The role of schools in career

and employability learning

Tristram Hooley, Presentation to
CDANZ, Auckland 13th April 2015

What Im going to cover

Recent history

What is schoolbased career

guidance?

The key players

What does it
look like when it
is done well?

Does it work?

www.derby.ac.uk/icegs
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What Im going to cover

Recent history

What is schoolbased career

guidance?

The key players

What does it
look like when it
is done well?

Does it work?

www.derby.ac.uk/icegs
www.derby.ac.uk

England: False dawns and bleak

sunsets?

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So what about New Zealand?

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What Im going to cover

Recent history

What is schoolbased career

guidance?

The key players

What does it
look like when it
is done well?

Does it work?

www.derby.ac.uk/icegs
www.derby.ac.uk

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)

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Key concepts

Career information
Career advice/career counselling
Career education
Work-related learning

Also
Personal and social education
Citizenship/democratic/political education
[Character?]

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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

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Three ways of thinking about this

Activity based approach
Service based approach
Curriculum/learning based approach

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What Im going to cover

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Well what do you think?

Discussion
For your students?
For the school?
What does it do?
How do you know?

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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

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Benefits for schools

Attainment
Attendance/Retention
Transition
Life and career success

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Levels of impact (See Kirkpatrick)

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What Im going to cover

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Key players

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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

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Teachers roles

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Employers
Information, inspiration and advice
Providing opportunities to experience and learn about
work and gain 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).

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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.
Employers 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.

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

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What Im going to cover

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Remember this?
Activity based approach
Service based approach
Curriculum/learning based approach

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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

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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
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Brokerage

Brokerage
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Employers interests

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How does your school measure up?

What are you doing well?
Not so well?

What will you change?

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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.

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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).

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My work on this subject

Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyvskyl, 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 Schoo
ls 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 Employab
ility
Learning. Derby: International Centre for Guidance Studies, University of Derby.
www.derby.ac.uk/icegs
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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

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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 schoolwide 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.

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