Why careers education needs to be a constant companion for students

Careers education works best when it feels less like an add-on and more like a constant companion – something students can dip into when they need it, rather than something they only encounter at set points in the year. That belief sits at the heart of West Thames College’s Careers Digital Programme. Built on an established, inclusive whole-college approach to careers, the programme provides a digitally driven careers journey that is easily accessible, supports all students, staff and employers alike, and places progression firmly at the centre of college life.

The Careers Digital Programme is a revised and enhanced version of our established careers offer, building on a strong foundation to reflect how students now access information, staff deliver support, and employers engage with education.

Its development was driven by several factors. Students wanted clearer progression pathways and on-demand access to careers information, rather than relying solely on scheduled guidance sessions. Staff sought a more centralised, sustainable system to support consistent careers delivery across all curriculum areas. In parallel, the programme responds to wider sector moves towards digital-first communication and inclusive access, while strengthening alignment with the Gatsby Benchmarks and Compass framework.

Rather than starting from scratch, we reimagined our existing provision, creating a sequenced, Compass-led careers journey that ensures a structured and equitable experience for every student. This approach has contributed to the college achieving 100% in seven of the eight Gatsby/Compass areas, demonstrating strong whole-college engagement with careers education.

In practice, the Careers Digital Programme is embedded across the college rather than owned by a single team. Careers and employability are integrated into the learner experience from first engagement onwards.

Delivery is shared. Lecturers embed careers and progression through employer-led activity and meaningful encounters with the world of work, making learning relevant beyond the classroom. Student learning assistants reinforce employability messages, while employability coordinators deliver structured careers activity, including transferable skills aligned to the Skills Builder Framework. Careers advisers provide targeted guidance, employer engagement and progression support, working closely with curriculum teams.

External partners play a key role. Employability advisory boards bring employers and industry specialists together to ensure labour market information remains current and content reflects real skills needs and workforce trends.

Careers awareness is part of everyday college life. Reception teams and staff across departments routinely signpost students, ensuring careers conversations happen at every touchpoint.

This approach is underpinned by a digital careers platform, available 24/7 to students and staff. It provides labour market information, progression pathways, work experience opportunities and employer links, ensuring consistency, equity of access and a sustainable delivery model.

Access is further widened through a multi-channel Digital Careers Programme, including the Careers Lab podcast, a Microsoft Teams careers channel, a dedicated intranet page, a digital careers newsletter and careers content displayed on plasma screens across campus. By meeting students where they already are, careers information is visible, modern and inclusive.

The next phase focuses on deepening engagement and amplifying key voices. We are introducing monthly digital careers webinars for students and parents, providing ongoing guidance on progression routes, employability and labour market trends. A dedicated digital careers hub for parents will support informed conversations at home, recognising the vital role families play in decision-making.

We are also expanding the Careers Lab podcast into a student-led model, with students planning, hosting and producing episodes on careers and progression. This approach centres student voice while building confidence, digital skills and ownership of career journeys.

The impact has been both practical and cultural. Students now experience a consistent, high-quality careers journey and engage more confidently in progression planning, while staff benefit from accessible, centralised resources that support delivery across curriculum areas. Careers is more visible across physical and digital spaces, contributing to strong Gatsby outcomes and positive Ofsted recognition.

Most importantly, careers is now recognised as everyone’s responsibility. It is a core, visible part of college life rather than a standalone service, with a clear focus on guiding students towards the right destinations and pathways to achieve their goals successfully.

For colleges seeking to do something similar, my advice is straightforward: build on what already exists rather than starting from scratch. Use Gatsby and Compass as a clear framework to ensure structure and consistency. Take a digital-first approach to improve accessibility, equity and sustainability. Centralise resources to better support staff and students, and design for scalability so the programme can evolve with student voice, technology and employer needs.

Careers education is not static. When it grows with its students, it becomes truly transformative.

Katrin Lehmann is the Vice Principal ‑ Inclusive Learning Creative Industries and Student Experience at West Thames College.