• Building a progression culture: exploring learning organisations’ use of the Progression Matrix

      Moore, Nicki; Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2011-09)
      This research paper explores the implementation of The Progression Matrix in schools, colleges and other learning organisations such as training providers. The project builds on existing research on The Progression Matrix and finds evidence which suggests that the approach provides a useful conceptual model around which learning organisations can re-orientate their practice and deliver enhanced progression for learners.
    • Career guidance

      Moore, Nicki; University of Derby (National Governors Association, 2017-03-10)
      The article explains the vital role that career-related learning and guidance plays in schools. The article covers the statutory duties and strategic responsibilities of governors in both primary and secondary schools
    • A career of choice: attracting talented young people into house building

      Turner, Clive; Moore, Nicki; Bysshe, Simon; University of Derby (IHS BRE Press on behalf of NHBC Foundation, 2015-03-09)
      The purpose of this research was to establish a better understanding of how young people view house building as a career choice and to provide insights to improve recruitment of those with enthusiasm and talent into the sector. It collected the views of over 500 teenagers and young men and women between the ages of 14 and 24, and the views of those who advise them on careers.
    • Competences of a careers adviser in a digital age

      Moore, Nicki; University of Derby (Evropská Kontakní Skupina (EKS), 2017-06)
      This chapter describes the digital career management skills required by careers advisers in order to support their clients career development.
    • Creating an evidence base to support the development of a holistic approach to working with children and young people in Derbyshire: a local authority case study on the integration of social pedagogy in children and young people’s services

      Chavaudra, Nicole; Moore, Nicki; Marriott, John; Jakhara, Mohammed; University of Derby (ThemPra Social Pedagogy and the Centre for Understanding Social, 2014-12)
      Derbyshire County Council Children and Younger Adult’s Directorate has been undergoing a social pedagogy learning journey. Local research has identified that where social pedagogy underpins the activities offered to vulnerable children and those in residential care settings the outcomes for these groups are improved. Research suggests that there is a growing appetite for a programme of workforce development in social pedagogical approaches. A growing body of research suggests that whilst training in this area is valued and has impact, it should not result in a new professional identity, that of social pedagogue. Rather the principles and concepts should be embedded in the existing roles of a range of practitioners and stakeholders working with children and young people. As a result of these insights a new accredited programme is being developed in Derbyshire in partnership with the University of Derby which will be offered to 100 practitioners drawn from across the range of the children’s and young people’s workforce. This new approach will be the focus of new research which monitors the impact of the training on the behaviours of practitioners and the outcomes for children. This article offers insights into process and thinking which surrounds the new strategy.
    • Crucial impacts on career choices: Research to understand the influences on young people’s choices in primary and secondary schools: Executive summary

      Moore, Nicki; Clark, Lewis; Neary, Siobhan; Blake, Hannah; University of Derby (University of Derby, 2021-04-01)
      This is the executive summary which sets out the findings of European research undertaken by five project partners (The Czech Republic, The United Kingdom, Denmark, Greece and Spain) and lead by a team from the International Centre for Guidance Studies at the University of Derby in the UK. The research was conducted between September 2018 and July 2020. This project has illuminated the similarities and differences in the way young people approach career decision making and the influences which prevail. Whilst there are some differences between the partner countries, largely due to the economic or social conditions which prevail, there are many similarities. The findings from this research will help those tasked with developing programmes of career development and support to identify and focus on specific aspects of their programmes suggested by the research.
    • Crucial impacts on career choices: Research to understand the influences on young people’s choices in primary and secondary schools: Final report

      Moore, Nicki; Neary, Siobhan; Clark, Lewis; Blake, Hannah; University of Derby (University of Derby, 2021-04-01)
      This report sets out the findings of an Erasmus funded pan-Euopean research project which investigated the impacts on young peoples career decisions. The research was undertaken by five project partners (The Czech Republic, The United Kingdom, Denmark, Greece and Spain) and lead by a team from the International Centre for Guidance Studies (iCeGS) at the University of Derby in the UK. The research was conducted between September 2018 and July 2020. This project has illuminated the similarities and differences in the way young people approach career decision making and the influences which prevail. Whilst there are some differences between the partner countries, largely due to the economic or social conditions which prevail, there are many similarities. The findings from this research will help those tasked with developing programmes of career development and support to identify and focus on specific aspects of their programmes suggested by the research.
    • The diverse world of career guidance

