To help you to … > probe ideas that drive our work; > know what is worth defending; > see what needs reform; > find more options for action; > order priorities.

to help you to …

> probe ideas that drive our work;

> know what is worth defending;> see what needs reform;> find more options for action;> order priorities for your

work.

DVT

6Culture

updated 05/03/08

careers education and guidance

OUT OF THE BOX

these ideas in: Careers

Education and Guidance Out of the Box at

www.hihohiho.com - in ‘the

underpinning’

this PowerPoint at:

www.hihohiho.com in ‘the magazine’(in touch)_________

handouts:print in fine colour/ copy in grey-scale

what box?

…and diagnosis

…and well-being

…and culture

…and learning

…and experience

…and other people

…and curriculum

impact

employability

policy

knowing

expertise

inner life

guidance

= re-forming= re-establishing

…and localcentral

requirements & incentives

competitiveness & change

selection & skills

opportunities &access

being flexible

achieving employability

fulfilling functions

making choices

acceptance & rejection

fulfilment & quality-of-life

earning & owing

consequences for self & others

being flexible & coping with stress

achieving employability & work-life balance

fulfilling functions & realising identity

making choices &finding meaning

career-development

what goes on

facts, factors & trends

career-managementpeople’s experience

dilemmas, problems & conflicts

careers-workhow we help

IAG, curriculum, & informal learning

careers workers with three brains

both expertise and experience

> and local networks ‘gossiping’ all of this into people’s inner lives.

appreciating the experience base

> more ways to find and exchange information and impressions;

> self-propelled ways of making up your own mind about what needs to be done;> in a matrix of enticement and distrust about cultures, commerce and professions;

people are dealing with:

both policy and and culture

> with work-life balancing for fun, family, fairness and (environmental) future.

… are like this… …are like this…

… satisfied with how things are

… comfortable with big picture

… assured & fluent

… trust in expertise

… a matter of upbringing

… abstract possibilities

… fulfilment at work

… need for more respect

… impatient with complexity

… tentative and unsure

… distrustful of élites

… concrete experience

… a matter of ‘choice’

… well-being in life

about people who…

…seek

…feel

…reflect

…talk

…believe

…associate

…reason

knowing our clients

both impact and diagnosis

proximal planning

income: …overstretched… …manageable… …affluent…

beliefs: …pessimistic… …doubtful… …optimistic…

values: …individual… …plural… …shared…

expectations: …closed… …wondering… …open…

life-style: …constrained… …media-driven… …liberated…

learn-style: …distrustful… …compliant… …enquiring…

work-style: …survival… …fulfilment… …contribution…

economics, cultures and attitudes:

both central and ‘local’

both inner life and other people

being relevant

education for

citizenship

spiritual well-being

personal, social, health and economic education

personal well-being

economic well-being

civil well-being

religiouseducation

well-being across the curriculum

physical well-being

environmental well-being

for what?

friend

where-in-my-life do I need this learning:

job-seeker mother

where?

with whom?

street

mates

home

daughter

interview

official

looking-good letting-go holding-on

both employability and well-being

earning credibility

> enabling process - learning how to learn;

> ensuring progression - moving forward from basic to useful learning;

> working across boundaries - linking learning to both expertise and experience.

> getting transfer-of-learning - finding multiple links for using the learning in their lives;

developing processes

necessary conditions for effective careers work:

both guidance and curriculum

engaging the learning verbs

both knowing and learning

sense

focus

sift

finding out

checking out

understand

sorting out

working out

act gaining sustainable fulfilment

getting enough to go on

fixing on what needs probing

putting into useful order

linking effects to causes

we help with expertise linking opportunity to identity;

we help with open listening and broadening experiences.

P = processes: learning skills for learners to grasp

extending our thinking

less a listed analysis, more an interactive story

I P

C

C = coverage: facts, factors and trends, for learners to know

we help with active-learning and enabling methods;

I = influences: emotional-and-social pressures for learners to deal with

pushing the boundaries

expertise experience

policy culture

impact diagnosis

central local

Inner life other people

employability well being

guidance curriculum

positions and priorities

knowing learning

slow-burn innovation

effective - fulfilling, sustainable and useful.

the creative LUPE

L UPx

E =

L

UP

E

proximal - up-close to the point-of-use;

understanding - linking effects to causes;

lateral - looking outside the box;

not Einstein’s ‘E’?

any hope here?

probing ideas that drive our work:knowing what is worth defending:

seeing what needs reform:finding more options for action:

ordering priorities for your work:

get more:

this pptwww.hihohiho.com/magazine/features/cafculture.ppt

on culturewww.hihohiho.com/underpinning/cafculture.pdf

on learning from experience www.hihohiho.com/underpinning/caffutures.pdf

on CPIwww.hihohiho.com/moving%20on/CPITxt&Map/cafcpiprjcttxt.html

on life-role relevance in curriculum - LiRRiCwww.hihohiho.com/moving%20on/cafqca.pdf

on repositioning careers work in the curriculum - 2008www.hihohiho.com/moving%20on/cafcurriculum.pdf

for…

if ‘yes’ - glad it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com

yes/noyes/noyes/noyes/noyes/no