Tristram Hooley Hopin/23.11_9... · 2020. 11. 23. · 1. A stable careers programme 2. Learning from career and labour market information 3. Addressing the needs of each student 4.

Tristram Hooley

This has been my lockdown project!

Submitted a proposal in early March

We’ve (COICE and I) been working on it ever since

We are almost there!

Hopefully CDI will publish final documents in early 2021.

1. A stable careers programme

2. Learning from career and labour market information

3. Addressing the needs of each student

4. Linking curriculum learning and careers

5. Encounters with employers and employees

6. Experiences of workplaces

7. Encounters with further and higher education

8. Personal guidance

Just as with all subjects career learning needs to define what you want people to learn.

Without an idea of the aims of learning, you can’t start thinking about how you will teach and develop students.

What do I need to do to have a positive career?

Developing yourself through

careers, employability and

enterprise education

•Self awareness

•Self-determination

•Self-improvement as a learner

Learning about careers and the

world of work

•Exploring careers and career

development

•Investigating work and working life

•Understanding business and

industry

•Investigating jobs and labour

market information

•Valuing equality, diversity and

inclusion

•Learning about safe working

practices and environments

Developing your career

management, employability and

enterprise skills

•Making the most of careers

information and guidance

•Preparing for employability

•Showing initiative and enterprise

•Developing personal financial

capability

•Identifying choices and

opportunities

•Planning and deciding

•Handling applications and

interviews

•Managing changes and transitions

Clarifies what individuals need to know.

Provides a unifying framework of outcomes for all career education and guidance.

Serves as a curriculum for careers education

Provides a basis for negotiating interventions into the wider curriculum.

Overview from CDI

through COICE

Expert/stakeholder

interviewsLiterature review

Identifying findings

and framework

elements

Drafting new

framework

Expert/stakeholder

consultation

Practitioner survey

(238 responses)

Revision of

framework

The framework is useful and well used (although it could be used more)

It need to be updated and revised

The new version should be shorter and less complex, but…

It should also include….[insert new issue here]

Must fit with Gatsby

People who have a positive career…

•Grow throughout life by

learning and reflecting on

themselves, their

background, and their

strengths.

Grow

throughout life

•Explore the full range of

possibilities open to them

and learn about recruitment

processes and the culture

of different workplaces.

Explore

possibilities

•Manage their career

actively, make the most of

opportunities and are

resilient in the face of

setbacks.

Manage career

•Create opportunities by

being proactive and

building positve

relationships with others.

Create

opportunities

•Balance their life as a

worker and/or

entrepreneur with their

wellbeing, other interests

and their involvement with

their family and

community.

Balance life and

work

•See the big picture by

paying attention to how the

economy, politics and

society connect with their

own life and career.

See the big

picture

Statement Proportion in agreement

Grow throughout life by learning and reflecting on themselves, their

background, and their strengths.

92%

Explore the full range of possibilities open to them and learn about recruitment

processes and the culture of different workplaces.

79%

Manage their career actively, make the most of opportunities and are resilient

in the face of setbacks.

89%

Create opportunities by being proactive and building strong relationships with

others.

90%

Balance their life as a worker and/or entrepreneur with their wellbeing, other

interests and their involvement with their family and community.

74%

See the big picture by paying attention to how the economy, politics and

society connect with their own life and career.

71%

•Grow throughout life by

learning and reflecting on

themselves, their

background, and their

strengths.

Grow

throughout life

•Explore the full range of

possibilities open to them

and learn about recruitment

processes and the culture

of different workplaces.

Explore

possibilities

•Manage their career

actively, make the most of

opportunities and are

resilient in the face of

setbacks.

Manage career

•Create opportunities by

being proactive and

building positve

relationships with others.

Create

opportunities

•Balance their life as a

worker and/or

entrepreneur with their

wellbeing, other interests

and their involvement with

their family and

community.

Balance life and

work

•See the big picture by

paying attention to how the

economy, politics and

society connect with their

own life and career.

See the big

picture

Making use of help, support and feedback

Recognising how learning, skills and experience contribute to career

Reflecting on and recording achievements, experiences and learning

Committing to lifelong learning and development

Challenging yourself and trying new things

Considering the impact of heritage, identity and values

Thinking about what jobs and roles to pursue Finding and making use of labour market information and

information about the education system Understanding learning pathways and how to access and

succeed in them Recognising the relationship between learning, qualifications

and work Building awareness about workplaces, workplace culture and

expectations Analysing and preparing for recruitment and selection

processes

Understanding the concept of career

Being confident and optimistic

Planning, prioritising and setting targets

Assessing risk and reward and making decisions

Managing opportunities, changes and transitions

Being resilient and learning from setbacks

Building and maintaining relationships and networks

Being proactive

Being creative and agile

Representing yourself and others

Acting as a leader, role model or example

Considering entrepreneurialism

Considering work-life balance

Attending to physical and mental wellbeing

Planning and managing personal finances

Considering how to be involved in family and community

Understanding different life stages and life roles

Being aware of rights and responsibilities in the workplace and in society

Dealing with prejudice, stereotypes and discrimination

Evaluating different media, information sources and viewpoints

Exploring and responding to local and national labour market trends

Exploring and responding to trends in technology and science Exploring and responding to the relationship between career,

community and society Exploring and responding to the relationship between career,

politics and the economy Exploring and responding to the relationship between career

and the environment

A one-page (poster) statement of the six areas for learners.

A short document for careers educators explaining how the framework should be used and providing more detail.

A handbook for schools and colleges covering KS3-5 including case studies and links to resources.

A research report explaining the process of its development.

Production of materials

Final consultation

Roll out from early 2021

Tristram Hooley, Professor of Career Education, University of Derby

Email: [email protected]

Blog: http://adventuresincareerdevelopment.wordpress.com

Twitter: @pigironjoe

mailto:[email protected]://adventuresincareerdevelopment.wordpress.com/https://twitter.com/pigironjoe