Career learning for the 21st century

Mapping the Blueprint against other frameworks

Career Development Service

Career learning for the 21st century: Mapping the Blueprint against other frameworks

Acknowledgements
This publication arises from a study on career learning, information, advice and guidance (CLIAG) undertaken by the Learning and Skills Improvement Service (LSIS) in 2009/10. The project team would like to thank all those who attended the workshops, took part in the interviews and shared their ideas, approaches and enthusiasm.

Download
This guide is available to download in PDF format from the LSIS and CEGNET websites. LSIS: www.lsis.org.uk CEGNET: www.cegnet.co.uk

Other publications in the Career learning for the 21st century series:
Published in 2009: Career learning for the 21st century: a leadership issue for the FE sector. Sources of evidence Career learning for the 21st century: effective practice in the FE sector Career learning for the 21st century: recommended resources for the FE sector Career learning for the 21st century: a toolkit to support co-ordination of careers learning for young people in further education Career learning for the 21st century: the career blueprint a competence approach Published in 2010: Career learning for the 21st century: Embedding CLIAG a guide for leaders Career learning for the 21st century: Effective practice and partnership working Career learning for the 21st century: CPD series: Introduction to CLIAG Career learning for the 21st century: CPD series: Introduction to interviewing Career learning for the 21st century: CPD series: Introduction to values and ethics Career learning for the 21st century: CPD series: Introduction to delivering CLIAG through group work Career learning for the 21st century: CPD series: Introduction to evaluating and measuring impact Career learning for the 21st century: CPD series: Introduction to reaching potential by raising aspirations Career learning for the 21st century: Careers blueprint supporting an all-age guidance strategy Career learning for the 21st century: Mapping the Blueprint against other frameworks Career learning for the 21st century: Quality awards for career learning, information, advice and guidance.

Publisher
Published by the Learning and Skills Improvement Service (LSIS). LSIS March 2010 Publication reference: LSIS231-2

Career learning for the 21st century: Mapping the Blueprint against other frameworks

Contents
Foreword Introduction Mapping the careers Blueprint against other frameworks and standards Supporting an IAG strategy for young people The principles of impartial careers education and Careers Education Framework 719 The quality standards for young peoples information, advice and guidance (IAG) Every Child Matters and the Ofsted Common Inspection framework The matrix standard Appendix 1 References and further reading Appendix 2 Phase III and Phase IV career competencies and performance indicators 4 5 9 9

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14 16 18 19

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

Foreword
From 2008 to 2010, the Learning and Skills Improvement Service (LSIS) undertook a number of projects looking at career learning, information, advice and guidance (CLIAG) for young people and adults mainly in the learning and skills sector, which sought to assist providers to enhance their CLIAG provision.
The findings from these projects demonstrated the importance of CLIAG in helping organisations improve learner outcomes and meet Ofsted and government requirements. They have been captured in a series of reports for the sector and for others with an interest in the topic. The development work undertaken also highlighted the importance of enabling learners to develop career competencies to enable them to become competent career developers. This publication identifies the links between a competence approach to career learning based on the Blueprint framework and existing CLIAG frameworks and standards being used in England. In 2009, LSIS produced a guide to the careers blueprint: Career learning for the 21st century: the career blueprint a competence approach. A companion publication, Career Learning for the 21st Century: Careers blueprint supporting an all-age guidance strategy, gives more detailed information about the Blueprint framework and reports on the findings from a small-scale trial in England undertaken in 2009/10. If you are using the Blueprint to introduce new approaches to CLIAG, we hope that you will find this publication useful to identify ways in which using the Blueprint will help you meet quality frameworks and standards. Ann Ruthven Head of Learning and Learner Support

Career learning for the 21st century: Mapping the Blueprint against other frameworks

Introduction
Who is this guide for?
This guide is written for leaders and staff in organisations, particularly those within the learning and skills sector, who are interested in the potential of the career Blueprint in developing learners as more self-sufficient career planners and managers, and want to know how using the Blueprint can help them meet inspection and other quality requirements.

What is the Blueprint?

Originally developed in Canada from a set of guidelines from the USA, the Blueprint is a framework of 11 career competencies, which can be used by learners of any age to help them plan and manage their careers, increase their well being and lead more fulfilling lives. The framework of 11 career competencies includes indicators describing outcomes, arranged in three areas:

Personal management Learning and work exploration Life/work building. The common language and structure it offers can be amended for different contexts, and the inclusion of incremental stages reflects the development of competence at different stages of life. The learning process by which individuals become competent is broken down into four phases:

Acquisition how we gain knowledge and become competent Application how we experience the knowledge we have acquired Personalisation integrating acquired and applied knowledge Actualisation striving towards our full potential for ourselves and in the community. The Blueprint can be used to support the development of competencies for career and life planning across a broad range of contexts and settings not just within career provision. It has been implemented in Canada and Australia, and trialled in Scotland. Extensive materials to help organisations adopt the Blueprint are available, and further information about related websites and resources is included in Appendix 1. More detailed background information about the Blueprint framework is available in two other LSIS publications:

Career learning for the 21st century: the career blueprint a competence approach Career Learning for the 21st Century: Careers Blueprint: a competence approach supporting an all-age guidance strategy.

Career learning for the 21st century: Mapping the Blueprint against other frameworks

Why adopt the Blueprint?

The Blueprint and the associated resources offer a number of potential uses and benefits to organisations and their learners, such as:

helping learners assess how competent they are in managing their careers and where there are gaps in their skills; supporting learners in developing the requisite skills and in becoming more self-sufficient in career and life management; providing a tool to help organisations to assess learners needs, identify gaps in their provision both in careers and more broadly the learning, information, advice and guidance available in the curriculum to support learners in career and life planning; make better use of the resources available; and enabling organisations to better measure the impact of their provision.

Further details are included in the LSIS report, Career Learning for the 21st Century: Careers blueprint supporting an all-age guidance strategy, which identifies the ways in which participants in the 2009/10 trial used the Blueprint and the benefits they found.

Why map the Blueprint to other frameworks?

