THE ROUGH GUIDE to Careers Work in Schools Tristram Hooley, Professor of Career Education, University of Derby Careers Work in Schools Tristram Hooley, Professor of Career Education, University of Derby

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)

Types of careers support typically provided by schools in the UK 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

What I’m going to cover Different rolesPolicy contextWhat is effective practice?

What I’m going to cover Different rolesPolicy contextWhat is effective practice?

Who is here? Careers advisers Teachers Careers co- ordinators Careers leaders Senior leaders Employers LibrariansAdministratorsOther?

What should a careers professional do?

Skills of career professionals Career development theory Labour market knowledge Brokerage Referral Counselling skills Career learning pedagogy Advocacy Leadership, co-ordination and collaboration Service design and evaluation

Qualifications Level 4/NVQ Level 6 Qualification in Career Guidance Other careers qualifications

What should a teacher do?

The role of teachers

What is the employers role?

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).

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. ƒEmployers 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.

What I’m going to cover Different rolesPolicy contextWhat is effective practice?

Recent history

The current infrastructure School based provision Statutory guidance Local authority provision of targeted services National Careers Service – Inspiration agenda Careers and Enterprise Company Jobcentre Plus in schools Education information and transition support e.g. UCAS & NAS Other local and national initiatives e.g. LEPs, Plotr, various charities, Career Lab, Future Morph

The statutory guidance. Schools must… “ensure that all registered pupils at the school are provided with independent careers guidance from year 8 to year 13” be impartial and include information on a range of options combine in-house arrangements with advice and guidance from independent and external sources. ensure that pupils understand that they are required to continue in education or training (not just in school) until 18. provide relevant information about all pupils to local authorities notify local authorities when a 16 or 17 year old leaves co-operate with LAs around Education, Health and Care plan and SEN provision.

What I’m going to cover Different rolesPolicy contextWhat is effective practice?

Good career guidance (Gatsby) 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 Experienced of workplaces Encounters with further and higher education Personal guidance

The Kent model of career education and guidance

Tripartite approach to quality Quality in Careers Standard matrix Standard CDI professional register

Impacts on individuals Attainment Attendance/Retention Transition Life and career success

Questions/comments/thoughts

Worth reading Andrews, D. (2011) Careers Education in Schools Stafford: Highflyers Publishing Bassot, B., Barnes, A., & Chant, A. (2013). A Practical Guide to Career Learning and Development. Abingdon: Routledge. Gatsby Charitable Foundation (2014). Good Career Guidance. London: Gatsby. Hutchinson, J. (2012). Career-related learning and science education. School Science Review, 346: Hutchinson, J. (2013). School Organisation and STEM Career-related Learning. York: National STEM Centre.School Organisation and STEM Career-related Learning Hutchinson, J., & Dickinson, B. (2014). Employers and schools. Local Economy, 29(3): Employers and schools Mann, A. (2012). Work experience: Impact and delivery - Insights from the evidence. London: Education and Employers Taskforce. Mann and Dawkins, 2014b Employer engagement in education: literature review. London: Education and Employers Taskforce. Mann, A. and Percy, C. (2013). Employer engagement in British secondary education: wage earning outcomes experienced by young adults. Journal of Education and Work. CD Watts, A.G. (2013). False dawns, bleak sunset: the Coalition Government's policies on career guidance. British Journal of Guidance and Counselling, 4(1).

My work on this subject Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).The Evidence Base on Lifelong Guidance. Hooley, T., Devins, D., Watts, A. G., Hutchinson, J., Marriott, J. and Walton, F. (2012). Tackling Unemployment, Supporting Business and Developing Careers. London: UKCES. Tackling Unemployment, Supporting Business and Developing Careers Hooley, T., Matheson, J. & Watts, A.G. (2014). Advancing Ambitions: The role of career guidance in supporting social mobility. London: Sutton Trust.Advancing Ambitions: The role of career guidance in supporting social mobility. Hooley, T., Marriott, J. and Sampson, J.P. (2011). Fostering College and Career Readiness: How Career Development Activities in Schools Impact on Graduation Rates and Students' Life Success. Derby: International Centre for Guidance Studies, University of Derby.Fostering College and Career Readiness: How Career Development Activities in Schools Impact on Graduation Rates and Students' Life Success Hooley, T., Marriott, J., Watts, A.G. and Coiffait, L. (2012). Careers 2020: Options for Future Careers Work in English Schools. London: Pearson.Careers 2020: Options for Future Careers Work in English Schools Hooley, T., Watts, A.G., Andrews, D. (2015). Teachers and Careers: The Role Of School Teachers in Delivering Career and Employability Learning. Derby: International Centre for Guidance Studies, University of Derby.Teachers and Careers: The Role Of School Teachers in Delivering Career and Employability Learning

Tristram Hooley Professor of Career Education International Centre for Guidance Studies University of Derby Blog at