Title: Paul Chubb Executive Director, Careers England www.careersengland.org.uk paul.chubb@careersengland.org.uk 07976 575536
1- Paul ChubbExecutive Director, Careers
Englandwww.careersengland.org.ukpaul.chubb_at_caree
rsengland.org.uk07976 575536 - Acting also as Project Leader for the
- QUALITY IN CAREERS STANDARD
- http//www.careersengland.org.uk/quality.php?page
introduction
2 - POLICY COMMENTARIES freely accessible on the
Careers England website - Tracing every step of the development of the
Coalition Governments policies for CEG since
May/November 2010 - Implementation of the Education Act 2011
- Statutory Guidance, the Practical Guide
- HoC Education Select Committee report HMG
response - National Careers Council report
- Ofsted Thematic Survey report HMG response
- http//www.careersengland.org.uk/papers.php?pagec
ommentaries
3THE EDUCATION ACT 2011 essential never to
forget how the new Statutory Duty for Schools
to secure access to independent careers
guidance is phrased on FACE OF THE ACT
- 5 Careers Guidance Provided To Pupils At A
School Is Independent For The Purposes Of This
Section If It Is Provided Other Than By - (A) A Teacher Employed Or Engaged At The School,
Or - (B) Any Other Person Employed At The School
- The Act therefore requires SCHOOLS to be
COMMISSIONERS of Careers Guidance not providers
of it (thats not to say they will not provide
SOME of it, but the new DUTY is to secure
external Careers Guidance in addition to whatever
a school provides internally)
43 fundamental problems for us all
- Money
- Test of Sufficiency
- Regulation
- Good Intentions
- are Not Enough
5- CAREERS ENGLAND SURVEY (22.11.12)
- Over 1500 schools in 40 of Englands LA areas
- too much left to chance
- Dramatic reductions. IMPACT ON YPs economy?
- Only 16.5 (250) schools had retained this year
the level of CEIAG they provided in 2011-12 - Circa 4000 secondary special schools with 14-16
year olds, if survey result is replicated
across all it means that 83.5 of schools had
reduced provision. Thats about 3300 schools in
England - Its on the CE website www.careersengland.org.uk
6- CRISIS?
- CBI views on life support
- HoC EDUCATION SELECT COMMITTEE regrettable
- See the 12 months press coverage
- http//www.careersengland.org.uk/documents/Public/
Careers20England20Paper20by20MONTROSE20.publi
c20version.20march20201220to20march202013.pd
f - WHAT MUST WE ALL DO?
- PROMOTE QUALITY AND ACCOUNTABILITY .HOW?
7THE CAREERS PROFESSION TASK FORCEchaired by
Dame Ruth SilverOctober 2010 Towards a strong
careers professionhttp//webarchive.nationalarch
ives.gov.uk/20130401151715/https//www.education.g
ov.uk/publications/eOrderingDownload/CPTF20-20Ex
ternal20Report.pdf
- Recommendation 10
- The Task Force recommends that an
- overarching national kite mark
- should be established
- to validate the different
- CEIAG quality awards
- for schools, colleges
- and work-based learning providers.
8- NATIONAL VALIDATION FOR ENGLANDS DEDICATED CEIAG
QUALITY AWARDS which accredit the FOUR components
of CEIAG - Careers Education
- Careers Information
- Careers Advice
- Careers Guidance
- Overseen by the QUALITY IN CAREERS CONSORTIUM
BOARD - Established in January 2012
- Initially chaired by Dame Ruth Silver, now by Dr.
Barrie Hopson - Details of who serves on the Board and of the
National Validation team are on the QiCS section
of the Careers England website - http//www.careersengland.org.uk/quality.php?page
consortium-board
9- DEDICATED CEIAG QUALITY AWARDS
- 12 Awards now promote support ALL 4 components
of good quality CEIAG in schools colleges - e.g. INVESTOR IN CAREERS widely across the
country here in Kent - e.g. CAREER MARK INSPIRING IAG strong
regional presence and expanding into other areas - The other 9 are currently specific to particular
LA areas - OVER 1100 SCHOOLS/COLLEGES across England already
hold or are working towards one of these
dedicated CEIAG quality awards - Details of all 12 Awards available on Careers
England website with direct e-mail links to each - http//www.careersengland.org.uk/quality.php?page
introduction
10- SIX CEIAG QUALITY AWARD providers have met the 16
National Validation criteria and on 24th October
received their - QUALITY IN CAREERS STANDARD certificates
- C K Careers Quality Standard
- Career Mark
- Inspiring IAG
- Investor in Careers
- Quality Award in CEIAG (Prospects)
- Recognition of Quality Award for CEIAG
11- HoC SELECT COMMITTEE REPORT
- Unprecedented Enquiry.Published January
2013..concluded.. - Govt decision to transfer responsibility for CG
to schools is REGRETTABLE - Recognises cannot change, but RECOMMENDS actions
to make the BEST of the new arrangements - Recommends Improved accountabilityand
- Enhanced role for NCS with extra funding
12- HMG RESPONSE to Committee?