There are a number of quality awards, frameworks, standards and guidelines in place at both national and local levels, which in totality cover CLIAG for all ages. These have generally been developed in consultation with staff in the sector mainly to inform the development of CLIAG provision and assess its quality, and are updated to reflect new concerns and priorities. They are also often useful tools for providers to build their careers curriculum and IAG. The Blueprint is not another quality framework and is not intended to replace those already in existence. It is a broad framework, which seeks to cover the career competencies that individuals will need to develop across their lives, and therefore offers a tool to enable organisations to develop provision that helps their learners become better career planners and managers. However, mapping the Blueprint against existing national awards, standards and frameworks enables staff to identify how using the Blueprint can meet the requirements of these. Unfortunately it has not been possible to map the Blueprint against the plethora of local and regional awards. Different versions of the Blueprint have been produced in different countries to reflect different contexts albeit using the same basic structure. Below is included a chart of the Blueprint career competencies by area and phase from the Australian Blueprint. Appendix 2 includes the Phase III and IV career competencies and performance indicators from the Australian Blueprint. The mapping has been undertaken against these.

Career learning for the 21st century: Mapping the Blueprint against other frameworks

Competencies by area and level and learning stage1

Competencies
1. Build and maintain a positive self-image 2. Interact positively and effectively with others

Level I
1.1 Build a positive self-image while discovering its influence on self and others. 2.1 Develop abilities for building positive relationships in ones life (I). 3.1 Discover that change and growth are part of life.

Level II
1.2 Build a positive self-image and understand its influence on ones life and work. 2.2 Develop abilities for building positive relationships in ones life (II). 3.2 Learn to respond to change and growth (I).

Level III
1.3 Develop abilities to maintain a positive self-image. 2.3 Develop abilities for building positive relationships in ones life and work. 3.3 Learn to respond to change and growth.

Level IV
1.4 Improve on abilities to maintain a positive self-image. 2.4 Improve abilities for building positive relationships in ones life and work. 3.4 Develop strategies for responding to life and work changes.

Area A: Personal management

3. Change and grow throughout ones life

Area B: Learning and work exploration

4. Participate in life-long learning supportive of life/work goals 4.1 Discover lifelong learning and its contributions to ones life and work. 5.1 Discover and understand life/ work information. 6.1 Discover how work contributes to individuals and the community. 4.2 Link lifelong learning to ones life/work scenarios, both present and future. 5.2 Locate, understand and use life/work information. 6.2 Understand how work contributes to the community. 4.3 Link lifelong learning to ones career building process. 4.4 Participate in continuous learning supportive of life/ work goals. 5.4 Locate, interpret, evaluate and use life/work information (II). 6.4 Understand how societal and economic needs influence the nature and structure of work (II).

5. Locate and effectively use life/work information 6. Understand the relationship between work and society/ economy

5.3 Locate, interpret, evaluate and use life/work information (I). 6.3 Understand how societal and economic needs influence the nature and structure of work (I).

This chart is taken from the Australian Blueprint.

Career learning for the 21st century: Mapping the Blueprint against other frameworks

Competencies
7. Secure/create and maintain work 8. Make life/ work enhancing decisions 9. Maintain balanced life and work roles

Level I
7.1 Explore effective work strategies. 8.1 Explore and improve decision making. 9.1 Explore and understand the interrelationship of life roles (I).

Level II

Level III

Level IV

Area C: Life/work building

7.4 Improve on 7.3 Develop 7.2 Develop abilities to seek, abilities to seek, abilities to seek and obtain/create obtain/create and obtain/create and maintain work. maintain work. work. 8.2 Link decision making to life/ work building. 9.2 Explore and understand the interrelationship of life roles (II). 8.3 Engage in life/work decision making. 9.3 Link lifestyles and life stages to life/work building. 10.3 Understand and learn to overcome stereotypes in life/ work building (I). 11.3 Recognize and take charge of ones life/work building process. 8.4 Incorporate adult life reality into life/work decision making. 9.4 Incorporate the balanced life/ work issue in life/ work building. 10.4 Understand and learn to overcome stereotypes in life/ work building (II). 11.4 Manage ones life/work building process.

10. Understand 10.1 Discover the 10.2 Explore the changing nature of life/work non-traditional nature of life/work roles. life/work scenarios. roles 11. Understand, engage in and manage ones own life/work building process 11.1 Explore the underlying concepts of the life/work process. 11.2 Understand and experience the process of life/ work building.

Career learning for the 21st century: Mapping the Blueprint against other frameworks

Mapping the careers Blueprint against other frameworks and standards

This section maps the Blueprint framework against standards and frameworks being used in the learning and skills sector. This builds upon work undertaken in 2008/09, which mapped the Blueprint against the previous CEG framework (DfES, 2003) and skills frameworks, which was included in the publication, Career learning for the 21st Century: The career blueprint a competence approach, which is available as a download from the LSIS website: www.lsis.org.uk. This section commences with a consideration of potential ways in which the Blueprint can help address some of the challenges to be addressed to ensure that young people are helped to make wise decisions about their future careers and lives.

Supporting an IAG strategy for young people

Quality, Choice and aspiration: A strategy for young peoples information, advice and guidance was published in October 2009 by the Department for Children, Schools and Families (DCSF), now the Department for Education (DfE), to ensure that young people could access comprehensive IAG centred on their best interests. The Blueprint may offer a tool to help meet some of the challenges this report identifies. Local authorities are being asked to reform and improve services around three central challenges:

How to provide better and earlier help for young people who are facing a range of problems; How to provide a comprehensive range of high quality and diverse positive activities that would help young people develop strong soft skills and give them places to go; and How to provide better, more tailored IAG to enable young people to make better choices about their learning, health, employment and other important issues.

