The Potential Benefits to your Students in Receiving High Quality Careers Guidance
Good careers guidance challenges young people’s ideas about what they can achieve and aspire to, and can transform lives. It empowers people, enabling them to make progress as well as boosting their confidence, motivation and desire to succeed. Effective careers information, advice and guidance helps support young people in making the best decisions at the key transition points in their education.
“As young people move towards adulthood, they face a range of challenges which require them to make difficult life and learning choices. They need help to understand their options and to make informed decisions, especially as we increase the range of options available to young people.”
(DCSF, 2007, para 5.15, p112) Link to: http://www.beyondcurrenthorizons.org.uk/careers-guidance-identity-and-development/
The Potential Benefits to your School in Receiving High Quality Careers Guidance
- Help and support to promote participation in learning and specialist help to tackle individual barriers to learning;
- Recognising that teachers are not ‘jack of all trades’ and using professional careers advisors is often a more efficient use of resources and better value for money
- For schools with 6th form entries supporting students to make informed choices in relation to e.g. A level choices and their appropriateness for HE and career choices;
- Supporting the school in raising young people’s aspirations and increasing motivation
- Schools have a statutory responsibility to provide impartial Careers IAG
- Supporting schools in combating false or stereotypical attitudes about young people’s career choices e.g. STEM careers for girls as well as boys
Research* has shown that young people with effective career exploration skills – who are aware of their strengths and weaknesses and have the ability to apply their skills – make more successful transitions at 16. Good quality IAG boosts student achievement and reduces drop-out rates. It also assists students in establishing career goals, reviewing career decisions, and identifying barriers to progress and ways to overcome them.
*Morris, M., Golden, S. and Lines, A. (1999). The Impact of Careers Education and Guidance on Transition at 16.RD21. Sheffield: DfEE. Link to: http://www.leeds.ac.uk/educol/documents/00001645.htm