Where next for STEM Careers Education, Information, Advice ... - WiSET

0 downloads 174 Views 4MB Size Report
to engage with policy-makers, academics and business leaders to produce policy ... The Science Technology Engineering an
Where next for STEM Careers Education, Information, Advice and Guidance? Policy and Strategy Briefing Paper 2

and innovation observatory

2 Where next for STEM Careers Education, Information, Advice and Guidance?

Guest author Pat Morton

What is the Science and Innovation Observatory? The Science and Innovation Observatory has been established by Sheffield Hallam University’s two education research and knowledge transfer centres, the Centre for Science Education (CSE) and the Centre for Education and Inclusion Research (CEIR), to stimulate and inform policy development and debate. Both centres have vast experience of the STEM education and skills world. The STEM agenda continues to be a high priority of the coalition government, with science and innovation policy a crucial factor in economic stability. In challenging times there is a need for informed thinking on policy and strategy in science and innovation, particularly relating to education and skills which have never been as important. The Observatory will meet this need.

How does the Observatory make a difference? The priorities of the Observatory are: Provision of research, evaluation, intelligence, research synthesis and ‘polemical’ writing on key developments in STEM, particularly education and skills issues Informing and influencing policy makers and strategic audiences in developing responses to these agendas Provision of an independent and critical body for policy comment

What does the Observatory Do? The priority for the Observatory in the coming months is to engage with policy-makers, academics and business leaders to produce policy and strategy briefings on key areas of priority for development in relation to science and innovation matters relating to education and skills, of which this document is the second. Our first briefing: Evaluating STEM initiatives was published in summer 2011.

Where next for STEM Careers Education, Information, Advice and Guidance? 3

“effective careers education, information, advice and guidance (CEIAG) is an extremely important component of school provision as it impacts upon students' aspirations, achievements and therefore potentially their life chances and social mobility.”

Part 1: Setting the Current and Future Context for STEM Careers Education, Information, Advice and Guidance (CEIAG)

The crossover of issues can be seen in both lists even though the emphasis is different. Schools need support from external bodies to access STEM careers and raise awareness, but they also need leadership and motivation from within. In a study for the National College, Barnes and Kent (p3, 2010) found that

The Science Technology Engineering and Mathematics (STEM) Subject Choice and Careers project (2008-2011) managed by the Centre for Science Education (CSE) at Sheffield Hallam University in partnership with Babcock Careers was part of the substantial national investment by government to address the decline in numbers of students choosing subjects, courses and careers in the STEM field. Other parts of the STEM Careers programme funded by government included Future Morph, a website resource for young people hosted by the science Council; a research 'Timeline Project' led by the Centre for Education and Industry, University of Warwick; and a media communications campaign.

“effective careers education, information, advice and guidance (CEIAG) is an extremely important component of school provision as it impacts upon students' aspirations, achievements and therefore potentially their life chances and social mobility. “

The project shed new light on the benefits of effective practice in careers-inspired learning and provided evidence of how much schools can achieve when they have the right support and tools. The findings also illustrated the slow response within schools to new and changing policy shifts (CSE and Babcock, 2010; 2011; Finegold, 2011). In 2010 the Gatsby Charitable Foundation funded a short review of STEM careers landscape and then made recommendations to carry forward a number of work streams to continue to raise awareness both directly and through STEM Careers influencers and providers beyond 2011 (Holman and Finegold, 2010). The focus of activities is being led by the National STEM Centre at York and is on the provision of the following key areas: • • • • •

Research on senior leader roles in school STEM Planning tools for schools STEM Careers resource database A sustainable home for FutureMorph High quality online training modules

Reports produced by CSE and Babcock at the end of the STEM Subject Choice and Careers (2010, 2011) project also identified a number of key legacy elements for schools that were recommended to be in place in order to strengthen the effectiveness of STEM careers. These included: • • • •

Impartial IAG, Making effective use of resources, Sustained partnerships and Commitment to equality and diversity.