Ensuring all young people reach their potential: the strategy aims to ensure that all young people can fulfil their expectations in life. IAG is seen as the driver of social mobility and necessary to address lack of ambition and low aspirations. Cultural or economic barriers limit expectations and stop the brightest young people in some communities from fulfilling their expectations. With its focus on developing individual career competencies, the Blueprint offers a tool to help young people take control of their own destinies. Providing tailored IAG: IAG needs to be personalised to enable young people to navigate the increasingly complex range of options on offer. Additional support needs to be available for more vulnerable young people and those with learning difficulties and disabilities.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

Young people can be supported in assessing themselves against the Blueprint framework to identify their levels of career competence, including gaps, which will enable organisations to develop customised programmes of career learning. The individual nature of this approach means that more vulnerable learners can be supported to assess themselves when they feel ready rather than being slotted into a pre-determined careers education programme. Learners would also be better placed to feed back on the IAG they want, also envisaged in the strategy. We need to respond to what young people say about the kind of IAG they want. Early intervention: The strategy signals the need to engage young people in their career planning at an earlier age, particularly those who are facing a range of problems. The Milburn report, Unleashing Aspirations, challenged organisations such as universities and professional associations to engage with those who are disadvantaged earlier in their lives. The Blueprint framework covers all age groups, from primary upwards, and can support the element of the primary school curriculum, which focuses on an understanding of the world of work. As a developmental tool, young people can use it to chart their progress in developing their career planning and management skills right across their learning pathways from primary school onwards. In this way, it has the potential to bring increased coherence for learners to their career learning as well as helping curriculum planning across transitions, as learners move from one provider to another, such as through the 14 19 pathways. Increasing understanding of the world of work: the strategy signals the strengthening and broadening of work experience. The competence, B6, Understand the relationship between work, society and the economy, relates directly to work-related experiences and offers the potential to ensure that the learning from work experience and other tasters is captured and related to individuals competencies. Online access to IAG: the strategy includes the intention to ensure that IAG is delivered through a range of channels, including social networking, video-sharing and specialist advice sites using digital technologies. It recognised that many young people want to access their information online. B5.3 in the Blueprint framework references a wide range of such sources, including internet-based. To be able to use sources of information effectively, people need to develop the competencies to ensure that they can locate and evaluate these, which relate to those found in B5. Developing a broader network of support: a range of formal and informal influences impact on young peoples ambitions. Everyone in the school or college workforce can potentially shape young peoples views and influence their expectations of their future learning and career aspirations. Some surveys of young peoples views indicate that they are most likely to go to their parents.

Career learning for the 21st century: Mapping the Blueprint against other frameworks

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However parents and carers often do not feel prepared for this role, and some may have a restricted view of what their child can achieve. Research also underlines the influence of peers on a young persons decisions. Adults change and grow during their lives and can bring valuable life experience and examples from their own lives to their childrens career planning. However their information may not be current. The strategy envisages involving a range of people to inform and support young people, particularly those who are disadvantaged, in their career planning and to challenge negative stereotypes, including:

personal tutoring for every secondary school pupil from a single named member of staff; building relationships with respected mentors; role models, such as Aimhigher Associates; greater involvement of employers; and developing online mentoring.

The Blueprint framework offers a point of reference and focus to bring together the efforts of the range of people delivering formal IAG and influencing in a more informal way. It provides a tool for adults to give examples from their own career pathways and thus can support the career learning of, for example, their children, apprentices or mentees. It also fits with career coaching models. Developing a community of career planners and developers: the Ofsted report, Education for sustainable development. Improving schools improving lives, found that there was a knock-on effect when children learn which was extended to the family and community. The strategy acknowledges that it is important that initiatives supporting adults in communities where worklessness is entrenched: seek to work with adults as parents as well as seeing them as individuals; not only do parents need information and advice for themselves, they also need it for their children. Through its relevance to people of all ages, the Blueprint framework offers the potential to engage both parents and children in career learning and the opportunity to develop approaches similar to family learning models, leading to communities of better career planners and developers and building career resilience across the population. Use in the new career and advancement service would reinforce this approach. Supporting strategic leadership: local authorities are responsible for strategic leadership of IAG at local level. Embedding IAG services firmly within their overall commissioning processes is non-negotiable, as is linking IAG with their broader integrated support systems for young people. 1419 consortia often provide the forum for the local strategic planning of IAG. The Blueprint Framework offers the potential to bring coherence into career planning across the services and initiatives for which the local authority is responsible.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

The principles of impartial careers education and Careers Education Framework 719
The principles of impartial careers education
The principles of impartial education were published by the DCSF (now the DfE) in October 2009, as part of the statutory guidance for schools and local authorities. The Education and Skills Act 2008 requires schools and pupil referral units to provide impartial information and advice based on the best interests of the pupil and to ensure that pupils can access information covering the full range of post-16 options. The Guidance identified the following 6 principles of impartial career education. For clarification, each is accompanied by up to 11 outcome-focussed statements, which are referenced here. (e.g. 1.1 1.6) Details of these statements and further information can be found in Statutory guidance: Impartial Careers Education, available from the DCSF.

The Careers Education Framework 719

Published in 2010, The Careers Education Framework 7-19 replaces the Careers Education and Guidance in England A National Framework 11-19 (DfES, 2003). It is targeted at those responsible for planning and managing programmes of career education in schools and colleges and aims to help organisations meet the principles of impartial guidance in the statutory guidance published by the DCSF (now the DfE) in 2009. It uses as its starting point the principles listed below and identifies outcomes around the themes of self-development, career exploration, and career management for key stages 2, 3, and 4 and post-16 learning. Below are some examples of where the Blueprint can support the principles and hence the 7-19 framework.

Principle of impartial careers education

1. Empowers young people to plan and manage their own futures (1.1 1.6)

How it links to the Blueprint

The Blueprint is a valuable tool to enable young people to become competent career planners and managers, and all the competencies are therefore relevant. C11 focuses on understanding, engaging with, and managing the career-building process (C1.1 -1.6). The Blueprint offers a framework, which enables young people to assess their own ability to plan and manage their careers (C1.6).

2. Responds to the needs of each Supporting young people develop their own career competencies learner (2.1 2.6) will ensure that services delivered are responsive to individual need. In particular, B4.2 links lifelong learning to career goals (2.1) and B5 focuses on locating and using career information effectively (2.2). 3. Provides comprehensive information and advice (3.13.11) B5 (Locate and effectively use career information). C10 (Understand the changing nature of life and work) and B4.1 (Discover lifelong learning and its contribution to life and work) all contribute to ensuring that young people can access and use comprehensive information.

