• Revised guidance for colleges: Careers England policy commentary 28

      Watts, A. G.; University of Derby (Careers England, 2014-09)
      This is the twenty-eighth in an occasional series of briefing notes on key policy documents related to the future of career guidance services in England. The note has been prepared for Careers England by Professor Tony Watts.
    • The role and relevance of theory in careers professionalisation and practice

      Lauder, Lydia; Neary, Siobhan; The Open University; University of Derby (Taylor and Francis, 2020-04-11)
      A new qualification benchmark, the Qualification and Credit Framework (QCF) Diploma Level 6 in Career Guidance and Development was established in the UK in 2011. This study was conducted to ascertain whether a theoretical nexus is necessary for practice and how this could contribute to the professionalisation of the adult careers sector in England. The study was undertaken with practitioners, all of whom had trained either through the work-based competency route or the academic route. Practitioners were asked to consider their theoretical modalities and how this influenced the embedding of theory within their professional practice. Analysis of survey and case study data revealed that degrees of exposure to theory during initial training affect capacities for theoretical integration during ongoing practice and development.
    • The role of digital technology in career development

      Hooley, Tristram; Staunton, Tom; University of Derby (Oxford University Press, 2020-09-02)
      This chapter analyses the role of digital technologies in career development. It argues that digital technologies change the context for individuals’ careers and the opportunities that exist for the provision of career support. The implications of digital technologies for career are dependent, in part, on how technologies are believed to interact with society. They may be thought of as tools, as shapers of society, or as social practices. For individuals, digital technologies can be understood through six metaphors: (1) library, (2) media channel, (3) surveillance camera, (4) marketplace, (5) meeting place, and (6) arena. For career development professionals, the choice is using them to provide information, automated interactions, or communication. The chapter concludes by arguing that there are three main pedagogic stances (instrumental, connectivist, or critical) that can guide career development professionals in the combination of different technologies and in the resolution of the opportunities and challenges that are presented to individuals in their career building.
    • The role of the effective subject leader: perspectives from practitioners in secondary schools.

      Poultney, Val; University of Derby; University of Derby, UK, (Sage, 2016-06-23)
      In a report by Bennett et al. (2003) for the National College of School Leadership on the role and purpose of middle leaders (Subject Leaders) in secondary schools, two areas were identified for further research. First was the nature of effective subject leadership and second, the Subject Leader's pivotal role in leading and managing cultural change and the extent to which they are creating a "new professionalism" that tackles the tension of managerial and educational aims (NCSL, 2003: 18). This paper considers evidence (Poultney, 2006) from Subject and Senior teachers and their Subject Leaders about their perceptions of characteristics of effective subject leadership.
    • The Saudi experiment with career guidance

      Hooley, Tristram; University of Derby (Sense Publishing, 2017-04)
      Saudi Arabia has recently embarked on an ambitious experiment with career guidance. The country has identified that career guidance offers a range of potential cultural, educational and economic benefits. These include supporting the Saudisation of the workforce, the development of the vocational education system and the engagement of the Saudi ‘youth bulge’ in the labour market and wider society. However, the country has a weak tradition of career guidance and a need to develop new policies and systems rapidly. The Saudi Ministry of Labour has driven the development of the country’s new career guidance system and has sought to learn from global best practice. However, Saudi Arabia offers a very different context from those where career guidance has flourished. Particularly distinctive features of Saudi society include its limited civil society, the central role that religion plays, the place of women, the role of oil within the economy and the high level of migrant workers in the labour market. Taken together these issues offer challenges of culture, theory, policy and practice. Negotiating these challenges and building an organic body of theory and practice will be critical to the success or otherwise of the Saudi experiment with career guidance.
    • Save the student labour market

      Hooley, Tristram; Institute of Student Employers; University of Derby (The Student Employer, 2020-07)
      The pandemic has created a youth unemployment ticking time bomb and we all have a role to play. ISE is championing government support for employers. What else can be done?
    • Schools and employers must work together.

      Neary, Siobhan; University of Derby (Kemps Publishing Ltd., 2018-06)
      This article explores the changing nature of work, the history of apprenticeships and the challenges for both young people and employers in getting the right people in the right jobs.
    • 'The self-improving primary school': understanding and approaching teacher inquiry: a pilot study.

