Slides from the afternoon session of the Skills for Work conference in Edinburgh on 25.11.15

1. Skills for Work
A practical approach for school leaders
25 November 2015
John McIntyre Conference Centre, Edinburgh
#youngworkforce
#slf2015

2. Ken Edwards
Skills Development Scotland

3. Early Career
Education
Ken Edwards
Education Programme Lead
Skills Development Scotland

4. What is career education?
Why does it matter?
What are we doing about it?

6. Career management skills
• learn about, their interests, strengths
and personal qualities
• gather knowledge about the world of
work
• find out about work sectors,
enterprise and business
• understand how skills are used in the
workplace
• make informed and confident choices
about their next steps
• develop resilience when faced with
challenges
• problem-solve and think strategically
• be successful career planners
throughout their working lives

7. Career education
• Developing and applying career management skills
• Learning about the world of work
• Accessing career intelligence about current and future labour
markets
• Understanding how to apply for, secure and sustain a job
As an integral part of the curriculum

9. Until the 1970s Britain’s school-leavers did not
need any qualifications in order to obtain
employment…
Source: Roberts, K. and Atherton, G., Career development among young people in Britain today: Poverty of
aspiration or poverty of opportunity?, International Journal of Education Administration and Policy Studies
Vol. 3(5), 2011: 62

10.  2015
1976
Now it’s only
2 out of 10
Source: Wolf, A. (2011) Review of Vocational Education - The Wolf Report, Department for Education
40 years ago, 7 out of 10 young people
went straight into jobs

11. “Technology and globalisation
are creating new, dynamic and
increasingly complex economic
contexts to navigate”.
“Career education is core to
supporting young people to
take responsibility for career
and employability pathways”.
The Evidence Base on Lifelong Guidance
(ELGPN) Hooley 2014

12. Outcomes and equity
0
10
20
30
40
50
60
70
80
2011/12 1+ at SCQF 6 or
better
2012/13 1+ at SCQF 6 or
better
2013/14 1+ at SCQF 6 or
better
Leavers attainment 1+ @ SCQF 6

13. Improved outcomes
“Children with high self-esteem who choose wisely and are in
charge of their own learning are more likely to do well. This can
lead to raised aspirations and increased motivation, and will
therefore contribute to raising pupil achievement and school
improvement. This will ultimately lead to economic benefits .....
Career-related learning is a social and economic investment”.
Career Related Learning in Primary Schools
CRAC/NICEC Conference Briefing 1998
In addition to the longer term economic benefits, shorter term
benefits accrue during pupils’ school careers, including better
motivation and higher attainment”.
Good Career Guidance, J Holman, Gatsby (2014)

14. Quantifying the impact
“At GCSE schools, holding an
award is associated with a
statistically significant (99%
confidence level) 1.83%
increase in the number of
students attaining at least five
good GCSEs and a 1.80%
increase in the number of
students achieving Maths and
English GCSEs”.
Advancing ambitions: The role of career guidance in supporting social mobility
Hooley, Matheson & Watts 2014, Sutton Trust

15. Relevance and motivation
I just learn what I am interested in
numbers of selected personal properties which represent social status
More deprived  Less deprived
The attainment
gap?

16. “CareerStart is a programme in which mathematics, science
and other subjects are taught using illustrations from real
jobs, enabling pupils to understand how course content is
applied outside the classroom”.
“Schools implementing CareerStart, compared to control schools
.... show higher pupil engagement in school, and had improved
test scores in math and reading. High-school data indicate
CareerStart pupils score higher on end-of-course tests and have
more credits toward graduation.”
Advancing academic achievement through career relevance in the middle grades
American Educational Research Journal (2013)

17. Social capital and equity
“Modern careers guidance is as much about inspiration and
aspiration as it is about advice. Sustained and varied contacts
with employer networks, FE colleges, higher education
institutions, mentors, coaches, alumni or other high achieving
individuals can motivate pupils to think beyond their immediate
experiences, encouraging them to consider a broader and more
ambitious range of future education and career options.”
Careers guidance and inspiration in schools
Department of Education, March 2015

18. “Career guidance is important to social
mobility. If young people and their
families know more about the rich
range of careers open to people with
the right qualifications, they will have a
clearer idea of the routes to better
jobs. This knowledge may already be
available to pupils from families of
graduates and professionals, but if
most of your family are unemployed
or in low-skilled jobs, how would you
know”?
Good Career Guidance, J Holman, Gatsby (2014)

19. Starting early "Aspirations for some people in our area are
low and there aren't role models for them,"
she says. "Around here it is all gangs, drugs
and stuff you don't want them to get
involved in. This is about planting seeds
early on that make children want to carry
on in education and take up all the
opportunities offered to them.”
Head Teacher
"We show the children that they
already have skills needed in jobs. I
don't think it is ever too early to
talk to children about careers. We
explain that how hard they try and
the results they get will make a
difference to the kind of car they
will drive and the holidays they will
have.”
Educational consultant
"This is much too young for children to be thinking about their future careers.
Primary schools should be concentrating on making sure their pupils have a
sound knowledge of maths, English and science, rather than producing CVs. It
also sounds cruel to tell them to think realistically about their careers. At their
age, the world should be their oyster.”
Chair of the Campaign for Real Education
What do you think?

