Schools: Careers Advisers

Baroness Hughes of Stretford Excerpts

Tuesday 22nd May 2012 Lords Chamber

Asked By

[Baroness Hughes of Stretford]

To ask Her Majesty’s Government why their guidance to schools on implementing the new duty to provide careers advice has not required schools to employ qualified advisers and provide face-to-face advice for pupils who need it.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, the recent publication of statutory guidance on careers marks an important step, as schools prepare for the introduction of the new duty to secure independent careers guidance from September. Schools will be expected to work in partnership with expert careers guidance providers as appropriate to ensure that pupils receive impartial advice. The statutory guidance is clear; face-to-face careers guidance can help pupils, particularly those from disadvantaged backgrounds, to make informed choices and successful transitions.

[Baroness Hughes of Stretford]

I thank the Minister for his Answer. The Government have commendably continued the work of the previous Labour Government to establish a national careers service for adults, and the Business Secretary has specified the qualifications that advisers must have and that face-to-face advice must be provided to target groups of adults. Why, then, has the Education Secretary allowed schools complete discretion—because that is what the guidance does; there is nothing required of schools—in the quality of service provided to young people? Has not therefore the Secretary of State for Education really failed in his duty to young people by not setting even a minimum standard of service that every school must meet?

[Lord Hill of Oareford]

My Lords, we had these debates at length during the passage of the Education Act. As the noble Baroness will know, it is the Government’s view, and our starting point—and it is what we are trying to do across the piece—to trust schools and heads and people running schools to make the best judgments in the interests of their children. That is something that we are seeking to do across the board. It is not the case that the guidance does not provide any framework at all in terms of what schools should take into account. It is clear, for instance, that they should secure access to independent face-to-face careers advice when they judge that it is appropriate, particularly for children who are disadvantaged and with special educational needs. I agree with her about the importance of careers guidance and advice, and there are a range of ways in which we are seeking to do that and to increase employer involvement in schools, whether through studio schools and UTCs or through getting 100,000 employers to come into schools to explain how children can prepare themselves for the world of work.