      Poultney, Val; University of Derby (University of Cumbria, 2016)
      This paper examines how one primary school in the East Midlands region has worked to establish a culture of teacher-led, evidence-based teacher inquiry. It reports on a pilot year of research when the senior leadership team (SLT) decided to implement a strategic focus on evidence-based teaching, which would generate their own school knowledge, equip teachers to take more responsibility for their own teaching and professional development and to broaden their local and national networks. The SLT led the inquiry process using various initiatives as suggested vehicles for inquiry with the aim of galvanising teaching staff into making changes to their pedagogical approaches. Working with a local HEI academic as supporter of this process and advisor to the Head teacher, appropriate practice-based methodologies were deployed, trialled, role-modelled and evaluated by the SLT. A local HEI academic advised the SLT on the implementation of this approach, which was followed up by a small scale piece of research and evaluation to further inform the evidence base.
    • SENCO induction pack: Supporting you at the start of your journey

      Whatton, Julie; Codina, Geraldene; Middleton, Tristan; Esposito, Rosanne; Department for Education; NASEN (Whole School SEND/DfE/LLSENDCiC/nasen, 2019-04)
      This induction pack has been designed by SENCOs for SENCOs as a useful reference tool that can be used from day one of undertaking this important role. It can be a valuable asset to both new and experienced professionals alike and we would recommend it to all SENCOs. We understand that the role is context-specific and so, instead of trying to prescribe a single approach, this induction pack sets out the key operational considerations so that SENCOs can make more informed decisions. This SENCO Induction Pack has been developed by Leading Learning for SEND Community Interest Company as part of a suite of resources developed by the Whole School SEND Consortium3, hosted by nasen4, to embed good SEND provision in schools. This project was funded by the Department for Education. As such, the induction pack includes references to a broad range of organisations, resources and documents from across the SEND community. This is in keeping with one of the wider principles of Whole School SEND, which is to maximise the use of existing resources to save schools time and money.
    • Setting Nordic career guidance in context

      Hooley, Tristram; Kettunen, Jaana; Hagaseth Haug, Erik; Thomsen, Rie; University of Derby (Brill, 2020-04-28)
      The introduction to this volume discusses the importance of situating career and career guidance in context. It makes a connection to wider research and writing that challenges the idea that career theory can be global and universal and argues that there is a need for attention to local context and culture. It then moves on to set the scene for a volume focusing on the Nordic countries, by defining the ‘Nordic’ and exploring key features of the region including the Nordic welfare model and the history of collaborations in career guidance across the region. It proposes the four ‘COs’ of Nordic career guidance (context, community, co-construction and collaboration) before outlining the structure of the volume and looking to the future.
    • Shaping the new normal: practising career guidance in the time of coronavirus

      Hooley, Tristram; Thomsen, Rie; Sultana, Ronald; University of Derby (Career Development Institute, 2020-04)
      What is the potential of career guidance in a time where the coronavirus is disrupting work and life as we know it? How can we as career practitioners respond in a situation where we do not know what the world will look like and where we, as well as the citizens we meet, will have more questions than answers? In this article we argue, that supporting people to manage their way through the crisis is not enough. Career guidance should also help people to think about and shape the ‘new normal’.
    • The Skills for Jobs White Paper: Implications for career development

      Hooley, Tristram; University of Derby (Career Development Institute, 2021-01)
      The Department for Education published Skills for jobs: Lifelong learning for opportunity and growth on Thursday 21st January 2021. The white paper is wide ranging and includes discussion of compulsory and post-compulsory education and lifelong learning. There are also several specific proposals that relate to the organisation of England’s careers education and guidance system.
    • Smoke and mirrors: Opportunity and aspiration in 14-19 education

      Atkins, Liz; University of Huddersfield (01/03/2010)
      The policy discourse around those young people who are the focus of the 14-19 agenda is one of negativity which, in its use of language such as non-academic, disaffected, disadvantaged places young people firmly within a deficit model. This model frames these young people as low achievers with low aspirations, routinely dismisses them as non-academic yet claims to offer opportunities in the form of a vocational education which, according to the rhetoric, will lead to a lifelong (nirvana?) of high skill, high paid work, personal satisfaction and opportunity (providing they continue to engage in lifelong learning), something which many young people take on trust. Drawing on original empirical research, and working within a framework informed by Marxist and social justice concepts, this paper contests the assumption that these young people have low aspirations, arguing that falling within a deficit model, constrained by discourses of negativity, powerless to change a system which militates against them and lacking the agency for change their chances of achieving those aspirations are almost non-existent. The paper poses a number of questions: What are 'high' and 'low' aspirations? What is 'non academic'? Why, every year, are nearly half of all young people characterized in this way? What is, or is not, an 'opportunity'? It argues that notions of opportunity are, in fact, smoke and mirrors, a massive deception which enables the channelling of these young people into the low pay, low skill work market in readiness to fulfil government demands for cheap labour as and when it is needed. Finally, it concludes with proposals for change in the 14-19 and PCET systems which could provide a more equitable and effective framework for young people to achieve their hopes and dreams.
    • Social class

