23 October 2025
What does the post-16 education White Paper mean for careers guidance?
Following extensive consultation, the Department for Education has published the Post-16 Education and Skills White Paper, outlining a clear case for change to give young people and adults greater opportunities to gain and develop skills, and support the Government Missions around economic growth, productivity and individual opportunity.
There are many articles summarising the 72-page document, such as FE News articles by the Department for Education introducing the White Paper, and a ‘deep dive’ article examining the key points in the paper. Another positive response is from Edge Foundation, who have been calling for a number of the changes outlined in the White Paper. Overall the sense is that the plans are positive, addressing existing concerns and revitalising FE and HE to support the skills needed going forward.
Underpinning many of the policies is the need for young people and adults to access impartial and informed careers guidance. There are positives for careers guidance in the White Paper, as careers advice is referred to very supportively, recognising its importance in supporting both young people and adults; ‘High-quality careers guidance and work experience are crucial in harnessing the talents of young people from all backgrounds to meet the skills needs of the future.’ (p. 28).
It is also very useful to see the direction of thinking for the Jobs and Careers Service. However, there is little detail about possible changes and no specific additional investment. We know schools are struggling to meet the Statutory guidance and there are concerns about the role and level of funding for careers within the new Jobs and Careers Service.
There is an early reference to improving careers guidance in schools, though is unclear whether it is referring to the updated Statutory Guidance from earlier this year or further activity. With the decision not to proceed with the 1,000 additional careers advisers in schools, it is unclear if there are any further changes planned;
“To ensure young people are aware of the full range of opportunities, we are improving careers advice in schools and colleges and introducing 2 weeks’ worth of work experience throughout a young person’s secondary education. (p. 8)”
Under a section titled ‘Simplifying decision-making and pathways for individuals with great information, advice and guidance’ the paper sets out additional intent around supporting young people with LMI and work experience;
‘We will provide data-led information for individuals about the outcomes of each education and training course. This will ensure individuals can make informed choices about which training to undertake, whether it is a qualification, degree, or apprenticeship…We will provide learners with clear maps to success in different occupations, and information on how much they might go on to earn. This will include clearer study pathways for students at age 16, which will be developed in further detail following the final report of the Curriculum and Assessment Review later this year.’ (p. 28)
‘We will deliver at least 2 weeks’ worth of work experience for all students over the course of their secondary education, allowing them to develop a deeper understanding of working life. The goal is to ensure that work experience builds across secondary education, supporting the transition from education and training into employment, expanding horizons and breaking down barriers to opportunity. Work experience should be available to all, regardless of family background. Our vision is that the minimum of 2 weeks’ worth of work experience will be broken down into at least one week’s worth of work experience activities in years 7 to 9, with a further one week’s worth of work experience placement(s) in years 10 to 11. This approach offers greater flexibility to individuals, schools and employers, and means that by the time children are choosing their individual work experience, they have earlier activities to draw on to help them do so.’ (p. 29)
The paper gives more insight into how the Government sees the role of the new Jobs and Careers Service and Skills England in supporting adults;
‘Through the new Jobs and Careers Service, we will transform our ability to support people across Great Britain to get into and on in work, including through an enhanced focus on skills and careers. The new service will have an increased focus on supporting progression and good work through aligning employment support more closely with skills and careers advice. In Scotland and Wales, we will work closely with the devolved governments to ensure the new service works effectively with the devolved careers and skills services. Until this is launched, the National Careers Service will continue to provide free and professional careers information, advice, and guidance to young people over the age of 13, and adults in England.’ (p. 28)
We will ensure that careers guidance is informed by the employment and skills needs of the economy to help strengthen talent pipelines and close the disadvantage gap. High-quality careers guidance and work experience are crucial in harnessing the talents of young people from all backgrounds to meet the skills needs of the future. It is important that careers advice provides people with a deeper understanding of local and national opportunities, supporting them to make more informed choices. We will continue to facilitate collaboration between Strategic Authorities, local authorities, schools, colleges and employers to improve careers provision and secure better outcomes for young people. (p.28-29)
‘Skills England will work across the employment and skills system to better connect people to jobs across the country, now and in the future…We will also ask Skills England to inform the advice people receive at all stages of their adult lives, so that every individual can access the training they need to develop better skills for better jobs.’ (p. 18)
‘We want to enable Strategic Authorities to take the lead in ensuring that the skills and employment system can meet the needs of the local economy, employers and residents, working closely with local stakeholders and partners…Skills England will partner with Strategic Authorities to align regional and national policy and delivery on skills, while the new Jobs and Careers Service will work to ensure that employer engagement and support for jobseekers is joined up locally.’ (p. 19)
‘… the government is investing £100 million over the next 4 years to expand Construction Skills Bootcamps…. We will make sure that Skills Bootcamps are joined up with the Jobcentre Plus offer and the Jobs and Careers Service to promote Skills Bootcamps.’ (p. 17)
There is some careful wording here and in other sections that is welcome. It is valuable to have better data and insights to help inform the careers guidance people receive, avoiding saying that career development practitioners should promote the priority areas – which would affect impartiality and be against the Code of Ethics.
