2017年英国教育部职业教育法规文件（中英文）

译者说明：

时代变化了，但是教育为社会培养有用人才的目标没有变。知识经济时代下，如何让教育培养的人与社会发展需求相匹配，这是教育成果的体现，也是教育系统需要解决的大问题。

英国国家基础课程系统的改革从2005年开始，迄今已经有12年了，新的GCSE和A Level课程大纲的实施，将为提高英国基础教育的教学质量起到重要的作用。增加学校自主权的努力，会激发校长和教师们的动力，让校园成为教师和学生积极主动参与的场所。

与此同时，英国政府1997年的教育法规文件，就特别强调了对青少年学生进行职业教育和指导的重要性，随着社会的迅速发展和变化，职业教育和指导在学校教育的重要性已经日益凸显。下面内容摘自英国教育部今年（2017年）发布的有关职业指导的法规文件，该文件强制性地要求学校给8到13年级（13到18岁）学生做系统的职业教育和指导。

职业教育与指导和学术课程教学体系一起，构成了英国学校基础教育的完整体系，这需要我们予以高度的重视。为了方便大家讨论，我把该文件翻译成中文，供大家学习和讨论，并提出修改意见。

 

——张铁光教授、剑桥大学博士

上海金苹果国际部名誉校长

剑桥国际课程发展中心主席

 

 Careers guidance and inspiration in schools

Statutory guidance for governing bodies, school leaders and school staff

April 2017

 

学校的职业指导与激励

管理机构、学校领导和学校工作人员的法定指导

2017年4月

 

Summary

 

 

About this guidance

 

1.    This is statutory guidance from the Department for Education. This means that recipients must have regard to it when carrying out duties relating to careers guidance1. If they decide to depart from it, they will need to have clear reasons for doing so. The statutory guidance outlines why schools (and local authorities that maintain pupil referral units) must secure independent careers guidance for young people, what they must do to comply with their legal responsibilities in this area and the role of the governing body and head teacher in shaping the guidance and support offered by the school.

这是教育部的法定指导。这意味着，收件人在进行有关职业指导相关职责必须参考它。如果他们决定离开它，他们将需要有明确的理由这样做。法定指导纲要地说明了为什么学校（地方当局、保持学生推荐单位）必须确保为年轻人做独立的职业指导，他们必须做的是遵守在该领域的法律责任，管理机构和校长在塑造学校提供的指导和支持承担的角色。

2.    We use the term ‘must’ when the person in question is required to do something in law and ‘should’ when we are setting out a requirement in the statutory guidance to which they should have regard.

我们使用“必须”这个术语，在法律上要求当事人去做某事情，术语“应该”，当我们在法定指导设定一个要求，他们应该予以考虑。

3.    Recipients should read this statutory guidance alongside the non-statutory departmental advice on careers guidance and inspiration in schools 2, which provides case studies and suggestions, based on good practice, for ensuring that all pupils have access to high quality advice and guidance.

收件人应该在读这一法定指导的同时，阅读非法定部门关于学校职业指导和激励的指导意见，它基于好的做法提供了案例分析和建议，以确保所有学生获得高质量的建议和指导。

 

Review date

 

4.    The statutory guidance contains minor updates to the previous version issued in April 2014. This guidance will be reviewed on an annual basis: but it will only be revised if it is no longer considered fit for purpose.

该法定指导包括了对2014年4月颁发的前一版本的轻微更新。本指南将在每年的基础上进行评审：但仅仅是在它不再适合目标的时候进行修订。

 

What legislation does this guidance refer to?

 

5.    Section 42A and section 45A of the Education Act 1997.

根据1997教育法的第42A及45A。

 

Who is this guidance for?

 

6.    This guidance is for:

该指导是为：

l  Governing bodies, school leaders and school staff in maintained schools and local authorities that maintain pupil referral units

管理机构、学校领导及维护学校的员工，以及负责学生转介的当地政府

l  Academies and free schools (including alternative provision academies and free schools)

学院和免费学校（包括可供选择的学院和免费学校）

 

Key Points（关键点）

 

7.    Every child should leave school prepared for life in modern Britain. This means ensuring academic rigour supported by excellent teaching, and developing in every young person the values, skills and behaviours they need to get on in life. All children should receive a rich provision of classroom and extra-curricular activities that develop a range of character attributes, such as resilience and grit, which underpin success in education and employment. High quality, independent careers guidance is also crucial in helping pupils emerge from school more fully rounded and ready for the  world of work. Young people want and need to be well-informed when making subject and career decisions.

每个孩子离开学校时都应该为在现代英国的生活做好准备。这意味着确保为卓越教学所支持的学术严谨性，让每一位年轻人形成他们在生活中所需要的价值观、技能和行为。所有的孩子都应该得到丰富的课堂和课外活动，这些活动可以培养一系列的性格特征，如韧性和毅力，这些都是教育和就业的基础。高质量的、独立的职业指导也是至关重要，对于帮助学生更全面地从学校中脱颖而出，并为职场做好准备。年轻人在做专业和职业选择的时候想要和需要灵通的信息。

8.    Careers guidance in schools has long been criticised as being inadequate and patchy. Ofsted reported in 2013 that “only one in five schools were effective in ensuring that all students were receiving the level of information they needed”. Young people who are uncertain or unrealistic about career ambitions are three times more likely to spend significant periods of time not in education, employment or training (NEET). Providing improved careers services will ensure that young people can select educational routes (and then begin their working life in a job) that are suitable for them. This will help young people to develop skills employers want to match the needs of our economy.

长期以来，学校的职业指导一直被认为是不充分的和零碎的。英国教育标准局（Ofsted）2013年报告指出：“在五所学校中，只有一所学校有效地确保所有学生都接受到了他们需要的信息”。 对于不确定或不切实际职业抱负的年轻人，有三倍的可能性没有把大量时间花费在教育、就业或培训上（不升学、不就业、不进修）。提供改善的职业服务，将确保年轻人可以选择适合他们的教育路线（然后开始他们的工作生活）。这将有助于年轻人发展雇主想要的符合我们经济需要的技能。

9.    The duty on schools, to secure independent careers guidance for all year 8-13 pupils, is intended to expand advice and guidance for young people so they are inspired and motivated to fulfil their potential. Schools should help every pupil develop high aspirations and consider a broad and ambitious range of careers. Inspiring every pupil through more real-life contacts with the world of work can help them understand where different choices can take them in the future.

