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Information Advice and Guidance – do we need a theoretical base? Julie Hicklin.

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Presentation on theme: "Information Advice and Guidance – do we need a theoretical base? Julie Hicklin."— Presentation transcript:

1 Information Advice and Guidance – do we need a theoretical base? Julie Hicklin

2 Definition of CE/IAG Careers education is a programme of planned activities within the curriculum to provide learners with the knowledge and skills to manage transitions through learning and into work Career-related information, advice and guidance (IAG) is a term that refers to a range of activities and interventions that inform learners’ decisions regarding progressions through learning into work. Careers information – accurate and objective information on learning options, progressions routes, careers opportunities and sources of help and advice Careers advice – impartial advice to help students gather, understand and interpret information and apply it to their own situation for career and learning pathways Careers guidance – impartial guidance to help young people understand themselves and their needs, aspirations and influences on them and to make career and learning choices that are right for them. (TDA)

3 Interventions designed to enable individuals to make and implement well informed realistic decisions about their career and to manage subsequent transitions Nottingham Trent University

4 Key concepts in PSHEe Personal wellbeing Personal identities Healthy lifestyles Risk Relationships Diversity Economic wellbeing and financial capability Career Capability Risk Economic understanding

5 Key processes in PSHEe Personal wellbeing Critical reflection Decision-making and managing risk Developing relationships and working with others Economic wellbeing and financial capability Self-development Exploration Enterprise Financial capability

6 Extracts from the importance statement for economic wellbeing and financial capability …. understand the nature of work, the diversity and function of business, and its contribution to national prosperity…..develop as questioning and informed consumers and learn to manage their money and finances effectively ….. expands their horizons for action by challenging stereotyping, discrimination and other cultural and social barriers to choice …pupils learn to be enterprising…..create and implement new ideas and ways of doing things…learn to make and act on reasonable risk/reward assessments and develop a ‘can do’ attitude….

7 CEG Principles

8 Who has influenced guidance practice? Karl Rogers – Person Centred practice George Kelly – Personal Construct Theory Gerard Egan – ‘The Skilled Helper’ J. D. Krumboltz – Social Learning Theory Bill O’Connell – Solution Focused

9 Occupational choice theories Differentialism Assumes that certain characteristics can be identified and measured, such as intelligence, ability, aptitude and personality and that jobs can be measured in the same way enabling the individual and the job to be matched. Developmentalism Like other aspects of development, career planning is learnt and changes over time as a result of a maturation process that is not totally or necessarily age related. Structuralism Assumes that choice is largely constrained by the opportunity- structure which channels individuals into certain occupations.

10 Occupational choice theories Community Interaction Theory – Bill Law Community exerts a strong influence on young people and how they perceive the world: Through expectations Through feedback Through support Through modelling By providing information

11 National Guidance Research Forum

12 Well informed realistic decisions Engaged FormulaSelfOpportunities Self Awareness OpportunityAwareness LocateOpportunities Approach OpportunityProviders Selection Process Selection Outcome Appraise Planning Knowledge, Skills & Attitudes to Knowledge, Skills & Attitudes to make decisions implement decisions Nottingham Trent University

13 Discussion What is the value of theory for: Guidance practitioners IAG non specialists Young people

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