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(2005). Report of the End to End Review of Careers Education and Guidance. En ligne : < ... T0001/resources/704.doc>. 
Added by: Laure Endrizzi (14 Mar 2007 14:55:44 Europe/Paris)
Resource type: Government Report/Documentation
BibTeX citation key: anon2005.2710
Categories: Ecole / emploi
Keywords: Grande Bretagne, orientation
Views: 2865/5336
Views index: 31%
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URLs     http://www.cegnet. ... /resources/704.doc

The End to End Review of Careers Education and Guidance (CEG) covered publicly funded CEG for young people between 11 and 19, focusing on delivery by schools, colleges, work-based learning providers and the Connexions Service.
The Department for Education and Skills’ (DfES’s) decision to review CEG was based on a number of recent reports that have both identified the importance of good CEG, and raised questions about the adequacy of the current provision.
This included the National Audit Office (NAO) Report on Connexions, published in March 2004: ‘There is a risk that not all young people who would benefit from advice are receiving it. This gap is due to Connexions operating with fewer resources than was originally anticipated, together with a lack of clarity regarding the respective roles of schools and the Connexions Service in providing careers advice to young people.’
The review included an assessment of the current service, and an examination of key delivery issues such as impartiality, workforce development and employer engagement .

A New Vision

The review concludes that we need a common vision in the education, training and guidance worlds about ‘young people acquiring the career development skills, work habits, knowledge and understanding to make mature informed decisions about employment and associated learning progression’. This will contribute to one of the key outcomes of Every child matters – achieving economic well-being.
This vision should be central to progression with all young people having acquired by around the age of 19 the career development skills they need for higher education, work and adult life in the 21st century. These career development skills are described in the National Framework for Careers Education and Guidance, published by the DfES in March 2003:

understand themselves and the influences on them;
investigate opportunities in learning and work;
make and adjust plans to manage change and transitions.

These skills should be developed and practised through taking key decisions for progression at 14, 16 and 18.
Young people will also need access to good quality support that helps them to understand their aptitudes and preferences, reflect on their experience of work and learning decisions, and if appropriate, challenges their ideas about work and learning (including traditional and stereotypical ideas).


The review concludes that:

Connexions has made good progress with targeted services for young people in the “not in employment, education or training‷0i0k0i0n0d0x group, or at risk of becoming part of it;
Connexions Direct is valued by young people as a source of easily accessible, up to date and accurate information and advice, including on careers and learning opportunities;
but, the significant flaws in the current arrangements mean that they are not sustainable in today’s education and economic environment or in the face of the challenges of the next few years;
the greatest potential for improving CEG delivery lies in driving up the quality and relevance of careers education in schools;
Connexions Partnerships do not have resources to deliver both targeted support and CEG;
there is confusion over the respective roles and responsibilities of schools and Connexions Partnerships; and
schools (especially those with sixth forms) do not always provide impartial guidance to 14- to16-year olds on the full range of local learning opportunities.
Added by: Laure Endrizzi  
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