• Opportunity and aspiration, or the great deception? The case of 1419 vocational education

      Atkins, Liz; University of Nottingham (Power and Education, 01/01/2010)
      The policy discourse around those young people who are the focus of the 1419 agenda in the United Kingdom is one of negativity which frames them as low achievers with low aspirations. In tension with this deficit model, policy offers these young people opportunities' in the form of a vocational education which, according to the rhetoric, will lead to high-skill, high-paid work and a lifetime of opportunities. Drawing on original empirical research, this article contests the assumption that these young people have low aspirations, arguing that constrained by discourses of negativity and lacking the agency for change, their chances of achieving their aspirations are almost non-existent. Further, it suggests that the rhetoric of opportunityis merely smoke and mirrors, a massive deception whereby young people are channelled into the low-pay, low-skill work market in readiness to fulfil economic demands for cheap labour as and when it is needed. It concludes with proposals for change in the 1419 and post-compulsory education and training systems which could provide a more equitable and effective framework for young people to achieve their hopes and dreams.
    • Participants' productive disruption of a community photo-elicitation project: improvised methodologies in practice

      Vigurs, Katy; Kara, Helen (Taylor and Francis, 2016-08-23)
      This article reports on an attempt to use photo-elicitation to explore contested intergenerational perceptions and experiences of ‘place’ in one English village. Participants actively disrupted the photo-elicitation project and ended up co-creating an enriched research design that allowed them to represent how they experienced ‘place’. The spontaneous, mixed media-elicitation that resulted overturns some of the more straightforward notions that are aligned with photo-elicitation techniques. This article builds on a growing body of critical literature on photo-elicitation and shows how participants’ disruption of a project’s research methods can be both challenging and fruitful in practice. The researcher's flexibility and willingness to work with participants’ alternative approaches proved extremely effective in allowing participants to communicate their ‘imagined geographies’ (Massey & Jess, 1995) and to identify experiences of social inequality. This article explores how the initially problematic in participant involvement can be turned into the productive through the use of 'improvised methodologies'.
    • Pastoral care for young people in the workplace.

      Neary, Siobhan; Parker, Gordon; Shepherd, Claire; University of Derby (University of Derby, 2017)
      This research sets out to explore the range and type of support that employers have in place to support young people’s transition from education to the workplace. As well as exploring the traditional support through induction and training we have also examined additional support which we have defined as pastoral care. Emerging from the research with there was a dissatisfaction for young people with the preparation that they had received prior to leaving education. The grievances centred around two key areas: that schools often focus on academic achievement and transition to university rather than to employment; and topics such as making pension arrangements and dealing with tax and NI contributions were reported as not being adequately discussed at school/college. These activities are core parts of working life for everyone and need addressing so that young people understand and can make informed decisions about their financial futures. Young people are generally happy with the support that they receive from employers. Almost one third of the young people surveyed had a mentor or buddy appointed when they started work and all young interviewees stated that they were aware of someone they could go to for pastoral and/or other kinds of support. Although most had not needed to access such support themselves. Sometimes the person offering support was doing so in an ‘official’ capacity, as someone who had been appointed by the employer or was someone in a managerial role. Sometimes, support was provided more informally, by a ‘mate’ or older colleague, which was often reported as the most valuable type of support.
    • Personal guidance: What works?

      Everitt, Julia; Neary, Siobhan; Delgado-Fuentes, Marco Antonio; Clark, Lewis; University of Derby (The Careers & Enterprise Company, 2018-11-13)
    • ‘Personal reflections on the governing of private schools: a case study’

      Poultney, Val; University of Derby (Sage, 2013-07)
      Much of what we understand about school governance is generally under-researched and there is almost no recent research undertaken into the governing of schools in the non-maintained, private or independent sector that are financed by the payment of fees. These schools broadly follow a model of governance that is similar to that of the maintained sector in their constitution, with some notable differences around how governors are appointed and their roles are conceived. This article aims to analyse the nature of independent school governance generally, focusing on a case study of a small private school located in the Midlands. The context of this school is a fairly unique one with governance being held accountable to non-executive Trustees who have overall control of the school operation, but who devolve that responsibility to the governing body. This article starts with a review of the current governance model in private schools, then looking in more depth at the characteristics of governance in this independent school. An analysis of the findings is then explored with some thoughts and conclusions around opportunities for further exploration into private school governance.
    • Pop-up shops for increasing employability and contributing to civil society in times of austerity

