Presentation on theme: "Tweet about this session using #careercon09 What do we know about effective career education? Dale Bailey & Ivan Hodgetts."— Presentation transcript:
Tweet about this session using #careercon09 What do we know about effective career education? Dale Bailey & Ivan Hodgetts
Session outline 1.Context for our work 2.Our approach 3.The challenge for career education in New Zealand (NZ) 4.A career education framework 5.What we found 6.Implications for career education in schools.
Synthesis report Part of the strategic realignment of Career Services Learnings from two projects: Designing Careers ( ) Creating Pathways and Building Lives (CPaBL) ( ) External evaluation from Education Review Office Scan of relevant literature.
Setting the scene
Context Need for improvement Value for money in public expenditure Impact of the recession Need to provide effective outcomes for young people.
Environment Diverse practice Career education disconnected from key shifts in education Need to argue for a distinctive approach Development initiatives revealed variable and individualised practice across the country.
Big education ideas Evidence based practice Student voice Personalising learning.
The challenge ahead of us
New Zealand By 16 years, 20% students have been lost to education 4,500 leave primary school and dont enrol in secondary school 80% young people who enter Youth Court, left or were absent from school 17, ,000 young NZers (15-19 years) not in employment, education or training How effective are our current efforts?
Qualification completion for bachelor students by year and mode of study
Doing well and where you can get promoted within the same workplace Having a qualification that you can keep building on in the same area One workplace approach Some students also recognise the emergent trends in career ideas, eg. work-in-life balance and adaptability of skills for different work environments. Student perception of career
Careers advice School career guidance tended to be ad hoc and focused on information about jobs For over 80% of the respondents, families were the most useful source of careers information Half the students did not take part in career guidance activities organised through school Forty-one percent said that they had never spoken to a teacher or careers advisor about future options
What does this mean? … many people dont know how to manage their careers, because no one has ever assisted them to. - MCEETYA, 2009: 8, Australia Blueprint for Career Development
A shift to career management It is not about making the right occupational choice. Its about equipping people with the competencies (skills knowledge and attitudes) to make the myriad of choices with which adults are confronted continuously, in all aspects of their adult lives, lifelong. - Jarvis, 2003: 4 Career education should foster the ability to self manage a career.
What we propose
Implications… beyond the container of school Starting to participate in adult world The life and world of a teenager Age st period of independence Schooling Successful navigators
Rationale for career education Students who are better informed about SELF Make more informed choices Become more engaged in their learning Are more motivated and productive; achieving more highly Contribute positively to our economy and society
The career education matrix Integrating career education across the curriculum Developing teacher and school staff capability Applying career education knowledge in teaching and learning. 2. Working with teachers & school staff Understanding the purpose and role of career education in schools How to effectively plan for, implement, review and evaluate career education in your school Engaging with parents, whānau and the wider community. 3. Working with school leaders & the community Developing students career management skills Understanding and addressing differing student needs. 1. Working with students Career & education research Effective practice benchmarks
Beyond information and job picking… Decision GuidanceCareer Development Guidance Linear, single destination orientation – help people to make an informed decision Dynamic, change, growth orientation – help people to learn to live well as citizens What do you want to be when you grow up? Separation of paid work from rest of life Who might you become? What kind of life do you want? Paid work and life roles connected Choose a career Making a living Create a career Making a life
A revised approach to career education Building career development capability Identifying Self Forming Self Locating Self Where am I? community, age, class, culture, whānau, geography Who do I want to become? hopes, aspirations, plans, learning needs, identity Who am I? traits, interests, predispositions, abilities
Bringing connectivity to an integrative approach The new career education at the heart of teaching and learning, within a key competency driven curriculum pedagogy assessment curriculum effective career education
Students with career development capability Information Provision Access to information is not sufficient Teacher practice aligned A coherent experience is required Schools cant do it alone Learning community School wide systems Articulate learners require responsive teaching practice Students as articulate and engaged learners A whole-school approach
Careers is the dialogue between learner and teacher Knowing what is of relevance to students Exploring future careers as a way of directing learning to positive outcomes Students become more articulate about what they want from their learning Students can better describe their skills, attributes and ideas about themselves.
What has been found? Clear recognition that career education is important to human capability building Career education requires more than the imparting of information Shift to developing the underlying competencies needed to self-manage a career Career education needs to be an integral part of education not a separate add-on activity.
Where to from here? Report available - hard copy and online Invite dialogue about the ideas We are using it to reshape our services to schools Feedback & feed-forward to