Their recommendations were for a preferred model of CEIAG in schools being delivered across curriculum and allied to partnership working, while also stipulating the importance of strategic vision, continuing CPD and monitoring and evaluation. The end of funding for the STEM Careers project in 2011 coincided with significant policy changes within education in England and in CEIAG. Changes include: • the demise of many Connexions careers services across England • a move to an all age professional careers service due to start in 2012 • changes in the careers delivery in schools, making the school responsible for impartial guidance and removing careers education from the core curriculum. Schools are facing a transformation to their provision of CEIAG. By introducing a new statutory duty on schools to secure independent careers guidance for pupils in years nine, ten and eleven, the Education Act 2011 means that from September 2012 responsibility for careers guidance for young people will be transferred from local authorities to schools and academies. A Statutory Guidance Note (DfES, 2012) for schools was published some three months after initial agreement and following considerable debate and lobbying within Parliament to strengthen requirements laid on schools, but it failed to meet most concerns raised by the Careers profession (Watts, 2012). Andrews (2012) carried out research on behalf of the Association for Careers Education and Guidance (ACEG) which investigated the range of models that schools are adopting. He found a wide range of approaches including internal models, where career guidance is provided by a member of staff (which may be a qualified adviser, or supporting a member of staff to become qualified, or giving the role to someone who is not qualified). The internal models appear to contradict the impartiality requirement as well as potentially removing the access to professional updating and training. School commissioned models are also being introduced with schools buying in career guidance services from external providers. Some local authorities have decided to continue providing a service to schools, with a charge attached, while other authorities are supporting transition either to an existing local provider or through recommended lists. Other authorities are stepping back entirely to allow a free market. The range of independent providers includes individual careers advisers, social enterprises, careers organisations, Education Business Partnerships (EBPs) and further education colleges and universities.

4 Where next for STEM Careers Education, Information, Advice and Guidance?

The Institute of Careers Guidance (ICG, 2012) have carried out similar research in schools through a questionnaire (238 responses) and in consultation with delegates at a conference (100) and their findings concur: • The impact of the closure of the Connexions service has adversely affected four out of five schools, with thirteen percent saying all career guidance services have ceased. • Eight percent of schools are intending to do nothing or simply refer pupils to websites and other online services. • Just under half of schools are planning to buy in impartial career guidance from external providers. • Ninety eight percent of schools believed face to face guidance is important and nine out of ten schools want a combination of methods to be included (faceto-face, visiting speakers, access to websites and helplines). One of the guidance issues raised in the report as a result of this survey is the likely negative impact on the quality of information and advice received by young people. The increased reliance on websites without the support of a skilled professional who can guide and challenge stereotypes is likely to impact on those who are most disadvantaged. Research (Sherbert Research, 2009) has confirmed that young people feel they need to trust the information source and those who are not ready to explore independently are likely to retreat from the process. The wide range of resources produced across the STEM Careers Project were set within a quality framework and founded on reliable and trusted sources

of information in conjunction with STEM professional societies and organisations, delivered through careers professionals and teachers. The new wider careers information web landscape is growing in an unregulated fashion to meet new market opportunities and without a quality check in place at some part of the CEIAG framework, the progress made in providing good quality STEM information for young people could be undermined. This recent research provides an interesting backdrop to an investigation carried out by the Science and Innovation Observatory (SIO) at Sheffield Hallam University. The SIO explored what is happening in schools following the end of funding for the STEM Careers project in order to better understand how STEM subjects can be presented and promoted in the new policy landscape, but also to explore whether the STEM careers focus in 'informed' schools could be maintained. The STEM Careers project had built a database of contacts within approximately 400 schools from across England that had maintained links and downloaded various STEM careers resources. A survey was designed and sent to a sample of schools, identified from the database along with other known informed schools nationally, which asked a range of questions that would inform our understanding of current practice in schools regarding STEM related CEAIG. Focus groups with teachers were also held in an attempt to gain additional views of their experiences as well as meetings with stakeholders in order to gain a more complete picture of what was happening.

Where next for STEM Careers Education, Information, Advice and Guidance? 5

The survey A lot of our children who may want to get into STEM careers are not getting careers advice they have to go about it themselves.(Comprehensive School , Yorkshire and Humber)

