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Developing and integrating IT innovations in careers guidance in the UK

Dr Sally-Anne Barnes Sally-Anne.Barnes@warwick.ac.uk & Professor Jenny Bimrose IER, University of Warwick, UK IAEVG, Cape Town, South Africa 19-21 October 2011. Developing and integrating IT innovations in careers guidance in the UK. ‘Establishing World Class Careers Education in Kent’ .

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Developing and integrating IT innovations in careers guidance in the UK

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  1. Dr Sally-Anne Barnes Sally-Anne.Barnes@warwick.ac.uk & Professor Jenny BimroseIER, University of Warwick, UKIAEVG, Cape Town, South Africa19-21 October 2011 Developing and integrating IT innovations in careers guidance in the UK

  2. ‘Establishing World Class Careers Education in Kent’ Project: 2007-2011 Aim: Help Connexions Kent prepare for impartial IAG that is required to support curriculum changes, such as changes in qualifications and comply with the national standards for IAG

  3. Shifting policy: • Resources • Political priorities • Delivery models Setting the scene in the UK • Current evidence: • Evidence of technology use in practice • Challenge of keeping up-to-date • Inconsistent terminology • Context: • Increasing use of technology by young people to seek out careers information and learn • Web 3.0 • New demands on CEIAG services

  4. Methodology • Literature review • A scoping exercise of 15 schools • Telephone interviews and documentary analysis • 4 in-depth case studies • Review of existing local LMI materials and sources • Super-user group

  5. Selected key findings • Four distinct models of CEG provision emerged: integrated; stand alone; peripheral; & transitional • 10 schools had staff in CEG positions • Effective working relationships between schools and Connexions • Availability of LMI in schools is limited, yet regarded as crucial • Current use of ICT limited

  6. Current use of technology in CEIAG • As a resource and a source of information – most exploited • For communication, such as email, SMS, chat rooms – embryonic • Developing materials, labour market information – most under-developed and most potential

  7. Project outputs • A series of reports and recommendations • ‘Work for Tomorrow’ – LMI resource pack • Delivery of capacity building workshops on LMI • Development of Careersnet Kent and CareersConstructor • Application partner on FP7 project - MATURE

  8. Current use of technology by careers professionals • Currently limited • Potential to develop this part of practice embraced enthusiastically • Use restricted by availability of technology and confidence

  9. Digital skills profiles of careers professionals • Essential digital skills well-developed • Support required web design and content creation skills • Well positioned to develop confidence and additional skills

  10. Careers Constructor – online tools to support CEIAG services Aim: to develop an e-portfolio primarily for pupils in Kent, which support Connexions PAs in accommodating the aims and objectives of CEIAG in the region

  11. Careersnet Kent – INSET website Aim: to adopt a user-led approach in the design, development and implementation of an ICT system to support and record Connexions PAs professional development.

  12. Continuous Social Learning in Knowledge Networks - MATURE Two demonstrators for careers practice: • LMI learning in networks – online LMI capacity building and development, assuring quality for social learning • SOBOLEO – people tagging for organisational development

  13. LMI learning in networks Key features: • User-led design • Designed to support careers guidance professionals • Demonstrators can be connected • System access independent from location and user device • Widget-based user design Inevitability of increased usage accepted

  14. Principles: • Bottom-up and participatory • Lightweight and work-integrated The approach: • Tagging colleagues and other external contacts collaboratively • Sharing knowledge and creating awareness around who knows what • Collective ‘review’ of existing skills & competencies

  15. Implications for practice… the future potential • Inevitability of increased usage accepted • Preference to exploit communication features • Develop more internet-based resources Barriers… • Infrastructure, cost of upgrades, workforce capacity, concerns about safety and privacy

  16. Conclusions…What needs to happen? • New infrastructure • Support careers professional in raising their digital skills • Exploit Web 3.0 potential in delivering careers education • Increase amount of open data available • End-user design has to be a key principle

  17. For more information… To download reports and related publications: www.warwick.ac.uk/ier Or email: Sally-Anne.Barnes@warwick.ac.uk

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