Delivery Structures

Delivery structures have a profound influence on the extent to which careers education and IAG activities make sense to and benefit young people and are responsive to their needs. Reviewing them is an essential part of implementing the Every Child Matters agenda and the 14-19 reforms. Issues to consider during a review include the following.

Careers education in the curriculum – it is up to schools, FE colleges and work-based learning providers to decide how to organise careers education in their curriculum. It is important that the structure used supports progression and continuity in career-related learning from year 7 onwards and throughout the 14-19 phase. The main options are:

discrete provision – e.g. a separate programme, separate careers education units within a broader programme, or a series of careers-focused curriculum days and/or events
integrated provision – e.g. integrating careers education within a tutorial, PSHE, work-related, vocational or personal and career development programme, or embedding it in themed and skills-based learning in subject studies
supported independent study – e.g. using study guides and/or online learning materials with access to staff support as necessary.

Many providers use a mix of options. Each has benefits and disadvantages that providers should consider when reviewing current arrangements. The ideas and tools on this page provide help with this.

There is a growing trend towards using integrated provision as the main delivery model. Those working with young people aged 11 to 16 years old in schools will be encouraged to take a more integrated approach to developing career management skills from 2008 when a new programme of study will be introduced in the National Curriculum at key stage 3. The programme of study covers the current requirements for careers education, work-related learning, enterprise education and personal financial capability. However, the key processes for career development that young people need to learn will not be neatly packaged under those headings but will be integrated within them.

An integrated approach to IAG –Changes flowing from the Every Child Matters agenda and14-19 reforms make an integrated approach to IAG more important than ever. Learning providers and other agencies may need to modify some of their existing arrangements to secure greater coherence for young people. Modifications could include:

expanding membership of management groups
using a common approach to individual learning planning, record keeping and progress monitoring
allocating more timetabled slots for individual and tailored IAG interventions in addition to those that feature in careers education programmes
developing a common application process for post-14 courses offered within a consortium and for all post-16 courses
using jointly produced information resources and publicity materials for young people and their parents and carers
using jointly produced transition packs, protocols and procedures.

Questions to ask yourself

Do current arrangements for careers education 11-19 support progression and continuity in learning?
Do current arrangements for IAG support an integrated and coherent approach 11 to 19?
Do current arrangements for careers education enable young people to make effective use of IAG?
How do you know?
What, if anything, could you do to improve the situation and who could help?

See also:

Please click on the items below to view, print or download.

Information

Ideas

Better Practice – Test Different Delivery Methods

Tools

LSN: IAG Training Materials – Managing CEG/IAG

LSN: IAG Training Materials - Managing CEG/IAG powerpoint document

Weblinks