what do we know about effective career education dale bailey ivan hodgetts l.
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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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Presentation Transcript
session outline
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
Synthesis report
  • Part of the strategic realignment of Career Services
  • Learnings from two projects:
    • Designing Careers (2005-06)
    • Creating Pathways and Building Lives (CPaBL) (2007-08)
  • External evaluation from Education Review Office
  • Scan of relevant literature.
context
Context
  • Need for improvement
  • Value for money in public expenditure
  • Impact of the recession
  • Need to provide effective outcomes for young people.
environment
Environment
  • Diverse practice
  • Career education disconnected from key shifts in education
  • Need to argue for a distinctive approach
  • Development initiatives revealed variable and individualised practice across the country.
big education ideas
Big education ideas
  • Evidence based practice
  • Student voice
  • Personalising learning.
new zealand
New Zealand

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?

slide11
Doing well and where you can get promoted within the same workplace

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

careers advice
Careers advice
  • School career guidance tended to be ad hoc and focused on information about jobs
  • For over 80% of the respondents, families were the most useful source of careers information
  • Half the students did not take part in career guidance activities organised through school
  • Forty-one percent said that they had never spoken to a teacher or careers advisor about future options

http://www.educationcounts.govt.nz/publications/ece/2567/35117/35118

what does this mean
What does this mean?

“… 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

a shift to career management
A shift to career management

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’.

implications beyond the container of school
Implications… beyond the container of school

The ‘life and world’ of a teenager

Age 11 12 13 14 15 16 1718 19

1st period of independence

Schooling

Successfulnavigators

Starting to participate in adult world

rationale for career education
Rationale for career education

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

slide18

The career education matrix

1. Working with students

  • Developing students‘ career management skills
  • Understanding and addressing differing student needs.

2. Working with teachers & school staff

  • Integrating career education across the curriculum
  • Developing teacher and school staff capability
  • Applying career education knowledge in teaching and learning.

3. Working with school leaders & the community

  • Understanding the purpose and role of career education in schools
  • How to effectively plan for, implement, review and evaluate career education in your school
  • Engaging with parents, whānau and the wider community.

Career & education research

Effective practice benchmarks

a revised approach to career education
A revised approach to career education

Identifying Self

Building career development capability

Who do I want to become?

hopes, aspirations, plans, learning needs, identity

Who am I?traits, interests, predispositions, abilities

Forming Self

Locating Self

Where am I?community, age, class, culture, whānau, geography

bringing connectivity to an integrative approach

curriculum

effective career education

pedagogy

assessment

Bringing connectivity to an integrative approach

The new

career education at the heart of teaching and learning, within a key competency driven curriculum

a whole school approach

Students as articulate and engaged learners

Information Provision

Access to information is not sufficient

Articulate learners require responsive teaching practice

Teacher practice aligned

A coherent experience is required

Learning community

School wide systems

Schools can’t do it alone

A whole-school approach

Students with career development capability

careers is the dialogue between learner and teacher
Careers is the dialogue between learner and teacher
  • Knowing what is of relevance to students
  • Exploring future careers as a way of directing learning to positive outcomes
  • Students become more articulate about what they want from their learning
  • Students can better describe their skills, attributes and ideas about themselves.
what has been found
What has been found?
  • Clear recognition that career education is important to human capability building
  • Career education requires more than the imparting of information
  • Shift to developing the underlying competencies needed to self-manage a career
  • Career education needs to be an ‘integral’ part of education not a separate add-on activity.
where to from here
Where to from here?
  • Report available - hard copy and online
  • Invite dialogue about the ideas
  • We are using it to reshape our services to schools
  • Feedback & feed-forward to careereducation@careers.govt.nz