NEET young people and those with SEND get a lot of focus in the paper, and careers guidance is very visible here. The paper recognises that the current situation isn’t good enough;
‘Too many individuals are being let down by the information, advice and guidance that they receive, with many then moving into education and training that is not relevant or useful and does not give them the skills and opportunities to progress. This in turn is contributing to learner ‘churn’ and inefficient training…We will transform our approach to supporting young people who are NEET or at risk of becoming NEET. We will do this by… enhancing support for learners with mental health needs and SEND, and simplifying careers advice and guidance.’ (p. 25)
There isn’t much detail on what this enhanced support looks like, but there is a reference to free personal guidance;
‘We will invest in the future of learners with SEND by funding expert advice across post-16 education, as well as in employment, via free one-to-one consultation for all learners with SEND alongside up-to-date guidance. In addition, to help learners with SEND build experience and find paid employment, we are continuing to invest in supported internships by providing up to £12 million to March 2026.’ (p. 7)
We will update the Raising Participation Age Guidance and the September Guarantee to provide clarity regarding our expectations around the role of schools in preparing students for transitions into post-16 study. This will include detail on their role in providing high-quality information, advice and guidance on careers and information on available options and provision and will strengthen our expectation that schools work collaboratively with Local Authorities to help ensure that young people at particular risk of becoming NEET are identified for support to find a post-16 place. (p. 26)
We will build on examples set by Trailblazers and wider effective practice to develop guidance that can be adopted by local authorities, schools, colleges, other education providers and the Jobs and Careers Service to improve transitions for young people at risk of becoming NEET. (p. 27)
Overall, the White paper is a positive statement of intent with many announcements that those working in the wider education and skills system have welcomed. For careers, it is a positive paper recognising the value of career guidance and with hints as to how the new Jobs and Careers Service will function. However, it would have been good to see mention of specific investment in a profession that has been underfunded for well over a decade.
Much of the detail of the policies is yet to be developed, so the CDI – and colleagues such as the CDPG – will continue to work to inform Government in their development.
There are many articles summarising the 72-page document, such as FE News articles by the Department for Education introducing the White Paper, and a ‘deep dive’ article examining the key points in the paper. Another positive response is from Edge Foundation, who have been calling for a number of the changes outlined in the White Paper. Overall the sense is that the plans are positive, addressing existing concerns and revitalising FE and HE to support the skills needed going forward.
Underpinning many of the policies is the need for young people and adults to access impartial and informed careers guidance. There are positives for careers guidance in the White Paper, as careers advice is referred to very supportively, recognising its importance in supporting both young people and adults; ‘High-quality careers guidance and work experience are crucial in harnessing the talents of young people from all backgrounds to meet the skills needs of the future.’ (p. 28).
It is also very useful to see the direction of thinking for the Jobs and Careers Service. However, there is little detail about possible changes and no specific additional investment. We know schools are struggling to meet the Statutory guidance and there are concerns about the role and level of funding for careers within the new Jobs and Careers Service.
