Professional Documents
Culture Documents
Recent history
What does it
look like when it
is done well?
Does it work?
www.derby.ac.uk/icegs
www.derby.ac.uk
Recent history
What does it
look like when it
is done well?
Does it work?
www.derby.ac.uk/icegs
www.derby.ac.uk
www.derby.ac.uk/icegs
www.derby.ac.uk
www.derby.ac.uk/icegs
www.derby.ac.uk
Recent history
What does it
look like when it
is done well?
Does it work?
www.derby.ac.uk/icegs
www.derby.ac.uk
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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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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www.derby.ac.uk/icegs
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www.derby.ac.uk/icegs
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Key players
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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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Remember this?
Activity based approach
Service based approach
Curriculum/learning based approach
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Quality and
evaluation
Local brokerage
and partnership
organisations
Brokerage
Brokerage
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Employers interests
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Worth reading
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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
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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 schoolwide 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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