What Does Excellence in Careers Work Look Like

Tristram Hooley, presentation to the Excellence in CEIAG Conference Doncaster, 25th June 2015

What does excellence in careers work look like?

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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)


What I’m going to cover

Policy context

What does it look like?

What is effective practice?

Impacts and research



Policy context





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.



Policy context





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


Three ways of thinking about this

• Activity based approach

• Service based approach

• Curriculum/learning based approach



Policy context





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


The role of teachers


Tripartite approach to quality

• Quality in Careers Standard

• matrix Standard

• CDI professional register



Policy context





Impacts on individuals

• Attainment

• Attendance/Retention

• Transition

• Life and career success


Policy impacts

• Labour market

• Education system

• Social impacts


Economic impacts

Career guidance •A wide range of career guidance interventions

Individual outcomes•Human capital•Social capital•Supported transitions

Primary economic outcomes• Increased labour market participation•Decreased unemployment•Enhanced skills and knowledge base•Flexible and mobile labour market

Secondary economic outcomes• Improved health•Decreased crime• Increased tax revenue•Decreased benefit costs

Macro-economic benefits•Deficit reduction•Productivity•Living standards•Economic growth


Further research

• The evidence base could be enhanced through the funding of research:– exploring the effective integration of employer engagement with other

elements of career guidance– exploring the integration of new technologies into career guidance– looking at the sequencing and deployment of interventions– further use of administrative datasets – RCTs– Longitudinal work


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: 91-98.• Hutchinson, J. (2013). School Organisation and STEM Career-related Learning. York: National

STEM Centre.• Hutchinson, J., & Dickinson, B. (2014). Employers and schools. Local Economy, 29(3): 236-245. • 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).

http://derby.openrepository.com/derby/handle/10545/303288

http://lec.sagepub.com/content/early/2014/03/25/0269094214528158


My work on this subject

• Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).

• Hooley, T., Devins, D., Watts, A. G., Hutchinson, J., Marriott, J. and Walton, F. (2012). Tackling Unemployment, Supporting Business and Developing Careers. London: UKCES.

• Hooley, T., Matheson, J. & Watts, A.G. (2014). Advancing Ambitions: The role of career guidance in supporting social mobility. London: Sutton Trust.

• 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.

• Hooley, T., Marriott, J., Watts, A.G. and Coiffait, L. (2012). Careers 2020: Options for Future Careers Work in English Schools. London: Pearson.

• 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.

http://hdl.handle.net/10545/333587


http://derby.openrepository.com/derby/bitstream/10545/333866/1/Advancing%20Ambitions%20-%206.11.14.pdf




http://derby.openrepository.com/derby/bitstream/10545/346008/1/Teachers%20and%20Careers-final.pdf




Tristram Hooley

Professor of Career Education

International Centre for Guidance Studies

University of Derby

http://www.derby.ac.uk/icegs

[email protected]

@pigironjoe

Blog at

http://adventuresincareerdevelopment.wordpress.com

http://www.derby.ac.uk/icegs

mailto:[email protected]

http://adventuresincareerdevelopment.posterous.com/


In summary

• Career learning should be at the heart of schooling.• There is a growing evidence base.• The evidence base suggests school-wide approaches

that are linked to the curriculum are the most effective.• The evidence also highlights the importance of involving

employers and other key stakeholders. • How a school organises, manages and resources careers

work is likely to be critical for its effectiveness. • There are some crucial places where the evidence base

could be enhanced.

Documents

What Does Excellence in Careers Work Look Like