Securing Quality

Good quality IAG and effective careers education are crucial to implementing the 14-19 reforms. As inspection and other evidence suggests that the quality of existing provision is patchy, local consortia and their partners should review the quality of their existing arrangements as an integral part of action to implement the reforms. In particular, they should ensure that there is:

 

a clear and shared vision of what careers education and IAG should achieve – good vision statements provide a shared sense of direction. They make it easier to assess different courses of action and identify those most likely to be of greatest benefit to young people. Vision statements answer three questions:

 

  • How will careers education and IAG make a difference to young people and add value to their learning journeys?
  • What specific outcomes do we want to achieve for young people?
  • How will we know if we have achieved them?

 

Review existing vision statements to ensure that they remain fit for purpose and reflect young people’s needs. Check that they cover both elements of provision and promote their integrated use to support young people.

 

a shared understanding of what comprises good quality – review the range of benchmarks used to define good quality provision and practice. Useful benchmarks include quality standards, quality criteria, leadership and other professional standards, inspection criteria and learning objectives and outcomes (e.g. those specified in national advice and guidance and in specifications for nationally approved qualifications).

 

an evaluation framework against which to assess the quality of provision and practice – review the evaluation frameworks used to assess the quality of provision and practice. Useful frameworks include quality standards and criteria, leadership and other professional standards, assessment and inspection frameworks.

 

systems and tools to support quality improvement – review current arrangements.

  • Check that there is a balance between development activities and the maintenance of existing provision and practice.
  • Ensure that there are robust monitoring, review, evaluation and management systems and that their outcomes inform development plans.
  • Look at how well the use of management information (e.g. progression data, curriculum coverage, frequency and range of IAG interventions, take-up and use of IAG facilities and activities) supports improvements in quality.
  • Consider how the use of national and local resources (e.g. handbooks, best practice guides, curriculum guidance, professional development packages and training opportunities, career networks, external IAG providers and local authority inspectors and advisers) support improvements in quality.

 

a commitment to improve – improving the quality of careers education and IAG is an important part of the Government’s plans to reform services for young people. The 14-19 Diploma Gateway includes the collaborative development of high quality IAG as one of its key criteria. Review the extent to which organisational and/or consortium arrangements reflect this national commitment to boost the quality of provision and practice.

 

Questions to ask yourself

  • How well do organisational and/or local consortium arrangements support the  continuous improvement of careers education and IAG?
  • How do you know?
  • How could current arrangements be improved and who could help?

 

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