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An Evaluation of the North East of England Pilot of the Gatsby Benchmarks of Good Career Guidance

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An Evaluation of the North East of England Pilot of the Gatsby Benchmarks of Good Career Guidance An evaluation of the North East of England pilot of the Gatsby Benchmarks of good career guidance Item Type Research Report Authors Hanson, Jill; Moore, Nicki; Neary, Siobhan; Clark, Lewis Citation Hanson, J., Moore, N., Clark, L., & Neary, S. (2021). 'An evaluation of the North East of England pilot of the Gatsby Benchmarks of good career guidance'. Derby: University of Derby Publisher University of Derby Rights Attribution-NonCommercial-NoDerivatives 4.0 International Download date 05/10/2021 06:04:05 Item License http://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item http://hdl.handle.net/10545/625634 ……………… REPORT INFORMATION AND ACKNOWLEDGEMENTS This report has been produced by the International Centre for Guidance Studies (iCeGS) at the University of Derby, with the support of the Gatsby Charitable Foundation. The research team are indebted to the school and college staff, parents, governors and young people who participated in the research. In particular, we acknowledge the hard work, support and time that the Careers Leaders in each school and college have given to us. These individuals were inspirational. iCeGS would also like to thank the Gatsby pilot project team based at the North East LEP and Beth Jones, Professor Sir John Holman and Rob Cremona from the Gatsby Charitable Foundation who have been very helpful in shaping the evaluation and the report. Sections of this work were produced using statistical data from the Office for National Statistics (ONS) - in particular the National Pupil Database (NPD) and the Individual Learner Record (ILR). The use of the ONS statistical data in this work does not imply the endorsement of the ONS in relation to the interpretation or analysis of the statistical data. This work uses research datasets which may not exactly reproduce National Statistics aggregates. Copyright of the statistical results may not be assigned. ABOUT THE INTERNATIONAL CENTRE FOR GUIDANCE STUDIES iCeGS is a research centre with expertise in career guidance and career development. The Centre conducts research, provides consultancy to the career sector, offers a range of training and delivers a number of accredited learning programmes up to and including doctoral level. A history of the Centre is available in the book: Hyde, C. (2014). A Beacon for Guidance. Derby: International Centre for Guidance Studies. University of Derby. For further information on iCeGS see www.derby.ac.uk/icegs RECENT ICEGS PUBLICATIONS Hanson, J. and Burke, C. (2020), "Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. Hanson, J., and Clark, L. (2020). 'Future frontiers: the impact of career coaching on year 11 students'. IAEVG Conference Proceedings Career Guidance for Inclusive Society. Bratislava, Slovakia 11-13 September 2019. IAEVG: Slovakia, pp. 185-203 Hanson, J., and Neary, S. (2020). 'The Gatsby Benchmarks and social mobility: impacts to date'. IAEVG Conference Proceedings Career Guidance for Inclusive Society. Bratislava, Slovakia 11-13 September 2019. IAEVG: Slovakia, pp. 168-185. Hearne, L. and Neary, S. (2020). 'Let’s talk about career guidance in secondary schools! A consideration of the professional capital of school staff in Ireland and England'. International Journal for Educational and Vocational Guidance, pp. 1-14. Neary, S. and Hanson, J. (2020). 'The personal guidance fund-developing new and innovative practice'. Careers Matters, 8(1), pp. 20-21. EXECUTIVE SUMMARY INTRODUCTION Young people face a lengthening something purposeful to support young transition from education to the world of people as they embark on their careers. work. The average age that young people In 2013, following the dismantling of the leave full-time education has been rising Connexions service and the transfer of for over a century. As they move through responsibility to schools and colleges for this transition, they encounter a complex the delivery of career guidance, the labour market in which the relationship Gatsby Foundation commissioned Sir John between qualifications, skills, occupation Holman to undertake research to identify, and career success is often opaque and from international best practice, what difficult to decode. Yet, within the good career guidance looks like. The education system they are frequently research, in partnership with the asked to make choices about subject, International Centre for Guidance Studies institution and qualifications that will (iCeGS), involved a literature review of exert a profound influence on their future best practice around the world, a review lives. Educational and career choices of literature describing good practice in clearly have profound implications for the UK, visits to six countries to examine young people themselves, but the way in how they delivered career guidance and which they are handled by the education visits to five independent schools in the and employment system also has major UK to explore how they approached it. societal implications: supporting or This research resulted in Good Career frustrating social mobility; aiding skills Guidance (Holman, 2014) presenting eight alignment or resulting in skills shortages; principles, known as the Gatsby and contributing to young people’s Benchmarks, that support young people engagement in education and lifetime to make informed career decisions: wellbeing. Therefore, there is a tradition of educational activity which seeks to do Every school and college should have an embedded Benchmark 1: Stable careers programme of career education and guidance that is programme known and understood by pupils, parents, teachers, governors and employers. Every pupil, and their parents, should have access to Benchmark 2: Learning from good quality information about future study options and career and labour market labour market opportunities. They will need the support information of an informed adviser to make best use of available information Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be Benchmark 3: Addressing the tailored to the needs of each pupil. A school’s careers needs of each pupil programme should embed equality and diversity considerations throughout. All teachers should link curriculum learning with careers. Benchmark 4: Linking curriculum STEM subject teachers should highlight the relevance of learning to careers STEM subjects for a wide range of future career paths Every pupil should have multiple opportunities to learn from employers about work, employment and the skills Benchmark 5: Encounters with that are valued in the workplace. This can be through a employers and employees range of enrichment activities including visiting speakers, mentoring and enterprise scheme Every pupil should have first-hand experiences of the Benchmark 6: Experience of the workplace through work visits, work shadowing and/or workplace work experience to help their exploration of career opportunities, and expand their network All pupils should understand the full range of learning Benchmark 7: Encounters with opportunities that are available to them. This includes further education and higher both academic and vocational routes and learning in education schools, colleges, universities and in the workplace Every pupil should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are Benchmark 8: Personal guidance trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs A pilot was set up to explore how schools and colleges could best systematically attempt to implement the Benchmarks, evaluate how they were implemented, and identify what impacts might result from this. The North East Local Enterprise Partnership (NE LEP) was chosen as a place to host the pilot. Sixteen education providers (including three colleges, one Pupil Referral Unit and twelve schools with and without sixth forms) took part in the pilot which ran across two academic years (2015/2016 - 2016/2017). Pilot education providers received small amounts of funding and worked with a Pilot Facilitator for these two years to implement the eight Gatsby Benchmarks. THE EVALUATION The evaluation is a piece of longitudinal of 2019. The strategy used to underpin work that is able to examine progress in the evaluation, particularly the summative implementing the Gatsby Benchmarks and element, was an adapted Kirkpatrick explore the impacts this has on learners model (Figure 1) and used several over time. In doing so, this evaluation is research approaches/data sources to both formative (considering the process of explore processes and identify impacts implementation) and summative (Figure 2): (considering impact). The evaluation began in 2016 and finished in the autumn Figure 1 Kirkpatrick model underpinning the evaluation strategy Results (long term outcomes) Behaviour (medium term outcomes) Learning (short term outcomes) Reaction/satisfaction (immediate outcomes) Costs/investment Figure 2 Overview of research approaches Evaluation data requirements National Pupil Database Provider visits Student Career (NPD) and Benchmark Stakeholder (qualitative Readiness Financial data Individual audits interviews and Index (SCRI; (quantitative) Learner
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