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Principle of impartial careers education

4. Raises aspirations (4.1 4.7)

How it links to the Blueprint

The Blueprint enables young people to take control of their own destinies and is a valuable tool to enable them to explore options outside their immediate environment. C10.2 encourages exploration of non-traditional life and work options. A1 (Build and maintain a positive self-image) and A2 (Interact positively with others) are particularly pertinent for young people who have low ambitions, have not had a positive experience of early schooling, are not in education, employment or training, or are reluctant to stay in learning once the participation age is raised to 18. C10 addresses stereo-typing (4.1). B6.1 relates to ensuring that individuals understand how work contributes to individuals lives (4.4). By developing career competencies young people should be more likely to challenge information and advice which is out-of-date, inaccurate, or incomplete (4.6). C10.1, C10.2, C10.3, C10.4, and C10.5 encourage individuals to identify, understand and overcome gender bias and stereotyping and seek to eliminate this. The focus of the Blueprint is on developing competencies, which will enable people to make successful transitions and progress. The focus on Personal Management includes developing key employability skills crucial to understanding ones strengths and working effectively with others (A1 and A2), which may be of particular value to more disadvantaged young people without experience of positive relationships and role models in their lives. C11 focuses on the career building process important for successful progression. C7 focuses on securing or creating and maintaining work, including job search and how to use guidance services.

5. Actively promotes equality of opportunity (5.1 5.6) 6. Helps young people to progress (6.1 6.9)

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

The quality standards for young peoples information, advice and guidance (IAG)
In 2007, the government published a set of quality standards for young people to provide a benchmark for Directors of Childrens Services in local authorities who were to take on the responsibility for commissioning and managing the IAG service in their area the following year.

IAG quality standard

1. Young people are informed about how information, advice and guidance services can help them and how to access the services they need. 2. Young people receive the information, advice and guidance on personal well-being and financial capability issues that they need.

How it links to the Blueprint

C7 focuses on securing or creating and maintaining work, including how to use guidance services and initiatives which support transition (C7.3.3).

Reflecting a broad definition of career, the Blueprint includes reference to maintaining balanced life and work roles (C9), including, for example, explore strategies for negotiating with family members and employers to achieve work-life balance (C9.4.3). B4 focuses on participation in lifelong learning supportive of career goals, including consideration of how investing in learning supports career aspirations (B4.3.1 and B4.3.2). A.3 focuses on Change and growth throughout life, maintaining health and learning to respond to change that affects well-being (A3.3). B5 (Locate and effectively use career information) focuses on ensuring that people can access and use information.

3. Young people have the information they need to make well-informed and realistic decisions about learning and career options. 4. Young people have the advice and guidance that they need to make well-informed and realistic decisions about learning and careers. 5. Information, advice and guidance services promote equality of opportunity, celebrate diversity and challenge stereotypes.

C7 includes ways in which individuals can access support to make informed decisions, including mentors (C7.4.5), services and initiatives (C7.3.3) and career planning, employment and recruitment agencies (C7.4.6). C10.1, C10.2, C10.3, C10.4, and C10.5 encourage individuals to identify, understand and overcome gender bias and stereotyping and seek to eliminate this. A2 encourages respect for diversity by focusing on interacting positively and effectively with others.

Career learning for the 21st century: Mapping the Blueprint against other frameworks

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IAG quality standard

6. Young people (reflecting the make-up of their communities) are engaged in the design, delivery and evaluation of information, advice and guidance provision.

How it links to the Blueprint

Young people who understand the competencies they need to develop to plan and manage their careers and have ownership of these, are arguably more likely to be sufficiently motivated and well-informed to engage effectively in the process of designing and developing services.

The Blueprint could provide a point of reference for young people 7. Parents and carers know and their parents / carers to help them identify the IAG needed. how information, advice and guidance can help their children C7 focuses on securing or creating and maintaining work, and know how these services are including how to use guidance services and initiatives which support transition (C7.3.3) accessed. C7.4.5 references strategies that can support transition planning such as mentoring. 8. Information, advice and guidance providers understand their role and responsibilities. 9. Programmes of career and personal development for young people are planned and provided collaboratively. 10. Staff providing information, advice and guidance are appropriately qualified, work to relevant professional standards, and receive continuing professional development. 11. Information, advice and guidance services are regularly and systematically monitored, reviewed and evaluated, and actions taken to improve services in response to the findings. Using the Blueprint as a planning tool strategically across local consortia should aid the process of establishing clarity in providers responsibilities for supporting learners career planning. The Blueprint has been used successfully in Canada for reviewing careers education programmes and can be used to identify gaps and duplication in provision to increase coverage and coherence in local delivery. There is potential for staff delivering CLIAG to use the Blueprint themselves to develop their own career competencies. B4 focuses on participating in lifelong learning supportive of career goals. A3 focuses on Change and growth throughout life including adapting to changing work role requirements. (A3.4.5) Young people who understand the competencies they need to develop to plan and manage their careers and have ownership of these are arguably in a better position to give informed and considered feedback in evaluating services.

12. Processes for commissioning See above (11). impartial information advice and guidance services are effective and result in services that meet the needs of parents / carers and young people.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

Every Child Matters and the Ofsted Common Inspection framework

The revised Common Inspection Framework (CIF) for further education and skills, published in 2009, was developed by Her Majestys Chief Inspector (HMCI), based on the Education and Inspection Act 2006, and informs all Ofsteds inspections. The CIF lists questions that an inspector must ask of every provider being inspected. The revised CIF has taken account of the Every Child Matters (ECM) outcomes, reflected in the Outcomes for learners (A1-A5). CLIAG is also covered by judgements about the quality of the provision (B1 B4).

Learner outcome
A1. How well do learners achieve and enjoy their learning?

How it links to the Blueprint

B4 focuses on participation in lifelong learning supportive of career goals, including consideration of how lifelong learning can contribute to life and work, and lifelong learning links to personal career aspirations (B4.1 and B4.2). In Foundation Tier learning the key outcome is progression to a planned destination based on their long-term goals. Research has demonstrated that linking learning to career goals has proved to have a strong, positive impact on levels of motivation. B6 focuses on understanding the relationship between work, society and the economy including discovering how work contributes to individuals lives and the community (B6.1 and B6.2), competencies that should help learners understand work values, progress into work and increase their economic and social well-being. C7 focuses on securing or creating and maintaining work, including demonstrating employability skills (C7.3.7) and job search (C7.3.12). C7 focuses on securing or creating and maintaining work. It includes exploring working conditions and safety hazards. (C7.3.5). The Blueprint includes reference to maintaining balanced life and work roles (C9). A3 focuses on Change and growth throughout life, maintaining health and learning to respond to change that affects wellbeing (A3.3). It moves individuals towards being able to adapt habits and engage in experiences that maintain or improve your mental and physical health. (A3.3.11). C7 focuses on securing or creating and maintaining work. It includes exploring volunteering as a proactive job search and personal development strategy. (C7.3.6 and C7.3.8). A2 focuses on building positive relationships a prerequisite for working as part of a team making a positive contribution in the community.

