• Exploring Scotland's career ecosystem

      Hooley, Tristram; Percy, Chris; Alexander, Rosie; Inland Norway University of Applied Sciences (Skills Development Scotland, 2021-08)
      This report explores career services for young people (up to the age of 25) in Scotland. It describes the overall organisation of career services in the country (what we describe as an ‘ecosystem’), compares it with six other countries and considers options for the development of these services.
    • Five signposts to a socially just approach to career guidance

      Hooley, Tristram; Inland Norway University of Applied Sciences (National Institute of Career Education and Counselling, 2021-10)
      In the conclusion to the book Career Guidance for Emancipation, Hooley, Sultana and Thomsen proposed the five signposts to a socially just approach to career guidance as a way to translate some of the theoretical ideas into practice. It argued that practitioners can engage with social justice by: building critical consciousness. Helping people to understand the situation, not just to react to it on a personal level; naming oppression. Helping people see injustice and organise in solidarity to access a decent career, questioning what is normal. Spending time discussing what ‘normal’ means and whether it is something that you should pursue in your career; encouraging people to work together. Facilitating social interaction, collaboration and collective action; and working at a range of levels. Intervening into individual, group, organisational, social and political systems. This article exploreS the five signposts and consider the theories and research that underpins each of them. It goes on to describe how the signposts can be used to inform and enrich practice by giving a series of practical examples, activities and resources that practitioners can utilise.
    • I don’t think anyone here has thought about career really: What the concept of ‘career’ means to Norwegian teenagers and school counsellors

      Bakke, Ingrid Bårdsdatter; Hooley, Tristram; Inland Norway University of Applied Sciences; University of Derby (Taylor and Francis, 2020-10-22)
      Norway is reforming its career guidance system. This article explores how these reforms are experienced in schools around Norway, and attends to the way in which the concept of ‘career’ is understood. There is a difference between an ‘everyday’ and a scholarly understanding of the concept, between seeing it as hierarchical, or viewing career more democratically. This study explores how these tensions are worked through by Norwegian young people and guidance counsellors. The article argues that this tension is pronounced because the concept of ‘career’ has entered Norway as part of a top down policy discourse. Consequently, there is a need to re-contextualise the ideas of career and career guidance to connect them with Norwegian culture.
    • International approaches to quality in career guidance

      Hooley, Tristram; Inland Norway University of Applied Sciences (Competence Norway, 2019-04-10)
      This report explores the issue of quality and quality assurance in career guidance. It is based on six case studies which look at how different countries quality assure their career guidance provision. The aim of the study is to use these international examples to inform the development of a quality system for career guidance in Norway.
    • Moving from information provision to co-careering: Integrated guidance as a new approach to e-guidance in Norway

      Bakke, Ingrid Bårdsdatter; Hagaseth Haug, Eri; Hooley, Tristram; Inland Norway University of Applied Sciences (National Institute for Career Education and Counselling, 2018-10-01)
      Norway has invested heavily in its career guidance system. This has allowed it to move rapidly from a relatively weak guidance system to an innovative and emergent one. One of the advantages of the historic lack of development of career guidance in the country has been the opportunity to learn from the mistakes of others and to try out new and innovative approaches. A key opportunity that the country is keen to make the most of is the potential to use digital technologies to support guidance. Following a process of exploration of this issue the government has resolved to establish an e-guidance service located in Tromsø. However, at present the nature of this service is unclear. In this article we argue that that the concepts of (1) integrated guidance, (2) instructional design and (3) co-careering should be at the heart of the new service and indeed at the heart of the delivery of guidance across Norway.
    • Pining for the fjords: international perceptions of Nordic work, education and career guidance

      Hagaseth Haug, Erik; Hooley, Tristram; Kettunen, Jaana; Thomsen, Rie; Inland Norway University of Applied Sciences; University of Derby (Brill, 2020-04-28)
      This chapter explores the way in which Nordic work, education and career guidance are seen by those outside of the Nordic region. It draws on an online survey of international informants which gathered respondents’ opinions about the Nordic countries. It finds that respondents are overwhelmingly positive about the Nordic countries, even though they do not claim to be particularly informed about these countries. They report that on average the Nordic countries are better places to work, study and receive career guidance than their own countries. The chapter makes the argument that the way that the brand of ‘Nordicity’ has been disseminated internationally can account for at least some of this international perception. While the ‘Nordic’ has become a powerful and positive signifier, it is an ambiguous one onto which the international community can project their own meanings and use to serve their own political ends.
    • Training careers professionals: Underpinning research for the C-Course programme.

      Hooley, Tristram; Schulstok, Torild; University of Derby; Inland Norway University of Applied Sciences (Inland Norway University of Applied Science, 2021)
      This report sets out the findings of research conducted in the Czech Republic, Norway, Slovakia and Poland to underpin the development of a new professional e-learning programme for careers practitioners. The recommendations are based on a review of the literature, desk research in each of the countries, expert interviews and practitioner focus groups. Overall, the research finds that: 1. there is a clear demand for an e-learning course for careers practitioners across the four countries. The e-learning should: 2. be clearly articulated in a way that clarifies who should engage with it and why; 3. be flexible to ensure that a wide range of practitioners can access and benefit from it; 4. include interaction with others and foster a community of practice; and 5. make use of a range of technologies by using multi-media and interactive tools. In terms of content, the training should include: 6. clarification of the key terminology and definitions with the field; 7. an overview different approaches to delivering careers services; 8. how to work with a range of different sectors and different client groups; 9. how to work more systemically e.g. with families, communities and organisations; 10. knowledge about the education system, labour market and the research skills required to gather this information for yourself; 11. support for those who are undergoing the training to become professionals and adopt healthy, ethical, reflective, and context-aware practice; and 12. an overview of key theories and evidence for more advanced practitioners.