Dev Clever is a bespoke software development company established in 2014. We have quickly grown into a credible, recognised digital innovation brand, and have a multitude of blue-chip clients and educators across the UK.

Working specifically within the Education Sector for the past 5 years we have had one key mission in mind...

To provide young people with an interactive student experience that revolutionizes the delivery of careers advice to fully engage the young people of today. Delivering rich information about careers and linking these directly to courses and locations of study.

Providing an embedded programme of careers and education guidance which is tailored to suit the needs of each pupil is mandatory within all schools to ensure that young people get access to the quality information they need to make informed decisions about their future study options.

Bringing the delivery of that information into the 21st Century is therefore vital to the success of providing personal careers advice and guidance within schools, whilst ensuring that students are made aware of the specific courses and locations which will get them to their chosen career.

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Supported by key partnerships and credible resources VICTAR is able to match young people, their personality and interests to the careers that suit them the most.

More importantly once they arrive at their chosen career they are able to see LMI statistics and information about the role such as how much they could earn, the careers growth potential as well as a video recorded by industry professionals.

However it doesn’t stop there, once satisfied with the selected career VICTAR then shows the academic, vocational and apprenticeship study options available as well as the specific courses and locations they can study at to reach their career goal.


The Gatsby Benchmarks are a framework of 8 guidelines that define the best careers provision in schools and colleges.

The Careers Strategy is built around them, and they make a great place to start for planning or improving your programme. 


Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers.


Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.
– The careers programme should be published on the school’s website in a way that enables pupils, parents, teachers and employers to access and understand it. The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process.


Suitable for all pupils Year 7 to 11.

Provides career advisors and teachers with the tools they need to successfully deliver personalised careers advice to all pupils in a unique and engaging way.

A centralised platform accessible to all pupils, parents, teachers and employers promoting careers alongside the relevant education and training providers.


Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make the best use of available information.


By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options. – Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.


LMI data is presented live for all careers including job descriptions, salary and employment trends by region.

All careers are directly linked to education and training providers, which support that career from the age of 16.

A centralised platform, which allows pupils and parents to come together to research career options and routes to entry in a fun and engaging way.


Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.


– A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations. – Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. All pupils should have access to these records to support their career development. – Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.


Personalised and impartial careers advice and guidance with outcomes tailored to individual pupils based on their selections.

Options presented for selection are based purely on an individual's personality and interests ensuring equality and diversity throughout.

Raises aspirations by presenting a full range of industry related careers.

Information is regularly updated to promote new and emerging careers.

Results are saved and able to be revisited through out the pupils school life and beyond.


All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career pathways.


By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.


Entry requirements are promoted for all careers highlighting the importance of STEM subjects.

Promotes all STEM careers.


Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment opportunities including visiting speakers, mentoring and enterprise schemes.


Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer. * A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.


Each career has a video of a professional speaking about their experience within the job role and industry and what it takes to be successful in the workplace.

All careers are directly linked to education and training providers which support that career.


Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.


– By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have. – By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.


Career information and videos highlight the importance of work experience.

Directly links careers to Employers.


All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.


– By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils. – By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils. * A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment


Videos highlight the difference between academic and vocational pathways.

Each career links directly to education and training providers which offer pathways to support that career that can be filtered by location and type.

Videos and online tours give an insight into the providers and employers as well as individual courses.


Every pupil should have opportunities for guidance interviews with a Careers Adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.


Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.


Encourages all pupils to participate in career guidance interviews.

Presents careers advice and guidance to all pupils in an engaging and informative way.

Provides career advisors with the first steps to providing impartial and personalised careers advice and guidance.

Revolutionises the current delivery of careers advice and guidance in schools.

  • A stable careers programme.

  • Learning from career and labour market information.

  • Addressing the needs of each pupil.

  • Linking curriculum learning to careers.

  • Encounters with employees and employers.

  • Experiences of workplace.

  • Encounters with further and higher education.

  • Personal Guidance.



. Victar was a really good experience, it got me really engaged and interested in careers. My favourite part was when it chose my spirit animal based on how I answered my personality questions, then how it showed me what career my spirit animal would be good at. .

- Molly, 13. Friary School Lichfield.

VICTAR has been developed in parallel to, our pioneering online career and recruiting platform that brings refreshing and unprecedented innovation to the careers education sector.

On completion of the VICTAR virtual reality experience, the careers output is automatically synced with and the user is given a login to their personal careers dashboard where their selections are pre-stored. The young person can then review their selections with their careers advisor and later at home with their parents and view colleges, university, apprenticeship providers and employers in their area that offer the next step in their chosen career. The personal dashboard allows the young person to stay up to date with information relating to their chosen career at the same time as allowing the school to keep a record of each individual pupil's future and to ensure they are focused on their career goal.




If you’d like to know more about having VICTAR in your institute, would like a demonstration or would like to register, fill in the form below and we’ll be in touch very soon!

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