The Careers Leader needs to be someone who can:
- Take responsibility for continuous improvement of the strategic careers plan and the progressive careers programme, which should be planned and implemented to ensure positive outcomes for young people
- Coordinate and manage the various elements of the careers programme informed by a strategic careers plan aligned to school, special school or college priorities
- Liaise with external partners, such as employers, learning providers and career guidance services
- Pay careful attention to feedback from all stakeholders and to the destinations of pupils
Developed with you in mind, we’ve made it easy to quickly find the trusted, high quality resources you need to make a difference. We’ve identified, and regularly update, key resources that can directly support you as you plan, implement and measure the impact of your strategic careers plan and progressive careers programme and as you work towards achieving the Gatsby Benchmarks.
Careers Leader resources
I am a...
This paper provides evidence on business games and enterprise competitions to help schools, colleges and providers of careers and enterprise programmes use the evidence to shape the programmes they are running and developing.
This research compiles evidence on the career-related learning of primary aged children’s decisions, aspirations and attitudes.
This paper provides evidence for effective career guidance within the Further Education (FE) sector. The evidence can be used by colleges of all types and providers of career and enterprise programmes when considering supporting young people with careers activities.
This report builds on the national results from the State of the Nation Report 2019 with additional analysis of the Compass data for colleges specifically, to provide Careers Leaders, college leaders and their external partners with the insights needed to make further progress.
The Gatsby report identified eight benchmarks of good career guidance, one of which was linking curriculum to careers. Careers in the curriculum describes a range of interventions which allow students to encounter career learning as part of their everyday school curriculum, but what impact is it having and what are the lessons for best practice?
This research is available to support anyone who is involved in mentoring to better understand good practice.
This report provides practical insights from Careers Leaders about how to deliver meaningful encounters with further and higher education for young people in secondary schools, colleges and special schools. It is targeted at schools and colleges seeking ideas for how to improve their provision.
This report provides practical insights from Careers Leaders about how to deliver meaningful workplace experiencesfor young people in secondary schools, colleges and special schools. It is targeted at schools and colleges seeking ideas for how to improve their provision.
This paper provides evidence on the benefits of involving young people in volunteering. Schools, colleges and providers of careers and enterprise programmes can use this evidence when considering how to support young people in this area.
The Key Stats 2021 publication contains a useful and informative overview of the Independent Training Provider sector and has been provided by the Association of Employment and Learning Providers (AELP)
This research features what works in the provision of personal guidance in schools and colleges and to identify the impact on young people.
Teacher continuing professional development (CPD) delivered by employers can refer to a variety of professional development activities where an employer is the primary facilitator of training. But what impact do teacher placements have and what can we learn about lessons in best practice?