- DEFERED most recommendations pending the Ofsted
Thematic Review was published - REJECTED Immediately most significantly the
Annual Careers Plan - So.lets look at OFSTED
13ROLE OF OFSTEDto inspect, not to
regulatereport by exception
KS4 5 destination measureshttp//www.e
ducation.gov.uk/childrenandyoungpeople/youngpeople
/participation/a00208218/key-stage-4-and-16-18-des
tination-measures
THE THEMATIC
SURVEY which is now completed and published (60
schools/academies)
14 -
- Ofsted THEMATIC SURVEY (1) On the basis of the
evidence gathered, the key findings included - THE NEW ARRANGEMENTS WERE NOT WORKING WELL
- IN JUST OVER 75 OF THE SCHOOLS.
- Ofsted (2013). Going in the Right Direction?
Careers Guidance in Schools from September 2012. - Only 1 in 5 schools was providing students in
years 9-11 with the careers guidance they needed
to support decision-making. These schools were
characterised by strong support for careers
guidance provision from school leaders and
managers. - Few schools demonstrated that they had the skills
and expertise necessary to provide a
comprehensive service. - Few schools had purchased an adequate
professional service from external sources a
quarter of schools did not use qualified external
careers advisers at all.
15 - Ofsted THEMATIC SURVEY (2)
- On the basis of the evidence gathered, the key
findings included - In most schools, careers activities were poorly
co-ordinated, poorly monitored/quality-assured
and poorly evaluated. - Links with employers were particularly weak
about 66 of schools had cut down their
work-experience provision for students in years
10-11. - Most schools were poor at promoting
apprenticeships and labour market information. - Awareness of the National Careers Service
helpline and website provision for young people
was very limited in nearly all schools.
16- OFSTED THEMATIC REPORT MY CONCERNS?
- Highly limited concept of the underpinning
importance of careers education and co-ordinated
careers education programmes - There is a worrying ambiguity on how far schools
can go it alone despite the EXPLICIT wording of
the EDUCATION ACT /Sufficiency Test??? - No reference to school annual career plans
- No significant attention given to inter-school
consortia and partnerships
17- MY VIEW ON THE RESULTANTGOVERNMENT ACTION PLAN
- Department for Education and Department for
Business, Innovation and Skills (2013). Careers
Guidance Action Plan Government Response to
Recommendations from Ofsteds Thematic Review and
National Careers Councils Report. - Concern that too much is expected of employer
involvement without proper underpinning Careers
Education programme. - VERY FEW REAL COMMITMENTS, EXCEPT
- To Revise the Statutory Guidance for schools
- To Extend the role of National Careers Service in
relation to school
18- HMG COMMITMENTS RE REVISING STATUTORY GUIDANCE
(YET TO BE PUBLISHED) - Will highlight need to build strong connections
with employers .(must though be co-ordinated
into C EDUCATION PROGRAMME) - Will be clearer on getting information from all
relevant education/training providers (including
FE and apprenticeships) - Will indicate explicitly that signposting to a
careers website is not sufficient(but what IS
SUFFICIENT?) - Will emphasise using destinations data in
evaluating impact of careers support to students
19Revising the Statutory Guidance OMISSIONS? NO
COMMITMENT YET to any of these HoC Select
Committee recommendations
- Ensure a minimum of one careers interview with an
independent adviser - Achieve a CEIAG Award validated by QiCS secure
independent guidance from a matrix-accredited
provider ensure that professional careers advice
is offered by a careers adviser qualified at
Level 6 - Provide integrated careers education and
work-related learning - Publish an annual careers plan, with specified
components (c.f. FINLAND ONTARIO)
20- EXTENDING THE NCS ROLE?
