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Careers

School-Work Transition Aarhus, 8 June 2010 Danish Guidance Research by Peter Plant, with kind input from Ulla Højmark Jensen, DPU. Careers. My dad is a baker, his taste is the best in muffins and cakes And I am his aid, a real bunny maid, I’ve got what it takes My career is in baking,

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Careers

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  1. School-Work Transition Aarhus, 8 June 2010Danish Guidance Researchby Peter Plant, with kind input from Ulla Højmark Jensen, DPU

  2. Careers My dad is a baker, his taste is the best in muffins and cakes And I am his aid, a real bunny maid, I’ve got what it takes My career is in baking, it’s not my intent I’d rather be seen in a big circus tent

  3. Careers II My mom has a circus, an oldfashioned one with horses and clowns I swing the trapeze, I sell candy and sweets, yell announcements in towns But the ring is no good place for me when instead I’d much rather that my career was in bread

  4. Informing Advising Assessing Teaching Enabling Advocating Networking Feeding back Managing Innovation/Systems change Signposting Mentoring Sampling work experience or learning tasters Following up Guidance: more than a f2f interview

  5. Watts’ four Ref: Watts, A.G. et al. (1996). Rethinking careers education and guidance. London: Routledge

  6. 3 main focuses Measuring effects of guidance: • client outcomes, including client satisfaction • educational and/or vocational take-up • reduction of educational drop-outs

  7. 5 levels of evidence Evidence can be established at different levels • Level 1 - Opinion studies, where users of guidance services provide feedback on the perceived effects of the services they have received. • Level 2 - Outcome measurement studies with no counterfactuals. Counterfactuals are indications of what would have happened in the absence of the guidance intervention. If no evidence on counterfactuals is available, there is no basis on which to attribute causality. • Level 3 - Outcome measurement studies with weak counterfactuals. These are more robust than Level 2 • Level 4 - Outcome measurement studies with control by calculation. Here multivariate statistical techniques are used to control retrospectively for those who have and have not been exposed to guidance interventions. • Level 5 - Experimental studies with a control group. This involves random assignment to guidance and non-guidance (placebo) groups; alternatively, it may be carried out by constructing a control group (Hughes, 2009)

  8. Transition (DK): Taster courses • 960 schools/ 34.460 students, 9/10th grade • 83% know of/taken part in taster courses • 78%: helpful re educational decisions • 13%: not at all helpful • 9%: don’t know Ref: Uni*C, May 2009

  9. Transition (S & DK): Work experiences • 1000 21-year-olds looking back at work experience programmes (S:PRAO): • 94% had taken part in PRAO • 74% felt that PRAO was (very) useful • 77% felt that PRAO helped them understand working life Svenskt Näringsliv (2006) • However (DK): ’Work experience is useful for about 50% of students, (but) some young people dismiss all issues related to school, work, or future planning. This group thinks of work experiences as a break from school, at the most’ Katznelson & Pless (2006)

  10. Sociologi & psychology • Structural: roles, structures, results • Contents: psychology, methods, communication Re.:f Plant, P. (2007). Nordisk vejledningsforskning. Via Vejledning 11/2007. http://www.ug.dk/Videnscenter%20for%20vejledning/Forside/Virtuelt%20tidsskrift/2007%20nr%2011/Nordisk%20vejledningsforskning.aspx

  11. Focus fra • Critical (S: compensating; Åsemar et al; DK: Hutters) til • Legitimising/policy supporting (N: splitting guidance project; DK: Rambøll Management, ’one billion kr’)

  12. Hard or soft • Hard outcomes: changes in positions re work, learning or training • Soft outcomes: changes in attitudes to work, training and learning, e.g. having more confidence, increased awareness, motivation, and more clarity around options

  13. A Danish example: user survey • Question # 8 regarding HE-Guidance centres (2009): Has Studievalg helped you re your career decisions? • To a high degree 14% To some degree 50% To a lesser degree 20% Not at all 12% Don’t know 3% Total 2665 respondents 100% Based on electronic questionnaire among 50.000 students; see www.uvm.dk/~/media/Files/Udd/Vejl/PDF09/091008%20Rapport%20STUDIEVALG.ashx

  14. Soft? Evidence from Learndirect (now: Careers Advice): • 100 telephone calls analysed • 1000 users were categorised • Guidance experts were interviewed • The users related the positive results (clearer career goals, 26%; employment, 19%; training take-up, 30%; job-seeking, 25%) to their contact with Learndirect An evaluation of the Ufi/learndirect telephone guidance trial) www.dfes.gov/research

