Education CommitteeWritten evidence submitted by National Governors ’ Association (NGA)

1. Introduction

1.1 The National Governors’ Association (NGA) welcomes the inquiry to be held by the Education Select Committee on the topic of careers guidance. Preparing young people for work is an incredibly important aspect of schooling, and one that has in the past been inconsistent between institutions.1

1.2 In this written response we will answer the following questions posed by the Education Select committee, in turn:

the purpose, nature, quality and impartiality of careers guidance provided by schools and colleges, including schools with sixth forms and academies, and how well-prepared schools are to fulfil their new duty;

at what age careers guidance should be provided to young people; and

the link between careers guidance and the choices young people make on leaving school;

2. The purpose, nature, quality and impartiality of careers guidance provided by schools and colleges, including schools with sixth forms and academies, and how well-prepared schools are to fulfil their new duty.

2.1 The quality and impartiality of careers advice and guidance, has in the past, been found to be inconsistent between schools. A study by Ofsted in 2010 found that the provision of careers guidance in around half the schools visited for the report, concerns were raised by inspectors about the completeness and/or impartiality of the careers advice and guidance provided.2 Advice was found to be more impartial when the school did not have a sixth form attached, and all pupils were going elsewhere.3

2.2 Wright (2005)4 in a review of the research on 14- 19 transitions also found evidence that information and guidance on post 16 options that was either comprehensive or impartial was lacking in many schools.

2.3 It is for these reasons that NGA supported the changes to careers provision, with the proposal that extra resources to be provided for the additional duty on schools.

3. At What Age Careers Guidance Should be Provided to Young People.

3.1 As we indicated in our recent consultation submission to the Department for Education on careers guidance, we believe that the requirement for schools to provide face to face careers guidance should be expanded both to 16—18 year olds, as well as downwards to year 8 pupils. However, as many schools have indicated to us, in order to provide such services additional funding for these needs to be available.

3.2 When the section 29 Education Act 2011 brought into effect the requirement for schools to provide independent careers guidance, no additional money was forthcoming from the Department for Education.

3.3 The need for career guidance above the age of 16 seems obvious. Although pupils will have made important decisions at the age of 16 on whether to go onto further study or work, further guidance is necessary after this point to assist young people make the correct decision on whether to go into higher education, an apprenticeship, or work.

3.4 Where historically this age range may have gone to the Connexions service, with its closure, there is a need for guidance. Although the government has set up a careers website,5 the academic research in this area suggests that, especially in regard to young people from poorer backgrounds, what is more useful to them is face-to-face guidance.6

3.5 NGA believes that the 16—18 period is just as important as the 14—16 age group, and so the requirement should be extended, with appropriate funding provided from the Department for Education.

3.6 The advantage of providing a fully funded careers service that provides targeted face-to-face guidance is that costs can be reduced elsewhere. In 2010, an Audit Commission Report highlighted the costs of 2008 NEET (16–18 year olds not in education, employment or training) cohort over their lifetime as being £13 billion with a further £22 billion in opportunity costs.7

3.7 As Simon Hughes MP outlined in his report to the Prime Minister and Deputy Prime Minister on the topic of access to higher education, careers guidance and advice should be provided by schools at the ages of 13–14 as well as post 14 and post 16.8 Such access would allow pupils to being to think about their choices ahead of time, so that any decision is well thought through.

3.8 Further to this, research has shown that although many students make their final decisions on post 16 education or training in year 11, many students are thinking about this earlier on in their school education. A study by Foskett and Hemsley-Brown (2001)9 found that 42% began the process in year 10 with 5% beginning the process before age 13.

4. The Link Between Careers Guidance and the Choices Young People Make on Leaving School.

4.1 On this topic research has shown the effect that careers advice, education and guidance has on a young person and the choices that they make. For example, a study by Blenkinsop, McCrone, Wade and Morris (2006)10 found that pupils where their school provided comprehensive and impartial careers information and guidance appeared to be more rational in their decisions, weighing up the information that they had received.

4.2 It is, however, important that the advantages and benefits of careers advice and guidance are not simply measured in so called “hard” outcomes, but the ‘soft’ outcomes are also taken into account.11 Bimrose et al12 for example, found that guidance was particularly useful when it enabled people to focus ideas, provide insights and improve self-confidence. These it can be said, are the precursors to decisions about life after school.

4.3 The effectiveness of careers guidance is often tempered by the many variables that can affect the decision. These can include the quality of the careers guidance on offer,13 as well as the parental socioeconomic status.14

October 2012

1 Ofsted (2010) Moving Through the System – Information, Advice and Guidance. Accessed on 22/08/2012 http://www.ofsted.gov.uk/resources/moving-through-system-information-advice-and-guidance

2 Ibid. p11

3 Ibid. p12

4 Wright, S. (2005). Young people‟s decision-making in 14-19 education and training: A review of the literature. Nuffield Review of 14-19 Education and Training Briefing Paper 4, London, Nuffield Review of Education

5 www.nationalcareersservice.direct.gov.uk accessed at 17/08/2012

6 Howieson, C and Semple, S ‘Help Yourself: Can Career Websites Make a Difference?Centre for Educational Sociology, Edinburgh University, CES Briefing No. 56, October 2011.

7 Audit Commission, ‘Against the Odds: Re-engaging Young People in Education, Employment or Training,’ July 2010, p4

8 Hughes, S, ‘The Hughes Report’, Report to the Prime Minister and Deputy Prime Minister from the Advocate for Access to Education, July 2011, at p10 & 17

9 Foskett, N. & Hemsley-Brown, J. (2001). Choosing Futures: Young people’s decision-making in education, training and career markets. London: Routledge Falmer.

10 Blenkinsop, S., McCrone, T., Wade,P. and Morris, M. (2006). ‘How do young people make choices at age 14 and age 16?’ RR 773, London, DfES

11 Sachdev, D., Harries, B. and Roberts, T. (2006). Regional and sub-regional variation in NEETs – reasons, remedies and impact. London: Learning and Skills Development Agency

12 Bimrose, J., Barnes, S-A. and Hughes, D. (2006). Developing Career Trajectories in England: The Role of Effective Guidance, Coventry, Warwick Institute for Employment Research.

13 Ofsted (2010) Moving Through the System – Information, Advice and Guidance

14 Pitcher, J. & Green, A.E. (1999). Factors Affecting the Choices Made by Young People Aged 16. Warwick: University of Warwick. and Lloyd, T. (2002). Underachieving Young Men Preparing for Work: a Report for Practitioners. York: Joseph Rowntree Foundation/YPS. Available online at: http://www.jrf.org.uk/bookshop/eBooks/1842630903.pdf

Prepared 22nd January 2013