Survey questions were designed to explore how schools have responded to the recent shifts in careers policy including any changes on careers delivery that have been made and how change may impact on the work to raise awareness of STEM careers now funding has ended. The survey included an open response question for comments from teachers about their involvement with STEM and STEM careers. In total 156 responses were received and the survey was fully completed by 107 respondents. Initial questions covered methods of delivery and overall responsibility for CEIAG. Questions went on to explore the impact and potential impact of changes in careers policy generally together with plans for promotion of STEM careers in particular. A small focus group discussion with 4 teachers and a group discussion with STEM stakeholders were held to supplement the findings from the survey during the Association of Science Education annual conference in January 2012. Detailed analysis of the survey findings is provided in Part Two. The Policy Context Unfolding Respondents reported that STEM CEIAG within their schools is currently being delivered not only by Careers Advisers but in addition by Form or Personal Tutors and Subject Leaders. Several respondents also acknowledged the involvement of Personal Social and Health Education (PSHE) and Citizenship Tutors, Enrichment Coordinators, STEM Clubs and also various members of the leadership team in the delivery of CEIAG to students. The response is welcoming in that it provides some evidence that responsibility is shared, rather than being focused on CEIAG staff alone. However it may also indicate that occasionally STEM CEIAG is not well structured and organised.

A number of respondents have mentioned the negative implications of the government cuts on careers advice at their school: The most difficult aspect to maintain will be impartial and independent advice as the amount of provision we can access from Connexions or similar will undoubtedly be reduced due to budget constraints. The impact of this will only be evident after changes take effect. (Grammar School, South East) We are lucky enough to have a well resourced college careers department with 4 qualified professional careers advisers who are all committed to promotion of STEM subjects and careers. I do, however, feel that the demise of an external careers service will have a negative impact on CEIAG and informed subject choice in schools. This in turn will impact on colleges in terms of progression to appropriate science based subjects. (Further education, Yorkshire and Humber) Very disappointed in our current government's approach... we have spent many years building up an excellent service for pupils and it is now all crumbling away. The effects of this on quality CEIAG can only be negative. (Comprehensive School, Yorkshire and Humber) Changes in CEIAG must not allow deterioration in Careers Education nor in the Information available to students. Perhaps it is an opportunity to audit staff provision in all areas to determine how they link their subject to occupations and career opportunities. Impartial Guidance, one trusts as always, will be just that and well informed. (Academy, East Midlands) A lot of our children who may want to get into STEM careers are not getting careers advice - they have to go about it themselves.(Comprehensive School , Yorkshire and Humber)

6 Where next for STEM Careers Education, Information, Advice and Guidance?

What about STEM? Awareness of the value of CEIAG in relation to STEM was certainly acknowledged within the survey responses with many respondents indicating they would continue to raise awareness of STEM careers within lessons as well as other activities where they could find time. However the concern about a loss of continuity in building awareness of STEM Careers was also evident. It is too early to know what the real impact will be. Hopefully we will be able to fill gaps but time will tell (Comprehensive School, West Midlands) It is always beneficial to have access to specialist resources for careers information in any field. STEM subjects have a good profile in our school (often due to staff with STEM career backgrounds) and so are less likely to be negatively affected by changes to CEIAG policy. (Grammar School, South East) Clearly huge efforts have been made to get young people interested in STEM subjects…it was patchy but getting better, to take all that away and say it is back to the schools, I find depressing. (Further Education College, North West) Responses have also been gathered that suggest the quality of the schools internal STEM careers advice/work may be strong enough to cope with the wholesale changes in external CEIAG. Some respondents stated that they practice within specialist schools in one of the STEM subjects and that this is the likely reason for having an effective careers infrastructure in STEM: We have a strong STEM identity across the school not only because we are maths and science specialism, but responsibility for STEM has been assigned to SMT to deliver and embed in curriculum.(Academy, East) The support and networks available to the school I work at had a major impact, helping to move our Science results from 53% to 92% over 4 years. We are the largest school in the UK and we are a Specialist Science College. (Specialist School, West Midlands) On the other hand there was concern regarding how non STEM specialist schools would make students aware of subjects like engineering without an impartial careers service such as Connexions, unless STEM Specialist Schools share their awareness. A science teacher in a Performing Arts College admitted that since funding for the STEM Careers Project has been withdrawn, they do not support much activity apart from the STEM Club which he runs. He explained that the school is very exam focused and that CEIAG is not considered important. A majority of respondents have indicated that they plan to continue the promotion of STEM subject choice and careers resources mainly through STEM enrichment activities, working with their own in-house careers coordinators, and by developing their curriculum materials. This raises the issue about the provision of impartial guidance mentioned previously (Andrews, 2012).