A2. How well do learners improve their economic and social wellbeing through learning and development?

A3. How safe do learners feel?

A4. Are learners able to make informed choices about their own health and well-being?

A5. How well do learners make a positive contribution to the community?

Career learning for the 21st century: Mapping the Blueprint against other frameworks

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Learner outcome

How it links to the Blueprint

The Blueprint should help learners identify when they need B4. How effective are the care, guidance and what help they need, so that this can be accessed guidance and support learners receive in helping them to attain in a timely way. B4 focuses on participation in lifelong learning supportive of career goals, which, should assist in motivating their learning goals? learners to attend their programmes and achieve.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

The matrix standard

The matrix standard is a quality framework for the effective delivery of information, advice and guidance on learning and work, including both for organisations that deliver IAG to external clients as part of their business and also for employers who are committed to developing their staff. Whilst initially developed as a standard for adult guidance it is now used as a benchmark for services delivering IAG on a range of topics and to a range of ages. As a quality assurance tool for organisations, it serves a different purpose from the Blueprint and includes a focus on service delivery and management. There are, however, links between the two. The framework is currently being reviewed.

matrix element
Element 1 People are made aware of the service and how to engage with it. Element 2 Peoples use of the service is defined and understood. Element 3 People are provided with access to information and support in using it.

How it links to the Blueprint

C7 focuses on individuals securing or creating and maintaining work, including how to use guidance services and initiatives which support transition (C7.3.3).

B5 focuses on the competence of being able to locate and use information effectively including developing the skills of locating this, understanding it and being able to evaluate it. Developing these competences is a way of providing the support required. C8 focuses on making career-enhancing decisions, including exploring and improving decision-making. Developing these competences is a way of providing the support required.

Element 4 People are supported in exploring options and making choices. Element 5 Service delivery is planned and maintained. Element 6 Staff competence and support they are given are sufficient to deliver the service.

There is potential for staff delivering CLIAG to use the Blueprint themselves to develop their own career competencies. B.4 focuses on participating in lifelong learning. A3 focuses on Change and growth throughout life including adapting to changing work role requirements (A3.4.5) supportive of career goals.

Element 7 Feedback on the People who understand the competencies they need to develop quality of the service is obtained. to plan and manage their careers, and have ownership of these, are arguably in a better position to give informed and considered feedback in evaluating services. Element 8 Continuous quality improvement is ensured through monitoring, evaluation and action.

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Appendix 1 References and further reading

Australian Blueprint for Career Development (ABCD) www.blueprint.edu.au The Australian Blueprint for Career Development and the Appendices www.blueprint.edu.au/resources/DL_Blueprint_Final.pdf?bcsi_scan_8691BB3BC7BCD5AE=0&bcsi_ scan_filename=DL_Blueprint_Final.pdf The professional development kit: Using the Blueprint with Young People www.blueprint.edu.au/index.php/toolkit/using_the_blueprint_in_schools/ Blueprint for Life (Canada) www.blueprint4life.ca/blueprint/home.cfm/lang/1 DCSF (2007) Quality Standards for Young Peoples Information, Advice and Guidance. DCSF (2009) Quality, Choice and aspiration: A strategy for young peoples information, advice and guidance. DCSF (2009) Statutory guidance: Impartial Careers Education. DCSF (2010) The Careers Education Framework 719. DfES (2003) Careers Education and Guidance in England A National Framework 1119. ENTO (2007) The matrix Standard. LSIS (2009) Career learning for the 21st century: The career blueprint a competence approach. LSIS (2010) Career Learning for the 21st century: Careers Blueprint: Careers blueprint supporting an all-age guidance strategy. Ofsted (2009) The Common Inspection framework for further education and skills 2009. Panel on fair Access to the Professions (2009) Unleashing Aspirations: the Final report of the Panel on Fair Access to the Professions.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

Appendix 2 Phase III and Phase IV career competencies and performance indicators2
Area A Personal management
1. Build and maintain a positive self-concept Phase III
1.3 Develop abilities to maintain a positive self-concept.

Phase IV
1.4 Improve on abilities to maintain a positive self-concept.

Acquire 1.3.1 Understand how individual characteristics such as interests, skills, values, beliefs and attitudes contribute to achieving personal, social, educational and professional goals. 1.3.2 Understand the importance of giving and receiving feedback to maintaining a positive self-concept. 1.3.3 Understand the importance of allies (e.g. friends and supporters) to maintaining a positive self-concept. Apply 1.3.4 Identify your personal characteristics such as your interests, skills, values, beliefs and attitudes. 1.3.5 Identify behaviours and attitudes that reflect your self-concept. 1.3.6 Identify your allies and external assets. 1.3.7 Demonstrate giving and receiving feedback in ways that build a positive self-concept. Personalise 1.3.8 Assess how your personal characteristics and behaviours are reflected in your life, learning and work goals. 1.3.9 Assess the part that your allies play in achieving your life, learning and work goals. Act 1.3.10 Adopt behaviours and attitudes that will help you reach your life, learning and work goals.

Acquire 1.4.1 Understand the influence of personal characteristics (skills, knowledge, attitudes, interests, values, beliefs and behaviours) on career decisions. 1.4.2 Understand how achievements related to work, learning and leisure influence your self-concept. Apply 1.4.3 Explore how your own career decisions have been and are influenced by personal characteristics (skills, knowledge, attitudes, interests, values and beliefs). 1.4.4 Identify your personal achievements related to work, learning and leisure. 1.4.5 Adopt behaviours and attitudes that project a positive self-concept. Personalise 1.4.6 Re-examine your personal characteristics and determine those that contribute positively to the achievement of your life, learning and work goals. 1.4.7 Examine your personal achievements and acknowledge their influence on your self-concept. Act 1.4.8 Improve your life, learning and work activities by maximising your positive characteristics. 1.4.9 Engage in life, learning and work activities that validate all aspects of yourself and provide a sense of personal achievement.

