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What do we know about effective career education? Dale Bailey & Ivan Hodgetts Session outline Context for our work Our approach The challenge for career education in New Zealand (NZ) A career education framework What we found Implications for career education in schools. Synthesis report
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By 16 years, 20% students have been lost to education
4,500 leave primary school and don’t enrol in secondary school
80% young people who enter Youth Court, left or were absent from school
17,000 - 25,000 young NZers (15-19 years) not in employment, education or training
How effective are our current efforts?
Having a qualification that you can keep building on in the same area
One workplace approach
Some students also recognise the emergent trends in career ideas, eg. work-in-life balance and adaptability of skills for different work environments.
Student perception of career
“… many people don’t know how to manage
their careers, because no one has
ever assisted them to.”
- MCEETYA, 2009: 8,
Australia Blueprint for Career Development
It ‘is not about making the right occupational
choice. It’s about equipping people with the
competencies (skills knowledge and attitudes)
to make the myriad of choices with which adults
are confronted continuously, in all aspects of their
adult lives, lifelong’.
- Jarvis, 2003: 4
Career education should foster the ability to
‘self manage a career’.
The ‘life and world’ of a teenager
Age 11 12 13 14 15 16 1718 19
1st period of independence
Starting to participate in adult world
Students who are better informed about SELF
Contribute positively to our economy and society
Make more informed choices
Are more motivated and productive; achieving more highly
Become more engaged in their learning
1. Working with students
2. Working with teachers & school staff
3. Working with school leaders & the community
Career & education research
Effective practice benchmarks
Building career development capability
Who do I want to become?
hopes, aspirations, plans, learning needs, identity
Who am I?traits, interests, predispositions, abilities
Where am I?community, age, class, culture, whānau, geography
Access to information is not sufficient
Articulate learners require responsive teaching practice
Teacher practice aligned
A coherent experience is required
School wide systems
Schools can’t do it aloneA whole-school approach
Students with career development capability