What do we know about effective career education? Dale Bailey & Ivan Hodgetts

1. What do we know about effective career education?Dale Bailey & Ivan Hodgetts

2. Session outline • Context for our work • Our approach • The challenge for career education in New Zealand (NZ) • A career education framework • What we found • Implications for career education in schools.

3. Synthesis report • Part of the strategic realignment of Career Services • Learnings from two projects: • Designing Careers (2005-06) • Creating Pathways and Building Lives (CPaBL) (2007-08) • External evaluation from Education Review Office • Scan of relevant literature.

4. Setting the scene

5. Context • Need for improvement • Value for money in public expenditure • Impact of the recession • Need to provide effective outcomes for young people.

6. Environment • Diverse practice • Career education disconnected from key shifts in education • Need to argue for a distinctive approach • Development initiatives revealed variable and individualised practice across the country.

7. Big education ideas • Evidence based practice • Student voice • Personalising learning.

8. The challenge ahead of us

9. New Zealand By 16 years, 20% students have been lost to education 4,500 leave primary school and don’t enrol in secondary school 80% young people who enter Youth Court, left or were absent from school 17,000 - 25,000 young NZers (15-19 years) not in employment, education or training How effective are our current efforts?

10. Qualification completion for bachelor students by year and mode of study

11. Doing well and where you can get promoted within the same workplace Having a qualification that you can keep building on in the same area One workplace approach Some students also recognise the emergent trends in career ideas, eg. work-in-life balance and adaptability of skills for different work environments. Student perception of career

12. Careers advice • School career guidance tended to be ad hoc and focused on information about jobs • For over 80% of the respondents, families were the most useful source of careers information • Half the students did not take part in career guidance activities organised through school • Forty-one percent said that they had never spoken to a teacher or careers advisor about future options http://www.educationcounts.govt.nz/publications/ece/2567/35117/35118

13. What does this mean? “… many people don’t know how to manage their careers, because no one has ever assisted them to.” - MCEETYA, 2009: 8, Australia Blueprint for Career Development

14. A shift to career management It ‘is not about making the right occupational choice. It’s about equipping people with the competencies (skills knowledge and attitudes) to make the myriad of choices with which adults are confronted continuously, in all aspects of their adult lives, lifelong’. - Jarvis, 2003: 4 Career education should foster the ability to ‘self manage a career’.

15. What we propose

16. Implications… beyond the container of school The ‘life and world’ of a teenager Age 11 12 13 14 15 16 1718 19 1st period of independence Schooling Successfulnavigators Starting to participate in adult world

17. Rationale for career education Students who are better informed about SELF Contribute positively to our economy and society Make more informed choices Are more motivated and productive; achieving more highly Become more engaged in their learning

18. The career education matrix 1. Working with students • Developing students‘ career management skills • Understanding and addressing differing student needs. 2. Working with teachers & school staff • Integrating career education across the curriculum • Developing teacher and school staff capability • Applying career education knowledge in teaching and learning. 3. Working with school leaders & the community • Understanding the purpose and role of career education in schools • How to effectively plan for, implement, review and evaluate career education in your school • Engaging with parents, whānau and the wider community. Career & education research Effective practice benchmarks

19. Beyond information and job picking…

20. A revised approach to career education Identifying Self Building career development capability Who do I want to become? hopes, aspirations, plans, learning needs, identity Who am I?traits, interests, predispositions, abilities Forming Self Locating Self Where am I?community, age, class, culture, whānau, geography

21. curriculum effective career education pedagogy assessment Bringing connectivity to an integrative approach The new career education at the heart of teaching and learning, within a key competency driven curriculum

22. Students as articulate and engaged learners Information Provision Access to information is not sufficient Articulate learners require responsive teaching practice Teacher practice aligned A coherent experience is required Learning community School wide systems Schools can’t do it alone A whole-school approach Students with career development capability

23. Careers is the dialogue between learner and teacher • Knowing what is of relevance to students • Exploring future careers as a way of directing learning to positive outcomes • Students become more articulate about what they want from their learning • Students can better describe their skills, attributes and ideas about themselves.

24. What has been found? • Clear recognition that career education is important to human capability building • Career education requires more than the imparting of information • Shift to developing the underlying competencies needed to self-manage a career • Career education needs to be an ‘integral’ part of education not a separate add-on activity.

25. Where to from here? • Report available - hard copy and online • Invite dialogue about the ideas • We are using it to reshape our services to schools • Feedback & feed-forward to careereducation@careers.govt.nz