      Hill, Inge; Bass, Tina; Coventry University (Springer, 2019-09-24)
      This chapter discusses a learning and teaching unit pop-up shop rooted in experiential learning. This pop-up shop learning activity aims to increase employability and educate young learners how to contribute to civil society. The discussion offers a reflection on how lecturers’ roles are changing in response to the austerity informed UK policies and HE measures. Universities are increasingly required to generate larger numbers of enterprising, employment-ready graduates. Increased monitoring of the efficient use of public spending in HE has seen the introduction of the Teaching Excellence Framework (TEF) bringing more focus on employability rates, which in turn help to determine university rankings. These rankings put pressure on HE senior management, which is then passed down through the hierarchy to lecturers. The detailed guidance on how to run pop-up shops offers a pragmatic answer to the outlined challenges to inspire lecturers to develop their learning and teaching strategies. Particular attention is paid to developing reflective skills in learners.
    • Practical matters: What young people think about vocational education in England

      Atkins, Liz; Flint, Kevin; Oldfield, Ben; University of Huddersfield (City and Guilds Centre for Skills Development, 01/06/2011)
    • Preparing the next generation of career development practitioners.

      Moore, Nicki; University of Derby (Career Development Institute, 2017-10)
      This article reviews the progress being made at the University of Derby in teaching the new qualification for career development practitioners: The Qualification in Career Development.
    • Pride and Prospects: Developing a socially just level 1 curriculum to enable more positive school to work transitions

      Atkins, Liz; University of Derby (iCEGS, 2019-06-19)
      This paper reports on an ongoing project, being conducted in Guernsey, which is evaluating the medium term impact of a new curriculum model designed to enable more successful, and less precrious transitions to work for young people undertaking broad vocational education at level 1. Careers Education and Guidance (CEG) forms a central plank of the curriculum, in response to earlier research (Bathmaker, 2001; Atkins, 2009; Atkins et al, 2015) suggesting that young people undertaking programmes at this level have aspirations similar to their higher achieving peers, but lack the support, and cultural and social capital to realise those aspirations. The paper highlights the particular challenges faced by these young people, of whom 33% became NEET in 2015/16 (Guernsey College data), with particular reference to their career aspirations and the ways in which these are supported by the college. The paper positions the study as research for social justice, rather than socially just research (Atkins and Duckworth, 2019), but draws on theoretical concepts of social justice to inform the conduct of the study (e.g. Lincoln and Denzin, 2013). Theoretically, it draws on, amongst others, the work of Bourdieu (e.g.1990) Bourdieu and Passeron (1990) , Hodkinson et al (1996) and Hodkinson (e.g. 1996; 1998; 2008).
    • Professional Identity : what I call myself defines who I am

      Neary, Siobhan; University of Derby, iCeGS (Career Development Institute, 2014-06)
      The article explores professional identity and the the contributors that contribute to this. It particularly focuses on the roles of job titles and CPD in contributing to defining how practitioners see themselves within a professional context.
    • Professional identity: what's that and what does it have to do with me?

      Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (NCGE, 2015-11)
      With changes occurring in the Further Education and Training sector in Ireland, job roles and required activities may change too. Within this context, Dr Siobhan Neary recently provided CPD to the staff of the Adult Educational Guidance Initiative about retaining clarity about their own professional identity - a key issue for CPD. In this article, she expands on the theme on the importance of reflection on professional identity and how that identity impacts on practice.
    • Professionalising careers work: The view from Europe

      Hooley, Tristram; University of Derby (Career Development Association of New Zealand, 2015)
      How do we know what it is that we share? And how do we convince others that what we do is valuable and worthy of status? Ultimately we are trying to create an understanding of our profession that is shared by practitioners, policy makers and the general public. Back in the UK after his recent speaking engagement in Auckland in April, Professor Tristram Hooley shares his thoughts.
    • Professionalism in vocational education: international perspectives

