Careers Work in The Sixth Form

Careers work in the sixth form:
Maximising progression and ensuring impartiality
Photo from http://www.flickr.com/photos/nationalassemblyforwales/6326510532/sizes/l/in/photostream /
Tristram Hooley Reader in Career Development
www.derby.ac.uk/icegs
Overview
How does the context of sixth form change career development activities? What do you have to do (AKA the policy bit) Why should you care/engage with career development? How can you do it effectively? Some resources you might like to use
What is distinctive about the sixth form

Optional (sort of)
Transition to adulthood (from pedagogy to andragogy) High stakes Higher academic/intellectual level than in the rest of school
What is distinctive about careers work in sixth form?

Transitions are being lived (and should be being actively fostered and supported by the school) The focus on UCAS as the oracle and the gatekeeper Growing independence Some peers will have already made alternative choices Many choices (relating to subjects) have already been made The lure/loom of university The possibility of work (but not the likelihood)
The broader policy environment
Careers work: Policy background
Post 16 work-experience
Post-16 work experience as a part of 16 to 19 study programmes Non-statutory To achieve high quality work experience it should be tailored to suit the prior attainment of each student and their career aspiration. The guidance is focused on those on vocational routes Can attract funding
What is work-experience?
Real work experience Voluntary work Also
Simulated work experience Workplace visits Enterprise projects Mentoring Work shadowing Employer workshops/talks
What do you have to do?

Statutory Guidance for Further Education and Sixth Form Colleges Duty to to secure access to independent careers guidance The new duty covers all students up to and including the age of 18, plus 19- to 25-year-olds with a current Learning Difficulty Assessment in place.
What does this mean?

Not as much as my colleagues and I would like (see Tony Watts policy commentary). Lots of warm words, but rather unclear on what sixth forms should provide and what will happen to those that fail to provide. Career guidance is perhaps just access to external perspectives beyond the college e.g. employers, HE providers. The Government is not prescribing how each college fulfils the requirement and there is no compulsion to buy in specialist support.
The goal of education

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.
Jean Piaget
The function of education

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.
Paulo Freire
What does careers work ask?

Who am I? What do I want to do with my life? What do I want to get from my life? What is the world like in which I will live once I leave schooling? How can I leave school and move on? How can I live in the world? How can I find my own version of the good life? How can I contribute to society and the economy? Does anything need to change?
So why career?
Career is about you and your current and future place in the world.
Career is a carrier of curriculum and aspiration. Career is about the actualisation of the self. Career is about committing to lifelong learning. Career is about living within the world, understanding it and even about transforming it.
Fostering College and Career Readiness

Funded by Career Cruising Written by Tristram Hooley, John Marriott & Jim Sampson Published in 2011 Detailed literature review to explore what evidence there is that school based careers work has any impact. http://www.derby.ac.uk/files/ career_cruisingnew.pdf
The evidence
The evidence for career development is stronger in schools than anywhere else.
More studies More quantitative studies
The evidence base is dominated by US studies. The best evidence is around the comprehensive guidance programme whole school model. We could do with better evidence (quantitative, longitudinal, randomised control trials etc.) Also more on the impact of technology in career development.
What does it say?

There is evidence that school based career development programmes: 1. Retains young people in the education system. 2. Has a positive impact on their academic achievement 3. Supports their transitions to further learning and the labour market 4. Contributes to their career and life success.
Careers 2020
Funded by Pearson Written by Tristram Hooley, John Marriott, Tony Watts & Louis Coffait Published in 2012 Literature review and conceptual development. Download Careers 2020
What happens
Different models
Activity-based
Service-based
The evidence points to this approach.
Curriculum-led
The quality awards drive schools towards this
Of course this requires major thinking of the curriculum approach in schools if its impact is to be maximised
Some resources
icould National Apprenticeship Service National Careers Service Notgoingtouni Push UCAS Unistats
Publications
Langley, E., Hooley, T., Bertuchi, D. (2014). A Career Postcode Lottery? t. Derby: International Centre for Guidance Studies, University of Derby. Longridge, D., Hooley, T. & Staunton, T. (2013). Building Online Employability. Derby: International Centre for Guidance Studies, University of Derby. Hooley, T. (2012). Progression in Kent: Schools taking charge. Maidstone: Kent Country Council. Hooley, T., Marriott, J. and Sampson, J.P. (2011). Fostering College and Career Readiness. Derby: International Centre for Guidance Studies, University of Derby. Hooley, T., Marriott, J., Watts, A.G. and Coiffait, L. (2012). Careers 2020. London: Pearson. Hutchinson, J. (2012). Career-related learning and science education: The changing landscape. School Science Review, 346: 91-98. Hutchinson, J. (2013). School Organisation and STEM Career-related Learning. York: National STEM Centre. Moore, N. and Hooley, T. (2012). Talking About Career: The Language Used by and With Young People to Discuss Life, Learning and Work. Derby: International Centre for Guidance Studies, University of Derby. Watts, A.G. (2014). Recent Developments on the Roles of Employers and of Careers Professionals: A Pivotal Phase in Determining Future Careers Provision for Young People. Careers England Policy Commentary 26. Careers England.
Tristram Hooley
Reader in Career Development 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

Careers Work in The Sixth Form

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Careers Work in The Sixth Form

Enviado por

Direitos autorais:

Formatos disponíveis

Careers work in the sixth form:

Maximising progression and ensuring impartiality

Photo from http://www.flickr.com/photos/nationalassemblyforwales/6326510532/sizes/l/in/photostream /

Tristram Hooley Reader in Career Development

What is distinctive about the sixth form

What is distinctive about careers work in sixth form?

The broader policy environment

Careers work: Policy background

What do you have to do?

What does this mean?

The goal of education

The function of education

What does careers work ask?

Fostering College and Career Readiness

What does it say?

Você também pode gostar