by Learning and Skills
Council (NLSC) nationally.[13]
4.5 The concept of "decision-making
readiness" requires further exploration within the context
of supporting adolescents to manage transitions successfully in
post-16 learning and work. Work is already underway to pilot this
form of diagnosis and assessment working in partnership Connexions,
schools, further education colleges and higher education institutions.
This is highly relevant to informing ways in which resources can
be used to maximum effect by identifying those young people who
(a) can self-help, (b) use brief staff assisted services and/or
(c) require intensive support.
5 CONCLUSIONS
5.1 Findings from an OECD report (2003)
indicate that compared to many other countries the UK has a strong
knowledge base for its career guidance services.[14]
It emphasises the importance of lifelong guidance to inform and
support personal, social and economic prosperity. More recently,
the role of career guidance specialists working with schools,
training providers and employers has been marginalised and now
requires further attention.
5.2 A national review of CEG in light of
the implementation of the National Framework for Careers Education
by Ofsted is necessary in order to see how the Connexions Service
and schools/colleges are working together to help young people
make informed choices, and identify best practice.
5.3 A reinforcement of impartiality and
equal opportunities as key principles underpinning 14-19 information,
advice and guidance services for all young people should be given
priority. The necessary support from Local Education Authorities,
head teachers, college principals and other appropriate groups,
indicates that all learning providers should sign-up to, and be
bound by these principles.
5.4 A review of the adequacy of information
provision about learning and labour market opportunities, including
basic skills, is essential in order to consider what products
and services should be developed to underpin minimum entitlements
for young people.
5.5 A review of traditional and contemporary
approaches to diagnosis and assessment of young people's needs
is required. There is a requirement for more flexible and systematic
approaches to identifying and responding to learner development
needs alongside the expansion of curriculum developments.
5.6 A more in-depth exploration of the relationship
of Connexions Direct in supporting the 14-19 education agenda
and the extent to which this should link more closely with labour
market and skills sector developments is essential.
5.7 All post-16 providers should develop
cost-effective systems of learner support, built on best practice
emerging through evidence-based practice and research. They should
seek to build the business case for additional income generated
through improved retention, and progression, to be invested into
the development and enhancement of necessary systems.
5.8 Consider carefully the strategy for
the future development of information, advice and guidance in
the light of current thinking,[15]
and see it as an integral part of the learning process, not as
a related but separate element.
5.9 In conclusion, the way forward is to
create, develop and market the evidence-base using more rigorous
protocols for the creation of reliable, expansive and rigorous
evidence-based data.
15 December 2003
1 Research undertaken with a representative national
sample of 300 parents of 14-18 year old young people in England
by Taylor Nelson Soffres in 2003, on behalf of National LSC (Source:
Learning and Skills News-20 August 2002). Back
2
It was noted in a review of CEG undertaken in 2002 for the Department
that, "DfES has not commissioned any research into careers
education and guidance since 2001, and the last national survey
by Ofsted was in 1998" (Barnes A, Donoghue J, Sadler, J Improving
Careers Education-An Analysis of recent research and inspection
findings. NICEC Journal Autumn 2002). Back
3
Howieson, C. & Croxford, L. (1996) Using the Youth Cohort
Study to Analyse the Outcomes of Careers Education and Guidance.
HMSO: London. Back
4
SWA Consulting Ltd (2000) Outcomes from Careers Education and
Guidance (Phase 11)-A Tracking Study. Chesterfield: SWA. Back
5
Department for Education and Skills (2003) Careers Education
and Guidance in England-A National Framework 11-19. DfES: Sheffield. Back
6
The DfES has instituted a Careers Education Support Programme.
One of the publications produced in connection with this is a
guide to help careers education practitioners review and develop
their programmes-"Using the National Framework for Careers
Education and Guidance in England"-(available on www.cegnet.co.uk). Back
7
The recently published review by Ofsted of the introduction
of Citizenship (National Curriculum Citizenship: planning and
implementation 2002-03) is not encouraging in this regard.
Implementation was found to be unsatisfactory in over half of
schools visited. Citizenship (like CEG) has mainly been set within
personal social and health education (PSHE). As regards Citizenship,
this arrangement was judged as being largely unsatisfactory. (www.ofsted.gov.uk). Back
8
The Connexions Service National Unit has created 50 Advanced
Skills Teacher (AST) posts in careers education-one in each Connexion
Partnership area. The intention is to use the posts to support
the development of the role of careers education and guidance
in preparing young people for the new opportunities proposed in
the 14-19 Green Paper. Back
9
Brooks, R. (1998) Staying or Leaving? A literature review of
factors affecting the take-up of post-16 options. Reading: National
Foundation for Educational Research. Back
10
Medway, J & Penney, R (1994) Factors Affecting Successful
Completion: The Isle of Wight College. Unpublished Report, Further
Education Unit (Unpublished). Back
11
Information about the research, quoted in The Times Educational
Supplement (24 January 2003) can be obtained from www.examaid.co.uk. Back
12
P Davies (2001) Closing the Achievement Gap: colleges making
a difference. LSDA: London. Back
13
Learning and Skills Council (2003) Learners' Entitlements.
LSC: Coventry. Back
14
OECD UK Country Note (2003). Centre for Guidance Studies Occasional
Paper, University of Derby. Back
15
Hawkins. P, Howard. M & Hughes, D (2003) Succeeding Generations:
Inspiring futures for All. CeGS Occasional Paper, University
of Derby. Back
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