The Education Select Committee has launched an inquiry into CEIAG – Careers Education, Information, Advice and Guidance – and issued a call for evidence to which I submitted a few thoughts.

Among the many points I made, there were two that I thought might be worth blogging about. Firstly what do we actually mean by CEIAG? Secondly, what does that tell us about professional careers practitioners?

What is CEIAG?

It’s worth drawing a distinction between the components of CEIAG and why it is necessary to consider them separately as well as together. 

Careers education is education about careers, ie. learning about the different ways people make a living, what those different careers involve and some of the pathways that people take into and through careers. Ideally, careers education also involves learning about employability (those attributes that mean an employee can add value to an employer), how to acquire it and how to demonstrate it to a potential employer. 

Careers information is factual. It may be data (for example, labour market information) or it may be other factual information, but generally, it is largely uncontentious (if soundly derived) and lacks context. One analogy I often use is to say that if I say “beer in this pub is £2 a pint”, I am providing you with information. In isolation, information is not very helpful to the person at the receiving end.

Careers advice puts information into context, making it potentially useful to any person who happens to receive it. To use the same analogy, it would be advice to say that “the average price of beer is £2.40/pint, so this pub is relatively cheap”. Good advice is true in a general sense, even though it is insensitive to any individual’s perspective. 

Careers guidance, however, is personalised and starts with the individual and their hopes, opportunities and needs. For example, it is guidance to ask, “Are you thirsty? Do you like beer? How much can you afford? What are your alternatives?” 

I find this a useful distinction because it helps us understand how best to deliver the component parts of CEIAG. Careers support should not stop at CEIAG though. Beyond those components we should not overlook the potential role of mentoring, behavioural/mindset support and practical help (such as funding for trips and open days or clothes appropriate for work experience, etc).

Careers physicians

Of the four components of CEIAG, guidance is the most useful to the individual, but the hardest to deliver and largely redundant without the other three. Guidance requires knowledge, skills and contact (albeit sometimes virtually) with the person being guided. A careers guidance practitioner bears enormous responsibility because it is their role to draw aspirations out of their client and frame them in the context of opportunities.

I often find myself drawing comparisons between professional careers practitioners and doctors.

A doctor uses their training, experience and expertise to diagnose someone’s needs and prescribe treatment with the selfless aim of relieving suffering and improving the patient’s quality of life.

A careers practitioner uses their training, experience and expertise to diagnose someone’s needs and provide guidance with the selfless aim of giving their client self-agency and improving their quality of life.

Like medicine, careers guidance has become an evidence-based, theory-driven profession equipped with sophisticated tools and, given the almost Hippocratic responsibility, careers guidance should never be entrusted to anyone who is not adequately trained to do it responsibly, knowledgeably and professionally. The Government should require anyone working in a publicly funded role as a careers practitioner to be on the CDI Professional Register.

Speaking plainly

Another parallel with medicine is that careers policy seems to get bogged down in jargon easily. Many professions do this – law, academia, the armed forces – develop a jargon to signal to those on the outside that there is a guarded gateway through which only the cognoscenti may pass. 

In the case of careers practitioners, it may be something to do with a defensiveness against the kind of dismissive attitude that they often face and which I’ve written about before.

So, in my submission to the Select Committee, I made a point of writing plainly.

The problem of inadequate CEIAG contributes to huge policy issues: low productivity, social and regional inequality, and the opportunities of individuals to live fulfilled lives. Yet the solutions – or at least the principles behind them are not that complex and don’t need to be wrapped in gate-keeping language.

After all, the MPs on the Committee – boundless in their wisdom though I’m sure they are – are not inside the gateway.

Nor am I. I have no qualifications in careers practice and, by my own strictures, I should definitely not be allowed to deliver careers guidance. However, I have worked in awe alongside careers professionals; I have delivered careers education, information and advice for many years; and I have read and researched widely.

Some of the most useful research – for me – has not been the research on careers itself, but the wealth of behavioural science research that has been published in recent decades. This developing understanding gives us a fresh perspective on how humans do that difficult thing of making decisions. By understanding that, we get a whole new window on how to improve CEIAG to promote informed choices.

If anything I’ve written here has piqued your interest, I do hope you’ll feel it’s worth reading my submission in full – I will post it here when the Committee has reviewed it. (Until then, I am not supposed to put it in the public domain.)