2 Australian Blueprint, 2009

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2. Interact positively and effectively with others Phase III

2.3 Develop abilities for building positive relationships in life and work.

Phase IV
2.4 Improve abilities for building positive relationships in life and work.

Acquire 2.3.1 Discover the skills, knowledge and attitudes needed to work effectively with and for others. 2.3.2 Explore appropriate ways of assisting others. 2.3.3 Examine the nature of the contractual relationship between employees and employers and the nature of the contractual relationship between clients and contractors. Apply 2.3.4 Demonstrate behaviours and attitudes required for working with and for others. 2.3.5 Demonstrate skills for assisting others, such as problem solving and facilitation skills. 2.3.6 Express feelings, reactions and ideas in an appropriate manner when dealing with others. Personalise 2.3.7 Determine the helping skills you feel comfortable with and wish to contribute in your relationships with others. 2.3.8 Acknowledge the positive effects of expressing your feelings, reactions and ideas appropriately. Act 2.3.9 Engage in interactions and learning experiences that help build positive relationships in your life and work.

Acquire 2.4.1 Explore innovative interpersonal and group communication skills. 2.4.2 Explore the concept of self-defeating behaviours and attitudes as well as strategies for overcoming them. 2.4.3 Explore the importance of positive relationships to your career building. 2.4.4 Discover the importance and benefits of being able to interact with diverse groups of people in all areas of your life. Apply 2.4.5 Demonstrate effective social and group membership skills, knowledge and attitudes. 2.4.6 Apply strategies for overcoming self-defeating behaviours and attitudes. 2.4.7 Demonstrate the ability to handle outside pressure. 2.4.8 Demonstrate the ability to interact with diverse groups of people. Personalise 2.4.9 Acknowledge and appreciate the outcomes of positive relationships in your personal and professional roles. 2.4.10 Assess the ways in which showing respect for all kinds of people has contributed to your career. Act 2.4.11 Continuously assess and develop your social and interpersonal skills and your respect for the diversity of individuals.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

3. Change and grow throughout life Phase III

3.3 Learn to respond to change that affects your well-being.

Phase IV
3.4 Develop strategies for responding positively to life and work changes.

Acquire 3.3.1 Describe how change and growth can affect physical and mental health. 3.3.2 Explore how mental and physical health impact on life and work decisions. 3.3.3 Explore effective communication skills to use in stressful situations (e.g. assertiveness, conflict resolution or problem solving). Apply 3.3.4 Identify what places stress on your mind and body. 3.3.5 Demonstrate behaviours that maintain your physical and mental health. 3.3.6 Apply stress management strategies. 3.3.7 Demonstrate effective communication skills in stressful situations (e.g. assertiveness, conflict resolution or problem-solving). Personalise 3.3.8 Examine your mental and physical health and evaluate its impact on your career decisions. 3.3.9 Acknowledge the positive outcomes of actively managing issues that affect your well-being. 3.3.10 Assess your communication skills and adopt those that are most effective in stressful situations. Act 3.3.11 Adopt habits and engage in experiences that maintain or improve your mental and physical health.

Acquire 3.4.1 Understand how personal motivations and aspirations may change over time. 3.4.2 Understand the physical and psychological changes that occur with age. 3.4.3 Explore how work performance may be adapted to physical and psychological changes that occur with age. 3.4.4 Understand how changes related to work (e.g. job loss, job transfer) impact on your life and may require life changes. 3.4.5 Explore the skills, knowledge and attitudes needed to adapt to changing work role requirements. Apply 3.4.6 Describe your personal motivations and aspirations. 3.4.7 Develop and apply strategies to adapt and respond effectively to career changes (e.g. problem-solving, networking, updating portfolio and rsum and acquiring new skills and knowledge). Personalise 3.4.8 Examine your personal motivations and aspirations and determine their impact on your career decisions. 3.4.9 Acknowledge your ability to adapt and respond effectively to career changes. Act 3.4.10 Create career scenarios based on your personal motivations and aspirations. 3.4.11 Improve your ability to adapt and respond to career changes.

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Area B Learning and work exploration

4. Participate in lifelong learning supportive of career goals Phase III
4.3 Link lifelong learning to the career-building process.

Phase IV
4.4 Participate in continuous learning supportive of career goals.

Acquire 4.3.1 Understand how the skills, knowledge and attitudes acquired in a variety of learning programmes may contribute to achieving personal and professional goals. 4.3.2 Understand how lifelong learning enhances peoples ability to achieve career goals. 4.3.3 Understand how a set of skills, knowledge and attitudes can fulfil the requirements of a variety of work roles and work environments. 4.3.4 Understand why lifelong learning is required in the workplace. 4.3.5 Explore the education and training requirements of various work roles. Apply 4.3.6 Demonstrate lifelong learning behaviours and attitudes that contribute to achieving personal and professional goals.

Acquire 4.4.1 Investigate educational opportunities (e.g. vocational learning programmes, employer-sponsored training). 4.4.2 Investigate community resources that support education and training (e.g. childcare, public transportation, and health and human services). 4.4.3 Understand the importance of developing strategies to help overcome barriers to education and training. 4.4.4 Explore how skills, knowledge and attitudes acquired enhance work opportunities. 4.4.5 Explore lifelong learning resources available in workplace settings (e.g. computer-assisted self-directed training, mentoring and attendance at short courses). 4.4.6 Explore personal and professional learning plans. Apply 4.4.7 Prepare short and long-range plans to achieve personal and professional goals through appropriate educational and training pathways. 4.4.8 Outline and adopt strategies to overcome personal barriers to education and training. 4.4.9 Undertake learning activities (e.g. studying, responding to feedback from supervisors, engaging in a project of interest).

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

4. Participate in lifelong learning supportive of career goals Phase III

Personalise 4.3.7 Determine the value of ongoing learning to you. 4.3.8 Identify the transferable skills, knowledge and attitudes that can fulfil the requirements of a variety of work roles and work environments. Act 4.3.9 Engage in a continuous learning process supportive of your career goals.