- To act as a facilitator to bring schools and
employers together so that young people can be
inspired, mentored and coached by employers - Enhancing local LMI on NCS website
- Marketing NCS website more actively to schools
and young people - Briefly covered in the current RETENDERING
specification, but no real clarity - ..and no extra money
21Our shared MISSION is THIS Do what is Right
Heads Principals 3 wise choices
Organisations which meet THE MATRIX STANDARD
for advice and guidance for learning and work
SPECIALIST CAREERS ADVISERS who are qualified
and competent to provide CAREERS ADVICE
GUIDANCE (QCF level 6 in Career
Development/Guidance)
22Each School needs to address (1)
Providing effective LEADERSHIP, MANAGEMENT AND DELIVERY of career-related learning and careers guidance provision the leadership and management (including the involvement of those providing the governance of schools) of their career-related learning and careers guidance provision its arrangements for promoting career-related learning and coordinating the effective involvement of experiences of the world of work within the curriculum
23Each School needs to address (2)
Ensuring appropriate INITIAL STAFF TRAINING and CONTINUING PROFESSIONAL DEVELOPMENT (CPD) to secure the competency required of all staff involved in planning and implementing career-related learning provision analysing the training needs of their career-related learning and careers guidance provision leadership, management and delivery teams planning and securing CPD to meet identified training needs to ensure that all staff have a basic understanding of the subject area, and that senior leaders have the understanding required to commission external careers advice and guidance to meet the needs of all young people within their learning provision ensuring that all staff involved demonstrate their competence in delivering career-related learning and actively maintain their CPD to ensure their knowledge is up-to-date and accurate
24Each School needs to address (3)
Providing a CAREERS EDUCATION AND WORK-RELATED LEARNING CURRICULUM together with careers information and careers advice and guidance using a career-related learning curriculum framework (with a set of planned learning outcomes) within an overall scheme that effectively reflects the schools ethos and meets the needs of all its young people embedding career-related learning in the PSHE curriculum by establishing relevant links with employers and work-related learning within the wider curriculum ensuring that all young people have access to advice and support from teachers and tutors, as well as to a comprehensive range of impartial and up-to-date careers information resources in formats suitable to their needs involving young people in contributions to, and reviewing the effectiveness of, the career-related learning and careers guidance provision (n.b. the powerful contributions of former students)
25Each School needs to address (4 part 1)
SECURING INDEPENDENT AND IMPARTIAL CAREERS ADVICE AND GUIDANCE for young people Part 1 commissioning access to independent and impartial careers advice guidance that is effective in meeting all young peoples needs , providing opportunities for face-to-face provision careers guidance for students including using agreements and contracts that set out the services secured with review arrangements for ensuring that those services remain effective ensuring that externally provided careers advice guidance is available from professionally qualified careers advisers (whether working for an organisation, as a sole trader, or in a small partnership) including ensuring that any organisation providing such services meets the agreed sector standard (the matrix Standard) and that account is taken of the professional standards and qualifications determined by the Career Development Institute (QCF L6 registration?)
26Each School needs to address (4 part 2)
Securing INDEPENDENT AND IMPARTIAL CAREERS ADVICE AND GUIDANCE for young people PART 2 ensuring that all young people have equity of access to independent and impartial careers advice guidance from external sources establishing data sharing and ensuring that data sharing agreements and processes benefit young people.
27Each School needs to address (5)
WORKING WITH EXTERNAL PARTNERS and agencies involving others in effective partnerships to support young peoples career aspirations and decisions partnerships should draw in particular upon external providers of careers advice and guidance services, local authorities, further and higher education, work-based learning providers, employers and other agencies establishing effective partnerships with other organisations that support or provide information, advice and guidance for vulnerable young people.
28Each School needs to address (6)
Involving and supporting FAMILIES AND CARERS informing families and carers that all young people have a right to access its career-related learning and careers guidance provision engaging families and carers as partners in its career-related learning and careers guidance provision.
