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Mentoring in Schools – Research Paper
August 29, 2016

Too many young people are disengaging from school at an early age. This can have negative effects on their success at school and their ability to build a career after they leave school. Because of this, The Careers & Enterprise Company are launching a new campaign around employer mentoring https://www.careersandenterprise.co.uk/ to support young people to stay engaged at school and make an effective transition to their careers.

Professor Hooley was asked to undertake a literature review for The Careers & Enterprise Company. In it, he finds that employer mentoring is an effective strategy that can support young people’s engagement with school, their attainment and their transition to work. Critically, he has also identified a wide range of evidence-based features that support effective mentoring programmes.

The Careers & Enterprise Company’s initiative seeks to significantly expand the existing marketplace of employer/young person mentoring providers. These include a wide range of local and national providers and programmes.

Professor Hooley’s paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying the impacts that might be anticipated from employer mentoring and, second, exploring what knowledge exists about effective practice. It makes use of an unpublished review undertaken by the Department for Educationas well as a number of other literature reviews and meta-analyses.

To access the paper, Click Here

Example IAG Policy
August 29, 2016

Elpis Training   http://www.staffline.co.uk/group-companies/elpis-training/  is one of the UK’s leading providers of Lean training and apprenticeships, with three decades of experience and expertise to draw on.

They believe that providing information, advice and guidance (IAG) is the key to learners getting the most from their educational experience. Consequently, they are committed to delivering an IAG service that provides a range of opportunities for learners, employers and partners to make informed choices about their training and development needs.

To view their IAG policy, which is published on their website,  Click Here

CIPD Policy Report – Where next for Apprenticeships?
August 29, 2016

The number of apprenticeships started in England each year has almost tripled over the past decade. The Conservative Government sees apprenticeships as a tool to increase national productivity and improve the wage and employment prospects of individuals. It has launched an ambitious reform agenda to deliver 3 million apprenticeships by 2020 – up from 2.4 million in the last parliament – and at the same time raise the standards of training and assessment.

Recent events – including Britain’s vote to leave the European Union, the Prime Minister’s resignation, a ministerial reshuffle and the moving of post-16 skills policy from the Department for Business, Innovation and Skills to the Department for Education – could lead to a shift in the direction of apprenticeship policy. However, the ‘post-16 skills plan’ published in July 2016 reaffirmed the commitment to these reforms and pledged further changes to raise college-based vocational education and better integrate the system as a whole (BIS and DfE 2016). The collection provides timely analysis to inform the direction of the Conservative Party’s manifesto commitments on apprenticeships under Theresa May’s leadership.

Written by a range of key influential individuals within the sector, The CIPD http://www.cipd.co.uk/ have published a report examining

  1. The aims and objectives of apprenticeship
  2. The philosopher’s stone? The case for national apprenticeship qualifications
  3. Employers and meeting the Government’s apprenticeship target: what could possibly go wrong?
  4. Unions and employers in the driving seat
  5. Sector-led approaches to raising apprenticeships: an employer’s perspective
  6. Why colleges and universities should be offering more and better apprenticeships
  7. University-led apprenticeships: a new model for apprentice education
  8. Lessons from abroad: the need for employee involvement, regulation and education for broad occupational profiles

To access the full report Click Here

Apprenticeship Funding Proposals – August 2016
August 29, 2016

On 12 August, Government published further proposals on funding models for Apprenticeships. The video takes you through the proposals.

Example IAG Service Guidance Booklet
August 29, 2016

Founded in 1903, the Workers Education Associationhttp://www.wea.org.uk/ –  is the UK’s largest voluntary sector provider of adult education in England and Scotland. The WEA is a charity dedicated to bringing high-quality, professional education into the heart of communities. With the support of nearly 3,000 volunteers, 2,000 tutors and over 10,000 members, they deliver friendly, accessible and enjoyable courses for adults from all walks of life.

They have produced an IAG service guidance booklet for Branches, Partners, Tutors, Organisers and Administrators. It highlights that everyone in the WEA provides information and advice of some kind during the course of their work, whether this is to colleagues, to members of the public or to students. Collectively this work is often referred to as ‘Information, Advice and Guidance’ (IAG). The IAG we deliver in the WEA adheres to the matrix  standard.  http://matrixstandard.com/ 

In the guidance booklet, they set out and explain:

  • The IAG Services’ Values, Aims and Objectives
  • The role of the IAG Service
  • Guidance for Tutors and their role within the IAG Service

To access the guidance document  Click Here

Ofsted & Volunteers from the World of Work
August 29, 2016

Ofsted’s Common Inspection Framework introduced in September 2015 has an increased focus on the importance of careers guidance for all young people aged 13-18. Volunteers from the world of work can play a key role in enhancing careers guidance provision and the important decision making all young people need to make about their futures while at school.

Working with volunteers from the world of work in supporting careers guidance provision is directly linked to the criteria in the inspection framework.