确保所有8年级到13年级学生的独立职业指导是学校的责任，意在扩大对年轻人的建议和指导，以鼓舞和激励他们发挥自己的潜力。学校应该帮助每一个学生树立远大抱负，并考虑广泛而雄心勃勃的职业生涯。通过与职业领域现实世界的接触来激励每一位学生，能帮助他们了解未来的不同选择。

10. Schools should have a strategy for the careers guidance they provide to young people. The strategy should be embedded within a clear framework linked to outcomes for pupils. This should reflect the school’s ethos and meet the needs of all pupils. Schools should consider the following principles for good practice when developing their strategy:

学校应该有为年轻人提供职业指导的策略。该策略应嵌入在一个与学生的成果相连的明确框架。这应该反映学校的风气，并满足所有学生的需要。学校在制定策略时，应考虑以下原则：

•   Provide access to a range of activities that inspire young people, including employer talks, careers fairs, motivational speakers, colleges and university visits, coaches and mentors. High quality mentoring can be an important part of delivering against the duty as it develops the character and confidence needed to build a successful career.

提供一系列激励年轻人的活动，包括雇主会谈、职业招聘会、激励演讲者、学院和大学访问、教练和导师。高质量的指导可以是履行职责的重要组成部分，因为它发展建立成功职业生涯所需的性格和信心。

•   Build strong links with employers who can help to boost young people’s attitudes and employability skills, inform pupils about the range of roles and opportunities available and help them understand how to make this a reality.

与那些能帮助提升年轻人态度和就业能力的雇主建立起强有力的联系，向学生传达各种角色和机会，帮助他们了解如何实现这一目标。

•   Offer high quality work experience that properly reflects individuals’ studies and strengths, and supports the academic curriculum.

提供高质量的恰当反映个人学习和优势的工作经验，并支持学术课程。

•   Widen access to advice on options available post-16, for example, apprenticeships, entrepreneurialism or other vocational routes alongside the more traditional A levels and university route. This should also include giving other post-16 providers opportunities to engage with pupils on school premises.

拓宽16岁后教育有关选择的建议，例如，和更传统的A Level和大学路线并行的学徒、企业家或其他职业路线。这也应该包括给其他16岁后教育提供者与在校学生接触的机会。

•   Provide face-to-face advice and guidance to build confidence and motivation. This should include consideration of the role that careers professionals can play in supporting pupils as one element of a varied careers programme.

提供面对面的建议和指导，以建立学生的信心和动力。这应该包括让职业生涯专业人士可以发挥作用的考虑，作为支持学生多样化职业生涯计划的一个元素。

•   Work with local authorities to identify vulnerable young people, including those with special educational needs and those at risk of not participating post-16, and the services that are available to support them.

与地方当局一起确定脆弱的轻年人，包括那些有特殊教育需要和那些不参与16岁后教育的群体，提供支持他们的服务。

•   Provide information to students about the financial support that may be available to help them stay in education post-16.

给学生提供关于帮助他们接受16岁后教育金融支持的信息。

•   Work with Jobcentre Plus to develop a smoother pathway between education and work.

与工作中心（Jobcentre Plus）一起，开发教育和工作之间的平滑路径。

•   Consciously work to prevent all forms of stereotyping in the advice and guidance they provide, to ensure that boys and girls from all backgrounds and diversity groups consider the widest possible range of careers, including those that are often portrayed as primarily for one or other of the sexes.

自觉努力防止为他们提供各种形式刻板的建议和指导，确保来自各种不同背景的男孩和女孩们考虑最大可能范围的职业，包括那些通常被描绘成是为一个或其他性别的职业。

11.  Online tools can offer imaginative and engaging ways to encourage young people to think about the opportunities available to them. However schools should note that website access is not sufficient in itself to meet the statutory duty.

在线工具是鼓励年轻人考虑他们机会的富有想象力和吸引人的方式。然而，学校应该注意到，访问网站本身并不足以满足法定的职责。

12.  Schools can retain in-house arrangements for providing advice and guidance to pupils, but these in themselves are insufficient to meet the duty. In-house support for pupils must be combined with advice and guidance from independent and external sources to meet the school’s legal requirements.

学校可以保留为学生提供建议和指导的内部安排，但是这些本身对于满足职责是不够的。学校对学生的支持必须与独立和外部来源的建议和指导相结合，以满足学校的法律要求。

13.  Ofsted has been giving careers guidance a higher priority in school inspections since September 2013, taking into account how well the school delivers advice and guidance to all pupils in judging its leadership and management.

从2013年9月起，英国教育标准局已经在对学校的审核中给予职业指导以优先的地位，在对其领导和管理进行评判时，考虑学校是如何为全体学生提供好的咨询和指导的。

14.  Schools can measure the effectiveness of their careers and inspiration activity by considering both the attainment and the destinations of their pupils. Success will be reflected in higher numbers progressing to apprenticeships, universities – including selective universities, traineeships, and other positive destinations such as employment or a further education college. This will help to close the gap in destinations between young people from disadvantaged backgrounds and others.  

学校可以通过考虑学生的成就和目的，来衡量他们的事业和激励活动的有效性。成功将体现在学徒、大学更高数量的进展——包括选择大学、培训，和其它积极的目的，如就业或继续教育学院。这将有助于缩小处于不利地位年轻人和其他人之间的差距。

15.  Schools can use destination measures data, published by the Department for Education, to assess how successfully their pupils make the transition into the next stage of education or training, or into employment.

学校可以使用教育部公布的目标测量数据，来评估他们的学生如何成功地进入下一阶段的教育或培训，或进入职场。

 

Statutory Duty（法定责任）

 

16. The statutory duty requires governing bodies to ensure that all registered pupils at the school are provided with independent careers guidance from year 8 (12-13 year olds) to year 13 (17-18 year olds).

法定职责要求管理主体确保为所有从8年级（12-13岁）到13年级（17-18岁）在校注册的学生提供独立的就业指导。

17. The governing body must ensure that the independent careers guidance provided:

管理主体必须确保提供独立的职业指导：

•   Is presented in an impartial manner

以不偏不倚的方式

•   Includes information on the range of education or training options, including apprenticeships and other vocational pathways

包括教育或培训的选择范围的信息，包括学徒和其它职业途径

•   Is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.

指导人认为，将促进学生的最佳利益。

 

What must the governing body do?

 

18. Strong school leadership is crucial to raising the aspirations of all pupils, encouraging them to overcome barriers to success and to do what it takes to fulfil their potential. The governing body should provide clear advice to the head teacher on which he/she can base a strategy for advice and guidance, which is appropriately resourced and meets the school’s legal requirements. The governing body’s advice should be informed by the requirements and the key principles for good careers guidance set out in this document – see key points in particular.

强有力的学校领导对于提升全体学生的愿望是至关重要的，鼓励他们克服达到成功的障碍，并尽其所能来实现他们的潜力。管理机构应该给校长提供明确的忠告，有关他/她能够具有适当资源和满足学校法律要求的建议与指导的基本策略。管理机构的建议应该按照本文件设置的良好职业指导的要求和关键原则——特别是见本文的关键点部分。

 

Responsibilities of Schools

 

19. Good careers guidance is distinctive to the needs of individual pupils so the school’s overall strategy should be shaped accordingly. Schools are expected to work in partnership with local employers and other education and training providers like colleges, universities and apprenticeship providers. This will ensure that young people can benefit from direct, motivating and exciting experience of the world of work to inform decisions about future education and training options.

