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EDUCATION IN THE UK
Dr Sally-Anne Barnes1, Professor Jenny Bimrose2, Graham Attwell3
1 2
Institute for Employment Research, University of Warwick (UK)
3
Pontydysgu (Wales)
E-mails sally-anne.barnes@warwick.ac.uk, jenny.bimrose@warwick.ac.uk,
graham10@mac.com
Abstract
The current policy context in the UK emphasises the need to exploit the potential of new technologies
and integrate their use into all aspects of career guidance practice and education. This together with
the increased use of technology by young people is placing new demands on careers guidance
professionals and how careers education, information, advice and guidance (CEIAG) is delivered.
Implicit may well be the assumption that the introduction of technology will not only extend access to
services by clients and customers by increasing the flexibility of delivery methods, but that it will also
help reduce costs by lowering the demand for face-to-face support. However, the evidence base
relating to benefits accruing from effective internet-based guidance is currently lacking.
A small-scale, mixed-methods research study firstly explored the skills and competencies required by
careers professionals to deliver internet-based careers guidance and education, and secondly
investigated young peoples’ views on how they want technology to be used in the future to deliver
CEIAG. This paper will present an overview of this research, its findings and the current evidence
base. It will provide evidence on the issues that urgently need addressing to support professionals in
their delivery of CEIAG in the UK, the technological challenges and the role young people want
technology to play in the future.
Keywords: technology, careers education, internet-based guidance, labour market information (LMI).
1 INTRODUCTION
There is a commitment in the UK to focus attention on the need to exploit the untapped potential of
technology to enhance all aspects of educational service provision, including careers education,
information, advice and guidance (CEIAG). Over half of all learners over the age of 14 recently
reported that they learn through the internet, with 22% using distance learning (DCSF & BIS, 2009)[1].
The current policy context in the UK emphasises the need to exploit the potential of new technologies
and integrate their use into all aspects of career guidance practice and education. It may be well
assumed that its introduction will not only extend access to services for clients by increasing the
flexibility of delivery methods, but that it will also help reduce costs by lowering the demand for face-to-
face support. However, the evidence-base relating to benefits from effective internet-based guidance
is currently lacking.
Alongside the changing policy context, the increased use of technology by young people is placing
new demands on careers guidance professionals and how CEIAG is delivered. High quality, impartial
CEIAG is identified as having a vital role to play in assisting young people in making learning and work
decisions that position them for success in life, as well as providing the support necessary for them to
manage personal, social, health and financial issues.
A small-scale, mixed-methods research study was undertaken to: firstly, explore the skills and
competencies required by careers professionals to deliver internet-based careers guidance and
education; and secondly investigate young peoples’ views on how they want technology to be used in
the future to deliver CEIAG. The fieldwork involved 46 young people and 17 careers professionals
from the careers service, across six locations in England. Data were gathered using investigative
frameworks developed from, and grounded in, the research literature. Research findings from this
study suggest that increased use of internet-based services could be an effective method for
delivering online CEIAG services. However, the way young people are able, or not, to access and use
technology must shape any future extension of online services.
This paper will firstly provide the background to the study and the policy context in the UK. Defining
internet-based careers guidance is then presented as highlights the confusion in the terms used. This
is followed by a review of the current evidence on technology, careers education and guidance. The
final sections of the paper focus on the research study and its findings on the potential role of
technology in careers education and guidance services. This paper will conclude by discussing some
of the evidence and the issues that urgently need addressing to support professionals in their delivery
of services in the UK, the technological challenges and the role young people want technology to play
in the future. The findings presented in this paper are part of a broader study which investigated the
skills and competencies needed by practitioners to develop internet-based guidance (see Bimrose,
Barnes & Attwell, 2010)[2].
7.1 The potential role of Web 2.0 and Web 3.0 in CEIAG provision
Young people identified a range of information that they would value and like to access online,
including:
• Better online access to job vacancies, together with text notification of training or employment
opportunities organised by region and type of job;
• Information on where to find, and how to access, work experience. This is an important
component of applications to college, university and jobs and also offered the best opportunity
to assess whether they a career in that occupation was worth pursuing;
• Online information that is short, easy to read and digest, but is also personalised; and
• ‘Talking heads’ or podcasts of people in particular jobs. However, many qualified this by
adding that they would rather have face-to-face meetings so there is the opportunity to ask
questions.
This starts to outline what information could be aggregated and personalised by technologists
developing online CEIAG systems exploiting Web 2.0 and Web 3.0.
At the heart of technology developments is Web 2.0 and it is these developments which will offer the
greatest potential for the way CEIAG services are accessed and delivered. Web 2.0 has changed the
way people interact and offers various functionalities, including the ability to aggregate user data, track
and filter content, collaborate, ‘mash-up’ data or construct a social network. The use of the internet as
a resource, especially for LMI is already common in a range careers services. Yet, the potential to use
technology to interrogate a wide range of sources, judge the efficacy of different sources, integrate
data from a range of sources and disseminate creatively in different forms for diverse audiences has
not been fully realised. Web 3.0 has the potential to realise change the way information is accessed,
personalised and used. The use of technology for communication with service users is emerging, with
emails and SMS playing only a marginal part in the interactions between careers professionals and
young people. Currently, developing materials (such as information sheets, handouts, presentations
etc.) using internet-based technology is the most underdeveloped, but offers the greatest opportunity
for the enhancement of materials and service provision. With technological developments and
advancements, there a range of potential opportunities to develop bespoke and personalised LMI
using a range of media for clients (Bimrose & Barnes, 2010)[53].
With a growing trend in openness and the rise in user-generated content with the use of these new
technologies, it needs to be remembered that audiences still value professional content producers
(see Greenhill, 2008)[54]. This is important when considering the introduction of internet-based
careers guidance services, but where professionals are accessed online, they need to demonstrate a
level of proficiency in technologies at least equal to those of the users accessing their expertise.
Overall, collaborative processes amongst practitioners (between locations and organisational
boundaries) can be supported by technology (Bimrose, Hughes & Barnes, 2011[55]; Bimrose &
Barnes, 2010)[56]). By exploiting technology careers professionals can combine and extend their
expertise and knowledge, and customise LMI for clients, but this has still to be explored and exploited.
Developmental work on an FP7 project (MATURE http://mature-ip.eu/) and other work with a
Connexions service in England are starting to explore possibilities using iterative, user-led design.
Innovative approaches are being developed and paving the way for new ways of delivering services.
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