29Each School needs to address (7)
MONITORING, EVALUATING AND DEVELOPING PROVISION a planned approach to quality including using evidence from monitoring and evaluation to inform planning and bring about improvements to its career-related learning and careers guidance provision. regularly reviewing its career-related learning and careers guidance provision and collecting feedback from young people, their families and carers, the delivery team (including external service providers) and external partners such as further and higher education, work-based learning providers and employers (c.f. the Annual Careers Plans in Finland Ontario)
30Each School needs to address (8)
MEASURING THE IMPACT OF PROVISION (including evidence of learning outcomes and progression) setting targets and objectives, and measuring the impact of career-related learning and careers guidance provision on young peoples progression and destinations evaluating outcomes for young people (including successful destinations and transitions) and using the results to inform the planning and development of its career-related learning and careers guidance provision (n.b. SCHOOL DEVELOPMENT PLANS)
31Tracking Review update November 2013
- Rob Williamson
- Skills Employability Service
- Katherine Atkinson
- ELS Management Information
32Local Authority Duties
- local authorities must collect information to
identify young people who are not participating,
or who are at risk of not doing so, to target
their resources on those who need them most. The
information collected must be in the format
specified in the Client Caseload Information
System (CCIS) Management Information
Requirement6. To meet this requirement, local
authorities will need to have arrangements in
place to confirm young peoples current activity
at regular intervals.
33Schools, Colleges and other providers
- Section 72 of the Education and Skills Act 2008
requires all schools to provide relevant
information about pupils to local authority
support services. This includes information that
helps to identify those at risk of ending up not
in education, employment or training (NEET) post
16, young peoples post-16 plans and the offers
they receive along with their current
circumstances and activities.
34Schools, Colleges and other providers continued
Drop outs
- Section 13 of ESA 2008 places a duty on all
educational institutions (maintained schools,
Academies, colleges, and education and training
providers including Apprenticeship providers)
to tell a local authority when a young person is
no longer participating. This duty is applicable
if a young person leaves an education or training
programme before completion (i.e. drops-out)..
35Changes that have impacted on tracking over the
last two years.
- The Raising of the Participation Age to 18
- The Destination Measure
- The responsibility of CEIAG now placed on schools
- The role of CXK
- Management of tracking process brought in-house
to KCC - Significant budget reductions
36Budget reductions
2010-11 2013/14
300 CXK workers 90 CXK workers on Kent contract
PA in every school PA working with vulnerable learners
MI Team of 10 MI Team of 3
Years of experience New role for KCC
37The Tracking Review
- KCC undertaking a three year review and
implementation plan - Stage 1 To automate the process as much as
possible - Stage 2 Improve communication with providers
(schools, colleges and training providers),
- Stage 3 - Establish processes to collect data on
those in employment and Higher Education - Stage 4 Improve the quality of data supplied by
providers - Stage 5 Improve the way we use data to support
learners - Stage 6 Improve internal KCC working
- Stage 7 Tracking vulnerable learners
- All Stages running concurrently
38What has been achieved so far
- Setting up of B2B with 60 of schools for
automated data collection (more setups still
being done) (stage 1) - Improved data collection from colleges - data
sharing protocols, secure data transfer, timely
returns and membership of the KAFEC MI group
(stage 1) - Adoption of a revised school privacy notice by
schools (37 have confirmed this has been done),
that will allow the sharing of individualised
destinations data with schools (stage 5) - The development of a Communication strategy with
schools and colleges (stage 2) - Improved final September Guarantee return to the
DfE this year.
39Lessons learnt so far
- Technical issues with the B2B process
- Need to improve the quality and speed of data
returns - Need to improve communications, keeping them
simple and consistent - Need for a glossary of tracking terms
- Need to ensure that providers understand this is
a developing process and some lessons will
inevitably be learned through experience - Need to ensure providers understand that data
collection has a direct impact on support for
learners and that it should inform their work in
schools and colleges
40Statutory returns to the DfE
- Tracking is a continuous process for those in the
Year 12, 13 and 14 age groups. - Each month the Local Authority has to submit a
return to the DfE on their current activities and
those up to the age of 25 with a learning
difficulty. - There are three additional specific reports that
must also be returned. - The Intended Destinations of Year 11s
- The September Guarantee for Year 11 and Year 12
- The Year 11 Activity Survey (what learners are
doing in the November after Year 11)
41Tracking Years 12,13 14 learners
- A continuous process with a focus in November, to
coincide with the Year 11 Activity Survey and to
establish how often young people need to be
followed up. - NEET or unknown young people are followed up
every 3 months - those in full time education need following up
every year
42Tracking Years 12,13 14 learners cont..