Phase IV
Personalise 4.4.10 Assess your skills, knowledge and attitudes towards learning and determine how these enhance your career opportunities. 4.4.11 Determine which continuous learning strategies work best for you. Act 4.4.12 Improve learning strategies and engage in a lifelong learning process supportive of your career goals.

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5. Locate and effectively use career information Phase III

5.3 Locate and evaluate a range of career information sources.

Phase IV
5.4 Use career information effectively in the management of your career.

Acquire 5.3.1 Discover how key personnel in selected work roles could become ideal information resources/ role models. 5.3.2 Understand how labour market information (profiles, statistics, etc) can be used when making career decisions. 5.3.3 Explore how trends and work opportunities in various industry sectors impact upon the nature and structure of work roles. 5.3.4 Explore how employment and workplace trends impact upon the provision of education and training. 5.3.5 Understand how a variety of factors (e.g. supply and demand for workers, demographic changes, environmental conditions, geographic location) impact upon work opportunities. Apply 5.3.6 Use career information resources such as career directories, occupation classification systems, labour market information, mass media, computer and internet-based career information delivery systems to locate trend information on occupational and industry trends, education and training trends, and social and economic trends. Personalise 5.3.7 Rank the usefulness of career information resources you have explored in terms of their accuracy, currency, reliability and relevance. Act 5.3.8 Put strategies in place to evaluate career information resources that you locate and use.

Acquire 5.4.1 Investigate career-related information and materials (e.g. on self-assessment, on career planning, on professional associations, on prospective employers). 5.4.2 Explore the limitations of occupational and labour market information. 5.4.3 Discover the diverse work opportunities available to an individual with a given set of work skills, knowledge and attitudes. 5.4.4 Understand how to assess the reliability of career information. Apply 5.4.5 Use career information resources to identify work opportunities that are available to someone with your set of work skills, knowledge and attitudes. 5.4.6 Assess the reliability of career information resources you use to identify opportunities. Personalise 5.4.7 Determine, according to your preferences, which work opportunities should or will be considered in your career goals and aspirations. Act 5.4.8 Create or adapt career goals and aspirations using relevant and accurate career-related information.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

Area C Career building

7. Secure or create and maintain work Phase III
7.3 Develop abilities to seek, obtain or create and maintain work.

Phase IV
7.4 Improve on abilities to seek, obtain or create and maintain work.

Acquire 7.3.1 Explore skills, knowledge and attitudes required to locate, interpret and use information about work opportunities. 7.3.2 Explore the attributes and employability skills necessary to obtain and maintain work. 7.3.3 Explore the services or initiatives that support peoples transitions. 7.3.4 Understand that some work opportunities require flexibility and adaptability (e.g. relocating, learning new skills). 7.3.5 Explore specific work opportunities in terms of working conditions and safety hazards, benefits, etc. 7.3.6 Explore volunteering as a proactive job search and personal development strategy.

Acquire 7.4.1 Investigate specific work that supports desired career intentions. 7.4.2 Identify job opportunities that suit your own needs and values. 7.4.3 Identify relationships that will help with finding work. 7.4.4 Update your work search tools and the skills required to seek, obtain or create and maintain work (job application forms, rsums, portfolios, job interviewing, proposals, cover letters, etc). 7.4.5 Explore strategies supportive of career change (e.g. on-the-job training, mentors, networking, continuous learning). 7.4.6 Investigate the career planning, employment and recruitment services available through organisations (e.g. government, educational institutions, business, industry and community agencies). 7.4.7 Identify your transferable skills, knowledge and attitudes. 7.4.8 Understand the importance of making career decisions that align with your preferred future.

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7. Secure or create and maintain work Phase III

Apply 7.3.7 Demonstrate employability skills and attributes necessary to obtain and maintain work. 7.3.8 Experience volunteering as a proactive job search or personal development strategy. Personalise 7.3.9 Evaluate work opportunities in terms of working conditions, benefits, etc that are important to you. 7.3.10 Acknowledge your personal set of skills, knowledge and attitudes that contribute to seeking, obtaining or creating and maintaining work. Act 7.3.11 Create and engage in work opportunities reflective of your personal set of skills, knowledge and attitudes. 7.3.12 Adapt current or try new work search skills and tools.

Phase IV
Apply 7.4.9 Establish relationships that will help with finding work. 7.4.10 Market yourself using work search tools and skills (job application forms, rsums, portfolios, job interviewing, proposals, cover letters, etc). 7.4.11 Experience the career planning, employment and recruitment services available through organisations (e.g. government, educational institutions, business, industry and community agencies). 7.4.12 Demonstrate the skills, knowledge and attitudes that are transferable from one work role to another. 7.4.13 Plan career changes reflective of your preferred future. Personalise 7.4.14 Re-examine your network and determine the relationships most helpful to your work search strategies. 7.4.15 Evaluate your skills, knowledge and attitudes in terms of their effectiveness for seeking, obtaining or creating and maintaining work. 7.4.16 Assess work opportunities in terms of your preferred future. Act 7.4.17 Use up-to-date work search skills to create and engage in work opportunities reflective of your preferred future.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

9. Maintain balanced life and work roles Phase III

9.3 Link lifestyles and life stages to career building.

Phase IV
9.4 Incorporate life-work balance into the career-building process.

Acquire 9.3.1 Understand the concept of life stages. 9.3.2 Understand the concept of lifestyles. 9.3.3 Understand the factors that influence or impact upon lifestyles (e.g. socioeconomic status, culture, values, work choices, work habits). 9.3.4 Understand the life stage factors that influence your career building. Apply 9.3.5 Examine the type of lifestyle you want at this stage of your life. 9.3.6 Identify and experience work scenarios reflective of your life stage and lifestyle. 9.3.7 Recognise that your preferred lifestyle, your life stage and your career building are connected. Personalise 9.3.8 Examine your work scenarios and determine which ones are supportive of your life stage and lifestyle. 9.3.9 Acknowledge the factors that influence or impact upon your lifestyle (e.g. socioeconomic status, culture, values, work choices, work habits, injury, illness). 9.3.10 Acknowledge the life stage factors that have influenced or are influencing your career building. Act 9.3.11 Take active steps to moving closer towards your preferred lifestyle, while considering your life stage.

