Benchmark 7
Encounters with Further & Higher Education
All students should understand the range of learning opportunities that are available to them and must be presented with meaningful encounters with a range of providers that offer post 16 and post 18 provision.
It is important that these encounters present both academic and technical routes that students can follow to ensure they are continuing their learner journey to suit their next best steps.
Key points from the 10 year Gatsby Review
-
DEFINING ‘MEANINGFUL’-
A meaningful encounter will:
• have a clear purpose, which is shared with the provider and the young person
• be underpinned by learning outcomes that are appropriate to the needs of the young person
• involve a two-way interaction between the young person and the provider
• include information about the provider, such as their recruitment and selection processes, the qualifications that provider offers and the careers these could lead to
• describe what learning or training with the provider is like• be followed by opportunities for the young person to reflect on the insights, knowledge or skills gained through the encounter
- ENCOUNTERS WITH THE FULL RANGE OF LEARNING OPPORTUNITIES - The terminology used in Benchmark 7 now better reflects the education and training landscape, with technical education now being explicitly referenced .ITPs are now listed as a provider type that all young people should encounter because they are an important education and training option for many young people.
- By the age of 18 (End of Key Stage 5) all BENCHMARK UPDATES FOR SCHOOLS - Benchmark 7 now refers to visits to higher education institutions (rather than university) for all young people considering this option. This acknowledges that higher education includes universities, further education colleges and other training providers, and includes Level 4 and 5 qualifications as well as degrees and higher apprenticeships. By the age of 16, young people will have had meaningful encounters with the full range of provider types. This better reflects the need for young people to have sufficient interactions with providers to make informed decisions.
-
BENCHMARK UPDATES FOR COLLEGES AND INDEPENDENT TRAINING PROVIDERS - Benchmark 7 continues to state that learners should have a meaningful encounter with a range of providers of learning and training by the end of their programme of study. These encounters could focus on the longer-term career development and progression of the young person, not just their next step
-
THE ROLE OF VIRTUAL ENCOUNTERS- The
increased use of hybrid learning, which combines in-person and remote learning,
in many education and training settings has created opportunities for virtual
encounters. As long as virtual visits or talks are meaningful (such as involving two-way interaction) they can help mitigate these barriers on both
sides.
REDUCED BIAS AND GREATER IMPACT - All those supporting young people in institutions should present all routes with equity, this aligns with Benchmark 2. All young people deserve to know and understand the full range of options open to them, and this knowledge can have a profound impact
TAILORING TO INDIVIDUAL NEEDS - For an encounter to be meaningful it needs to be tailored to a young person’s individual needs. Every young person has their own aspirations, preferences and individual needs and it is important to consider these when determining the encounters and experiences they will most benefit from. It is never in anyone’s best interest for young people to have encounters that are not appropriate for them. Equally, they should not miss out because of assumptions made about their abilities and ambitions. The benchmarks continue to hold high aspirations on behalf of all young people.
Key Resources
For more information contact the Careers Hub team
FEATURED
Employer Case Study - MCS
Employer Case Study – MCS Building Services