In particular engineering careers advice is important as the odd guest speaker and fun activity at a science day or club does not make up for the fact that engineering is not taught in most schools. (Grammar School, North West) I'm not always sure that pupils get specific guidance on STEM from careers people unless they are STEM orientated themselves. We do more in lessons / extra curricular activities to promote STEM I think. (Comprehensive School, Yorkshire and Humber) This school has established a careers dept within the past 4 years employing 3 members of staff (part time) to provide CEIAG over KS3, KS4 and Years 12 and 13. This has had a significant positive impact and the school hopes to continue this provision. We have found that STEM careers - especially in a girls school- is best delivered within the subject areas, and supplemented by external speakers -in lessons. The recent TeenTech event in Tonbridge was inspirational - 10 girls left fired up by science and technology. If only I had the funding to get all 200 year 9 to it! (Specialist School, South East) Identifying time to, and having the knowledge of, where to find things is an issue for some teachers as one teacher from Yorkshire and Humber explained “I am dependent on other people to do it for me or to give me the resources to build into my lessons.” Finding time to run STEM clubs and organising STEM Ambassador visits with time being squeezed for teachers everywhere was identified as a real concern. While support from STEMNET and other institutions was appreciated. One teacher suggested that perhaps 2 or 3 teachers from each school could search out resources and then share with their colleagues. But even with enrichment activities being well appreciated - the teachers were very clear about the gap that remained to follow up on activities, without careers specialists.

Where next for STEM Careers Education, Information, Advice and Guidance? 7

The issue is having that time and support from above to pass it down, if you had the support you could find the time, you are not encouraged to find the time. (Comprehensive School, Yorkshire and Humber)

Leadership The relevance of leadership in schools and colleges has been identified as a focus for the National STEM Centre to take forward and this is also acknowledged within our survey respondents at schools with a STEM specialism. STEM has been very positive in the school led by senior teachers supported by maths; science and D&T teachers, also supported by Regional STEM coordinator. As a Technology College we aim to continue with the stem activities already provided. (Comprehensive School, North West) Most of those surveyed are committed to continuing to promote STEM albeit with less funding, but they are also concerned about how the changes in careers will impact on CEIAG over all. The provision in classrooms will not change too much. We always show how our subjects relate to the world of careers. The negative impact will come from having someone advise students on a range of careers and being able to give impartial up to date advice. In this school science and maths A levels have a high uptake and many of our students go on to study medicine, dentistry, engineering and sciences. They still need advice on careers in STEM subjects even though they are interested in them. (Grammar School, South East)

The issue is having that time and support from above to pass it down, if you had the support you could find the time, you are not encouraged to find the time. (Comprehensive School, Yorkshire and Humber) The group surveyed are already STEM careers aware and they see the importance of including STEM careers awareness - they also are aware of the difficulties ahead. What will happen to those schools that are not yet STEM careers aware? It is too early to know what the real impact will be. Hopefully we will be able to fill gaps but time will tell. (Comprehensive School, West Midlands) It has always been important to link subjects to occupations, career opportunities but this is all too easily forgotten in many subjects in academically orientated schools. STEM career projects have undoubtedly helped subject areas focus on reality and application in the world of work. (Academy, East Midlands)

8 Where next for STEM Careers Education, Information, Advice and Guidance?

Thinkpieces The projects have improved our understanding of how to produce quality careers information that is informative, inclusive and appealing

Nicola Hannam, Director of Education and Skills, Science Council The provision of careers information has had significant focus within the STEM community over recent years with investment in a number of projects, some of which are outlined in this report. This focus has reflected a recognition that young people’s engagement with school subjects could be enhanced through better understanding of the relevance to their future and that simply enjoying a subject is not always sufficient motivation to proactively choose further study. The projects have improved our understanding of how to produce quality careers information that is informative, inclusive and appealing. We have also developed a more sophisticated understanding of careers education, information, advice and guidance – the differences between the four and the avenues through which they are delivered. There have been difficulties in balancing the needs of the STEM disciplines with the professional practice of careers advisers; whilst we see a need to address a knowledge and awareness

deficit for STEM careers, many careers advisers are wary of compromising the impartiality of their advice and guidance by promoting STEM. There have also been difficulties in working with the English Connexions network whose targets were focused on reducing the numbers of young people Not in Education, Employment or Training (NEET). However, the landscape of careers provision that we have worked to understand and connect with is now rapidly shifting and further fragmenting. We do not yet accurately know how schools will react to the legislative changes but we do know that we are losing a national network through which to reach schools. The rapid changes to the careers provision in schools will make it especially difficult for STEM organisations to reach those who would benefit from their careers information. We are already seeing more careers support providers appear with websites like Best Course for Me and U-Explore, it is therefore all the more important that we work collaboratively to raise awareness of the information available to these providers and to schools directly. Whilst careers