Acquire 9.4.1 Explore how your family life impacts upon achieving a balanced and productive life. 9.4.2 Explore works contribution to and impact on creating a balanced and productive life. 9.4.3 Explore strategies for negotiating with family members and employers to achieve life-work balance. Apply 9.4.4 Demonstrate how you are balancing your life and work roles. 9.4.5 Apply strategies for negotiating with family members and employers to achieve life-work balance. Personalise 9.4.6 Determine the value you place on work, family, community and leisure activities. 9.4.7 Identify any habits or attitudes that work against achieving life-work balance. Act 9.4.8 Engage in life, learning and work activities that support your lifestyle and life stage goals and contribute to a balanced life.

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10. Understand the changing nature of life and work roles Phase III
10.3 Understand and learn to overcome stereotypes in your career building.

Phase IV
10.4 Seek to eliminate gender bias and stereotypes in your career building.

Acquire 10.3.1 Examine factors that have influenced the changing career patterns or pathways of women and men. 10.3.2 Examine gender stereotyping and bias in education and training programmes and work settings. 10.3.3 Identify attitudes, behaviours and skills that contribute to overcoming gender bias and stereotyping. 10.3.4 Investigate advantages and challenges of adopting non-traditional work roles. Apply 10.3.5 Demonstrate attitudes, behaviours and skills that contribute to eliminating gender bias and stereotyping. Personalise 10.3.6 Assess your willingness to contribute to eliminating gender bias and stereotyping. 10.3.7 Examine the possibility of adopting non-traditional work roles. 10.3.8 Consider fulfilling work roles regardless of gender bias and stereotyping. Act 10.3.9 Create and engage in fulfilling career experiences regardless of gender bias and stereotyping.

Acquire 10.4.1 Investigate recent changes in gender norms and attitudes. 10.4.2 Investigate trends in the gender composition of the labour force. 10.4.3 Explore difficulties that arise from stereotyping occupations. 10.4.4 Explore skills, knowledge and attitudes that help eliminate stereotyping in education, training, family and work environments. Apply 10.4.5 Demonstrate skills, knowledge and attitudes that help eliminate stereotyping in education, training, family and work environments. Personalise 10.4.6 Evaluate the impact that trends in the gender composition of the labour force have on your career plans. 10.4.7 Determine your own willingness to adopt strategies or take actions that help eliminate gender bias and stereotyping. Act 10.4.8 Create and engage in career experiences that help eliminate gender bias and stereotyping.

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Career learning for the 21st century: Mapping the Blueprint against other frameworks

11. Understand, engage in and manage the career-building process Phase III
11.3 Take charge of your career-building process.

Phase IV

11.4 Manage your career-building process. Acquire 11.4.1 Explore the nature of career Acquire transitions and their impact on the 11.3.1 Understand the concept of the career-building process. labour market and its relationship to 11.4.2 Investigate the choices and challenges career building. of major transitions (e.g. becoming a 11.3.2 Understand how risk taking and parent, spouse or retiree, losing a job, positive attitudes towards self and work injury, illness). (resilience, flexibility, openness, etc) are important to the career-building process. 11.4.3 Explore financial and lifestyle needs and their relationship to career roles. 11.3.3 Understand the difference between risk taking in career building and risk-taking 11.4.4 Explore effective strategies to use during transitional periods. in the workplace. 11.4.5 Understand the importance of updating 11.3.4 Understand how information about your rsum and portfolio using newly yourself and the labour market is acquired information about yourself and important to the career-building process. the labour market. 11.3.5 Explore the notion of career scenario 11.4.6 Understand the importance of revisiting building as an integral component of and fine-tuning your preferred future, the career-building process. career goals and aspirations, and 11.3.6 Understand the importance of pursuing short-term action plans. short-term career action plans. Apply Apply 11.4.7 Plan and apply coping strategies during 11.3.7 Demonstrate risk-taking and positive transition periods (e.g. starting a family, attitudes toward self and work retirement, losing a job, injury, illness). (resilience, flexibility, openness, etc.). 11.4.8 Update your rsum and portfolio. 11.3.8 Update your rsum and portfolio using newly acquired information about 11.4.9 Review your preferred future and fine-tune your career action plans. yourself and the labour market. 11.4.10 Pursue your action plans. 11.3.9 Build career goals, aspirations and experiences that align with your preferred future. 11.3.10 Develop and pursue short-term action plans in light of your desired career goals and aspirations. 11.3.11 Experience different roles through work experience, volunteering, social events, etc.

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11. Understand, engage in and manage the career-building process Phase III Phase IV
Personalise Personalise 11.4.11 Re-examine your career goals, action 11.3.12 Refine your self-perception (based on plans and your strategies for dealing career experiences) and evaluate its with transition periods and determine impact on your decisions or choices. whether or not it is necessary to 11.3.13 Revisit your preferred future to adjust them. determine whether or not it is necessary Act to modify or create new career goals, aspirations and experiences and adjust 11.4.12 Adapt your preferred future in order to always reflect your true needs, desires your short-term action plans. and aspirations. Act 11.3.14 Engage in a career-building process that truly reflects your own needs, desires and values.

Notes
1. Please note that some of the statements in the Australian Blueprint are country-specific and have not been re-worded for the UK. The Appendix does not show the performance indicators for phases I and II in Blueprint. Practitioners working with younger learners or those with learning difficulties and disabilities (LDD) will find that the PIs from phases I and II are better suited to the needs of their learners.

2.

Learning and Skills Improvement Service Friars House, Manor House Drive Coventry CV1 2TE t 024 7662 7900 e enquiries@lsis.org.uk

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Learning and Skills Improvement Service

The Learning and Skills Improvement Service (LSIS) aims to accelerate the drive for excellence in the learning and skills sector, building the sectors own capacity to design, commission and deliver improvement and strategic change. LSISs vision is that every learner acquires the skills, knowledge and appetite for learning, living and working and every provider is valued by their community and employers for their contribution to sustainable social and economic priorities. LSISs Strategic Ambitions demonstrates how we will contribute to delivering core improvement principles and sets out our new ways of working to engage the sector in everything we do to make LSIS a truly sector-led organisation. You can find this document and other information about LSIS activities and services at www.lsis.org.uk

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