an article by Daniel K. Acquah, Hayley Limmer and Debra Malpass (Centre for Education Research and Practice, AQA Education, Manchester, UK) published in Research Papers in Education Volume 32 Issue 2 (2017)
Abstract
Recent policies in England have enacted significant changes to careers information advice and guidance (CIAG) and work-related learning (WRL). This paper offers insight into these changes from the perspective of young people studying engineering at University Technical Colleges (UTCs) as well as ‘comprehensive’ schools.
Face-to-face CIAG was conspicuously absent from the young people’s decision to pursue engineering. Whilst they were studying engineering, the young people at the comprehensive schools had quite variable experiences of receiving CIAG and WRL. Although there were instances of young people receiving careers advice from teachers, careers advisors or employers, many young people had not received this input.
As well as accessing advice from a careers teacher or advisor more frequently, the UTC students were also much more inclined to be explicitly positive about this advice. Many young people had positive work experience placements.
They felt that the experience had given them a greater understanding of ‘what it’s like to be in a workplace’. However, not all students had such positive experiences. They told us that it could be ‘extremely hard’ to find a place, especially one related to the course of study.
We relate the findings to the current policy context and implications for the UTC model.
Showing posts with label information_advice_and_guidance. Show all posts
Showing posts with label information_advice_and_guidance. Show all posts
Thursday, 23 March 2017
Tuesday, 18 June 2013
The impact of career websites: what's the evidence?
an article by Cathy Howieson and Sheila Semple (University of Edinburgh, UK) published in British Journal of Guidance & Counselling Volume 41 Issue 3 (June 2013)
Abstract
Careers provision for young people in the UK is being re-formulated on the basis of a central role for career websites but this policy is based on unproven assumptions about their value.
In this article we consider the use and impact of the two main career websites in Scotland on pupils’ career management skills.
We found that pupils at risk of not achieving positive post-school destinations were less likely to use the websites, as were minority ethnic pupils. Although similar in functions, the two websites differed in their effect: one had no impact while the other impacted on only one aspect of pupils’ career management skills.
Careers policy needs to be informed by more extensive research on career websites.
Abstract
Careers provision for young people in the UK is being re-formulated on the basis of a central role for career websites but this policy is based on unproven assumptions about their value.
In this article we consider the use and impact of the two main career websites in Scotland on pupils’ career management skills.
We found that pupils at risk of not achieving positive post-school destinations were less likely to use the websites, as were minority ethnic pupils. Although similar in functions, the two websites differed in their effect: one had no impact while the other impacted on only one aspect of pupils’ career management skills.
Careers policy needs to be informed by more extensive research on career websites.
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