Top PDF State of the Nation 2017 : careers and enterprise provision in England’s schools

State of the Nation 2017 : careers and enterprise provision in England’s schools

State of the Nation 2017 : careers and enterprise provision in England’s schools

challenges pose major problems for young people, but they also create huge issues for a nation where it is critical that the next gen- eration maximise their potential and align their skills with economic and societal needs. The eight Gatsby Benchmarks have become highly influential with policy makers and opinion formers in the field. More importantly, they were also embraced by schools as a framework for auditing and developing their careers practice. This prompted a collaboration between The Careers & Enterprise Company and the Gatsby Charitable Foundation to create a tool (based on the survey from the original Gatsby research in 2014) that schools could use to audit their provision. Although The Careers & Enterprise Company’s work is focused on benchmarks 5 and 6 (employer engagement in schools) the Company recognised the importance of schools being able to diagnose their performance against the benchmarks. This tool was launched as Compass in the 2016/17 academic year. Since 2014 when the Gatsby Charitable Foundation published Good Career Guidance a strong evidence-based consensus has emerged about what schools should be
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The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government

The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government

Our study suggested that the focus on engagement with employers and businesses to help with careers decision‐making, at the expense of professional careers provision, continues to undermine provision. Firstly, the schools in our study had few, if any, existing relationships with employers and businesses. Ofsted (2013) similarly found that schools do not engage with employers effectively, if at all, including not using local employer or enterprise partnerships. Although some companies and educational organisations run events to support schools to provide links and experiences for pupils, as we have shown, this engagement can be fraught with potential pitfalls for schools. Simply suggesting that schools develop relationships with local employers, as the government has done, having cut funding to the careers profession which would previously have provided this as a service, is not going to fill this gap. The teachers themselves did not have the experience, existing relationships or time to provide this service. The National Careers Council has proposed an employer‐led advisory board, comprising representatives from employers, education and the career development profession (Andrews, 2013). Moreover, employers, whilst perhaps well able to provide insights into their own fields, are unlikely to be able to provide up‐to‐date information about different training routes and other fields, and thus cannot be a substitute for professional advisers.
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Careers guidance in schools, colleges and universities (England): Briefing Paper: Number 07236, 10 December 2015

Careers guidance in schools, colleges and universities (England): Briefing Paper: Number 07236, 10 December 2015

Today’s announcement is perfectly welcome as far as it goes, but, to be frank, even for this Government it is pretty undercooked. What was the bidding process for the new company receiving £1.6 million of taxpayers’ money? What will the company actually do? What are its costs? What is its strategy? How will it stimulate “more and better activity”? What will its relationships with employers be? This is a piecemeal, scattergun approach. Astonishingly—it is very good see the Business Secretary in his place—the statement does not even mention local enterprise partnerships. If we are to have joined-up government on careers advice, I would have thought that at least the Department for Education and the Department for Business, Innovation and Skills could talk to each other.
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Careers coordinators in schools

Careers coordinators in schools

modules (Table 1.25 in ). Case-study interviewees provided some insight into the reasons for this. First, careers coordinators would be able to take the modules that were most relevant to their own training needs and their own school. As one careers coordinator said, ‘I think that it’s quite important for these modules really that they stand alone as well [...] so you have to take several [modules] in order to get your diploma but you have a choice so that it’s specific to the school that you’re in’. Second, interviewees also felt that some modules could also be made available as one-off modules to other personnel involved in delivering CE / IAG. Third, interviewees felt accreditation for certain modules would be available based on previous experience and training, because, as one careers coordinator stated, ‘We’ve all got so many different backgrounds’. Indeed, the majority (79 per cent) of the survey respondents either ‘strongly agreed’ or ‘agreed’ that a national qualification should accredit prior learning (Table 1.20 in ).It would appear that the provision of at least some optional modules would meet the needs of careers coordinators who, as detailed in chapter 3, may come to the role from diverse professional backgrounds. Course providers and other stakeholders were also in unanimous agreement that a course with a mixture of core and optional modules would be the most desirable.
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What Works in Careers and Enterprise?

What Works in Careers and Enterprise?

Compass is a self-evaluation tool for schools and sixth forms in England to use to gain a greater understanding of their careers education and guidance provision and to compare their provision to the Gatsby Benchmarks and to the national average. Compass works by asking schools to answer a series of questions about what careers and enterprise provision they offer. On completing the questions, the school will receive a confidential report showing how they compare to the Gatsby Benchmarks for Good Career Guidance.