良好的职业指导对学生个体需要是独特的，因此学校的整体战略应该与之相对应。学校要与当地雇主和其它教育和培训机构合作，如学院、大学和学徒的提供者。这将确保年轻人可以从激励和令人兴奋的工作领域的经验中直接受益，以对未来教育和培训选项做出决定。

20. In particular schools should make clear to pupils that if they do not achieve a grade C or better in GCSE maths or English by the end of key stage 4 they will be required to carry on studying these – at school, college or as an apprentice – as no institution will receive public funding to teach them up to the age of 19 unless they continue to work towards achieving Level 2 in maths and English. This is because of the vital importance and powerful labour market value of a good GCSE in maths and English.

在特定的学校，应该让学生清楚地知道，如果他们在关键的第四阶段数学或者英语没有达到C的成绩，他们将需要继续学习这些课程——在学校、学院或学徒——因为没有机构会获得公共基金来教他们直到19岁，除非他们继续学习，在数学和英语达到等级2级的水平。这是因为GCSE数学和英语的良好成绩是非常的重要，具有强大的劳动力市场价值。

21. Schools should also ensure that, as early as possible, pupils understand that a wide range of career choices require good knowledge of maths and the sciences. Schools should ensure that pupils are exposed to a diverse selection of professionals from varying occupations which require STEM subjects, and emphasise in particular the opportunities created for girls and boys who choose science subjects at school and college. Schools should be aware of the need to do this for girls, in particular, who are statistically much more likely than boys to risk limiting their careers by dropping STEM subjects at an early age.

学校还应确保让学生尽可能早地认识到，广泛的职业选择需要数学和科学知识。学校应确保学生接触到需要STEM科目的不同岗位的多样化的专业选择，并特别强调为在学校和学院选择科学科目的女孩和男孩创造的机会。特别是，学校应该意识到为女孩做这个的必要，在统计意义上，这些女孩比男孩更有可能在早期放弃STEM课程，从而产生限制其职业生涯的风险。

22. Schools should offer pupils the opportunity to develop entrepreneurial skills for self-employment – and make it clear to them that working for themselves is a viable option (in fact it will be necessary for many). Pupils should receive the advice and support necessary to build and develop their own jobs, and have a clear understanding of potential barriers – whether real or perceived.

学校应该给学生提供发展自我就业的创业技能的机会，并向他们明确表明，为自己工作是一种可行的选择（事实上，这将对许多人是必要的）。学生应该得到必要的建议和支持，以建立和发展自己的工作，并有对潜在障碍的清晰理解——无论是真正的或感知。

23. Schools should ensure that high attaining pupils are supported to make an informed choice about whether to aim for university, including the very best universities and courses, or an apprenticeship as an equally high calibre and demanding route into employment and higher education. Universities in the UK take students from all backgrounds and locations, based on their ability and potential. Apprenticeships, including higher level apprenticeships, are available in a wide range of industries and locations across the UK.

学校应该确保高获得的学生得到支持，做出是否要上大学的明智决定，包括最好的大学和课程或学徒，作为进入就业和高等教育同样高的口径和途径。英国的大学录取来自所有背景和地点的学生，根据他们的能力和潜力。在广泛工业领域和跨越英国各地都有适合的学徒，包括更高级别的学徒。

24. Schools should ensure that all students are aware of out of school opportunities that could help them with their career aspirations, such as the National Citizen Service and other voluntary and community activities.

学校应确保所有的学生都知道可以帮助他们实现职业抱负的学校机会，如国家公民服务和其他志愿和社区活动。

 

Inspiring young people

 

25. Modern careers guidance is as much about inspiration and aspiration as it is about advice. Sustained and varied contacts with employer networks, FE colleges, higher education institutions, mentors, coaches, alumni or other high achieving individuals can motivate pupils to think beyond their immediate experiences, encouraging them to consider a broader and more ambitious range of future education and career options.

现代的职业指导灵感和激情与建议一样重要。与雇主网络、继续教育学院、高等教育机构、导师、教练、校友或其他高成就个体的持续不同的接触，可以激励学生做超出他们直接经验的思维，鼓励他们考虑更广泛和更雄心勃勃范围的未来教育和职业选择。

26. Schools should create a learning environment which allows and encourages pupils to tackle real life challenges which require them to manage risk and to develop their decision making, team building and problem solving skills. Schools should have high expectations of all pupils. Facilitating access to a range of inspirational role models can instil resilience, goal setting, hard work and social confidence in pupils, encouraging them to overcome barriers to success. This approach can particularly benefit pupils from disadvantaged backgrounds who may get less support from family and social networks. Work experience plays an important role for post-16 pupils.

学校应该创建一个学习环境，允许和鼓励学生解决现实生活中的挑战，这些挑战要求他们管理风险，制定他们的决策，团队建设和解决问题的能力。学校应该对所有学生抱有很高的期望。通过一系列的励志榜样，可以逐步培养学生的韧性、目标设定、努力工作和社会信心，鼓励他们克服取得成功的障碍。这种方法特别能够让来自贫困背景的学生受益，他们很少能够得到家庭和社会网络的支持。16岁以后的学生的工作经验起着重要的作用。

27. More contact with real employers, enthusiastic and passionate about their own careers, not only inspires pupils but also challenges pre-conceived ideas about jobs. Having the opportunity to talk to people in those jobs and visit workplaces helps to build knowledge and understanding of the full range of careers available in a particular sector. This can help to broaden horizons, challenging stereotypical thinking about the kind of careers to which individuals might aspire.

与对自己职业生涯充满热爱和激情的真实雇主的更多接触，不仅激发了学生，也是对预先设想工作的挑战。有机会与做这些工作的人交谈和参观工作场所，有助于建立特定行业的相关知识和对其全方位的了解。这可以帮助拓宽视野，挑战学生个体可能渴望的职业生涯的刻板思考。

Building strong connections with employers

 

28. There is currently a mismatch between the careers that young people want to pursue and the opportunities available. Choices made at school should be based on a clear view of the current labour market and how opportunities may change in the future.

当前，轻年人想追求的职业与所能获得的机会之间存在着不匹配。在学校里做的选择应该基于对当前劳动力市场的清晰看法，以及机会在未来是如何变化的。

29. Employers can demonstrate the opportunities available and advise on how to access them. They can explain the skills needed, and where pupils should be prepared for a level of competition in gaining access to courses or employment. Evidence from the Education and Employers Taskforce shows that access to a network of employers is associated with better outcomes for young people. Employers can pass on the benefits of their experience to both pupils and teachers, helping to link curriculum subjects to employment and providing an overview of the different routes into careers.