  15. Softer? ’Learning lives’, a project on lifelong learning and guidance: • longitudinal (2005-2008) • narrative-based study • 500 interviews with 120 persons, aged 25-84 • Outcomes: ’People can learn from their lives through the stories they tell about them’ • ’Learning is complex and multi-faceted. Support for learning includes but goes far beyond teaching….Broad and varied opportunities for learning need to be available throughout the life course, and should be underpinned by accessible information, advice and guidance’. Learning Lives: Learning, Identity and Agency in the Life Course www.learninglives.org/

  16. Dropouts: what do they do? 10 years after (Source: UNI•C Statistik & Analyse, 2005) Note 1: Incl production schools

  17. Parents’ attitudes The mantra: Choose according to your interests • Youth should “find something they are interested in” (78%) (Rambøll, 2004) • Choice of education is a relatively conflict-free issue? • Worries and concerns on the part of the parents: how will our children cope? (Pless & Katznelson, 2005): • ‘I was told it was stupid to close too many doors, and I figured this was true. I: Who told you that it was stupid to close doors? My parents and I think a lot of other people; my uncle said it, too. And of course, I’ve thought about it myself. You should never listen too much, you also have to do what you think is right, but I could see that it made sense.’ (Boy, first year of upper secondary school (1.g)

  18. Coding Young people without education

  19. The four youth profiles Higher degree of cultural capital Lower degree of social capital Persistent youth The wandering youth Higher degree of social capital The despairing youth The practical youth Lower degree of cultural capital

  20. The despairing youthOliver • Primary school • Family • Friends • Work, education, experience • Future

  21. The practical youthPeter • Primary school • Family • Friends • Work, education, experience • Future

  22. The persistent youthVibeke • Primary school • Family • Friends • Work, education, experience • Future

  23. The wandering youthFie • Primary school • Family • Friends • Work, education, experience • Future

  24. Directive or non-directive?Ref: Kaiser, B.. Korsbæk, A. & Strager, B. (eds) (2004). Mentor - den fleksible vejleder.Esbjerg: CVU Vest

  25. Mapping the possible roles of guidanceRef: Stelter. R. (ed.) (2002). Coaching - læring og udvikling. KBH: Psykologisk Forlag Supervision Coaching Counselling Advising Teaching Mentoring Instructing

  26. Mapping counselling approaches and sub-groups Empathic listener Philosophical Midwife Adviser Sponsor Protector Supervision Coaching Counselling The wandering youth Persistent youth Advising The despairing youth The practical youth Giving lessens Mentoring Catalyst Facilitator Net worker Coach Critical friend Challenger Instructing

  27. Open Youth Education/FUU, 1994-2001 • 2- 3 years • Individual learning paths: personal counsellor • Formal/non/informal learning; personal projects; studies abroad • Focus on the learner – not the institution • Designed for dropouts: Education for All policy Refs: Plant, P. (2000). Work Values, Open Youth Education and the Creative Career: A Danish perspective (in) Columbus, F. (ed): European Economic and Political Issues, Vol. II, 2000. New York: Nova Science Publishers Plant, P. (2000). Individual Careers: Individual Learning and Guidance (in) Educational and Vocational Guidance Bulletin 64/2000. Bruxelles: International Association for Educational and Vocational Guidance

  28. NEET Not in Employment, Education or Training 3 approaches • Solving • Preventing • Coping Ref: Plant, P., et al. (1996). Eurocounsel. Dublin; European Foundation www.eurofound.europa.eu/pubdocs/1997/27/en/1/ef9727en.pdf

  29. Discourses on social exclusionRef: Levitas, R. (1998). The Inclusive Society? Social Exclusion and New Labour. London: Macmillan Press RED (REdistributionist Discourse) No money SID (Social Integrationist Discourse) No work MUD (Moral Underclass Discourse) No moral

  30. What’s missing? (v/ C.T Jessing i Via Vejledning 11/2007) Research could be conducted on e.g.: • Guidance methods: practice based on theories? • Guidance approaches: individual, group • Effects of guidance? • Effects of guidance training? • Developing practice: how, on what basis, which what effects?

  31. Other approaches Correctives to correlations: Knowledge accounting • Ethical accounting • Green accounting Ref: Plant, P. (2001). Quality in Career Guidance. Paris: OECD

  32. Peter Plant, PhD Guidance Research Unit Danish School of Education Tuborgvej 164 2400 Copenhagen NV Denmark pepl@dpu.dk Contact & literature Further litt.: Plant, P. (2007). Nordic Research in Educational and Vocational Guidance. In: Plant, P. (red) 2007. Ways – On Career Guidance: KBH: DPUs Forlag, pp. 15-38

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