Professional Development


Securing good quality and coherent careers education and IAG provision to support the 14-19 and other reforms demands an informed, competent and qualified workforce. Ofsted advises inspectors that young people should be learning from experts and notes that deficiencies in subject knowledge and competence can have a significant adverse effect on young people’s achievements. This is no less true for careers education and IAG than it is for other curriculum, learning and support activities.

 

Poor career exploration and management skills, outdated or biased information on possible opportunities and inadequate guidance may cause young people to choose inappropriate courses and programmes, limiting their achievements and progression in the short, medium and longer term – an effect that post-16 progression data will reflect. As part of their strategic planning, consortia and individual organisations should ensure that they have:


informed staff – the introduction of the 14-19 Diplomas and continuing changes in other opportunities in learning and work mean that all staff need regular updates on the full range of progression opportunities and the specialist, financial and other support available to young people. They also require access to the information and other resources available to support them in their work with young people. These include local and national publications (e.g. Which Way Now and It’s Your Choice), ICT resources (e.g. the jobs4u database on the Connexions Direct website and the local 14-19 prospectus) and human resources (e.g. external IAG providers and staff from partner organisations).


competent staff – effective provision and practice require staff who are confident in their ability to work with young people, provide IAG and/or contribute to and teach careers education. All staff need opportunities to:

  • reflect on and review their existing knowledge and skills – e.g. tutoring and guidance skills; strategies for challenging stereotypes and raising aspirations; how to plan and deliver a curriculum to meet learner needs; how to use labour market information to help young people understand the range of occupations available within different occupational sectors and the impact that differential skills shortages have on future opportunities; how to use progression and other data to support individual progression
  • identify their development needs and access opportunities to meet those needs – in-house and local training provision (e.g. organised by consortia, external IAG providers, LSN and other bodies) can meet many training needs although some staff may benefit from undertaking an accredited course.

 

qualified staff – personal reflection, performance management and training needs analyses may reveal the need for individuals to undertake accredited courses to support their further personal and professional development. A wide range of opportunities is available and these are signposted in the information resources on this page.


Questions to ask yourself

  • Are the people who deliver careers education and IAG informed, competent and qualified to do so?
  • How do you know?
  • What further action, if any, is required to boost the quality of delivery?

 

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