雇主可以展示存在的机会，并建议如何获得它们。他们可以解释所需的技能，以及学生应如何为获得课程或就业竞争做准备。Education and Employers Taskforce（注：把教育与雇主联系起来的公益组织）的证据表明，访问雇主的网络对于轻年人会有更好的结果。雇主可以把他们经验的好处传递给学生和教师，有助于把课程科目与就业连接起来，并提供了不同职业生涯的路径。

30. Every school should engage fully with their local employer and professional community to ensure real-world connections with employers lie at the heart of the careers strategy. Different interventions will work for different schools and pupils, but it could mean in practice:

每所学校都应该与当地的雇主和专业团体充分合作，以确保与雇主的真实领域相联系，这处于职业战略的核心位置。不同的干预措施将适用于不同的学校和学生，但它可能意味着在实践中：

•   Mentoring and coaching

指导和辅导

•   Speakers from the world of work in schools

来自在学校的工作领域的演讲者

•   An insight from Jobcentre Plus, or the National Careers Service into the labour market and the needs of employers

来自就业中心或国家职业服务对劳动力市场和雇主需求洞察

•   Workplace visits and work experience placements

工作场所访问和工作经验实习

•   Work ‘taster’ events such as games and competitions

工作“尝试”活动，例如游戏和竞赛

•   Careers fairs and career networking events

职业招聘会及职业网络活动

•   Access to open days at further and higher education institutions

参加继续教育及高等教育机构的开放日

•   Access to creative online resources and labour market intelligence

获得创造性在线资源和劳动力市场情报

•   Help with basic career management skills like CV writing, CV building, job searches and job interviews.

协助基本的职业管理技能，如简历写作、简历建立、求职和面试。

31. A number of organisations are working to change the culture of education business relationships, making it easier for employers and educators to work together to benefit pupils. Business in the Community’s Business Class programme provides a framework for developing long term relationships between schools and businesses. Mosaic offers a package of mentoring support, using positive role models to improve students' confidence and employability. Schools can sign up to Career Academies UK, who provide structured programmes giving 16-19 year olds access to the world of work. Inspiring the Future has a national network of volunteers from different professions, jobs and sectors available to visit schools to share their knowledge and experience with pupils face-to-face.

许多组织正在努力改变教育商务关系的文化，使雇主和教育工作者更容易合作，以造福学生。社区商业课程计划为发展学校与企业之间的长期关系提供了一个框架。Mosaic提供了一揽子的辅导支持，使用积极的榜样，以提高学生的信心和就业能力。学校可以登录Career Academies UK，其为进入工作领域的16-19岁青年人提供结构化的课程。Inspiring the Future拥有全国性来自不同专业、工作和部门的志愿者网络，可以访问学校与学生面对面地分享他们的知识和经验。

32. A clear focus on the enterprise skills, experience and qualifications that employers want can support preparation for work. Schools should help pupils gain the confidence to compete in the labour market by providing opportunities to gain the practical know-how and attributes that are relevant for employment. Increasing contact with employers will help to raise the profile of the importance of career choices but the school’s overall strategy for advice and guidance should recognise that some pupils will need additional support before they are ready to make decisions about their next steps.

清楚地关注雇主想要的企业技能、经验和资历，可以支持工作的准备。学校应该提供获得相关职业的实用知识和特性机会，帮助学生获得在劳动力市场竞争的信心。加强与雇主的接触将有助于提高对职业选择重要性的关注，但是学校的建议和指导的总体策略应该认识到，某些学生准备好做下一步决定之前需要额外的支持。

 

Careers and enterprise company

 

33. In 2014 the Secretary of State for Education announced the creation of a new careers and enterprise company for schools, to transform careers and enterprise provision for young people and inspire them about the opportunities offered by the world of work.

2014年，教育大臣宣布为学校成立一个新的职业和企业公司，为年轻人转向职业和企业服务，并激发他们对工作领域可提供工作机会的热情。

34. The core purpose of the company will be to broker relationships between employers on the one hand, and schools and colleges on the other, in order to ensure that young people aged 12-18 get the inspiration and guidance they need for success in working life. It will hold a distinctive voice and position as the leading, umbrella body with an overview of activity on careers, inspiration, enterprise and employability work – driving better quality and coverage.

公司的核心目的是在雇主和学校及学院之间的建立关系，以确保12-18岁青少年得到在工作生活中获得成功所需要的启发和指导。它将拥有一个独特的声音和位置，拥有职业生涯、灵感、企业和就业能力工作总体活动的领导和伞状组织——推动更好的质量和范围覆盖。

35. The company will: 公司将：

•   Provide advice to schools and colleges, helping them choose effective careers organisations to partner with, through a local network of advisors;

给学校和学院提供建议，通过当地的顾问网络，帮助他们选择有效的职业组织与合作伙伴；

•   Assist in breaking down perceived barriers between schools and colleges and employers – private, public and third sector - and increasing the level of employer input in careers provision;

协助打破学校及学院与雇主——私人、公共和第三部门——之间了解的障碍，增加雇主职业提供的水平；

•   Map the extent of engagement between schools and employers across the country and stimulate more activity in areas where evidence suggests it is needed;

绘制全国学校和雇主之间的联系程度地图，并在有证据表明需要的地方激励更多的活动；

•   Develop a system which motivates young people to take part in activities to build their employability, through the development of the Enterprise Passport recommended by Lord Young. The passport is a digital record of all extra-curricular and enterprise-related activities that students take part in;

通过爵士Young推荐的企业护照的开展，开发一个激励年轻人参加活动的系统，来建立他们的就业能力。护照是学生参加的所有课外活动和与企业有关的活动的数字记录；

•   Provide feedback to Government on how well young people are being prepared for work;

向政府反馈年轻人如何做好工作的准备的；

•   Administer a £5 million investment fund to support innovation and stimulate good practice;

管理一个500万英镑的投资基金，以支持创新和激励良好的做法；

•   Support a network of advisors to broker strong local links - the company will assist schools to choose the best careers and enterprise organisations to partner with.

支持顾问网络经，建立强大的本地联系——该公司将协助学校选择最好的职业生涯和企业组织合作伙伴。

36. It will work closely with the National Careers Service, which will continue to support adults and young people and help the company to bring employers, schools and colleges together.

公司将与National Careers Service（国家职业服务）紧密合作，继续支持成年人和年轻人，帮助公司把雇主、学校和学院联系到一起。

 

The National Careers Service

 

37. The National Careers Service offers information and professional advice about education, training and work to adults and young people aged 13 years and over. Pupils and their parents can access support via a website, helpline and web chat (https://nationalcareersservice.direct.gov.uk, or National Contact Centre 0800 100 900). A mobile website and app are also available. To support customers with pay-as-you-go mobiles and no access to a landline, there is a facility to book a free call back through the website.

