South West Regional Skills Enterprise and Employment Analysis 2007/2008

Final Report

4.14 Information, Advice and Guidance (IAG)

4.14.3 Importance of IAG

A recent survey by the Association of Colleges (AoC)(77) showed that two-thirds of undergraduates wish they had received better careers and course advice at school.

The ICM survey of university students from across the UK, undertaken for AoC, shows that:

• 66% of respondents wish they had been given better careers advice at school;
• 58% wish they had had the chance to combine academic and practical choices at school;
• 55% believe schools steer pupils to courses which the school does best, rather than one the pupil needs;
• Only 59% of undergraduates felt that A' level s had been an adequate preparation for university.

The Nuffield Review found that IAG is essential in preparing and advising young people on the transition between 14-19 and HE. Guidance often comes from subject teachers, the head of sixth form, schools or college careers advisers and Connexions advisers, and, for some, from family and friends.

The sources of information used by young people include: social networks, educational institutions and written information. Family and social and cultural capital play a role here, as do “any implicit messages about HE conveyed through school or college activities”.

Data from the focus groups suggest that the nature and quality of the guidance (regarding course and institution choice, and regarding course and subject choice at 16 and the impact this may have on progression to HE) is highly variable. Guidance from 14-19 institutions can also be limited in its focus, with over-emphasis on full-time honours degrees, potentially neglecting other progression routes and part-time study options. Moreover, those from higher socio-economic groups have access to advice and support from family and peers which is not available to many from low participation neighbourhoods and/or those with no family history of HE.

When it comes to choices about the vocational route, LSDA research(78) found that WBL is very poorly presented to young people in schools:

• It is seen as a poor relation to academic studies post 16, for the less able;
• There is widespread suspicion that WBL routes are not pushed by teachers in schools with sixth forms because they are seen as competitors to their own offer;
• There is limited understanding among teachers and tutors of the WBL landscape, and Connexions PAs and careers teachers have not kept up to date with the changes;
• Parents are seen as crucial influences but have little knowledge of the learning routes and so little confidence in advising young people;
• Current 14-19 development groups (LSC and LEAs) are focusing very heavily on inter-school/college collaboration and curriculum development, and scarcely at all on WBL routes.

It concluded that a lack of knowledge about vocational qualifications pervaded the system. Good career choices require an understanding of training and progression routes. Research has found that those wishing to take the work-based route face a complex maze of different provision and qualifications, variable quality advice, and stigma attached to the vocational route. Employers too are confused and ill-informed about the support that is available to them in providing work-based training.

Better understanding by careers advisors of occupations that require vocational qualifications, the types of qualifications and provision that is available is critical.

(77) “Freshers: School didn’t help me make the right choice”, AoC Press Release, 29 September 2006
(78) Effective entry to work-based learning - Helen Monteiro and Maria Hughes November 2004; and Improving employer engagement in apprenticeships - Helen Monteiro and Maria Hughes November 2004.