Dreams
It’s not just about getting in, it’s about getting on Virginia Isaac makes the case for careers work Ever since the general election, there has been much in the press about the impact of student debt on graduates and their futures. The size of the UK student loan debt has risen to over £100 billion (double that of 2012), not that that is of much concern to the average student. Many individuals now leave university with debts between £40,000 and £50,000, and nearly three quarters of them have little chance of ever repaying the full amount. While employment rates for those completing their university course have regained their pre-recession levels, the worrying fact is that at least 25% of graduates are working in low or medium skilled jobs. The gender gap, with starting salaries for girls being some £3,000 less than for boys, is also not decreasing. In itself this should not deter students from planning to go on to university. The case for Higher Education as a rite of passage in its fullest sense, has been well made and still applies. It does, though, give weight to the fact that young people should be giving careful consideration not only to what they are going to study, but how this is going to help them in later life. It’s not just about getting in, it’s about getting on, too. Not least with ‘drop out’ on the increase, making the wrong choice can have devastating consequences for the individual, society and the economy. As Jo Johnson, the Higher Education Minister said, ‘we need to ensure that young people get much better information about the earnings and job opportunities linked to each degree course.’ In the course of my work as Chief Executive of Inspiring Futures (IF), I visit a good number of independent secondary schools and meet with many independent school Heads across the UK every year. A focus on careers guidance in this sector is not new. The Independent Schools Careers Organisation (ISCO) was set up in 1942, and its schools became members of Inspiring Futures in 2016. Given this 75 year history, it does not take long before the conversation turns to the matter of how the school provides careers guidance and support for their pupils – if, indeed, it does at all. Responses are varied and range from a worrying ‘We don’t need to bother with careers here – our aim is to get all our pupils into ‘top universities’ and then we know they will be okay’, as if careers is distinct from education, to the more reassuring ‘We take careers very seriously: it is integrated into the curriculum. The school uses a team of qualified careers advisers, specialising in different areas, who work with students from Year 7 upwards.’ It is those in the first category that are of concern. Are schools really saying that what students do once they leave university is of no importance to them? Or is it, more likely, that they have an outdated conception of ‘Careers’, perhaps derived from their own experience, and are unsure of its place in a busy curriculum. Whatever it may have been in the past,
careers work is not about job matching, let alone identifying a career for life! This is not because of the prevailing myth that ‘65% of jobs have not been invented yet’, it is, instead, all about ensuring that young people have the range of skills to prepare them for a variety of roles throughout their careers, regardless of what challenges the future might throw at them. Having a careers fair or inviting employers into the school to give a talk, inspiring or otherwise, will not crack it either. Whilst it is of great benefit for young people to have workplace encounters, the value of this is only reinforced and amplified if it is carried out within the context of independent, impartial and professional careers guidance. ‘Careers’ is essentially about coaching and counselling and career management skills: encouraging young people to develop a growth mind set; helping them to identify, learn and demonstrate the skills that they will need in order to lead a happy and successful life. It is about helping young people to become more self-aware, understanding their strengths, interests and values, and learning how to make informed decisions, or, you could say, identify their calling. While many schools take this as read, sadly not all do. It means enabling pupils to be empathetic, creative and enterprising, persistent and resilient; to self-regulate, cope with failure and solve problems; to acquire as well the more traditional communication, team working and leadership activities; and to recognise how all this relates to the world of work (see Professor Deborah Eyre’s High Performance Learning Framework). It is about countering gender stereotypes, enthusing, for example, not just boys but girls about where a career in engineering can lead. On top of that, it is about ensuring that pupils understand what the labour market is really like; and are aware of the varied routes into different areas of work, and the pros and cons in terms of both finance and values of different occupations. All schools and universities acknowledge that education is not just about academic excellence, important as it is. But, understandably, in spite of best intentions, hard pressed teachers often do not have the knowledge required, or are too rooted in their own subject areas, or simply hope that extra or co-curricular activities will cover this all off. Above all, it is about giving young people a sense of career confidence, a sense of purpose. There is a growing body of research (eg The Sutton Trust’s ‘Advancing Ambitions’) that demonstrates that students in schools that make quality time for careers work are more motivated and achieve higher academic results. Crucially, it is never too soon to start students on this road of exploration, so that they have a better sense of self before deciding on their GCSE options. Many schools leave careers education and guidance until Year 10 or 11. By then the die has
Autumn 2017
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