国家职业服务中心（The National Careers Service）为成年人和13岁及以上的年轻人提供教育、培训和工作的信息和专业性的建议。学生和家长可以通过网站访问支持，热线电话和网络聊天（https://nationalcareersservice.direct.gov.uk，或国家联络中心0800 100 900）。也可使用移动网站和应用程序。为了支持随付移动电话和没有访问固定电话的客户，有一个通过网站的预订免费回电。

38. Schools can choose to commission additional support from contractors engaged in delivering the National Careers Service. The National Careers Service has expanded its offer to schools and colleges. The National Careers Service brokers relationships with and between schools, colleges, local communities and employers, working with Local Enterprise Partnerships and local Jobcentre Plus where appropriate, to help young people benefit from inspiring first-hand experience of the world of work and opportunities available in the local and national labour market. Schools can contact the National Careers Service through the National Contact Centre, which will provide information and support on engaging with employers. Local area based contractors will also be able to work with schools on local arrangements. Contact details for these will be available through the National Contact Centre and on the website, along with other resources.

学校可以选择委托承办国家职业服务的承包商的额外支持。国家职业服务机构扩大了对学校和学院服务。国家职业服务经纪人和学校、学院、当地社区、雇主，与当地适合的企业合作者及就业中心帮助年轻人，让他们受益于工作领域鼓舞人心的第一手经验，以及地方和国家劳动力市场的机会，。学校可以通过国家联络中心与国家职业服务中心联系，它们与雇主一起来提供信息和支持。当地的承包商也能够与学校在当地安排工作。这些细节可以通过国家联络中心网站以及其它资源获得。

 

 

 

Helping pupils to access information on the full range of education and training options and engage with other local learning providers

 

39. Schools must secure independent guidance that includes information on the full range of education and training options, including apprenticeships and vocational pathways. This should help inform a pupil’s decision about their 16-19 study programme and beyond. Guidance should encompass good, appropriate local further education, apprenticeships, and vocational education opportunities and pupils should individually make their own choice about what is the best next step for them. In good time before decision points schools should ensure that pupils are informed about the options available, including:

学校必须确保独立的指导，包括对教育和培训方案的全方位信息，包括学徒和职业途径。这应该有助于学生决定他们16-19岁及以后的学习计划。指导应包括优良的、适当的地方继续教育、学徒和职业教育机会，学生应该个别做出下一步什么对自己是最好的选择。在做出决定之前的期间，学校应该确保学生知道可用的选择，包括：

•   Post-14: GCSEs; options offered by local university technical colleges and studio schools; opportunities for 14 year old enrolment at local colleges

14岁后：GCSE课程；地方大学科技学院和工作室学校提供的选项；14岁进入当地学院的入学机会

•   Post-16: A levels, advanced general qualifications, apprenticeships, employment combined with training, supported internships, tech levels and traineeships.

16岁后：A Level高级普通资格证书、学徒、就业与培训相结合、支持实习、技术水平和实习。

•   Post-18: further education courses, higher apprenticeships, undergraduate degrees.

18岁之后：继续教育课程、高等学徒，本科学位。

40. All pupils aged 16 to 19, whether doing academic or vocational studies or a mix of both, are already expected to be following a study programme tailored to their prior attainment by age 16 and future education and career aspirations. A core principle of study programmes is that they support and encourage progression to the next level of education or employment. Schools with post-16 pupils, should ensure that pupils are aware of progression routes they can pursue after the study programme they are following.

所有16至19岁的学生，无论是学术类或职业类学习，或两者的混合，已经按照他们16岁事先达到的和对未来教育和职业的抱负的学习计划进行的。学习计划的核心原则是，他们支持和鼓励下一个层次教育或就业的进步。学校对待16岁以上的学生，应确保他们知道到在完成计划的学习项目之后可以追求的行进路线。

41. Visits to colleges, universities and workplaces can help pupils to make informed decisions, helping them to progress successfully at key transition points. Access to course information, open days and careers fairs can also inform the decision-making process.

访问学院、大学和工作场所可以帮助学生做出明智的决定，帮助他们在关键的转折点成功。获得课程信息，开放日和职业招聘会也可以丰富决策过程。

42. Schools should also encourage pupils to use websites which display information about opportunities (“portals”). From October 2015, the Government plans to make information on the full range of post-16 opportunities available via a national database which portals can present to young people in a way that helps them make choices effectively. Schools should support their year 11 pupils in particular to use portals as part of their careers advice and guidance provision. They should recommend good quality portals, whether national or local in scope, that present the full range of opportunities in an objective way that will help pupils make good choices about post-16 options.

学校也应该鼓励学生使用展示机会信息的网站（“门户网站”）。从2015年10月，政府计划通过国家数据库为16岁以上的学生提供全方位的信息，门户网站可以来帮助年轻人做出有效的选择。学校应该特别支持11年级的学生使用门户网站，作为他们职业生涯的建议和指导规定的一部分。他们应该推荐质量好的网站，无论是在国家或地方的范围里，以客观的方式全方位展示机会，这将有助于16岁后的学生做出正确的选择。

43. Schools should make sure pupils can find out more about the range of options available by giving other providers who wish to do so the opportunity to engage with pupils, on school premises, to inform them directly about what they offer. These could include further education and sixth form colleges, studio schools, university technical colleges and employers and other providers delivering apprenticeships. Schools can work within local partnerships with other schools, the local authority and other partners to understand pathways locally, and embed intelligence on the local economy. Schools have a responsibility to act impartially and recognise that some pupils will flourish most successfully by pursuing education or training options beyond the school. The primary consideration when advising on options should be the best interests of the young person.

学校应该把愿意学校为学生提供机会的其它供应商给了学生，直接通知学生有关他们可以提供什么，确保学生可以找到更多的可选范围。这些可能包括继续教育、第六等级学院、工作坊学校、大学技术学院和雇主和其它提供学徒的供应者。学校可以与其他学校、地方政府和其他合作伙伴合作，了解当地的途径，并把智力投入当地经济。学校有责任采取公正的行动，并认识到，一些学生追求超越学校的教育或培训将会获得成功的蓬勃发展。建议选择时的首要考虑是年轻人的最大利益。

Securing support for choices and progression

44. Different pupils will need different support to make good choices based on their aspirations and the information they can access12. Some will need convincing that having a successful career is a positive and attainable option. Some will need help in thinking about their current position; their strengths; the opportunities and risks in different career paths and what it will take to get there. Others will be more advanced in their thinking but will still benefit from encouragement to explore alternative options before finalising their choices. Schools should ensure that the individual needs of all pupils are considered.