      Chaluš, Jan; Koštálová, Helena; Kavková, Eva; Šindlerová, Ivana; Hooley, Tristram; Moore, Nicki; Artess, Jane; Skovhus, Randi Boelskifte; Dimsits, Miriam; Clark, Karen Anne; et al. (Evropská Kontakní Skupina (EKS), 2017-06)
      This book is the product of an EU funded project involving parterns from The Czech Republic, Denmark and the United Kingdom. The book contains personal reflections of career guidance provision and activities in which theory and practice are united through the eyes of experienced practitioners from a range of guidance settings. This book is aimed at both established and new guidance practitioners
    • Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.

      Robinson, Deborah; Moore, Nicki; Hooley, Tristram; University of Derby; Centre for Educational Research and Innovation, University of Derby, Derby, UK; International Centre for Guidance Studies, University of Derby, Derby, UK; International Centre for Guidance Studies, University of Derby, Derby, UK (Taylor and Francis, 2018-01-03)
      This article examines the implications of the new education, health and care (EHC) planning process for career professionals in England. The new process comes in the wake of a succession of legislation relating to young people with special educational needs and disabilities (SEND) in England. There is much to recommend the new process as it represents a shift to a more holistic and person-centred approach. However, there are four main criticisms which can be made of the new process: (1) the policy has an excessive focus on paid work as an outcome which is unrealistic (for some young people); (2) the resourcing in local authorities is too limited to successfully operationalise the policy; (3) there is a lack of clarity about the professional base delivering EHC planning (especially in relation to the career elements); and (4) the policy is too narrowly targeted. While the new legislation offers some major opportunities, realising these will be difficult. In this paper, questions are raised about the resources required to deliver these services; the responsibilities relevant to such services; and the role and scope of these services in supporting the transitions of vulnerable young people into learning and work in an environment where universal careers provision has been substantially diminished.
    • Enthusiasm Trust and Community Space Challenge: impact evaluation

      Moore, Nicki; Hutchinson, Jo; University of Derby (International Centre for Guidance Studies, University of Derby, 2012-12)
      The aims of research were:- • To build a body of evidence of impact regarding environmental volunteering services on young people, and on the community • To provide an overview of the types of young people who have participated in the past • To document aspects of previous projects that encourage young people to participate and to achieve, and those that discourage young people from participation or from sustained engagement • To identify the key resources that underpinned successful project delivery • To identify specific achievements of young people that are attributable to the programme
    • Establishing Croatia’s lifelong career guidance service

      Moore, Nicki; Zećirević, Mirjana; Peters, Simon; University of Derby (NICEC, 2014-04-01)
      On July 1st 2013, Croatia became the 28th member state of the European Union. One requirement for Croatia’s accession to the EU was the establishment of comprehensive life-long career guidance (LLCG) provision. In 2011, the Croatian Employment Service, the traditional provider of career guidance services to the unemployed, embarked on a programme to establish eight public facing pilot LLCG centres funded through EU transition funding. This article uses the results of an early evaluation of the new LLCG centres undertaken at the end of the pilot stage to explore the inter-relationship between this EU imperative and the policy and practice developments required to establish LLCG in a post-conflict and post command economy emerging EU country.
    • Ethics, Impartiality, Locus of Control

      Moore, Nicki; University of Derby (EKS, 2021-05-01)
      Those working in ‘helping’ professions will occasionally be presented with issues that feel uncomfortable, challenge their own values and beliefs, and result in ethical dilemmas associated with choosing appropriate attitudes, behaviours and approaches. In the career development context, ethics refers to the moral principles that govern the way practitioners practice. This article provides a dialogue between two practitioners, who, discuss an ethical dilemma and try to decide on an appropriate course of action.
    • Evaluating the impact of the Team Programme on the outcomes for student-alumni

