Future training needs of career guidance practitioners: an international survey

What is this presentation going to cover? An overview of the research Initial findings Some initial thoughts about the implications for practice Emphasise the positive outcomes

Research process Desk based research – macro economic context for each country International survey with practitioners Focus groups with practitioners Focus groups with learners Reporting

Number of survey participants

Number of participants England Malta Den Rom Italy Young people 15 9 6 8 59 Practitioners 7 3 10 51 Totals 21 16 18 110 In total, 171 people have participated in focus group research

The eight benchmarks for providing good career guidance guidance A stable careers programme Learning from career and labour market information Addressing the needs of each pupil Linking curriculum learning to careers Encounters with employers and employees Experiences of workplaces Encounters with further and higher education Personal guidance The Gatsby Charitable Organisation (2014)

A stable careers programme No one model of managing or delivering career guidance in schools exists across the partner countries Career guidance is delivered through a variety of interventions including face to face, small groups, online and through extra-curricular events such as careers fairs. The majority of schools have some sort of policy however the extent to which this is nationally or locally driven depends on the country There are a range of external collaborators including both statutory and non-statutory bodies and employers but there is no consistent model. There is a very mixed picture in the use of quality frameworks. Some countries have a recognised framework and some have none.

Learning from career and labour market information Most countries (other than Malta) had a national web portal although the extent and content varied Most practitioners were involved to some degree in producing their own career and labour market information resources The age at which information was introduced vaied fro age 11 onwards. There was no one model which emerged about how this happened (lessons, careers fairs, subject lessons etc) The use of social media for career management is widespread

Addressing the needs of each student All countries differentiate career guidance to meet individual need The extent of this varies but most schools target young people who have special educational needs (SEND) or those who are predicted to not make a sustained transition to learning or work Effective processes for monitoring progress appear to be in place in all partner countries although this varies in nature and responsibility Referral processes vary but are seldom formalised (email or by word of mouth)

Linking curriculum learning to careers Most young people receive career learning however this is not always explicit. Some learners in Italy spoke of receiving work-based learning which they valued Linking career learning into other curriculum subjects is not widespread Some curriculum subjects lend them selves to career learning more than others but this varies by country More vocationally orientated subjects such as STEM or languages are regularly used There were no references to arts based subjects being used to link to career learning

Encounters with external stakeholders Organisations are working with more than one type of stakeholders This includes some or all of the following: Local authorities, Network of schools and high schools, Universities and colleges of further or vocational education NGOs, Social care institutions Parents play a significant supporting role in most countries. Young people engage with employers in a variety of different ways such as Work experience Internships School-based activities such as mock interviews, CV and interview preparation Focus group participants expressed the need to go beyond the idea of occasional collaborations with stakeholders and to move towards the creation of a coordinated and systematic network of stakeholders.

Encounters with FE and HE providers Maintaining professional expertise is important and practitioners regularly attend workshops by providers to update their knowledge. Young people learn about FE and HE providers in a number of ways: Attendance at talks provided by staff from FE and HE establishments Attendance at careers fairs and events at which FE and HE providers are present Visits to FE and HE establishments The use of digital resources Leaflets, prospectuses and institutional websites In England, technological solutions have been developed to help young people to explore further study options

Personal guidance Most learners receive personal career guidance however the extent of this varies. Many countries target personal guidance at those identified as at risk of not making a sustained and positive transition. All countries provide some training and support to develop the capacity of career guidance delivery These vary from formal programmes, in service training, information bulletins and newsletters.

The training and support needs of practitioners Are practitioners confident? Most practitioners have received some type of professional development to provide career guidance although this varies by country Most practitioners indicated that they would like to receive a higher level of training or access to ongoing continuing professional development

What support would make the difference? Money Time Resources Flexibility Quality standards

What are the training priorities for practice? Training and ongoing continuous professional development to: deliver personal guidance deliver group counselling abilities support different target groups, develop and use career and labour market information develop and use digital technologies develop practice based on the latest international developments

What are the training priorities for knowledge and information? Information on new routes Information on new job and career paths in specific sectors. Quality standards and frameworks

What will the content of new programmes need to cover? Benchmark 1 The management of career guidance programmes in secondary schools Using the quality framework to support monitoring, review and evaluation of school-based career programmes The application of new technology to address the inequalities experienced by young people in rural and isolated communities Benchmark 2 The development of career and labour market information and resources in a variety of formats. The development of marketing and communicating strategies to promote and inform clients of the services available. The use of social media to inform and advise clients.

What will the content of new programmes need to cover? Benchmark 3 How to target resources to ensure equity and social justice Different approaches to supporting clients with a variety of needs Effective processes of referral Approaches to monitoring, review and evaluation of the effectiveness of targeted services. Benchmark 4 How to create and deliver meaningful and innovative career development activities which are focussed on developing career management skills from an early age. Benchmarks 5 and 6 Different approaches to engaging parents Ways of developing and sustaining alumni networks Strategic approaches to stakeholder engagement

What will the content of new programmes need to cover? Benchmark 7 Digital solutions to provide learners with knowledge and understanding of further and higher education opportunities. Benchmark 8 Good practice in providing personal guidance The use of digital technology to support practice The development and use of career and labour market information in a guidance setting .

Preferred methods of learning Face to face training and workshops E-learning through MOOCS and platform based activities Seminars International study visits Visits to employers representing a wide range of industrial sectors Conferences

Underpinning philosophies The concept of a community of practice underpins the project approach Practitioner led Founded in the desire to be reflective practitioners Local and international Widely accessible Driven by the desire to provide the best for clients Linked to quality standards

Questions for delegates 1. What responsibilities do you have to yourself and others in terms of developing professional and ethical practice? 2. How can you contribute to Resource development Practice sharing Information sharing