advisers may become few and far between, there is still another clear avenue to reach young people and that is subject teachers. It would be unrealistic and unfair to ask subject teachers to give advice and guidance but they can, and should, play a key role in raising awareness of the career opportunities available from STEM. Incorporating examples of how school learning relates to STEM in the world of work can be done very simply and can increase the engagement of pupils. There are already many resources to help teachers do this; Future Morph alone provides several lesson plans for KS3 and KS4 science and a simple list of job functions linked to curriculum topics. Teachers need access to coherent information to draw on and to be able to recommend to their pupils. Underlying all of this is the worry that if schools no longer provide careers education young people will not be equipped to interpret and judge the information they find. Will they be able to make good career decisions and effectively manage their career paths?

Where next for STEM Careers Education, Information, Advice and Guidance? 9

Claire Nix, consultant and trainer in careers education, information, advice and guidance at Babcock. Within the last two decades we have seen careers services delivered through local authorities, by privatised career service providers, broad based Connexions services and then a return to local authorities. We have had focusing, refocusing, targeting and universal delivery with action plans for all Year 11 students. Throughout all the changes the foundation has been on a partnership between schools and a national external service provider. Many headteachers recognise the contribution sound career advice and guidance make to student motivation and achievement, and are taking steps to put effective provision in place. However there is a clear risk in handing a responsibility on from 139 local authorities to over 5,000 independent headteachers. That risk is compounded by the financial constraints faced by schools, and by the fact that this new responsibility

comes with no additional funding. The market freedom may well give schools the scope to configure services that meet the needs of their learner. It is though surely unlikely to deliver the consistency and access parents and young people say they value. Anxiety about access to independent, impartial and careers guidance is driving the debate and yet careers services and Connexions providers have always done so much more than provide one to one guidance. They have worked with schools to raise awareness of a range of external partners available to support career and work related learning, they have offered training on pathways and labour market information, they have worked with schools to improve careers library provision and advised on the selection of appropriate web based resources, they have developed local web services that ensure consistency and accessibility of services for young people and their parents, they have staffed local centres and championed the employment needs of young people, they have provided a powerful network through which to power

new insights and understandings. The STEM careers initiative benefitted hugely from the network of curriculum advisers in Connexions organisations across England who quickly understood the imperative to engage parents, young people and teachers about the importance of STEM skills and the central importance of the equality and diversity issues in raising awareness of STEM opportunities. Those local teams helped to promote the positive images of opportunities in cosmetic science, food technology, satellite engineering, sustainable energy and wildlife conservation and worked with a range of stakeholders to deliver a fresh impetus for studying science, maths, technology and engineering. They helped to raise awareness amongst teachers of new resources such as Future Morph, Tomorrows Engineers, etc., and ran local awareness raising events, linked up partners and throughout supported their schools to plan and deliver a sustained series of career related learning starting in Year 7 and lasting through to tertiary education.

But are there any there any reasons to be cheerful? Some schools and networks of schools are forging arrangements for careers guidance that make really good use of the wide ranging skills of careers advisers to engage with individuals and groups of young people and to develop curriculum provision. Some STEM partners are working with careers experts to ensure that enhancement and enrichment activities are configured and planned to contribute as effectively as possible to young people’s career learning. There is a lot at risk, but hopefully the legacy of resources and insights from the STEM project can help to shape and support STEM career learning.

10 Where next for STEM Careers Education, Information, Advice and Guidance?

Part 2: Analysis of the data from the survey The 156 responses received were from all around the country and from all sorts of schools within state funded education as well as a small number of further education colleges, sixth form colleges and independent schools. Survey Reponses Response by type of school Comprehensive Academy Specialist status Grammar FE / sixth form college Independent Other

30% 17% 27% 6% 9% 10% 1%

Response by Region South East London North West Yorkshire and Humber South West East Midlands West Midlands North East

26% 9% 11% 12% 9% 8% 15% 4%

Q1 Who is responsible for career decision-making at your school? At the time of the survey (Autumn 2011) nearly all schools were able to identify someone who was responsible for career decisionmaking within the schools.