20. “There are a number of studies (including large-scale studies and
a meta-analysis) which demonstrate that career development
programs can enhance students’ academic achievement. The
evidence suggests that career development activities have the
most effect on academic achievement when they are
introduced at a younger age and are implemented in more
systematic ways”.
Fostering college and career readiness:
How career development activities in schools
impact on graduation rates and students’ life success
Hooley, Marriott & Sampson (2011)
Why start early?

21. In summary
“Primary school
principals who
implement career-
related learning note
its impact on student
aspiration,
engagement and
achievement.”
The Case for Career-Related
Learning in Primary Schools
NSW Government 2014

22. Education Working for All!
A focus on preparing all young people for employment forms
a core element of the implementation of Curriculum for
Excellence with appropriate resource dedicated to achieve
this. In particular local authorities, SDS and employer
representative organisations should work together to develop
a more comprehensive standard for careers guidance which
would reflect the involvement of employers and their role and
input.
Recommendation 2

23. The evidence
shows that career
guidance can have
substantial benefits
for the economy by
supporting
individuals to
enhance their
capacities in ways
that contribute to
enhanced jobs,
skills and growth.”
The Economic Benefits of
Career Guidance, Hooley &
Dodd, 2015
Economic benefits
“If one more pupil is deterred or
prevented from becoming NEET it
would offset the cost for 280 pupils.”

24. DYW
Five change themes
Seven year plan
8,480,000,000
53, 000

26. Career Education Standard
Aims
• Children and young people
should:
– learn earlier about career
management and the
world of work
– be better prepared to
enter and sustain
employment
• Recognise key influencers &
shared responsibility
• Describe and clarify
complementary roles

27. In context
Six entitlements for all
learners:
Entitlement 4:
Opportunities for developing
skills for learning, skills for life
and skills for work
Entitlement 6:
Opportunities to move into
positive and sustained
destinations beyond school
Evolution not revolution

28. EARLY FIRST SECOND THIRD FOURTH
In everyday activity
and play, I explore
and make
choices to
develop my
learning and
interests. I am
encouraged to use
and share my
learning
HWB 0-19a
Through taking part
in a variety of
events and
activities, I am
learning to
recognise my
own skills and
abilities as well as
those of others.
HWB 1-19a
Opportunities to
carry out different
activities and roles
in a variety of
settings have
enabled me to
identify my
achievements
skills and areas for
development. This
will help me to
prepare for
the next stage
in my life and
learning.
HWB 2-19a
I am developing
the skills and
attributes which I will
need for learning,
life and work. I am
gaining understanding
of the relevance of my
current learning to
future
opportunities.
This is helping me to
make informed
choices about my
life and learning.
HWB 3-19a
Based on my
interests,
skills,
strengths and
preferences, I am
supported to make
suitable,
realistic and
informed
choices, set
manageable goals
and plan for
my further
transitions.
HWB 4-19a
I can describe some of the kinds of
work that people do and I am
finding out about the wider
world of work. HWB 0-1-20a
I am investigating different careers/occupations,
ways of working, and learning and training paths. I am
gaining experience that helps me recognise the
relevance of my learning, skills and interests to
my future life. HWB 2-4-20a
Responsibility of all across the curriculum

29. • Starts early
• Systematic
• Progressive
• Partnership
• Based on individual
needs
A 3-18 Career
education journey

30. Expectations of
Expectations of
Teachers SDS
Parents Employers
Entitlements for all
learners

31. Young people
are entitled
to

32. ‘I cans’
describe
success

33. Expectations
describe and
clarify roles of
partners

34. Parents are the
key influencers

35. Next steps and challenges
• Familiarisation and testing
• Winning hearts and minds of staff
• Self-evaluation and curriculum review
• Developing continuity and progression 3-18
• Managing transitions
• Engaging parents and carers
• Engaging employers
• Multi-dividending
• And so .......ensuring a Fairer Scotland
RAfA

36. SDS support
• MyWoW evolution
• Revised Parentzone
• Partnerzone
• ‘Younger offer’
• MyWoW live!
• Support for CLPL
• Career Intelligence
• Employer links

