By Anthony Barnes
An advent to occupation studying and improvement 11-19 is an indispensible resource of help and assistance for all those that want to know why and the way occupation studying and improvement might be deliberate, constructed and added successfully to satisfy the wishes of youth.
It is a finished source delivering a framework for profession schooling conducive with the realities of lifelong studying, firm, flexibility and resilience in a dynamic international. It discusses the major under-pinning concept and guidelines and gives straight-forward, sensible recommendation for college kids and practicing execs. specialists within the box offer crucial assistance on:
- development and management of occupation schooling concepts in school
- planning and imposing profession studying actions within the curriculum
- collaborative operating and engagement among faculties, schools and Connexions providers, in addition to with mom and dad, neighborhood and enterprise organisations
- key agencies and the place to discover valuable resources
- effective instructing and studying - lively, participative and experiential studying approaches
- issues of ethics, values, equality and diversity
- guidance on self-evaluation, profiting from inspection, and caliber criteria and awards.
An advent to profession studying and improvement 11-19 is a useful consultant for lecturers, instructing help employees, careers counsel execs and all different companions within the supply of CEIAG who desire to improve their realizing of present and rising perform and supply aid which could relatively make a distinction to younger people’s lives.
Read or Download An Introduction to Career Learning & Development 11-19: Perspectives, Practice and Possibilities PDF
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Additional info for An Introduction to Career Learning & Development 11-19: Perspectives, Practice and Possibilities
Morris et al. (1999) reported that the key factor that seemed to underpin successful transition at 16 was the level of young people’s career-exploration skills. In addition, those who were most positive about their post-16 destinations showed that they were self-aware and able to apply their self-awareness. Morris and Rutt (2003) highlighted the importance of good careers education and guidance programmes on young people’s aspirations and the development of positive attitudes to higher education.
The view at the time in the highest levels of government was that this policy could not be entrusted to the Department for Education and Science (DES) in case they dragged their feet. TVEI provided a strong impetus for careers work, as learners needed help in choosing subjects and courses wisely and in understanding the real-life relevance of what they were studying. The DES at this time was moving in a different direction to the MSC. The ten subject National Curriculum that was announced in 1988 excluded careers education.
One of the research difficulties is in separating the impact of CEIAG from the other variables that have a bearing on solutions to these problems. Indeed, it is possible that CEIAG is most effective in combination with other strategies and that what is needed is further research to elucidate this. The use of some impact measures also raises the issue of whether they are, strictly speaking, outcomes of CEIAG. A reduction in the numbers of those not in education, employment or training (NEET) may be a national issues to which CEIAG can contribute, but its solution lies in tackling a range of structural socio-economic problems as well.