There is an early reference to improving careers guidance in schools, though is unclear whether it is referring to the updated Statutory Guidance from earlier this year or further activity. With the decision not to proceed with the 1,000 additional careers advisers in schools, it is unclear if there are any further changes planned;
“To ensure young people are aware of the full range of opportunities, we are improving careers advice in schools and colleges and introducing 2 weeks’ worth of work experience throughout a young person’s secondary education. (p. 8)”
Under a section titled ‘Simplifying decision-making and pathways for individuals with great information, advice and guidance’ the paper sets out additional intent around supporting young people with LMI and work experience;
‘We will provide data-led information for individuals about the outcomes of each education and training course. This will ensure individuals can make informed choices about which training to undertake, whether it is a qualification, degree, or apprenticeship…We will provide learners with clear maps to success in different occupations, and information on how much they might go on to earn. This will include clearer study pathways for students at age 16, which will be developed in further detail following the final report of the Curriculum and Assessment Review later this year.’ (p. 28)
‘We will deliver at least 2 weeks’ worth of work experience for all students over the course of their secondary education, allowing them to develop a deeper understanding of working life. The goal is to ensure that work experience builds across secondary education, supporting the transition from education and training into employment, expanding horizons and breaking down barriers to opportunity. Work experience should be available to all, regardless of family background. Our vision is that the minimum of 2 weeks’ worth of work experience will be broken down into at least one week’s worth of work experience activities in years 7 to 9, with a further one week’s worth of work experience placement(s) in years 10 to 11. This approach offers greater flexibility to individuals, schools and employers, and means that by the time children are choosing their individual work experience, they have earlier activities to draw on to help them do so.’ (p. 29)
The paper gives more insight into how the Government sees the role of the new Jobs and Careers Service and Skills England in supporting adults;
‘Through the new Jobs and Careers Service, we will transform our ability to support people across Great Britain to get into and on in work, including through an enhanced focus on skills and careers. The new service will have an increased focus on supporting progression and good work through aligning employment support more closely with skills and careers advice. In Scotland and Wales, we will work closely with the devolved governments to ensure the new service works effectively with the devolved careers and skills services. Until this is launched, the National Careers Service will continue to provide free and professional careers information, advice, and guidance to young people over the age of 13, and adults in England.’ (p. 28)
We will ensure that careers guidance is informed by the employment and skills needs of the economy to help strengthen talent pipelines and close the disadvantage gap. High-quality careers guidance and work experience are crucial in harnessing the talents of young people from all backgrounds to meet the skills needs of the future. It is important that careers advice provides people with a deeper understanding of local and national opportunities, supporting them to make more informed choices. We will continue to facilitate collaboration between Strategic Authorities, local authorities, schools, colleges and employers to improve careers provision and secure better outcomes for young people. (p.28-29)
‘Skills England will work across the employment and skills system to better connect people to jobs across the country, now and in the future…We will also ask Skills England to inform the advice people receive at all stages of their adult lives, so that every individual can access the training they need to develop better skills for better jobs.’ (p. 18)
‘We want to enable Strategic Authorities to take the lead in ensuring that the skills and employment system can meet the needs of the local economy, employers and residents, working closely with local stakeholders and partners…Skills England will partner with Strategic Authorities to align regional and national policy and delivery on skills, while the new Jobs and Careers Service will work to ensure that employer engagement and support for jobseekers is joined up locally.’ (p. 19)
‘… the government is investing £100 million over the next 4 years to expand Construction Skills Bootcamps…. We will make sure that Skills Bootcamps are joined up with the Jobcentre Plus offer and the Jobs and Careers Service to promote Skills Bootcamps.’ (p. 17)
There is some careful wording here and in other sections that is welcome. It is valuable to have better data and insights to help inform the careers guidance people receive, avoiding saying that career development practitioners should promote the priority areas – which would affect impartiality and be against the Code of Ethics.
NEET young people and those with SEND get a lot of focus in the paper, and careers guidance is very visible here. The paper recognises that the current situation isn’t good enough;
‘Too many individuals are being let down by the information, advice and guidance that they receive, with many then moving into education and training that is not relevant or useful and does not give them the skills and opportunities to progress. This in turn is contributing to learner ‘churn’ and inefficient training…We will transform our approach to supporting young people who are NEET or at risk of becoming NEET. We will do this by… enhancing support for learners with mental health needs and SEND, and simplifying careers advice and guidance.’ (p. 25)
There isn’t much detail on what this enhanced support looks like, but there is a reference to free personal guidance;
‘We will invest in the future of learners with SEND by funding expert advice across post-16 education, as well as in employment, via free one-to-one consultation for all learners with SEND alongside up-to-date guidance. In addition, to help learners with SEND build experience and find paid employment, we are continuing to invest in supported internships by providing up to £12 million to March 2026.’ (p. 7)
We will update the Raising Participation Age Guidance and the September Guarantee to provide clarity regarding our expectations around the role of schools in preparing students for transitions into post-16 study. This will include detail on their role in providing high-quality information, advice and guidance on careers and information on available options and provision and will strengthen our expectation that schools work collaboratively with Local Authorities to help ensure that young people at particular risk of becoming NEET are identified for support to find a post-16 place. (p. 26)
We will build on examples set by Trailblazers and wider effective practice to develop guidance that can be adopted by local authorities, schools, colleges, other education providers and the Jobs and Careers Service to improve transitions for young people at risk of becoming NEET. (p. 27)
Overall, the White paper is a positive statement of intent with many announcements that those working in the wider education and skills system have welcomed. For careers, it is a positive paper recognising the value of career guidance and with hints as to how the new Jobs and Careers Service will function. However, it would have been good to see mention of specific investment in a profession that has been underfunded for well over a decade.
Much of the detail of the policies is yet to be developed, so the CDI – and colleagues such as the CDPG – will continue to work to inform Government in their development.
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