UPDATE 30/6/2022

The Select Committee has now published the evidence it received and so, I can now share my submission.

The post Signs and wonders: Better CEIAG appeared first on Johnny Rich.

This week, the Higher Education Policy Institute published a report highlighting the underprovision of specialist careers support for international students. It highlights an important gap in provision, but part of the research involved a survey of international students, few of whom credited their university careers service with having helped them.

With just cause, Mike Grey of Gradconsult took issue with this on Twitter and I recommend his thread below that got me thinking more widely about the credit that careers advisers get – or fail to get – for their work not only in universities, but in schools, colleges and local services.

We’ve all heard – or told – tales about how some careers advisor “told me to be a [insert laughably inappropriate career]”, but people who are helped by careers advice tend never to mention it. Why? Can it be true that careers advice is so wide of the mark? Of course not.

There are multiple cognitive biases here.

For starters, as Mike’s thread shows, there’s a tendency to credit the outcome of a chain of events to the last link, even when the first link is usually more important.

Also, for the sake of our sense of self, we take more personal credit for the choices we make that we consider to have had good outcomes, and we outsource our agency to others when we aren’t so happy about how it turned out.

It’s therefore easy to retrospectively underplay the influence of careers advisers, as Mike describes, even when they have been instrumental in the process.

This effect is exaggerated by the fact that the idea that careers advisers tell anyone what to be is desperately outdated (if indeed it was ever true). Advisers help people explore what they have to offer and want they might want to do in life. They help map pathways that open up opportunities (or that stop them from closing). They help connect people with opportunities that they show an interest in.

What they do not do is puppetry.

The agency – the choice and control – always stays with the ‘client’.

Ensuring that the client feels ownership of their choices and that they came from themselves is an important part of the careers adviser doing their job well. However, in the process, it also means their good work is likely to go unrecognised.

So why the stories about advisers telling people to be secretaries, vicars or podiatrists? My theory is that it may be down to one of four reasons, some cobination of them or even all four together:

1. The memory may not actually be a faithful record of what happened, but rather during the (often frequent) retelling, the myth has taken over the true events.
2. These were mere suggestions on the part of the careers adviser in response to actual interests that the client did mention.
3. Rather than even suggestions, they were part of a wider conversation about avenues that could be explored.
4. The adviser may have been deliberately exploring unlikely options in order to help the client stretch their horizons, consider new possibilities or mark out areas that were of no interest.

Modern careers advice is driven by well established and well evidenced theoretical approaches. It is delivered by excellent practitioners using sophisticated digital tools. The professionals who deliver careers guidance help people to make their lives just as doctors help to save them.

If we want better careers advice, we should back it more and rely on the expertise of professional practitioners. Relatively meagre public investment in careers education, information, advice and guidance will yield huge returns in helping match employers with employees who will be more productive and fulfilled, and it will lower society’s waste of our shared human capital.

The post Why do we undervalue careers advisers? appeared first on Johnny Rich.

The post The long Covid of careers appeared first on Johnny Rich.

In my last blog post, I mentioned that I’d got into a correspondence with teacher and author Matt Pinkett about whether young people – especially those from disadvantaged backgrounds – should aspire to university.

Matt suggested that perhaps young people should set their sights on the career they want and, if they can’t make serious progress towards it as they leave school, then they should consider university as a back-up – a ‘failsafe’, as he called it. 

After our previous discussions, he asked what I thought about this. This was my response (with a few edits to make it a blog more than a email to Matt)…

I don’t think I agree with the idea of university as a ‘failsafe’, although I’m still not sure I understand what you intend by the word. So I’m going to use Matt Pinkett’s line: ‘Aim for whatever you want to do, and if you don’t get it, well, at least you can go to university.’ That assumes that whatever you want to do won’t be best achieved by going to uni.

Obviously, university is not the best route for everything or for everyone, but for the vast majority of the best paid and most secure jobs, it is – if not a prerequisite – at least a head start.

The evidence is pretty clear: on average, uni helps everyone regardless of background, earn more in life and have other benefits such as health and happiness. It doesn’t eliminate the social advantages some were born with, but it does narrow the gap a bit.

For many students with disadvantage, higher education is not only transformative, it is almost the only thing that could ever have provided them with that transformation. On average, uni would be the right thing to do, if you are able and so minded. 