% 80

70

60

50

40

30

20

10

0 Form Tutors

Subject Leaders

External Internal Careers Careers Advisors Coordinator

None

Other

Where next for STEM Careers Education, Information, Advice and Guidance? 11

Q2 What external Careers service do you have access to? Although Connexions services have been cut in phases across the country already, there are parts where Connexions has remained intact. There are also parts of the country where cuts have not yet had any visible impact.

Connexions service for some pupils Connexions service for all pupils No external careers support Other

Q3 What impact(s) are the proposed changes to delivery of CEIAG, likely to have on your school's support of pupils' engagement with STEM careers promotion generally? The majority of respondents are committed to continuing their support for engagement with STEM careers promotion. However 15% have indicated that the changes to CEIAG would affect their engagement.

20%

15%

10%

54%

The school will be less likely to support pupils' engagement with STEM The school will be no more or less likely to support pupils' engagement with STEM The school will be more likely to support pupils' engagement with STEM Don't know

12 Where next for STEM Careers Education, Information, Advice and Guidance?

Q4. To what extent do you agree or disagree with the following statements about the impact of STEM Careers resources (for example Future Morph, Maths Careers, STEM Choices, Upd8) on pupils' attitudes to STEM subjects? We wanted to see whether Teachers and Careers Professionals who had discovered STEM careers resources had found them useful. The results do show an overwhelming majority found them of use to some or all pupils.

The STEM Careers resources had a negative effect on attitudes towards STEM subjects

The STEM Careers resources had no effect on attitudes towards STEM subjects

The STEM Careers resources had a positive effect on attitudes towards STEM subjects 0

10

20

30

40

50

60

70

80

■ True of all pupils ■ True of most pupils ■ True of some ■ True of no pupils ■ Don’t know

Q5 What plans does your school have to continue the promotion of STEM Subject choice and careers? (Tick all that apply) We wanted to discover whether STEM careers resources and / or more general STEM related enrichment will continue to be used. Clearly respondents intend to draw on a range of resources - but STEM Clubs are seen as the greatest STEM resource, followed closely by curriculum materials and working with a careers coordinator.

Other No plans Working with your careers coordinator/equivalent Drawing from the online STEM Equality and Diversity toolkit STEM enrichment activities (e.g. STEM clubs) Developing your own curriculum materials Drawing on the National STEM Centre online library Using other CPD for teachers Using Science Learning Centres' CPD for teachers 0

10

20

30

40

50

60

70

80

Where next for STEM Careers Education, Information, Advice and Guidance? 13

Q6. How will the changes to CEIAG policy outlined at the start of the survey impact on these issues relating to progression in STEM subject choice and careers issues?

Provision of independent information for pupils about STEM subjects/careers Provision of impartial information for pupils about STEM subjects/careers Provision of comprehensive information for pupils about STEM subjects/careers

The survey respondents identified a negative impact on STEM Careers from the changes to CEIAG policy on four categories: • • • •

independent information impartial information comprehensive information up to date information

On a further three categories there was a different view from respondents - in general that the changes would have no impact. There could be a range of reasons for these responses: • Classroom teaching with a STEM Context - hopefully this is something seen as being in the control of teachers themselves and is accepted as good practice. • Supporting progression in STEM subjects - this is a new category probably not really discussed as part of STEM careers work. • Promotion of equality and diversity in STEM - while the STEM Careers project promoted equality and diversity through the toolkit (www.stem-e-and-d-tooolkit.co.uk ) the extent of work in this area is still at an early stage.

Provision of up to date information for pupils about STEM subjects/careers Classroom teaching approaches to STEM subjects that include careers context

Supporting pupils' progression in STEM subjects

Promotion of equality and diversirty issues in STEM subjects

0

10

20

30

■ Don’t know ■ Likely to have a positive impact ■ Likely to have no impact ■ Likely to have a negative impact

We were able to track and carry out a follow up telephone interview with one of the participants who had responded that the changes in CEIAG policy would have no impact on these three categories. The interview confirmed (Comprehensive School, Yorkshire and Humber) that in this one school at least • That classroom teaching and context were seen to be well embedded at all levels and across departments and that this would continue • That because of acknowledgement of the importance of careers and the need to embed careers in curriculum, the link to progression was well understood in the school • That equality and diversity in relation to gender was promoted. The school was described as having progressed over the last few years to “become a school with a very positive ethos and culture for STEM teaching and careers - this would continue whatever the changes.”

