‘I don’t know where to find the careers adviser … he has disappeared’: the impact of changes to careers advice on 14–16 year olds in University Technical Colleges and schools

Career decisions of further education college students: where does higher education 'fit in'?

“…A noted consequence has been a highly varied provision of IAG dependent on school or college type, and the resources that institution can afford. Research has suggested that funding changes, such as the dissolution of Connexions (a government-funded IAG partnership network), has impacted negatively on the provision of expert careers education in a timely and in-depth manner (Acquah et al, 2017;Haynes et al, 2013;Hughes et al, 2015). Moote and Archer (2018) note that students require earlier, more long-term, impartial, personalised careers guidance, as opposed to one-off meetings or 'catch-all' events catered to a middle ground of students.…”

“…Research has noted that IAG provided by teachers, in pastoral or form tutor roles, had the tendency to base IAG on the personal experience of their own progression pathway and/or subject specialism, rather than meeting students' individual capabilities, interests or intentions (Acquah et al, 2017;Oliver and Kettley, 2010). Fuller et al (2014) suggest that pastoral support staff are more likely than teachers to have contact with, and build relationships with, students, and to have access to careers related resources, knowledge and skills to support students.…”

Failing to deliver? Exploring the current status of career education provision in England

“…Research and discourse in the area has found a number of shortcomings with the current provision in England following the creation of the new careers body (Acquah, Limmer, and Malpass 2016;CDI 2015;Hooley, Watts, and Andrews 2015). The findings reported here provide reason for further concern showing that less than two-thirds of Year 11 students are reporting receiving careers education, despite the statutory requirement for schools to provide impartial CIAG at the time of data collection (Autumn 2014).…”

“…Indeed, it could be contended that young people have to navigate highly complex pathways through post-compulsory education, work and training, with a proliferation of choices and options offered by the 14-19 education system (Acquah, Limmer, and Malpass 2016) and as rapid technological advancements and social change are drastically transforming the labour market (Hooley, Watts, and Andrews 2015;Independent Skills Taskforce 2014). Careers education has been proposed as a key mechanism for preparing and equipping young people to make successful transitions through these complex and shifting terrains.…”

“…In particular, concerns have focused on how the termination of careers funding and transferal of responsibility to schools and teachers to deliver careers education has led to a decline in the quantity and quality of career guidance for young people (Acquah, Limmer, and Malpass 2016;Beck, Fuller, and Unwin 2006;Haynes, McCrone, and Wade 2013;Moon et al 2004). For instance, a survey of 1,500 careers advisors in English secondary schools conducted in 2012 documented reduced careers advice provision in 80% of schools, with one school dramatically switching from 65 days of careers advice to just 16 days following the closure of Connexions (Careers England 2012).…”