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Salford state of the voluntary, community and social enterprise sector 2017

Salford state of the voluntary, community and social enterprise sector 2017

There are 12,667 Salford children estimated to be living in poverty in 2016 (23 per cent of children). According to the national Index of Multiple Deprivation (IMD) Salford is ranked as the 22nd most deprived local authority area in England (out of 326). Levels of poverty and deprivation across Salford also vary significantly, with the most deprived wards being Langworthy, Broughton, and Little Hulton, and the least deprived being Worsley, Boothstown and Ellenbrook, and Claremont. The link between poverty and a higher risk of illness and premature death is well established. In Salford, people living in some of our poorest areas are living up to 14 years less than those in more affluent ones. 20,200 people aged 16 and over in Salford (10 per cent of population) belong to an ethnic minority and 16,085 people do not speak English as their main language (with over 70 languages being spoken in total). This continues to be a significant barrier in reducing poverty for this vulnerable group. Homelessness in Salford is also increasing. Since 2013, Salford has seen a 72 per cent increase in the number of people presenting as homeless (from 741 to 1273), and a 73 per cent increase in the number of homeless acceptances e.g. those with a priority need (from 203 to 352).
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Teachers at faith schools in England and Wales : state of research

Teachers at faith schools in England and Wales : state of research

The present study set out to address three aims: to clarify the complexity and variety of ways in which the notion of ‘faith schools’ may be applied in England and Wales; to identify the extent to which a quantitative research tradition has been established in England and Wales concerned with mapping and modelling the attitudes and values of teachers working within faith schools, and to explore the insights that can be generated from a new database commissioned by the Department for Children, Schools and Families, into the personal, professional and contextual factors that shape the understanding of subject leaders working in faith schools toward the aims of religious education. Five main conclusions emerge from the synthesis of previous research and the new empirical findings.
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Understanding the careers cold spots : The Careers & Enterprise Company prioritisation indicators 2016

Understanding the careers cold spots : The Careers & Enterprise Company prioritisation indicators 2016

The Careers & Enterprise Company believes that all young people can benefit from support in their careers. At the moment, we recognise that access to career support is patchy and, even more worryingly, that more disadvantaged young people may be getting less support than their more advantaged peers. We also recognise that some young people have a greater need for career support than others. This paper sets out our cold spots analysis, which helps us to understand which areas need the greatest amount of support.

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School admissions in England : state-funded mainstream schools

School admissions in England : state-funded mainstream schools

Official data on the success of applications for places in September 2015 show that almost 640,000 were received for 700,000 primary places in England. Overall 87.8% of applicants received a place at their first choice school, 95.9% at one of their top three preferences and 96.5% at any preferred school. Local authority application schemes varied across the country allowing a maximum of between three and six preferences to be stated. Locally the proportion of applicants who were offered one of their top three preferences varied from 76% in

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Careers services : December 2012

Careers services : December 2012

Local authorities have a legal duty to support NEETs up to the age of 19. This duty extends to at risk young people and those with learning difficulties and disabilities up to the age of 25. Local Authorities have a duty to work with schools and other community organisations to identity and monitor these young people. Once these young people have been identified, local authorities have a duty to make available support that will enable them to participate in education or training. Local authorities can invest in careers services which enable young people to make choices about which educational options are most suitable for them. 21
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Updating the careers cold spots : updating The Careers & Enterprise Company prioritisation indicators

Updating the careers cold spots : updating The Careers & Enterprise Company prioritisation indicators

and 2017, for the seven indicators that we have compiled data for. The work inspiration indicator is not comparable across years as the question asked in the Employer Perspectives Survey was slightly different between 2014 and 2016. For this reason, we have only looked at seven indicators in this table. The results in Table 2 are encouraging as there has been a reduction in the number of indicators deemed cold of 40.9% between 2015 and 2017 based on these 7 indicators.

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School admissions in England : state-funded schools

School admissions in England : state-funded schools

Where the LA is unable to offer a place at any of the schools a parent nominates on the application form, it may allocate the child in question a place at another school with spare capacity. This could be at a school some distance from the child’s home; information on home-to-school transport and when this must be arranged can be found in Section 6 of a separate Library briefing paper, Constituency casework: schools, updated 29 October 2015.

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Study on Coupling of Entrepreneurial Enterprise Growth and Enterprise Network Competence Based on a Random Network Model

Study on Coupling of Entrepreneurial Enterprise Growth and Enterprise Network Competence Based on a Random Network Model

Entrepreneurial enterprises in survival stage need to determine their status in the network, to seek a suitable partner, and to overcome problems like high system risk and poor enterprise stability. Network construction capa- bility can help enterprises positively mobilize various resources in the network, carry out cooperation with the outside, transform spontaneous production into exclusive input of cooperative partners, expand the enterprise scale, and reduce system risk. Through combination with other organizations in the network, an effective cooperative relationship can be established, and identification and utilization for external personnel will be strengthened. Moreover, a learning alliance can be founded, effective delivery of knowledge will be realized, and enterprise stability can be increased.
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Pathways to Equity: An Auto-Ethnographic and Narrative Study of Teacher Educator and Preservice Teachers in a One-Credit Course and Community-Based Field Experience

Pathways to Equity: An Auto-Ethnographic and Narrative Study of Teacher Educator and Preservice Teachers in a One-Credit Course and Community-Based Field Experience