40

50

14 Where next for STEM Careers Education, Information, Advice and Guidance?

Conclusions and Recommendations

References

The clear and positive outcomes of the research relate to the commitment within schools (that have been introduced to STEM careers projects and initiatives) to continue to build STEM careers within the curriculum and to support impartial and good quality CEIAG. That said there are clear and deep concerns within these schools that scarce resources (human and financial) will inhibit further progress on STEM careers delivery. However - there are many schools across the country which still have to be made aware of STEM careers resources. 'The larger number of schools across the country that were not reached by the programme still need to be made aware of STEM Careers issues and resources.

Andrews, David (2012) Schools taking on responsibility for careers guidance: emerging models, Occasional paper, January 2012.

Recommendations to Stakeholders: 1. There needs to be continued promotion of STEM careers to widen awareness in schools and colleges, drawing on a range of resources and delivering within CPD (professional institutions, subject associations, STEMNET, Science Learning Centres, sector skills, careers organisations and agencies). 2. The community needs to build on the collaborative approach from the STEM careers project in order to maintain high quality STEM careers resources. Building on the existing work along with collaboration with Careers Advisers and the embedding of equality and diversity will help prevent 'reinventing wheels'. 3. There needs to be continued monitoring and evaluation of the impact of policy changes and stakeholders need to lobby to ensure momentum for STEM careers is not lost. 4. Given the default move to in school provision for CEIAG then more direct training is needed for teachers/other professionals who will be responsible for delivery – this needs to include culture and ethos etc. rather than just information. Recommendations to schools 1. Ensure careers provision is given high priority. Research evidence shows a relationship between high quality careers provision in schools and improved progress for students within STEM subjects and careers. 2. Link to trusted careers providers and sources of STEM careers provision to ensure students have access to impartial and good quality CEIAG. 3. Build partnerships with Science Learning Centres, NCETM, Subject Associations and others who deliver good quality STEM CPD in order to keep in touch with new STEM Careers resources. 4. Ensure Careers Advisers and STEM Teachers can make full use of National STEM Centre STEM Careers Collection. A final 'reason to be cheerful' (see page 9) is the successful completion in June 2012 of a pilot postgraduate STEM Careers course (based on the online module to be hosted at the National STEM Centre) funded by the HE STEM programme in Wales and delivered at Cardiff University. The course attracted equal numbers of STEM teachers and advisers, 24 in all who demonstrated in abundance their recognition of the importance of STEM careers awareness and a commitment to improve practice in their own workplace.

Barnes, Iain and Kent, Peter (2010) Leading careers education information advice and guidance (ceiag) in secondary schools, National College for leadership of schools and children's services. BIS (2012) National Careers Service; The Right Advice at the Right Time; New challenges, new chances: Further Education and Skills System Reform Plan, Department of Business, Innovation and Skills. CSE & Babcock (2010) STEM Careers; Lessons Learned Part 1 CSE & Babcock (2011) STEM Careers: Lessons Learned Part 2 DfES (2012) Statutory Guidance for Head Teachers, school Staff, Governing Bodies and Local Authorities; The Education act 2011, The Duty to Secure Independent and Impartial Careers Guidance for Young People in Schools. Finegold, Peter (2011) Good Timing: Implementing STEM careers strategy in secondary schools, final report of the STEM Careers Awareness Timeline Pilot Centre for Education and Industry, University of Warwick. Holman, Sir John and Finegold, Peter (2010) STEM Careers Review, report to the Gatsby Charitable Foundation Institute of Careers Guidance (2012) Facing up to the future: how schools in England are responding to new responsibilities for careers information advice and guidance. Sherbert Research (2009) Customer Voice Research, Information, Advice and Guidance (Research Report DCSF-RR075), Department for Children Schools and Families. Watts, Tony (2012) Careers England Policy Commentary 16, available at www.careersengland.org.uk

Where next for STEM Careers Education, Information, Advice and Guidance? 15

Want to know more, or engage us in debate about the issues presented in this briefing? Please contact Mike Coldwell or Ken Mannion, at: Unit 7, Science Park Sheffield Hallam University Sheffield S1 1WB 0114 225 6054 [email protected] [email protected] And check out our website www.scienceobservatory.org.uk for the latest Observatory news