      Atkins, Liz; Tummons, Jonathan; Northumbria University (Taylor and Francis, 18/12/2017)
      This paper explores notions of professionalism amongst vocational teachers in the UK and Australia, through an analysis of voluntarism/regulatory frameworks and professional body frameworks. In terms of empirical evidence, the paper reports on data drawn from a documentary analysis of government policy documents, standards for the education of teachers, and regulatory frameworks in both countries. It is located within a broad range of literature exploring contemporary concepts of professionalism amongst vocational teachers.
    • Progression for success: Evaluating North Yorkshire’s innovative careers guidance project

      Moore, Nicki; Vigurs, Katy; Everitt, Julia; Clark, Lewis; University of Derby (North Yorkshire County Council, 2017-11-14)
      This report sets out the findings from an evaluation of North Yorkshires innovative careers guidance project.
    • Progression in Kent: schools taking charge

      Hooley, Tristram; University of Derby (Kent County Council, 2012)
      This report has been prepared by the International Centre for Guidance Studies (iCeGS) for Kent County Council. iCeGS was commissioned to conduct an independent investigation into the implications of the Education Act 2011 for schools in Kent. The findings were gathered from schools and key stakeholders in Kent. The conclusions do not necessarily represent official Kent County Council policy.
    • Project JUST/2011/Frac/AG/2716-"WE: Wor(l)ds which exclude-National Report UK"

      Tracada, Eleni; Spencer, Siobhan; Neary, Siobhan; University of Derby, Faculty of Art, Design & Technology; Derbyshire Gypsy Liaison Group; University of Derby, iCeGS (2014-04)
    • Public health careers: mapping information, informing practitioner needs

      Dodd, Vanessa; Binding, Charlene; Neary, Siobhan; International Centre for Guidance Studies (2016-01)
      Public health promotion and ill health prevention is a key priority for the NHS. The public health workforce is central to achieving improved health outcomes for a diverse and changing population. This mixed-methods study explored career practitioners’ views on their knowledge of the public health sector as well as the accessibility of public health career information on selected websites. The research suggested practitioners lacked awareness of public health opportunities and were only somewhat confident in providing public health career information. In response to this a new web site has been developed which provides information on over 350 health care roles
    • Qualitative research in education

      Wallace, Sue; Atkins, Liz; University of Huddersfield (Sage, 01/01/2012)
      This accessible and practical book is a perfect quick guide for postgraduate researchers in education. Looking at the interdependence of teaching and research, the authors show that a critical and analytical exploration of policies and practices is a necessary part of what we mean by being a 'professional' in education. This co-authored book is structured around a range of methods applicable to educational research and appropriate for use by practitioners at all stages of their professional development. It takes recognisable, 'real life' scenarios as its starting point for each discussion of method, so that readers are able to start from the known and familiar. As well as exploring theoretical aspects of research method, each chapter provides practical tasks and points for discussion and reflection. These approaches, taken together, are designed to build confidence and encourage reader engagement and enjoyment.
    • Quality Assurance Standards A synthesis of quality standards across partner countries. Summary report.

      Dodd, Vanessa; Hagaseth Haug, Erik; Hooley, Tristram; Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (University of Derby, 2019-05)
      This report presents an analysis of a range of transnational and national quality assurance (QA) practices in career guidance within partner countries, 21 quality activities were assessed. The report focuses on identifying the variety of different approaches, the factors that enable these approaches and the impact of these different approaches.
    • Quality Assurance Standards : A synthesis of quality standards across partner countries.

      Dodd, Vanessa; Hooley, Tristram; Haug, E.H.; Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (University of Derby, 2019-05)
      This report presents an analysis of a range of transnational and national quality assurance (QA) practices in career guidance within partner countries, 21 quality activities were assessed. The report focuses on identifying the variety of different approaches, the factors that enable these approaches and the impact of these different approaches.