Date: 19th November 2026
Location: Online
Please note this event is for Members onlyThis series of online events focuses on cross-sector collaborative approaches aiming to improve access to careers education, information, advice and guidance (CEIAG), strengthen progression pathways, and address inequitable access to meaningful jobs and careers.
Through sharing effective practice in developing collaborative partnerships, the series will consider how to create more co-ordinated and inclusive support that helps young people from underserved groups realise their potential and successfully enter the labour market.
In this final session we will hear from FE and HE about collaborative approaches that provide targeted support for students from at risk groups.
Transferable ideas for an 'academic landing pad': Soliciting career indicators and holistic support needs from the get-go, Sally Tazewell, Lecturer, Strode College - In the context of a busy FE Criminology lecturer in a rural UK setting, the 'academic landing pad' was created to rapidly identify career indicators along with wider academic and holistic learning needs. Based upon my own research for a professional doctorate in the pedagogy of Criminology, this deceptively simple self-complete student questionnaire allows for 100-plus students per day to share their experiences within lecture times. The first part is subject specific, identifying co-studied courses, study skills and career indicators. The second part seeks to identify learning differences, physical and mental health challenges, access to learning resources and study spaces, prior academic / engagement / attendance difficulties, and topics which may be sensitive areas to study, including serious safeguarding issues. Analysis of the simple Likert scale allows for appropriate signposting for issues of financial concern, wellbeing, transport, study skills, Exam Access Arrangements, or careers advice. Timely communication with safeguarding teams can also be made, and students can have prompt, meaningful and well-informed lecturer discussions about overcoming barriers to attending, engaging or learning long before they become an issue. Such a process could usefully be adapted and embedded at the beginning of any FE or HE course or apprenticeship to support all students, particularly those who are minoritised, face disadvantages and / or have SEND.
Building Inclusive Graduate Pathways Through Partnership, Lauren Starkey, Progression Adviser, UEA - UEA Career Central leads on a regional initiative which aims to raise awareness and reduce the challenges facing disabled and neurodivergent graduates when transitioning into the workplace. In collaboration with local graduate employers, regional HEI's and specialist organisations, the Partnership provides an opportunity for knowledge exchange and networking to facilitate an inclusive and supportive ecosystem that empowers graduates to succeed. Partners are invited to take part in peer-to-peer workshops exploring inclusive working practices, peer-facilitated recruitment auditing, share insights via an e-newsletter, and engage directly with finalist students and recent graduates.
With a strong, established network of charities and not-for-profit organisations, the Progression Partnership is now focusing on expanding its engagement with local employers. A Tiers of Engagement Framework has been developed to set out the different ways organisations can take part in the project, ranging from simply accessing partner-led resources to creating direct referral pathways for vulnerable graduates. In addition, a fully funded micro-internship programme for neurodivergent undergraduate students has been introduced, placing students within partner organisations and offering an incentive for smaller employers to engage with the Partnership.
This event will take place online from 14.00 - 16.00.
Speaker Biographies:
Sally is an experienced educator and reflective practitioner who is committed to working practices which promote social justice. She is particularly interested in the funds of knowledge approach and how this can be paired with powerful knowledges to create engaging and inclusive learning environments for all learners within FE and HE.