根据学生们的愿望和可以获得的信息去要做良好的选择，不同的学生将需要不同的支持。有些学生需要相信，一个成功的职业是积极的和可实现的选择。有些学生需要帮助，来思考他们目前的处境、他们的优势、在不同职业生涯中的机会和风险，以及如何才能到达那里。其他人在思考方面会更先进，但是在做出最终选择以前，鼓励他们探索其它的方案也是有益的。学校应确保所学生个体的需要都被考虑到。

45. In addition to the National Careers Service website, which includes job market information and job profiles, there is a further range of digital resources that can help pupils self-assess their skills and research career options. For example, plotr.co.uk can help to inspire and inform young people about the career and training pathways available to them. Created with input from teachers, young people and employers, it promotes inspiration, exploration and discovery of the world of work, and allows teachers and schools to connect with local and national employers. Teachers and students can access expert careers advice, knowledge and information from one single digital platform.

除了国家职业服务网站，其中包括就业市场信息和工作简介，还有进一步的数字资源，可以帮助学生自我评估他们的技能和研究职业选择。例如，plotr.co.uk可以激发并告知年轻人提供给他们的职业培训途径。通过教师、年轻人和雇主的投入，它促进了工作领域的灵感、探索和发现，并允许教师和学校与当地和国家的雇主的联系。教师和学生可以从单一的数字平台，访问专家的职业咨询、知识和信息。

 

Face-to-face careers guidance

 

46. Pupils can gain confidence and motivation from the opportunity to explore career ideas through individual, face-to-face discussions with a range of people:

学生可以通过个人探索职业的想法，与一系列的人作面对面的讨论，以获得信心和动力：

•   Role models and inspiring individuals from the careers to which they aspire.

他们向往职业的榜样和有激励作用的个人。

•   Alumni who can pass on the benefits of their experience from vocational courses, apprenticeships and degrees. Pupils can often relate to successful former students, who can help change their perceptions of what they are capable of achieving.

校友可以介绍他们从职业课程、学徒制和学位课程获得好处的经历。学生通常可以与前面学生的成功联系起来，可以帮助改变他们对自己能够实现的目标的看法。

•   Mentors or coaches who can provide a more nurturing influence, helping young people to build their confidence and resilience.

导师或教练可以提供更多的熏陶，帮助年轻人建立自己的信心和韧性。

•   Careers advisers who can help pupils to locate ambitious education and career options, by identifying opportunities and assessing pupils’ abilities, interests and achievements.

职业顾问可以通过识别机会和评估学生的能力、兴趣和成就，帮助学生找到雄心勃勃的教育和职业选择。

47. Schools should secure access to face-to-face careers guidance where it is the most suitable support for young people to make successful transitions. While most young people can benefit from face-to-face guidance, it is likely to be particularly useful for children from disadvantaged backgrounds, those who are at risk of disengaging or those who have special educational needs, learning difficulties or disabilities.

学校应确保提供面对面的就业指导，这是让年轻人成功转型最合适的支持。虽然大多数年轻人可以受益于面对面的指导，它可能对来自不利背景的孩子、那些有脱离的风险的或那些学习困难及残疾等有特殊教育需要的孩子特别有用。

 

Duty to participate in education or training after 16

 

48. The Government has raised the participation age (RPA) so that all young people in England are now required to continue in education or training beyond the age of 16. Young people who left year 11 in summer 2013 were required to continue in education or training for at least a further year. Those who left year 11 in summer 2014 are the first cohort required to continue until at least their 18^th birthday.

政府提高了参与的年龄（RPA），现在英格兰所有年龄超过16岁的年轻人，都需要接受继续教育或训练。在2013年夏天离开第11年级的年轻人，被要求接受至少一年的继续教育或培训。那些在2014年夏天离开第11年级的，是第一批被要求至少持续学习到他们的第十八个生日。

49. Schools must ensure that young people are clear about the duty and what it means for them. In particular they must be clear that young people are not required to stay in school; that they can choose how to participate which might be through:

学校必须确保年轻人清楚他们的职责和义务。特别是，他们必须清楚地表明，年轻人不必留在学校，他们可以选择如何参与，这可能是通过：

•   Full time study in a school, college or training provider;

在学校、学院或培训机构的全职学习；

•   An apprenticeship, traineeship or supported internship;

学徒、培训或支持实习；

•   Full time work or volunteering (20 hours or more) combined with part time accredited study.

全职工作或志愿服务（20小时以上）结合部分被认可的学习时间。

 

Working with local authorities

 

50. Local authorities have a range of duties to support young people to participate in education or training which are set out in statutory guidance on the participation of young people.

地方当局有一系列的职责，支持青年人参加教育或培训，这是在有关年轻人参与的法律指导下。

51. Schools should work with local authorities to identify those at risk of not participating post-16. Local authorities should have arrangements in place to ensure that 16 and 17 year olds have agreed post-16 plans and have received an offer of a suitable place in post-16 education or training under the ‘September Guarantee’, and that they are assisted to take up a place.

学校应协助当地政府，确定那些有不参加16岁后教育风险的学生。地方当局应该安排到位，确保16和17岁的孩子同意16岁后教育的计划，并在“九月保证”条例下已经接收到提供教育或培训的适当位置，并且帮助他们去获得一个位置。

52. Schools should also work in partnership with local authorities to ensure they know what support services are available, and how they can refer young people for this support

学校也应与当地政府合作，确保他们知道提供什么样的支持服务，以及如何向年轻人提供支持

 

Information sharing

 

53. All schools (including academies and other state-funded educational institutions) must provide relevant information about all pupils to local authority support services. This includes:

所有学校（包括学院和其他国家资助的教育机构）必须向所有学生提供有关地方政府支助服务的相关信息。这包括：

i)             basic information such as the pupil’s name, address and date of birth.

基本资料，如学生的姓名、地址和出生日期。

ii)            other information that the local authority needs in order to support the young person to participate in education or training and to track their progress. This may include for example: young people’s contact details, information to help identify those at risk of becoming not in education, employment or training (NEET) post-16, young people’s post-16 and post-18 plans and the offers they receive of places in post-16 or higher education. However, schools must ensure that they do not provide this additional information if a pupil aged 16 or over, or the parent of a pupil aged under 16, has instructed them not to share information of this kind with the local authority. The school’s privacy notice is the normal means of offering young people and their parents the opportunity to ask for personal information not to be shared.

地方当局用以支持年轻人参加教育或培训所需的其它信息，并跟踪他们的进步。这可能包括，例如：年轻人的联系方式，帮助识别那些16岁以下不在教育、就业或培训（NEET）风险的信息，18岁后的计划和提供他们接受16岁后的教育或者高等教育。然而，学校必须确保他们不提供额外的信息，如果一个学生16岁或以上，或学生年龄在16岁以下的父母，已指示他们不与地方当局分享这些信息。学校的隐私权是通常的做法，要求获得个人信息是为了给年轻人和他们的父母提供机会，不是为了共享。

54. Schools must also notify local authorities whenever a 16 or 17 year old leaves an education or training programme before completion. This notification must be made at the earliest possible opportunity to enable the local authority to support the young person to find an alternative place.

