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RESEARCH SHOWS GCSE AND ACCESS GAIN FOR SCHOOLS AND COLLEGES WITH GOOD GUIDANCE

University of Derby

University of Derby

The National Careers Service – which currently offers telephone and web-based advice to schools – should extend its role and provide students with face to face advice from specialist career advisers to end a ‘postcode lottery’ that is hindering social mobility, the Sutton Trust said today while informing the press today.

The call comes as a new Sutton Trust report, Advancing Ambitions, by Professor Tristram Hooley of University of Derby, shows that where schools provide good quality career guidance, there are improvements in GCSE results, attendance and access to leading universities.

UniversitiesNews.com editorial would like to highlight that In 2011, the coalition government placed a legal duty on schools and colleges to provide career guidance. But the new report says that this was accompanied by ‘weak statutory guidance and little help or support. This has resulted in a decline in the quality and quantity of the career guidance available to young people in England and the emergence of a ‘postcode lottery’ where some young people have access to much better career guidance than others.’

UniversitiesNews.com editorial team was also told that the researchers compared schools which had received a ‘quality award’ for their career guidance with those that had not received such accreditation. Controlling for other factors, they found that schools with the awards had a two percentage point advantage in the proportion of pupils with five good GCSEs, including English and Maths. They also found a small but significant reduction in persistent absences (of 0.5%).

In the sixth form, they found that the proportion of students gaining 3 A levels was 1.5% higher in schools and sixth form colleges with the quality awards than other schools, and students also had higher UCAS scores, though the gains were not repeated in general further education colleges. Sixth form colleges with accredited career guidance showed a significant increase in the number of students going to leading universities.

The report makes recommendations to improve the quality and consistency of career guidance.

These include:

·         Strengthen the National Careers Service and give it a clear role and resources to support schools in the delivery of career guidance. Ideally this would include providing schools and colleges with free access to professionally qualified careers advisers including specialists with expertise in vocational options and with knowledge of entry to elite universities.

·         Stronger statutory guidance and more prominence for career guidance in Ofsted inspections.

·         Linked to their statutory duty, schools and colleges should be required to show that they are meeting their legal responsibilities and to provide pupils, parents and employers with information about the school’s activities in this area.

·         The Department for Education should continue to improve the quality of the destination data that is collects on where students go to after their GCSEs or A-levels.

·          The Government should review the websites and services it supports and develop a strategy to stimulate public-sector and private-sector development of tools that meet schools’ needs.

Talking to the Media and UniversitiesNews.com editorial; Conor Ryan, Director of Research at the Sutton Trust, said today: “The overall decline in good guidance is harming social mobility. Having the right advice is key to young people making the right decisions. Those without good networks and family contacts lose out when career guidance is poor. Less advantaged young people must know all their options, whether it is the right apprenticeship, college course or university.

“The Government has asked schools to provide this advice, but they need the right professional support and expertise. Students often want to talk to knowledgeable people about their career options in person as well as online or over the phone. We need good quality guidance for all students, not a postcode lottery of provision that benefits some.”

Professor Tristram Hooley, from the University of Derby, the report’s author said: “These changes have resulted in a major reorganisation of the delivery of career guidance in schools. Unfortunately this has not been monitored in any systematic way, and only limited attempts been made to measure the impacts of the changes. Some schools have maintained high-quality provision and have given high priority to preparing their students for the future, but many have not. We need a much stronger National Careers Service to support schools and colleges in delivering for young people.”

Today’s study follows Sir John Holman’s work for the Gatsby Foundation and a recent National Careers Council report urging improved career guidance. Forthcoming research for Teach First will highlight the need for teachers to have a clearer understanding of what is expected of them in delivering good careers advice.

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