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Inspiring Your Continuous Professional Development - May 2019

20 05.19

Social mobility

CPD Newsletters offer ideas, not compulsory activities. Just remember that undertaking 25 hours of CPD each year is required for Registered Career Development Professionals. For all members, undertaking CPD meets the principle in the CDI Code of Ethics relating to professional development.

Choose items and activities – here or elsewhere – that suit your role and your style so that you can explore a topic, interact with others and create a reflective record in the Members’ Area of the CDI website

‘Social mobility has stagnated …..’

These unequivocal words are quoted from the opening of the State of the Nation 2018-19 report by the Social Mobility Commission. Chapter 4 is of particular interest, covering the imbalance in funding and participation levels in FE and apprenticeships.

 

Careers work is crucial

Tessa Stone, then Chief Exec of Brightside, wrote in The Guardian in 2012: “Careers information, advice and guidance, at every stage of life, is utterly crucial to social mobility. People will not 'get on' if they don't understand where they could be going and how to get there.” Brightside’s Theory of Change offers an evidence- and experience-based framework for how to help young people from all backgrounds.

 

Scotland and Wales

The Social Mobility Commission has a duty to ‘assess’ social mobility in Scotland and Wales, a more limited duty than the requirement to ‘promote’ social mobility in England. Chapter 7 in the State of the Nation 2018-19 provides this assessment.

 

The impact of inequality on our clients’ wellbeing

The Equality Trust explores ‘how inequality affects us individually’ in a page, including podcast and blog links, based around The Inner Level (Wilkinson & Pickett, 2018).

Related material is covered in Wilkinson’s TED talk How economic inequality harms societies, and in a transcribed conversation What does inequality do to our bodies and minds? (Piff & Wilkinson, 2014)

 

International perspectives

A Nature magazine article Is science only for the rich? is unusual in offering contrasting – and sometimes surprising – insights from eight countries: US, China, UK, Japan, Brazil, India, Kenya and Russia

 

Higher education

UUK and NUS have published a collection of case studies on what works and what doesn’t in Black, Asian and minority ethnic student attainment at UK universities: closing the gap.

Concerns about the role of higher education institutions in social mobility often attract media attention. We focus here particularly on a publication from a career professional: Careers guidance and social mobility in UK higher education: practitioner perspectives (BJGC article by F Christie, 2015)

 

The ‘Class’ Ceiling

Moving beyond fair access to HE, research into the Class Ceiling largely measures inequality in graduate pay. An LSE blog notes both the ‘double disadvantage’ faced by upwardly mobile women, and the differences between occupations in how the class ceiling operates. An Institute for Fiscal Studies (IFS) working paper (2014) suggests a ‘pressing need’ to explore why a ‘public school premium’ affects graduate earnings. The Sutton Trust reports on the All-Party Parliamentary Group (APPG) on Social Mobility’s inquiry into Access into Leading Professions. Emma Pollard of IES summarises many of the issues in a blogpost (April 2016) entitled Time for employers to take up the social mobility baton from HE.

 

Good practice by employers

The Social Mobility Foundation publishes the Social Mobility Employer Index. This lists the top 50 employers who have participated in their survey. Usefully for career professionals who deal directly with employers, each chapter of the Key Findings report 2018 includes one clearly stated criterion followed by succinct ‘If you only do one thing …’ recommendations.

Tony Wilson, IES Director, extends the notion of social mobility to thinking about how people in low-paid work can progress. His recent blogpost (May 2019) has a wealth of links to research and to practical actions: We need to tackle low pay – but we can’t do it without employers.

 

The ‘dissociative thesis’

Social mobility is largely presented through ‘rates’ of mobility, with higher rates being ‘good’. In The price of the ticket, Friedman (2013) considers other personal effects. In a paper of importance for those supporting individual clients, he suggests ‘mobility … is likely to be accompanied with social and emotional disequilibrium’ … ‘leaving individuals with uncertain cultural and personal ties to two distinct social realms’.

 

The CDI Code of Ethics

The CDI Code of Ethics positions social mobility as a core concern for members. Principle 8 states ‘Members must actively promote equality and diversity and work towards the removal of barriers to personal achievement resulting from prejudice, stereotyping and discrimination.’

 

CPD Resource area

The CPD resource area is now available. Integration into the main web structure means that we have many enhancements, but a few changes to the layout and functionality. Log in through the Members’ Area and take a look at how to access resources in this new layout.

 

Recording and reflecting on CPD – new web area now open

The CPD recording area is also now open, and has a smarter look to the screens where you record CPD activity and your reflective reports. Access is through Your CPD diary > in the CPD Area.

Reading, talking and reflecting on topics and resources such as those above all count towards your CPD hours as long as you write a short reflective report in your CPD Record. It would be timely to undertake some small (or large!) CPD activity and then explore the new way of recording what you have just done.

If you have any issues with the new pages please email lyn.burgess@thecdi.net and we will be able to sort these out for you.

 

Using our LinkedIn groups

The CDI has a number of LinkedIn groups for members, which are a good place for discussing professional development issues and personal dilemmas with other members. Existing groups are:

National groups Northern Ireland | Scotland | Wales

Community of Interest groups Careers Education | Independent Coaches and Consultants | Learning Difficulties and Disabilities | HE Advisers | Research. Visit the Communities of Interest.

For any questions relating to CPD Recording please contact: Claire.johnson@thecdi.net

 

Dr Lyn Barham
Project Associate (Research)

(If you have any questions relating to this email please contact claire.johnson@thecdi.net)