Benchmark 3

Young people have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s or college’s careers programme should embed equality and diversity considerations throughout. 

• A school’s and college’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations. 
• Schools and colleges should keep systematic records of the individual advice given to each student and subsequent agreed decisions. All students should have access to these records to support their career development. 
• The records of advice given should be integrated with those given at the previous stage of the student’s education (including their secondary school) where these are made available. Records should begin to be kept from the first point of contact or from the point of transition. 
• Schools should collect and maintain accurate data for each student on their education, training or employment destinations for at least three years after they leave school or from the end of key stage 4, whichever is the earlier. This data should be used to review a school or college’s careers provision and inform development and continuous improvement. 
• Colleges should collect and maintain accurate data for each student on their education, training or employment destinations. This data should be used to review a school or college’s careers provision and inform development and continuous improvement

Why is Benchmark 3 important?

• Profound inequalities exist across different courses and jobs sectors. These affect national productivity and individual wellbeing. For instance, based on WorldSkills UK figures, 9% of professional engineers are female, 99% of beauty therapists are female and 95% of computer game developers are male. The gender pay gap is further evidence of a need to ensure our careers and enterprise provision tackles underlying inequalities. One analysis by Deloitte estimates that at the current rate, the pay gap will not be eradicated until 2069 – 99 years after the Equal Pay Act. 
• The Social Mobility Barometer Poll shows half of people believe that where you end up in society is mainly determined by your background. Four in five believe that there is a large gap between the social classes in Britain with poorer people held back at every stage. 71% say there are significant differences in opportunity depending on where you live in the country. The poll uncovers deep social pessimism amongst students and calls for a coalition of businesses, communities, councils, schools and universities to champion a level playing field. 
• According to Mencap, only 6% of people with learning difficulties are currently in paid employment, despite the fact that 60% want to and are able to be. 
• Students with SEND are the most likely group to be absent or excluded from school according to recent Ofsted findings. They are also less likely to achieve in terms of their attainment and progression. 
• Progression to higher education varies from under 10% in some schools to over 90% in others. This divergence is a focus for and solutions rely in part on more effective careers and enterprise programmes.