16或17岁学生无论何时在未完成学业前就离开教育或培训，学校亦须通知地方当局。通知应尽早作出，以使地方当局支持年轻人找到另一个地方。

55. It is for schools and local authorities to agree local arrangements for ensuring these duties are met.

学校和地方当局同意当地的安排，以确保这些义务得到满足。

 

Targeted support for vulnerable and disadvantaged young people

 

56. Schools should work with local authorities to identify young people who are in need of targeted support or who are at risk of not participating post-16. They will need to agree how these young people can be referred for intensive support drawn from a range of education and training support services available locally.

学校应协助当地政府，确定那些有不参加16岁后教育风险的、需要针对性支持的年轻人。他们将需要同意如何为这些年轻人从当地提供系列教育和培训中做密集的支持服务。

57. Pupils in alternative provision (AP) are a particular group who may require targeted support in order to achieve their full potential. Local authorities maintaining pupil referral units, AP academies and AP free schools should have high aspirations for these pupils and consider developing links with mainstream schools in order to broaden the experiences and advice that are provided to them.

在可供选择条款（AP）中的学生是一个特定群体，可能需要有针对性的支持，以实现他们的全部潜力。地方当局维持学生转移的部门，AP学院和AP免费学校应该对这些学生有远大期望，并考虑发展与主流学校的联系，以扩大给他们提供的经验和建议。

58. Ofsted’s report ‘The Pupil Premium. How schools are spending the funding successfully to maximise achievement’ includes an example of how one school used the pupil premium to provide carefully targeted advice and experiences related to work for all their disadvantaged pupils.

Ofsted（英国教育标准局）的报告‘学生保险费。学校如何成功地使用基金让学生的成就最大化’中，包含了一所学校如何使用学生保险费，为所有弱势学生提供有针对性的咨询和工作经验的例子。

59. Schools should ensure that young people understand that the 16 to 19 Bursary Fund has been set up to support those in financial hardship, and that they need to speak to their post-16 education or training provider to find out more information.

学校要保证年轻人理解，已经设立了16到19岁的助学基金，以支持那些经济上有困难的学生，而且他们需要和16岁后教育或培训提供者进行谈话，以找到更多信息。

60. Schools may also work with their local authority and local post-16 education or training providers to share data on students who are likely to need support with post-16 participation costs, such as care leavers or those on Free School Meals. 学校也可以与当地政府和本地16岁后教育或培训提供者共同分享学生的数据，这些学生可能需要16岁后学习费用的支持，例如，照顾离开学校或那些免费就餐的学生。

 

Ensuring adequate support for pupils with special educational needs or disabilities

确保对有特殊教育需要或残疾的学生给予足够的支持

 

61. The overwhelming majority of young people with special educational needs (SEN) and disabilities are capable of sustainable paid employment, with the right preparation and support. All professionals working with them should share that presumption, and should help young people to develop the skills and experience, and achieve the qualifications they need, to succeed in their careers. Independent and impartial advice for young people with SEN and disabilities should include all of the education, training and employment opportunities on offer, and signpost them onto study programmes that will support their transition into paid employment. This includes supported internships for young people with Education, Health and Care (EHC) plans, traineeships and apprenticeships; and qualifications that will enable young people to study in higher education, where appropriate.

绝大多数有特殊教育需要（SEN）的年轻人和残疾人都有能力获得持续的有偿就业，并有正确的准备和支持。所有与他们一起工作的专业人士都应该分享这个设想，并且应该帮助年轻人发展他们的技能和经验，获得他们所需要的资格，在他们的职业生涯中取得成功。对特殊教育需要（SEN）和残疾年轻人的独立与公正的建议，应该包括所有提供的教育、培训和就业机会，指引他们进入支持他们过渡到有偿就业的学习项目。这包括支持年轻人教育、健康和保健（EHC）计划的实习、培训和学徒、资格证书，这将让年轻人在适当的地方学习高等教育。

62. When a child is very young, or SEN is first identified, families need to know that the great majority of children and young people with SEN or disabilities, with the right support, can find paid work, be supported to live independently, and participate in the community. Schools should seek to understand the interests, strengths and motivations of children and young people and use this as a basis for planning support around them from an early age.

当一个孩子很年轻，或者是第一次辨认出需要特殊的教育，家庭需要知道，绝大多数得到有适当支持的需要特殊教育或残疾的儿童和年轻人是可以找到有偿工作的，并能独立的生活和参与社区活动。学校应该寻求了解儿童和年轻人的兴趣、优势和动机，并从早期以此为基础来规划他们身边的支持。

63. Schools should seek partnerships with employment services, businesses, housing agencies, disability organisations and arts and sports groups, to help children understand what is available to them as they get older, and what it is possible for them to achieve. For children with Education, Health and Care plans, Personal Budgets can be used to help children and young people with SEN to access activities that promote greater independence and learn important life skills.

学校应该与就业服务、商业、住房机构、残疾人组织和艺术和体育团体寻求合作关系，帮助孩子了解他们长大后能得到什么，以及他们能实现什么。对于有教育、健康和保健计划的孩子，个人预算可以用来帮助孩子和年轻人进行更多的独立活动，学习重要的生活技能。

64. For teenagers, preparation for adult life needs to be a more explicit element of their planning and support. Where a student has an EHC plan or a ‘Statement’, all reviews of that Plan or Statement from year 9 at the latest, and onwards, must include a focus on preparing for adulthood, including employment, independent living and participation in society. All schools should consider how to link employers with young people from year 9 onwards, as a critical part of helping young people with SEN raise their aspirations and develop their own career plans.

对于青少年来说，为成人生活做准备是他们的计划和支持的更明确的因素。对于具有EHC计划（教育与健康照顾计划）的或者“声明”的学生，最迟从9年级及以后，所有评论或陈述必须包括专注于成人的准备期，包括就业、在社会上独立生活和参与。所有的学校都应该考虑如何从9年级开始起把雇主和年轻人联系起来，作为帮助SEN年轻人的关键部分，提高他们的志向和发展自己的职业计划。

65. Schools should make use of the local offer published by the local authority which must set out details of SEN provisions in their area - including the full range of post-16 options. Schools must co-operate with local authorities, who have an important role to play, in particular through the provision of SEN support services and EHC plans. Statutory guidance on the SEN duties is provided in the new 0-25 Special Educational Needs Code of Practice.

