Tristram Hooley, Presentation to CDANZ, Auckland 13th April 2015
The role of schools in career and employability learning
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What I’m going to cover
Recent historyWhat is school-based career
guidance?Does it work?
The key playersWhat does it
look like when it is done well?
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What I’m going to cover
Recent historyWhat is school-based career
guidance?Does it work?
The key playersWhat does it
look like when it is done well?
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
England: False dawns and bleak sunsets?
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So what about New Zealand?
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What I’m going to cover
Recent historyWhat is school-based career
guidance?Does it work?
The key playersWhat does it
look like when it is done well?
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
OECD definition
Career guidance refers to services and activities intended to assist individuals, of any age and at any point throughout their lives, to make educational, training and occupational choices and to manage their careers…
The activities may take place on an individual or group basis, and may be face-to-face or at a distance (including help lines and web-based services). (OECD, 2004)
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Key concepts
• Career information• Career advice/career counselling• Career education• Work-related learning
Also• Personal and social education• Citizenship/democratic/political education• [Character?]
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Types of careers support typically provided by schools in the UK
• information provision• career assessments and tests• career counselling• careers advice delivered by a non-careers professional• curricular interventions• further study/work-related learning• other extra-curricular interventions• frameworks for reflection
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Three ways of thinking about this
• Activity based approach
• Service based approach
• Curriculum/learning based approach
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What I’m going to cover
Recent history
What is school-based career
guidance?
Does it work?
The key players
What does it look like when it is
done well?
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Well what do you think?
Discussion• For your students?• For the school?• What does it do?• How do you know?
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The evidence for employer engagement
Strong evidence for the value of employer engagement in schools:• improved pupil motivation • improved contextualisation of learning• improved attainment• smoother transitions• reduction in the proportion of young people who have
failed transitions
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Benefits for schools
• Attainment
• Attendance/Retention
• Transition
• Life and career success
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Levels of impact (See Kirkpatrick)Results
Behaviour
Learning
Reaction
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What I’m going to cover
Recent history
What is school-based career
guidance?
Does it work?
The key players
What does it look like when it is
done well?
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Key players
Effective career support
Employers
Teachers
Careers professionals
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Skills of career professionals
• Career development theory• Labour market knowledge• Brokerage• Referral• Counselling skills• Career learning pedagogy• Advocacy • Leadership, co-ordination and collaboration• Service design and evaluation
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Teachers roles
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Employers
• Information, inspiration and advice• Providing opportunities to experience and learn about
work and gain career-related skills• Contributing to careers education activities within schools
such as CV writing workshops, mock interviews and enterprise programmes.
• Providing young people with contacts within the world of work that may be useful in their career development (social capital).
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But…
• This is not core business for them. They have organisations/businesses to run and jobs to do.
• Their knowledge of the world is rich, but is confined predominantly to their own area of work and industry sector, and thus has an inherent partiality.
• Employers have limited knowledge of the complex �educational choices facing young people.
• Employers are unlikely to have in-depth conversations with individual students about the students’ own strengths and interests.
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Discussion
How does your school organise careers activities across a range of roles?
Is there a need for more • Clarity?• Leadership?• Interprofessional working?
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What I’m going to cover
Recent history
What is school-based career
guidance?
Does it work?
The key players
What does it look like when it is
done well?
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Remember this?
• Activity based approach
• Service based approach
• Curriculum/learning based approach
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Good career guidance (Gatsby)
• A stable careers programme• Learning from career and labour market information• Addressing the needs of each pupil• Linking curriculum learning to careers• Encounters with employers and employees• Experienced of workplaces• Encounters with further and higher education• Personal guidance
Activities and resources
School vision
Good career guidance
Involvement of employers and post-secondary learning providers in the education system
Professional infrastructure for careers workers
Local brokerage and partnership organisations High quality LMI
and resources
Quality and evaluation
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Brokerage
Schools Business
Brokerage
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Employers’ interestsSolving skills shortages
Recruiting the right people
Developing the workforce
Growing a responsible brand
Employers
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How does your school measure up?
• What are you doing well?• Not so well?
• What will you change?
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Worth reading
• Andrews, D. (2011) Careers Education in Schools Stafford: Highflyers Publishing
• Bassot, B., Barnes, A., & Chant, A. (2013). A Practical Guide to Career Learning and Development. Abingdon: Routledge.
• Gatsby Charitable Foundation (2014). Good Career Guidance. London: Gatsby.
• Hutchinson, J. (2012). Career-related learning and science education. School Science Review, 346: 91-98.
• Hutchinson, J. (2013). School Organisation and STEM Career-related Learning. York: National STEM Centre.
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Also worth reading
• Hutchinson, J., & Dickinson, B. (2014). Employers and schools. Local Economy, 29(3): 236-245.
• Mann, A. (2012). Work experience: Impact and delivery - Insights from the evidence. London: Education and Employers Taskforce.
• Mann and Dawkins, 2014b Employer engagement in education: literature review. London: Education and Employers Taskforce.
• Mann, A. and Percy, C. (2013). Employer engagement in British secondary education: wage earning outcomes experienced by young adults. Journal of Education and Work. CD
• Watts, A.G. (2013). False dawns, bleak sunset: the Coalition Government's policies on career guidance. British Journal of Guidance and Counselling, 4(1).
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My work on this subject
• Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).
• Hooley, T., Devins, D., Watts, A. G., Hutchinson, J., Marriott, J. and Walton, F. (2012). Tackling Unemployment, Supporting Business and Developing Careers. London: UKCES.
• Hooley, T., Matheson, J. & Watts, A.G. (2014). Advancing Ambitions: The role of career guidance in supporting social mobility. London: Sutton Trust.
• Hooley, T., Marriott, J. and Sampson, J.P. (2011). Fostering College and Career Readiness: How Career Development Activities in Schools Impact on Graduation Rates and Students' Life Success. Derby: International Centre for Guidance Studies, University of Derby.
• Hooley, T., Marriott, J., Watts, A.G. and Coiffait, L. (2012). Careers 2020: Options for Future Careers Work in English Schools. London: Pearson.
• Hooley, T., Watts, A.G., Andrews, D. (2015). Teachers and Careers: The Role Of School Teachers in Delivering Career and Employability Learning. Derby: International Centre for Guidance Studies, University of Derby.
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Tristram Hooley
Professor of Career Education
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com
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In summary
• Career learning should be at the heart of schooling.• A growing evidence base that demonstrates its
effectiveness.• The evidence base suggests that holistic, and school-
wide approaches that are linked to the curriculum are the most effective.
• The evidence also highlights the importance of involving of employers and other key stakeholders.
• How a school organises, manages and resources careers work is likely to be critical for its effectiveness.
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