37. Developed tools – Animal Me
Personality quiz based on Myers Briggs

38. Developed tools – What makes me tick
• Personality quiz based on Holland Code (RIASEC) test

39. Resources
SDS resources
• MyWoW http://www.myworldofwork.co.uk/
• MyWoW Partnerzone http://www.myworldofwork.co.uk/partnerzone
• MyWoW early offer .... Animal Me: http://sds-quiz.tictocdev.com/
Username: staging Password: tictoc
..... What Makes Me Tick: http://tick.myworldofwork.co.uk/
• MyWoW early offer. .... More coming soon
Interested in helping inform development of the
MyWoW early offer?
Other free resources
• Career Detectives http://www.biggreenfox.com/career-detectives/
• Panjango http://www.biggreenfox.com/panjango/
• Equal Choices, Equal Chances (EHRC) www.equalityhumanrights.com/equalchoices
• Primary futures http://www.inspiringthefuture.org/primary-futures/

40. Ken Edwards
Education Programme Lead
Skills Development Scotland
ken.edwards@sds.co.uk

41. Discussion 3

42. Preston Street Primary School

43. Young Leaders’ Programme
Preston Street Primary School
Preparing for the future

44. What are we preparing our
children for?
High school
College
University
Work
Society
Breaking generational
barriers
Success – 4 capacities
Case studies:
Modern Apprentice
recruitment
Personal statement
Comparison (Sarah and
David)

45. Partnership working
• Young Leaders
Conference
• Scottish Widows input
• Expectations
(collaborative working
groups)
• Writing a CV
• Applying for a job
• Interview skills
• Interview
• Feedback

46. What the learners’ say…

47. What 0ur business partners’
think…

49. Employability Communication Problem Solving Working with Others’ Self Awareness
Early Level Visit from local Police Officer
about his vocation (RO assembly
followed by Q&A session)
House corner role play – People
who help us
Making soup/ desert for new P1
pupils in term 3 to welcome to
school
Follow up from visitors i.e.
‘People who help us’ – i.e.
interpreting information
and sharing at assemblies/
to parents
Sharing information on PSPS
with new P1s during
transition visits
AiFL –e.g. ‘Making’ radios
for police officers in role
play corner
Collaborative learning
through new weekly
House Group Partnership
Activities (P1- P7s
together)
Collaborative learning
groups in class
20 minute 1:1 learning
discussions with teacher, for new
reporting, strengths/ next steps
(3x annually
First Level I adopt different roles when
running a business (in
Enterprise education)
In learning discussions with
my teacher, I set goals and
take responsibility for
working to achieve them.
Learning about world of
work through visits
backstage Theatre during
Finance week- know the
different roles
I talk about my strengths,
interests and skills and show
my progress to parents,
teachers and Learning
Assistants on a 1:1 basis
three time each session
Complete an audit for
our playground
development group and
identify best use of space
I support younger
learners in my House
through the
collaborative working
in Partnership Friday
Activities (P1- P7s
together)
New reporting –I set my own
goals and plan next steps; talk
about strengths, interests and
skills
I am aware of how to have my
voice heard in school (various
Pupil Voice groups)
2nd Level I can recognise skills I have and
need for work: through matching
skills to job descriptions;
discussing own interests and the
various job opportunities
I can use online tools
available to me – online
application form – deadline
– uploading to One Drive
I work effectively with
managers from Scottish
Widows to help me learn
about CVs, applications and
interviews
Different types of
enterprise opportunities
and engage – fundraising
for camp
Can discuss relevance of
skills and connect to
work- Young Leaders and
SW involvement; write a
CV, apply online for YL
post, matching my skills
to job, developing
interview skills (4x
annually)
Collaborative working –
YL Conference, table mat
exercises, Outdoor
learning, school camp
with cluster school (P5 –
P7) for transition
Buddying P1 pupils, pupil
voice; Sports groups,
ASCs
Learning new skills at camp –
keeping an open and positive
mind and challenging myself
Working towards JASS
achievements – planning my own
targets
Using pathways and programmes
to help me plan my own learning;
having aspirations!
I know that, as a responsible
citizen, I can make my community
and our world a better
3rd Level
Audit of DYW Career Education Standard 3-18 in Preston Street Primary 15/16

50. What’s next…
Develop more opportunities across the school
Raising the profile of DYW Career Education in our community… and beyond
Review our profiling (with Tackling Bureaucracy in mind)
Develop career aspirations through tapping more widely into professions on
our doorsteps; visits to colleges, universities and local tradespeople and in
using digital technologies (e.g. video conferencing/ Skype) to access
information on careers further afield
Integrate DYW (Career Education Standard 3-18) into our P5-P7 transition
programme
Cluster working group to develop Career Education Standard 3-18 next
session from Nursery – S6

51. Discussion 4

52. Information and links

53. Round up and close
Share classroom practice?
Pedagoo.org/newpost #PedagooFriday
Fearghal@pedagoo.org
Please share your thoughts about today’s event
using Survey Monkey
https://www.surveymonkey.com/r/37QFDC9

54. Thank you