There are many examples where volunteers have talked to young people in schools and have helped to start the thinking process about their careers early. These volunteers have opened young people’s minds and they have also helped make school subjects relevant to the world outside and their future careers.

Volunteers have provided students with insights into lots of different jobs and sectors so that they make informed choices and start to build a foundation for their future careers. Many schools incorporate using volunteers into their careers guidance strategy to make the difference to their students’ futures. This in turn also helps them meet many of Ofsted’s criteria in the latest Common Inspection Framework. Events with volunteers only work well if the teachers involved are fully committed and invest time in achieving a good match between volunteers and students.

The ideas listed in the report published by Education and Employers http://www.educationandemployers.org/ in April 2016  shows how you can enhance your careers guidance provision and boost your chances of meeting inspection requirements.

To access the report  Click Here

The Careers & Enterprise Company Activity Toolkit

The Careers & Enterprise Companhttps://www.careersandenterprise.co.uk/ is an employer-led organisation that has been set up to inspire and prepare young people for the fast-changing world of work. They  aim to help motivate young people, support them in making informed choices about their future and help them achieve against those choices.

Thier role is to take an umbrella view of the landscape of careers and enterprise, supporting programmes that work, filling gaps in provision and ensuring coverage across the country.

The company is committed to being evidence-based, building on ‘what works’, and taking a pragmatic view of regional variations in the careers, enterprise and employment landscape, adapting its approach as required.

They are supporting Local Enterprise Partnerships (LEPs) https://www.lepnetwork.net/ to establish an Enterprise Adviser Network across the country. It’s a simple model that’s easy to manage and one that is agile, flexible and easily scaled to meet local demands.

The Enterprise Adviser Programme will create a network of brokerage between employers and schools, giving greater consistency and coverage than exists today. It aims to motivate young people, support them in making informed choices about their future and help them achieve their full potential, both in and out of school.

Employed or funded by Local Enterprise Partnerships, (LEPs), Enterprise Coordinators (ECs) will direct and manage a network of up to 20 Enterprise Advisers (EAs) who will each be matched with a school in their local area. Both the ECs and EAs will be drawn from the local employer community and each regional cluster will have a governance board with relevant local parties represented.

To access the Careers Enterprise Co Activity Toolkit Click Here

Apprenticeships Levy FAQs
August 28, 2016

The Registered Charity Catch 22 have produced an FAQ document about the Apprenticeships Levy. It answers questions such as:

Q. What counts as an employers pay bill?

Q. What happens to the money once it is paid under the levy?

Q. What choice will employers have about what they spend their money on?

To find the answers to these questions and many more Click Here

World-Class Apprenticeship Standards
August 25, 2016

The International Centre for Guidance Studies, College of Education University of Derby and Pearson UK have published a research report  – World-class apprenticeship standards: Report and recommendations.

The aim of this research was to identify world-class apprenticeship standards and to make suggestions as to how these could be applied to the English system. World-class means that the standards described are acknowledged to be among the best in the world. Thirteen indicators for world-class apprenticeship standards were identified through the research and these have been divided into four sub’sections: (1) training, (2) skills and expertise, (3) recognition and (4) progression.

The findings from the research suggest that world-class apprenticeship standards require:

  • extended apprenticeships of between three and four years
  • broad and in-depth scientific and industrial skills and knowledge
  • the presence of a ‘master’ in the company to train an apprentice
  • high-quality knowledge-based education and training
  • recognition through an occupational title on completion of the training
  • apprentices to acquire all the skills and knowledge necessary to work effectively in an occupation
  • apprentices to become skilled workers in an occupational area with a critical and creative approach and
  • progression routes into employment as well as into further education and training.

To access the full report Click Here

The Needs of Adult Leaners
August 25, 2016

The APPG for Adult Education commissioned the Warwick Institute for Employment Research at the University of Warwick (April – June 2016) to conduct research into the needs of adult learners. This work was managed by nine Specialist Designated Institutions (SDIs) – City Lit, Morley College, Hillcroft College, Northern College, Ruskin College, Working Men’s College, Mary Ward Centre, Fircroft College and the Workers’ Educational Association (WEA) – each has its own identity, mission and distinctive approach, which adds to the rich diversity of adult education.

The aim of the study was to scope the need, reach and areas for policy and practice development for adult education concerning disadvantaged adults.

The report gives an insight into the current position regarding adult learning and provides 5 key recommendations for change.

Recommendation 1 – Establish a national and regional strategy for adult education, health, employability and wellbeing

Recommendation 2 – The new commissioning system needs to have an adult education framework that seeks to rebuild and rebalance resources fairly for adults across the different life-stages

Recommendation 3 – Provide careers information, advice and guidance in local communities and building capacity in the adult education workforce to make greater use of labour market intelligence and mid-life reviews

Recommendation 4 – Ensure a systematic approach to identifying and gathering evidence on the full impact of adult education

Recommendation 5 – More employers need to step up and offer opportunities to adults, particularly older adults keen to remain active in employment

To download a copy of the report Click Here