- Requirement on providers
- Information on leavers and joiners in Year 12,
13, 14 can be collected from schools via B2B if
they are transferring between schools - Movement to/from colleges can be collected by
their data returns - The LA requires intelligence from schools on Year
12, 13 and 14 learners they know who are in who
are moving from school into - Employment/apprenticeships
- Higher Education or
- in danger of becoming NEET.
- Data collected on pre-defined spreadsheets. This
is a process that will be reviewed for 2014 and
communicated to schools.
43Specific tracking reports
- Year 11 Intended Destination Survey
- This records what a Year 11 learner is
considering in very broad terms after the end of
the academic year. - New data collection process this year (replacing
the old What Next? Forms) - In December 2013 Schools will receive a
spreadsheet including all their Year 11 - For each learner, schools will need to select
options from a drop down list. There will be
approximately 5 questions. - Spreadsheets to be returned by end of January
2014, with a final deadline of 11th February
44Specific tracking reports
- Year 11 and 12 September Guarantee
- This records offers of further learning made by
schools, colleges, training providers and
employers. - Data is collected from all providers on offers
they have made to both internal and external
applicants. - Data collected this way, so that is verified by
providers and not based on learner declaration - Data is then collated in the Client Caseload
Information System (CCIS the database used to
report to the DfE) - Those without an offer then identified
45September Guarantee timeline
- 1st November, Year 11 learners receive log in
details to KC4U - Year 11s make post 16 applications though KC4U
- Year 12s receive guidance from their current
school/college and if appropriate make paper
applications - Providers make offers to learners by 31st March
- Offers made through KC4U automatically extracted
on 31st March - Offers made to learners outside KC4U submitted
to Local Authority in a spread sheet by 31st
March - Details of late offers (after 31st March) sent at
least monthly to the Local Authority - If sufficient data provided by providers the
Local Authority informs schools which of their
learners do not have an offer and are in danger
of becoming NEET. - Those without an offer contacted by phone over
the summer
46Specific tracking reports
- 4. Year 11 Activity Survey
- This records where Year 11 learners have gone
post compulsory education. - Those schools (60) who use B2B, enrolment data
collected automatically - Those schools not using B2B send enrolment lists
to the LA - Schools send lists of learners who they think
have found employment or are in danger of
becoming NEET to the LA - Colleges send enrolment returns to the LA
- Data to be returned by end of September then
collated on the CCIS - This leaves 6-8 weeks to telephone ?000 Year 11
learners to establish what they are doing on 1st
November and ?000 Year 12,13 and 14 learners
47Why track young people? Impact for schools
Yes No action required
Yes No action required
Yes No action required
Yes No action required
Intended Destination Does the learner have
appropriate one?
Kentchoices4u - Is the learner making
appropriate post 16 application(s)
September Guarantee Does the learner have
appropriate offer(s) of further learning?
Activity Survey Yr11 Continuous tracking Yr
12,13,14 Is the learner participating
No Intervention required
No Intervention required
No Intervention required
No Intervention required
48How the Local Authority intends to use tracking
data in the future
- Fulfil our statutory duty to report monthly to
the DfE - To provide schools with individualised learner
destination information and other data to help
them support learners - To focus KCC resources where there is need
- Identify provision needs through the District
Data Pack process
49What next?
- Sue Dunn to send a letter to Head Teachers
- Collection of school contacts involved in
tracking - Collection of Intended destination data to begin
50Vulnerable GroupsContract
- Vanessa Henneker
- Assistant Director
51Vulnerable Groups
Identified Priority Groups Tick if applicable
1 Looked after/ In care
2 Caring for own child
3 Refugee/Asylum Seeker
4 Carer not own child (young carer)
5 Substance Misuse
6 Care Leaver
7 Supervised by YOT
8 Pregnancy
9 Parent not caring for own child
10 LDD (Learning Difficulties and Disabilities where the young person is NEET)
11 Not in education employment or training (NEET)
12 At significant risk of being NEET eg threat of exclusion below 40 attendance
52Overview of the ProcessThe Six Step Approach
Referral from partner agency
Need for support Identified
CAF
Initial Assessment (APIR)
Explain the process and outline the six step
approach
Repeat cycle as appropriate and evidenced
1st Session Action Plan 2nd Session 3rd
Session 4th Session 5th Session
Work undertaken
Record clearly on database with Action Plans
6th session Review Action Plan and
APIR Summarise, consider and select outcome for
next step (Follow referral procedure flow charts).
