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Frequently Asked Questions – Top Ten
1) What is Careers Education and Guidance (CEG)?
Careers education and guidance programmes make a major contribution to preparing young people for the opportunities, responsibilities and experiences of life.
Careers programmes have two components – education and guidance. They are interrelated and depend on each other for their effectiveness. Each is required to support and complement each other.
Careers education – helps young people develop the knowledge and skills they need to make successful choices, manage transitions in learning and move into work.
Careers guidance – enables young people to use the knowledge and skills they develop to make the decisions about learning and work that are right for them.
(DfES, 2003).
Guidance helps young people to focus on their own choices and careers education equips them to obtain access to, and make effective use of, the guidance provided within the organisation and from outside through Connexions.
Provision of careers information to support careers education and guidance activities is also a vital component e.g printed or ICT based services and materials on learning and work, financial support, labour market information etc.
2) Are schools required to teach CEG?
In England, maintained schools have a statutory duty to provide a planned programme of careers education for students in Years 7-11. The legislation states that schools must:
| |  | provide a programme of careers education to all pupils in Years 7-11 (NB the Government extended the requirement for CEG to include Years 7 and 8 with effect from September 2004) | | | | provide access to careers services to enable them to fulfil their contracted duties on behalf of the Secretary of State (currently via Connexions Somerset) | | | | work with careers services to ensure that pupils have access to materials providing careers guidance and to a wide range of up to date reference materials. |
3) What is an effective CEG programme?
Effective CEG programmes help young people make decisions and manage transitions as learners and workers. With the introduction of more flexible routes for 14-19 year olds, it is important that young people have the knowledge and skills they need to make informed choices.
Effective CEG programmes:
| | | contribute to strategies for raising achievement, especially by increasing motivation | | | | support inclusion, challenge stereotyping and promote equality of opportunity | | | | encourage participation in continued learning, including higher education | | | | develop enterprise and employability skills | | | | reduce drop out from, and course switching in, education and training | | | | contribute to the economic prosperity of individuals and communities |
There are three aims of a careers education programme, whether this is for Key Stage 3, Key Stage 4 or post-16, which are:
self development – young people should be able to understand themselves and the influences on them
career exploration – investigate opportunities in learning and work
career management – make and adjust plans to manage change and transition
The DfES National CEG Framework provides learning outcomes which are expressed in terms of age-related achievement. Special schools may need to work outside of these age boundaries to ensure they are meeting the individual needs of the young people they are supporting.
The DfES National CEG Framework recognises the need for an effective careers education programme to be backed up by impartial advice and guidance. Schools and colleges have a responsibility to negotiate an operational delivery plan with Connexions Somerset to support this.
Up to date and comprehensive careers information on training, employment, further and higher education that is appropriate for the range of students in the school or college is also a vital part of an effective CEG programme. Work-related aspects of the whole curriculum, including work experience and enterprise activities are also an important part of a CEG programme which often involves partnerships with a wide range of people and organisations in the community.
All elements of CEG provision should be free from gender, racial and other stereotyping.
Schools are encouraged to identify innovative ways of differentiating CEG provision to meet the needs of individuals, including the appropriate use of information and communications technology.
Students should also have a clear understanding of what careers education is and how it fits into the curriculum. Their career learning should be assessed against defined learning outcomes to make them aware of their own progress and to enable effective evaluation of the CEG programme to take place.
4) How much curriculum time should students have on careers education?
The following minimum annual times for CEG within the curriculum are recommended by the DfES and ACEG:
Year 7 - 6 hours
Year 8 - 12 hours
Year 9 - 15 hours
Year 10 - 24 hours (plus separate allocation for work experience)
Year 11 - 24 hours
Year 12 - 20 hours
Year 13 - 20 hours
5) Is there a programme of study for CEG?
The DfES has published the National Framework for Careers Education and Guidance in England 11 to 19 to promote career learning at Key Stage 3, Key Stage 4 and post-16.
The Framework offers recommended learning outcomes for careers education 11 to 19, together with examples of curriculum content linked to the suggested outcomes. All providers of learning for 11 to 19 year olds should use the Framework to plan, and keep under review, their programmes of careers education. Schools, colleges and training providers should base their planned programmes of careers education on the recommended learning outcomes but there will be occasions where it will be appropriate to modify and adapt the Framework to reflect particular needs of the young people for who they are responsible.
The following website www.cegnet.co.uk provides further guidance on planning programmes of careers education, including a sample scheme of work based on the Framework, as well as example lesson plans.
How does CEG contribute to the Ofsted self-evaluation?
The following papers provide further details on Ofsted Inspections:
‘Ofsted Self-Evaluation and CEG’ is a CEGNET briefing paper www.cegnet.co.uk/files/CEGNET0001/resources/776.doc
‘Improving Quality Checklist’ is a framework of questions to promote quality in CEG (useful as preparation for an Ofsted Inspection)www.cegnet.co.uk/files/CEGNET0001/resources/378.doc
7) Where can teachers get support and training in CEG?
Somerset Education Business Partnership and Connexions Somerset provide information, consultancy and training opportunities for teachers involved in delivering careers education. The opportunities range from short briefing sessions to long term courses leading to professional qualifications and awards. For further information contact EBP on 01278 726870
8) Can careers work be assessed and accredited?
Yes. The Qualification and Curriculum Authority (QCA) has approved several new qualifications to accredit young people’s learning through careers education and guidance and work-related learning programmes.
The relevant awarding bodies currently offering such qualifications are: AQA, ASDAN, City & Guilds, Edexcel, NCFE, NOCN and OCR.
The following websites www.cegnet.co.uk or www.qca.org.uk/14-19/index.html list courses offered in careers / work-related learning.
Please contact EBP on 01278 726870 if you are considering introducing a new qualification to support careers education in your school or college and would like further advice and support with this.
9) Is there a professional association for teachers involved in CEG?
Yes. The Association for Careers Education and Guidance is for all people involved in the management and delivery of CEG for young people in the UK. Further details can be found on www.aceg.org.uk
10) How do I get further information about careers education and guidance matters in Somerset?
For further information on Careers Education and Guidance matters in Somerset then please contact Somerset Education Business Partnership 01278 726870
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