This document summarizes a research project conducted by the Pearson Think Tank on careers guidance in UK schools. The project consisted of two phases: the first mapped existing evidence on best practices in careers guidance, and the second involved surveys to understand what careers activities and support are actually being provided in schools. The surveys found variability in careers provision and identified several concerns, such as impartiality and low priority of careers. Based on the research, the project recommends that schools designate a careers leader, provide consistent careers support to all students, and that government collect and publish more data on careers activities and outcomes.

1. Careers 2020 Phase 2 (#Careers2020)
A Cloudy Horizon - summary
Louis Coiffait (@louismmcoiffait)
The Pearson Think Tank
thepearsonthinktank.com

2. Introductions
Independent evidence and ideas from Pearson
 Programme of research and thought-leadership e.g.
 The Academies Commission (Jan 13), Careers advice (Sep 13)
 Blue Skies, on the future of higher education (on-going)
 Tuition fees (May 13) and admissions (both Sep 13)
 Working with Sir Michael Barber’s team on more global projects e.g.
Michael Fullan paper out in Jan 14 on digital pedagogies.
 Ongoing policy intelligence, analysis and comment e.g. Policy Watch.
 Participate in key education debates, provide a platform for ideas.
 All of our content and activities are free.

3. The policy context for careers: recent changes
p.19

4. The policy context for careers: concerns
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Overall availability, consistency and quality of careers provision
Adequate funding
Levels of awareness in schools about careers and recent changes
Sufficient support and guidance available to schools
Impartiality of careers services, particularly for vocational options
Lack of data about either careers provision or outcomes
Suitable monitoring and accountability mechanisms
Low prevalence of school-wide and curriculum-led approaches
A low priority for schools with little time devoted to careers
More complex progression routes for learners
International evidence of negative outcomes from similar policies
Ownership falls between BIS-DfE, most funding from latter withdrawn
Long-term economic, equity and social costs
p.20

5. Careers 2020 Phase One
Mapping existing knowledge and evidence
The first phase of the project covered:
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Recent history and best practice
Menu of all possible careers activities
Recommendations for schools
 School-wide strategic focus
 Embed across the curriculum
 Supported and monitored

6. Careers 2020 Phase One
Mapping existing knowledge and evidence
p.15

7. Careers 2020 Phase Two
What is actually happening on the ground?
Four surveys, with principle focus on a
nationally representative sample of those
involved in school-based careers work
Has provision changed over 3 time periods?
 2012-13 academic year
 2011-12 academic year
 Previous years
Which activities are being delivered?
(building on the ‘menu’)
What age groups receive careers support?
What partners are schools working with?

8. Changes in
provision
over the
last three
years
p.25

9. Careers 2020 Phase Two
What is actually happening on the ground?
Eight recommendations
1: Schools should have one leader responsible for careers
2: Schools should have one employer-governor lead on careers
3: Schools should provide consistent careers support to all learners
4: Ofsted should explicitly inspect careers
5: Government should publish open data on careers activities
6: Government should publish open data on careers outcomes
7: The NCS should provide all-age careers support
8: The NCS should co-ordinate careers work locally and nationally

10. Thank you!
Project page http://pear.sn/rCtTy
(containing Phase One and Two reports, raw data, one page project
summary, and this summary presentation)
Hard copies on request
Twitter: #Careers2020