The Role of Schools in Career and Employability Learning

Tristram Hooley, Presentation to CDANZ, Auckland 13th April 2015

The role of schools in career and employability learning

www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs

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?

England: False dawns and bleak sunsets?

So what about New Zealand?

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)

Key concepts

• Career information• Career advice/career counselling• Career education• Work-related learning

Also• Personal and social education• Citizenship/democratic/political education• [Character?]

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

Three ways of thinking about this

• Activity based approach

• Service based approach

• Curriculum/learning based approach

Recent history

What is school-based career

guidance?

Does it work?

The key players

What does it look like when it is

done well?

Well what do you think?

Discussion• For your students?• For the school?• What does it do?• How do you know?

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

Benefits for schools

• Attainment

• Attendance/Retention

• Transition

• Life and career success

Levels of impact (See Kirkpatrick)Results

Behaviour

Learning

Reaction

Recent history

guidance?

Does it work?

The key players

done well?

Key players

Effective career support

Employers

Teachers

Careers professionals

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

Teachers roles

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).

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.

Discussion

How does your school organise careers activities across a range of roles?

Is there a need for more • Clarity?• Leadership?• Interprofessional working?

Recent history

guidance?

Does it work?

The key players

done well?

Remember this?

• Activity based approach

• Service based approach

• Curriculum/learning based approach

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

Brokerage

Schools Business

Brokerage

Employers’ interestsSolving skills shortages

Recruiting the right people

Developing the workforce

Growing a responsible brand

Employers

How does your school measure up?

• What are you doing well?• Not so well?

• What will you change?

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.

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).

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.

Tristram Hooley

Professor of Career Education

International Centre for Guidance Studies

University of Derby

http://www.derby.ac.uk/icegs

t.hooley@derby.ac.uk

@pigironjoe

Blog at

http://adventuresincareerdevelopment.wordpress.com

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.

The Role of Schools in Career and Employability Learning

Documents

Transcript of The Role of Schools in Career and Employability Learning

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