1. Future training needs
of career guidance practitioners: an international survey

2. 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

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

4. Number of survey participants

5. 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

6. 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)

7. 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.

8. 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

9. 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 ( or by word of mouth)

10. 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

11. 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.

12. 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

13. 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.

14. 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

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

16. 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

17. 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

18. 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.

19. 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

20. 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 .

21. 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

22. 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

23. 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