Challenges for Information, Advice and Guidance and the impact of Covid 19
As the impact of the pandemic on the economy develops with students missing out on crucial face to face information and guidance through schools and college (even if they can navigate the landscape independently), they will be faced with decreasing numbers of job vacancies making them even more competitive to access.
Direct opportunities to interact with employers and digital programmes have a huge part to play to ensure potential apprentices are informed about their future decisions.
The apprenticeship standards model of education and training is only going to increase and a skilled workforce will be more important than ever to rebuild the economy -apprenticeships also offer opportunities to those out of work to retrain or learn the skills that will be needed when the pandemic subsides. It is vital to ensure that the apprenticeship supply chain can continue and the progress made in recent years is not negatively impacted or lost.
In many industries, recruitment is being put on hold, with many being furloughed, with no clear idea of when opportunities will start to increase again.
It’s important that all staff recognise the part they play in information, advice and guidance and the need to implement this into each learning journey not only to ensure success, retention and progression opportunities, but also to ensure that the Education Inspection Framework (EIF) https://www.gov.uk/government/publications/education-inspection-framework. Good careers education is linked to high KPI’s including retention, achievement and progression ensuring the ‘right’ learners are on the ‘right’ courses with robust initial assessment and identification of prior learning.
With references to curriculum, knowledge and sequencing of content is the need for a curriculum to develop the skills needed for future learning and employment. Take this sentence as an example from an Ofsted report, from the descriptor of outstanding: “It (the curriculum) is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.”
Much of the debate around the new Ofsted framework has centred on the need for developing traditional, academic skills. This is clearly important but equally there is a hidden reminder in the framework about the importance of developing core employability skills.
Gatsby Foundation: Good Career Guidance benchmarks, research and resources: www.gatsby.org.uk/education/focus-areas/good-career-guidance & www.goodcareerguidance.org.uk