      Dimitrellou, Eleni; Moore, Nicki; University of Derby (University of Derby, 2020-12-12)
      This research explored the medium and long term impacts of thr Young Entreprise Programme 'Team' on young people who experience special educational needs and disabilities. It found that the programme is effective in helping students boost their confidence and enhance several enterprising skills such as communication skills, self-confidence, teamwork, monetary skills, self-improvement, and employability skills. Further, TP is successful in enabling students to improve other competences such as independent living skills, effective citizenship, the management of change and transitions, their understanding the world of work and media and digital literacy.
    • An evaluation of the North East of England pilot of the Gatsby Benchmarks of good career guidance

      Hanson, Jill; Moore, Nicki; Neary, Siobhan; Clark, Lewis; University of Debry (University of Derby, 2021-03-01)
      This report presents the findings of a four year (2016-2019) formative and summative evaluation of the North East of England pilot of the Gatsby Benchmarks of Good Career Guidance. It uses quantitative and qualitative data collected from school and college staff, learners and stakeholders, as well as Gatsby Benchmark self-audit data, financial data and data pertaining to learner attendance, attainment and destinations. It describes the progress made by the sixteen pilot education providers in achieving the eight Benchmarks of good career guidance, explores the approaches they took to achieving the Benchmarks and considers the barriers and enablers they faced. The impacts of their work in delivering the Gatsby Benchmarks on learners, staff, local stakeholders and national policy and practice are presented. The findings indicate that significant progress in achieving all eight Benchmarks can be made by all kinds of education providers within two years and that this has a significant and observable effect on learners with respect to their career readiness, their interactions with teaching staff and employers, their engagement in the classroom and on attainment.
    • Gatsby careers benchmark north east implementation pilot: interim evaluation (2015-2017)

      Hanson, Jill; Vigurs, Katy; Moore, Nicki; Everitt, Julia; Clark, Lewis; International Centre for Guidance Studies (University of Derby, 2019-02-15)
      This report presents interim evaluation findings on the implementation of the Gatsby Benchmarks (herewith referred to as the Benchmarks) for good career guidance with a sample of 16 pilot schools and colleges (herewith referred to as education providers) in the North East of England. These interim findings report progress made against the Benchmarks during the course of the pilot (autumn 2015 to autumn 2017), the enablers and barriers faced, and the impact of the Benchmarks on learners’ career readiness and attainment. The interim findings suggest the following: Timescale - Schools and colleges involved were able to make significant strides towards fully meeting most, if not all, Benchmarks within two years. To date Benchmark 2 (Learning from career and labour market information) and Benchmark 7 (Encounters with FE and HE) have seen the largest increase in the number of pilot education providers fully achieving them. Benchmark 3 (Addressing the needs of every pupil) and Benchmark 4 (Linking curriculum to careers) have the least number of pilot education providers fully achieving them. Positive impact on learners. Learners show an increase in some aspects of career readiness and tentative increases in some aspects of GCSE attainment. Effective implementation of the Benchmarks. This was enabled by the existence of a regional facilitator to support pilot education providers and strong provider leadership and robust organisational infrastructures. Key barriers were a lack of time and space (in the curriculum), a lack of funding and a lack of commitment at senior leadership level, which impacted on achieving a cultural shift in some education providers. Regional impact. The implementation of the Benchmarks is impacting more widely in the region with non-pilot education providers forming links with pilot providers to seek support on developing good career guidance in their settings. Furthermore, wider stakeholders such as local employers and providers of careers education were also using the Benchmarks to review and develop their services to schools/colleges. Emerging challenges: A noticeable challenge was how the term ‘meaningful’, in relation to encounters with employers and employees, was interpreted and how education providers monitor provision of such encounters.
    • Higher Education outreach to widen participation: toolkits for practitioners. Evaluation.

