to help you to … > probe ideas that drive our work; > know what is worth defending; > see what needs reform; &g

1. careers education and guidance OUT OF THE BOX 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. 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 DVT 6 Culture updated 05/03/08

2. …and experience …and culture …and diagnosis …and local …and other people …and well-being …and curriculum …and learning = re-establishing what box? expertise policy impact central inner life employability guidance knowing = re-forming

3. careers workers with three brains career-developmentwhat goes on career-managementpeople’s experience careers-workhow we help facts, factors & trends dilemmas, problems & conflicts IAG, curriculum, & informal learning requirements & incentives competitiveness & change selection & skillsopportunities & access 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 being flexible achieving employability fulfilling functions making choices both expertise and experience

4. appreciating the experience base people are dealing with: • > 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; • > with work-life balancing for fun, family, fairness and (environmental) future. • > and local networks ‘gossiping’ all of this into people’s inner lives. both policy and and culture

5. knowing our clients about people who… … are like this… …are like this… …seek …feel …reflect …talk …believe …associate …reason … well-being in life … fulfilment at work … need for more respect … satisfied with how things are … impatient with complexity … comfortable with big picture … assured & fluent … tentative and unsure … distrustful of élites … trust in expertise … a matter of ‘choice’ … a matter of upbringing … concrete experience … abstract possibilities both impact and diagnosis

6. 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… proximal planning economics, cultures and attitudes: both central and ‘local’

7. physical well-being environmental well-being being relevant well-being across the curriculum personal, social, health and economic education education for citizenship religious education civil well-being personal well-being economic well-being spiritual well-being both inner life and other people

8. earning credibility where-in-my-life do I need this learning: job-seeker friend mother where? interview street home with whom? official mates daughter for what? looking-good letting-go holding-on both employability and well-being

9. developing processes necessary conditions for effective careers work: > enabling process - learning how to learn; > ensuring progression - moving forward from basic to useful learning; > getting transfer-of-learning - finding multiple links for using the learning in their lives; > working across boundaries - linking learning to both expertise and experience. both guidance and curriculum

10. engaging the learning verbs sense finding out getting enough to go on sift sorting out putting into useful order focus checking out fixing on what needs probing understand working out linking effects to causes act gaining sustainable fulfilment both knowing and learning

11. C P I extending our thinking C = coverage: facts, factors and trends, for learners to know we help with expertise linking opportunity to identity; P = processes: learning skills for learners to grasp we help with active-learning and enabling methods; I = influences: emotional-and-social pressures for learners to deal with we help with open listening and broadening experiences. less a listed analysis, more an interactive story

12. pushing the boundaries expertise experience policy culture impact diagnosis central local Inner life other people employability well being guidance curriculum knowing learning positions and priorities

13. slow-burn innovation the creative LUPE L lateral - looking outside the box; U understanding - linking effects to causes; P proximal - up-close to the point-of-use; E effective - fulfilling, sustainable and useful. L x U E = P not Einstein’s ‘E’?

14. any hope here? for… 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: yes/noyes/noyes/noyes/noyes/no if ‘yes’ - glad it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com get more: this ppt www.hihohiho.com/magazine/features/cafculture.ppt on culture www.hihohiho.com/underpinning/cafculture.pdf on learning from experience www.hihohiho.com/underpinning/caffutures.pdf on CPI www.hihohiho.com/moving%20on/CPITxt&Map/cafcpiprjcttxt.html on life-role relevance in curriculum - LiRRiC www.hihohiho.com/moving%20on/cafqca.pdf on repositioning careers work in the curriculum - 2008 www.hihohiho.com/moving%20on/cafcurriculum.pdf