53Core Work
- Work in schools, colleges, prus to provide
targeted intensive support via 6 session model - Community NEET work includes CEIAG and targeted
support - Purchase additional Services
- Our referral process
54Multiagency approach
- Part of KIASS
- Signposting to more specialist support
- Examples of focused work (RPA pilots)
- Additional funding to support vulnerable young
people (ESF, Princes Trust and Youth Contract).
55(No Transcript)
56 Improving Attainment for All Effective Use of
the Pupil Premium
57Funding
- As you know the funding per pupil has increased
from 623 per pupil in 2012-13 to 900 per pupil
in 2013-14. - The total spend in Kent was 26.2 million in
2012-13 and this has increased to 40.2 million
in 2013-14. - We need to see more impact of having this
additional resource.
58Lifting my sights
Up for greater challenge and harder things
Making me more ambitious
Raising the bar
Relishing pushing myself
59The role of Careers Information Advice and
Guidance
- We know that guidance is critical to helping
young people make the right choices in education
and training, that it helps reduce the number of
young people that might otherwise become not
engaged in employment, education or training
(NEET) and that it raises aspirations, increases
motivation and, thereby, results in higher levels
of achievement.
60Strong careers information, advice and guidance
- OFSTED identifed CIAG as a good use of Pupil
Premium - When careers education, information and advice is
very strong. - Careers advice and experiences are carefully
mapped and recorded for all disadvantaged pupils.
61What does it look like?
- PP pupils are provided with the best work
experience placements. They also receive a wide
range of preparation activities for future life
work-related learning activities, access to
vocational courses, one-to-one interviews, mock
interviews, work experience fairs, careers fairs,
post-16 information sessions and outside career
events.
62What schools have done
- additional One to One careers interviews
- the provision of follow-up interviews for
individual students, where required, and funding
to make sure that careers guidance professionals
were available over the summer holidays. - programmes of individual support from external
careers advisers or from professional counsellors
who worked closely with the special educational
needs coordinator (SENCO), support staff and
parents/carers.
63What schools have done
- ring-fenced budgets to allow all their PP
students to attend external careers guidance
events, including college, university or
workplace tasters - availability for the careers adviser or a member
of staff to accompany the most vulnerable
students to their interviews for employment or
further education. - college and university visits for Key Stage 4 and
5 students - residential experiences at universities- summer
schools
64What schools have done
- World of Work day
- register with Speakers4Schools and see if their
speakers can attend a careers working lunch in
order to discuss their job roles with students.
Think about inviting local employers as well, and
remember to call on your network of associates
and school alumni too
65Why
- To ensure that disadvantaged pupils make informed
decisions about their courses and choices and be
very well prepared for their future lives beyond
16.
66INVESTORS IN CAREERS
67INVESTOR IN CAREERS
- Striving for Excellence
- As professionals who take pride in what we do
- Excellence is what we strive for everyday
- Taking Responsibility
- Growing ourselves and others
- Having a Can Do Attitude
68INVESTORS IN CAREERS
- Daily we strive to
- Use initiative and act on opportunities to ensure
our practices and organisation has healthy
procedures. - Take responsibility for objectives and setting
priorities, that will develop our departments and
roles within the school improvement plan - Going beyond the guidelines and frameworks
- Taking ownership of problems and taking
pre-emptive action to resolve problems. - Continually introducing improvements to the way
things are done. - Develop innovative and improved practices.
- Learning new skills that will enhance our
capability and delivery
69INVESTORS IN CAREERS
- Holding or working towards a Quality Standard is
a given recognition of how individuals and
organisations strive to be recognised for the
value they deliver and sustain. - Holding a recognised validated Quality Award
provides national validation of the organisations
activities and professionally-driven content - Currently 12 Awards have been validated as
meeting the nationally required standards
70INVESTORS IN CAREERS
- Investor in Careers is a quality standard for the
management of careers education, information,
advice and guidance (CEIAG) and is now the most
widely used quality award of its kind recognised
nationally across the country. - All our Investor in Careers Award holders have
demonstrated a commitment to provide impartial,
independent careers education, information,
advice and guidance to all young people.
71INVESTORS IN CAREERS
- This really is one of the highest accolades an
organisation can receive for excellence in this
area of work and is definitely something the
award holders can be very proud of.