However, the sticking point there is ‘on average’. There are some people whom it won’t suit or for whom it further their aspirations. I never try to persuade people to go to uni, but I do try to outline the advantages – and disadvantages – so they can make an informed choice for themselves. You need to consider the individual. All guidance should be ‘Person first’. Or, more to the point, the person should consider their individual needs for themselves.

Rather than ‘aim for what you want to do’, I tend to think about ‘what do you want to be’.

For all of us, the answer to that is that we want to be happy. What happiness means to each of us and what will bring that happiness is different (and changes over time), but it might involve earning a lot (however much ‘a lot’ might be); it might be fame, security, a work:life balance, a family, power, a sense of doing something worthwhile etc. Each of us has a set of rewards we want in life and each career has the potential to deliver a different set of rewards. Finding a career that delivers the set you want is half the journey.

The other half is to be able to offer to that career the skillset that the employer will want. Just as each career offers a different reward set, each one demands a different skillset. If you don’t have the suitable skillset, the job might be a good match for you, but you’re not a good match for it.  

It’s worth unpacking what that skillset actually is. It’s not just skills, but broad ‘employability’. Employability comprises the following in no particular order:

(1) Skills:
(a) Hard skills, ie job specific skills, such as welding if you want to be a welder;
(b) Soft skills, ie transferable skills, such as communication, team work or numeracy, which are all useful in any job, albeit to varying degrees.

(2) Knowledge, some of which is specific to the job (eg. a surgeon’s understanding of anatomy), but much of it is broader (although to some extent, this comes up in (4) below)

(3) Character, which comprises attitude, behaviours and personality (and includes important traits like grit, resilience and a growth mindset, but also determination, politeness and amiability).  

(4) Social capital, or how society perceives your intrinsic value (based on class, age, ethnicity, gender, sexuality, height, accent, use of the right fork, etc). This is the often unwelcome component of employability because it explains why Boris Johnson gets to be Prime Minister with a record of being repeatedly sacked when anyone from a disadvantaged background wouldn’t have been given a second chance. We cannot ignore social capital though, if only to recognise that, in order to make it matter less, you need to ensure you have all the other components in overwhelming supply. There are also things that one can do to build social capital – most importantly, the wider knowledge is key to this and not in a bad way.

Although these four components comprise ‘employability’, actually we are talking about something far broader than merely producing career fodder. We’re talking about creating rounded people: someone with a full complement of the four components is well equipped for making a life, not just a living.

What role does university play in any of this? It’s easy to see that disadvantaged students might start out with even more limited employability than more affluent students. University explicitly sets out to build knowledge and often hard skills too. It builds soft skills, although it tends to do this implicitly. It builds social capital through exposure to a wider cross-section of society, establishing networks and broadening horizons. It might also build character, but it is arguable whether it does so better than the ‘university of life’. In any case, research shows that disadvantaged students tend to have a lower propensity to take advantage of many of the character-building opportunities (such as extra-curricular activities) that uni might offer. This is often down to money, circumstances and habits formed in school.

When you look at it like this, you can see how uni builds employability into a quality some researchers have called ‘graduateness’, which is clearly prized by employers.

So, should uni be a failsafe or a first option? As I said, it has to be down to the individual and the gap between their skillset and that required by the career that might fulfil their reward set.

Critical to this is the questions of ‘if not uni, then what?’ Around 50% of school-leavers do not go to university. Most go into jobs (usually just ‘jobs’, rather than ‘careers’). A few go into apprenticeships, training or other non-higher education. Too many become NEETs (Not in Education, Employment or Training). There’s not a sufficiently good other pathway (although there absolutely should be) and, unless there is a better option, university must surely look attractive to anyone with the grades and willingness to spend longer in education.

Degree apprenticeships are a decent option, but they are few and far between, fairly limited in the choice of jobs, and subject to many of the same prejudices against the disadvantaged that exist at any level of employment.

I haven’t touched here on the fact that uni is an expensive option. It is. And I believe the student/graduate’s contribution to the cost is disproportionate. (In fact, I have proposed an alternative system of funding.) That said, uni is pretty much free at the point of entry and you only pay when you earn a decent wage. In that sense, cost should not be seen as a barrier, although it might be seen as an impediment.

I agreed with Matt Pinkett that he could also publish my comments on his own blog which can be found at All Ears. I’m really grateful to him for what’s been – for me at least – an interesting discussion.

The post Should uni be an aspiration – or a ‘failsafe’? appeared first on Johnny Rich.