In America, however, oaths had either been slighted or misused. The Continental Congress had not required American colonials to take an oath of allegiance to the new government, but instead had allowed individual states, committees of correspondence, and other groups to call for associations and subscriptions supporting provincial governments. Because of this disunity, “we lose a considerable Cement to our own Force, and give the Enemy an opportunity to make the first tender of the oath of allegiance to the King. Its baneful influence is but too severely felt at this time.” Washington found himself watching as men took fresh oaths of allegiance to England under threat of imprisonment or bodily harm. This oath “furnishes many with Arguments to refuse taking any active part [in the war]; and further they alledge themselves bound to a neutrality at least” because once people took new oaths to the King, many felt they could not openly defy him again. Further, “Many conscientious People who were well- wishers to the Cause had they been bound to the States by an Oath, would have suffered any Punishment rather than have taken the Oath of Allegiance to the King, and are now lost to our Interest, for want of this necessary tie.” What Washington wanted was an oath of equal strength as the English oath of allegiance because, “Notwithstanding the
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The delivery of careers education and guidance in schools

The delivery of careers education and guidance in schools

hours. 29 Physical resources, in terms of accommodation, materials and dedicated ICT facilities, were said to be at least ‘satisfactory’, 30 and financial support was available for careers-related information, staff responsibility points and (in nearly two-thirds of cases) some administrative assistance. 31 These figures, however, simplify what is essentially a far more complex picture. To begin with, it was evident that some schools made the bare minimum of provision: some, indeed, (around one per cent) built in just one session a year for each year group. Others clearly exceeded this, with at least four per cent of schools allocating one or two sessions a week, throughout the academic year, for students in Years 10 and 11. The length of such sessions also varied, ranging from 10 minutes (short tutorial or assembly inputs) to three whole days ‘off timetable’. Clearly, the type of programmes that may be delivered in such circumstances, and the quality of learning that might take place in them, would vary markedly. The following contrasting case studies, drawn from two highly academic schools, illustrate striking differences in approach.
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Labour market information (LMI) for all : stakeholder engagement and usage, data and technical developments (research report)

Labour market information (LMI) for all : stakeholder engagement and usage, data and technical developments (research report)

Another gap in the coverage of LMI for All from the perspective of people who want to plan their careers is the lack of information on educational and vocational courses. There are two main problems with incorporating course data – locating databases and the classification of courses. A number of course databases exist, maintained by individual institutions, awarding bodies and professional organisations and there are databases managed by the devolved nations. Whilst a database is known to exist at the ESFA for England, the database was reported as partial and unreliable by stakeholders. Thus, in
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Free schools in England

Free schools in England

same period. Overall, it is the expansion of existing schools that has generated the largest number of new school places within the system and this is more closely linked with need. A stated aim of the free schools programme has been to target expansion in areas where there is a shortage of high quality provision. To date, the free schools programme, particularly at secondary level, has been less successful in addressing areas of underperformance (even after controlling for the need for places). Amongst the top performing areas, an additional 8.9 primary school places per 1,000 pupils were created in free schools. In areas in the bottom fifth there were an additional 8.7 places. At secondary level, free school places were slightly more likely to be established in areas with existing high-quality provision (31.6 places per 1,000 pupils in high performing areas and 25.2 places per 1,000 in low performing areas).
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School funding reform in England from 2018-19 : implementation of the national funding formula

School funding reform in England from 2018-19 : implementation of the national funding formula

As well as a fairer distribution of funding, the total quantum available is also important. We want schools to have the resources they need to deliver a world-class education for their pupils. We understand that, just like other public services, schools are facing cost pressures. In recognition of those facts, the Secretary of State announced in July an additional £1.3 billion for schools and high needs across 2018-19 and 2019-20, in addition to the funding confirmed at the 2015 spending review.

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Brent 16-19 area-wide inspection

Brent 16-19 area-wide inspection

72. NWLTEC has established good working partnerships with community groups, support organisations, employers and schools, and this has resulted in effective initiatives to widen access to training. It is closely involved in local consortia and working parties to identify training needs, as is the CNWL. Through the North West London Consortium of Colleges, linking Brent with the Harrow Colleges, both the NWLTEC and the college have played a significant role in forming the local learning partnership. This includes the Brent and Harrow LEAs, school headteachers representing sixth forms, the careers company and the employment service. It has submitted an action plan and a detailed Lifelong Learning plan to the Government Office for London. The learning plan includes well-conceived objectives for improving achievements of young people in training and education, addressing gaps in provision, and avoiding duplication of provision in the two boroughs. This plan is being put forward as the partnership’s contribution to education and skills development for West London, in the context of the establishment of the West London Learning and Skills Council, which will encompass Brent, Ealing, Hammersmith and Fulham, Harrow, Hillingdon, and Hounslow.
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Government plans to promote social mobility

Government plans to promote social mobility

 The aim of the opportunity areas is to build the knowledge and skills of young people and give them access to the “best advice and opportunities”. The Department for Education stated that this will include working with organisations “such as the Careers and Enterprise Company, the Confederation of British Industry, the Federation of Small Businesses, and the National Citizen Service”. 10

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