      Dent, Phil; Garton, Elizabeth; Hooley, Tristram; Leonard, Christopher; Marriott, John; Moore, Nicki; University of Derby (Higher Education Funding Council for England (HEFCE), 2013-12)
      The toolkits are a distillation of the learning, methods and resources developed by Aimhigher and the Lifelong Learning Network programmes to support the effective strategy, management and delivery of outreach work to encourage progression to higher education for under-represented groups. The toolkits recontextualise the learning from these programmes to fit the current higher education environment. The toolkits form a suite of four . They include: • Toolkit 1 Partnership • Toolkit 2 Targeting • Toolkit 3 Programmes • Toolkit 4 Evaluation • Resources and Glossary. This is the second and updated edition, the first edition of the Toolkits was published in December 2012.
    • Higher Education outreach to widen participation: toolkits for practitioners. Overview

      Dent, Phil; Garton, Elizabeth; Hooley, Tristram; Leonard, Christopher; Marriott, John; Moore, Nicki; University of Derby (Higher Education Funding Council for England (HEFCE), 2013-12)
      The toolkits are a distillation of the learning, methods and resources developed by Aimhigher and the Lifelong Learning Network programmes to support the effective strategy, management and delivery of outreach work to encourage progression to higher education for under-represented groups. The toolkits recontextualise the learning from these programmes to fit the current higher education environment. The toolkits form a suite of four (see links to right). They include: • Toolkit 1 Partnership • Toolkit 2 Targeting • Toolkit 3 Programmes • Toolkit 4 Evaluation • Resources and glossary.This is the second and updated edition, the first edition of the Toolkits was published in December 2012.
    • Higher Education outreach to widen participation: toolkits for practitioners. Partnership.

      Dent, Phil; Garton, Elizabeth; Hooley, Tristram; Leonard, Christopher; Marriott, John; Moore, Nicki; University of Derby (Higher Education Funding Council for England (HEFCE), 2013-12)
      The toolkits are a distillation of the learning, methods and resources developed by Aimhigher and the Lifelong Learning Network programmes to support the effective strategy, management and delivery of outreach work to encourage progression to higher education for under-represented groups. The toolkits recontextualise the learning from these programmes to fit the current higher education environment. The toolkits form a suite of four.They include: • Toolkit 1 Partnership • Toolkit 2 Targeting • Toolkit 3 Programmes • Toolkit 4 Evaluation • Resources and glossary.This is the second and updated edition, the first edition of the Toolkits was published in December 2012.
    • Higher Education outreach to widen participation: toolkits for practitioners. Programmes.

      Dent, Phil; Garton, Elizabeth; Hooley, Tristram; Leonard, Christopher; Marriott, John; Moore, Nicki; University of Derby (Higher Education Funding Council for England (HEFCE), 2013-12)
      The toolkits are a distillation of the learning, methods and resources developed by Aimhigher and the Lifelong Learning Network programmes to support the effective strategy, management and delivery of outreach work to encourage progression to higher education for under-represented groups. The toolkits recontextualise the learning from these programmes to fit the current higher education environment. The toolkits form a suite of four.They include: • Toolkit 1 Partnership • Toolkit 2 Targeting • Toolkit 3 Programmes • Toolkit 4 Evaluation • Resources and glossary.This is the second and updated edition, the first edition of the Toolkits was published in December 2012.
    • Higher Education outreach to widen participation: toolkits for practitioners. Resources and glossary.

      Dent, Phil; Garton, Elizabeth; Hooley, Tristram; Leonard, Christopher; Marriott, John; Moore, Nicki; University of Derby (Higher Education Funding Council for England (HEFCE), 2013-12)
      These toolkits are a distillation of the learning, methods and resources developed by Aimhigher and the Lifelong Learning Network programmes to support the effective strategy, management and delivery of outreach work to encourage progression to higher education for under-represented groups. The toolkits recontextualise the learning from these programmes to fit the current higher education environment. The toolkits form a suite of four. They include: • Toolkit 1 Partnership • Toolkit 2 Targeting • Toolkit 3 Programmes • Toolkit 4 Evaluation • Resources and glossary.This is the second and updated edition, the first edition of the Toolkits was published in December 2012.