The role of schools in career and employability learning

1. The role of schools in career and employability learning Tristram Hooley, Presentation to CDANZ, Auckland 13th April 2015

2. What I’m going to cover

3. What I’m going to cover

4. England: False dawns and bleak sunsets?

5. So what about New Zealand?

6. What I’m going to cover

7. 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)

8. Key concepts • Career information • Career advice/career counselling • Career education • Work-related learning Also • Personal and social education • Citizenship/democratic/political education • [Character?]

9. 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

10. Three ways of thinking about this • Activity based approach • Service based approach • Curriculum/learning based approach

11. What I’m going to cover

12. Well what do you think? Discussion • For your students? • For the school? • What does it do? • How do you know?

13. The evidence for employer engagement Strong evidence for the value of employer engagement in schools: • improved pupil motivation • improved contextualisation of learning • improved attainment • smoother transitions • reduction in the proportion of young people who have failed transitions

14. Benefits for schools • Attainment • Attendance/Retention • Transition • Life and career success

15. Levels of impact (See Kirkpatrick)

16. What I’m going to cover

17. Key players

18. 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

19. Teachers roles

20. Employers • Information, inspiration and advice • Providing opportunities to experience and learn about work andgain 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).

21. 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.

22. Discussion How does your school organise careers activities across a range of roles? Is there a need for more • Clarity? • Leadership? • Interprofessional working?

23. What I’m going to cover

24. Remember this? • Activity based approach • Service based approach • Curriculum/learning based approach

25. 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

26. Good career guidance Professional infrastructure for careers workers Involvement of employers and post-secondary learning providers in the education system Quality and evaluation Local brokerage and partnership organisations High quality LMI and resources

27. Brokerage Brokerage

28. Employers’ interests

29. How does your school measure up? • What are you doing well? • Not so well? • What will you change?

30. 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.

31. Also worth reading • 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).

32. 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.

33. Tristram Hooley Professor of Career Education International Centre for Guidance Studies University of Derby http://www.derby.ac.uk/icegs t.hooley@derby.ac.uk @pigironjoe Blog at http://adventuresincareerdevelopment.wordpress.com

34. In summary • Career learning should be at the heart of schooling. • A growing evidence base that demonstrates its effectiveness. • The evidence base suggests that holistic, and school-wide approaches that are linked to the curriculum are the most effective. • The evidence also highlights the importance of involving of employers and other key stakeholders. • How a school organises, manages and resources careers work is likely to be critical for its effectiveness.