学校应充分利用地方政府发布的本地的提案，其中必须制定他们地区有关SEN规定的细节——包括16岁之后的所有选项。学校必须与地方当局合作，他们发挥着重要的作用，特别是通过SEN支持服务的条款和EHC计划。新的0-25特殊教育需要实践法典中提供了有关SEN职责的法定指导。

 

Working with Jobcentre Plus

 

66. Jobcentre Plus can play a role in supporting an effective transition from school to work for young people. Schools could work with their local Jobcentre Plus to develop a smoother pathway between education and work. This may mean in practice:

就业中心可以在年轻人从学校到工作的有效过渡中发挥作用。学校可以与当地的就业中心合作，发展教育和工作之间的平滑路径。这可能意味着在实践中：

•   Jobcentre Plus sharing its knowledge and experiences of the needs of employers with schools

就业中心与学校分享其雇主需求的知识和经验

•   Schools and Jobcentre Plus pooling their knowledge on setting up successful work experience placements

学校和就业中心汇集他们的知识，建立成功的安置工作经验

•   Forging greater links between Jobcentre Disability Employment Advisers to support the transition for those with special educational needs or disabilities into work.

构建就业中心残疾人就业顾问之间更密切的连接，支持那些有特殊教育需要或残疾年轻人的工作过渡。

 

Evaluation and monitoring of advice and guidance

评价和监测的建议和指导

Quality assurance and feedback  质量保证与反馈

 

67. In developing careers provision for pupils, there are currently three aspects of quality assurance that schools should take into consideration:

在学生职业规定的发展方面，学校目前应该考虑三个质量保证：

•   The quality of the school careers programme. The Government recommends that all schools should work towards the national quality award for careers education, information, advice and guidance as an effective means of carrying out a self-review and external evaluation of the school’s programme – this is the Quality in Careers Standard.

学校职业规划的质量。政府建议所有学校都应致力于职业教育、信息、咨询和指导的国家质量奖，作为对学校教育进行自我评估和外部评估的有效手段——这是职业标准的质量。

•   The quality of independent careers providers. The recognised national quality standard for information, advice and guidance (IAG) services is the matrix Standard. To achieve the Standard, organisations will need to demonstrate that they provide a high quality and impartial service. Schools can access an online register of organisations accredited to the matrix Standard.

独立职业提供者的素质。信息、建议和指导（IAG）服务的国家认可的质量标准是矩阵式的标准。为了达到这个标准，组织需要证明他们提供高质量和公平的服务。学校可以进入矩阵标准认可组织的在线登记。

•   The quality of careers professionals working with the school. The Career Development Institute has developed a set of professional standards for careers advisers, a register of advisers holding postgraduate qualifications and guidelines on how advisers can develop their own skills and gain higher qualifications. The main qualifications for careers professionals are the Qualification in Career Guidance (QCG) and the Level 6 Diploma in Career Guidance and Development. Schools can view a register of careers professionals or search for a career development professional who can deliver a particular service or activity.

与学校一起工作的职业专业人员的素质。职业发展研究所已制定了一套职业顾问的专业标准，注册顾问持有研究生资格证书以及发展技能及获得更高资格的准则。职业专业人士的主要资格证书是职业指导资格（QCG）以及职业指导及发展的6级证书。学校可以查看职业专业的注册，或者寻找以提供特定服务或活动的职业发展专业人士。

68. Schools should monitor and evaluate the activity taking place whether that involves school staff, volunteers or external providers. This could for example include observations by senior members of staff. Schools can also take into account pupils’ feedback. This can be done informally or formally, for example via school councils or other mechanisms. Feedback from parents and from employers engaged in the activities can also be useful. Schools can use this feedback to evaluate different activities and delivery options to inform future provision.

学校应监测和评估发生的活动，包括所有学校工作人员、志愿者外部供应商参与的活动。例如，这可以包括高级职员的观察。学校也可以考虑学生的反馈。这可以以非正式或正式的方式进行，例如通过学校委员会或其它的机制。也可以使用来自家长和雇主参与活动的反馈。学校可以利用这种反馈，来评估不同的活动和提供的选项，采纳未来规定的选择。

 

The role of Ofsted

 

69. Ofsted inspectors will take account of the quality of independent careers guidance and of students’ destinations in making their judgement on the leadership and management of the school and, if applicable, a separate judgement on the sixth form.

英国教育标准局的检查人员在对学校领导和管理做判断时，将会考虑独立职业指导的质量和学生目标，如果适用，对第六等级做独立的判断。

 

Destination Measures目标措施

 

70. Schools should assess their success in supporting their pupils to take up education or training which offers good long term prospects. One way of doing this is through use of destination measures data. These data are produced and published by the Department for Education using existing data collections and are based on sustained participation. They show the percentage of a school’s former pupils who continued their education or training (including through an apprenticeship), went into employment, and those who were not in education, employment or training (NEET). The data are broken down by a range of pupil characteristics, including special educational needs, eligibility for free school meals in year 11 and, at key stage 4, disadvantaged pupils who would have attracted the pupil premium. Schools can use the data to consider the destinations into which former pupils progressed and how successful their transition into those options were. They can use this information to ensure that all pupils receive the support needed to prepare for and take up education, employment or training which offers good long term prospects. These measures will help schools to be held to account locally as well as feeding into judgements by Ofsted.

学校应该评估他们在支持学生参加教育或培训方面的成就，这些教育和培训为学生提供了良好的长期前景。这样做的方法之一，是通过使用目标措施的数据。这些数据由教育部使用现有的数据收集和基于持续的参与来产生和发布。它们展示了学校以前的学生在参加继续教育和培训（包括学徒）、就业的和那些没有接受教育、就业和培训（NEET）的学生的百分比。这个数据按照学生的特征被分割，包括特殊教育需求的学生，在11年级和关键阶段4有资格获得免费餐的学生，获得学生保障金的弱势群体学生。学校可以使用这些数据考虑学校的目标，以前学生的进步和是如何成功过渡到这些选择的。他们可以使用这些信息来确保所有学生接收需要的支持，做好接受提供良好长期前景的教育、就业和培训的准备。这些措施将帮助学校持有本地记录，也同时满足英国教育标准局的评判。

71. Local authorities also track young peoples’ progress after they leave school in order to identify those who are not in education or training. This can be used to give an early picture of young people’s post-16 destinations. Schools are encouraged to work with their local authority to ensure that the information they collect is as complete as possible, and to ask their local authority to share information on young people’s progress with them.

地方当局在年轻人离开学校以后，也要跟踪他们的进展，以确定那些不接受教育或培训的学生。这可以给年轻人以16岁后目标的早期图景。鼓励学校与地方当局合作，以确保他们收集的信息尽可能完整，并要求地方当局与他们分享有关青少年进展的信息。

 

© Crown copyright 2017

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Reference:   DFE-00111-2015

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