      Atkins, Liz; University of Huddersfield (Oxford University Press, 01/01/2009)
      Education is of relevance to everyone but it involves a specialised vocabulary and terminology which may be opaque or unfamiliar to those new to the field. The new UK-focused Dictionary of Education provides clear and concise definitions for 1,250 terms, from A* to zero tolerance, that anyone studying education or working in the field is likely to encounter. Coverage includes all sectors of education: pre-school, primary, secondary, further and higher education, special needs, adult and continuing education, and work-based learning. It also includes major legislation, key figures andorganisations, and national curriculum and assessment terminology. The dictionary features entry-level weblinks, a timeline summary of landmark educational legislation since 1945 and a glossary of acronyms. In addition, there is a useful, fully cross-referenced section of comparative terms used in the US, Canada, Australia, and South Africa. This up-to-date and authoritative dictionary is essential for all students of education, teachers, and lecturers ondevelopment programmes, and it is strongly recommended for governors, classroom assistants, and parents.
    • Social control in practice: the impact of learning employability skills

      Atkins, Liz; University of Huddersfield (03/04/2012)
      This paper explores notions of employabilityin further education, a concept which is at the basis of much government policy associated with marginalised learners. Drawing on earlier empirical work by Atkins (2009) Atkins et al (2010) and Simmons and Thompson (2011) and working within a framework informed by Marxist concepts of Power and control, the paper problematises the term employability, arguing that in policy terms the term is ill-defined yet associated with a positive rhetoric about high pay, skill work which is in tension with the prospects of the marginalised group of students at whom it is directed. Despite the rhetoric, most employability programmes are far removed from the genuine work experienceadvocated by Wolf (2011:130). They offer little in the way of conceptual knowledge or exchange value, but are resonant with earlier concerns about the structure of vocational PCET programmes as producing users who are socialised to work, rather than as citizens (Tarrant, 2001). The paper argues that employability prgrammes are little more than an exercise in social control which are productive of false hope that engagement with them will offer a route into high pay, high skill employment with the prospect of financial and career security. The paper concludes that this hope obscures the reality that such programmes at best may lead to low pay, low skill work and, at worst, form another stage in the churnof young people who are NEET (not in education, employment or training). The impact of such programmes is unlikely, therefore, to be one of progression to high pay, high skill careers, but rather to be one of class and labour (re) production as students are socialised into particular forms of casual and low pay, low skill employment.
    • Social media, social justice? Consideration from a career development perspective

      Staunton, Tom; University of Derby (National Institute for Career Education and Counselling (NICEC) and CDI, 2016-04-01)
      Inside the overall context of careers development, this article will explore how social media relates to social justice through exploring two contrasting perspectives. Firstly we will consider the potential of social media to enhance social justice by democratising social life and so address inequalities related to career development. We will secondly consider if social media develops new forms of inequalities in the forms of the network it creates which harm the progression of social justice. It will be argued that these two perspectives coexist, presenting social media as both disrupting and intensifying inequality in society. This will be particularly highlighted through attaching these positions to different schools of thought related to social capital.
    • Social media: a guide for researchers

      Cann, Alan; Dimitriou, Konstantia; Hooley, Tristram; University of Derby (Research Information Network, 2011)
      This guide has been produced by the International Centre for Guidance Studies, and aims to provide the information needed to make an informed decision about using social media and select from the vast range of tools that are available. One of the most important things that researchers do is to find, use and disseminate information, and social media offers a range of tools which can facilitate this. The guide discusses the use of social media for research and academic purposes and will not be examining the many other uses that social media is put to across society. Social media can change the way in which you undertake research, and can also open up new forms of communication and dissemination. It has the power to enable researchers to engage in a wide range of dissemination in a highly efficient way.
    • Social pedagogy: a scoping project for Derbyshire County Council; summary report

      Moore, Nicki; Jakhara, Mohammed; Bowie, John; Marriott, John; University of Derby (International Centre for Guidance Studies, University of Derby, 2013-06)
      Derbyshire County Council (DCC) is committed to promoting positive outcomes for children and young people who are ‘Looked After’. The Authority has found that promoting a social pedagogical approach appears to have a positive impact for stakeholders. In autumn 2012 representatives from DCC’s Children and Younger Adults department met with a team of University of Derby staff from the faculty of Education Health and Sciences (EHS) to discuss the potential to further promote and embed social pedagogy into the daily worng practice of DCC staff and carers. It was agreed that an initial research project to ascertain the potential for training in social pedagogy for DCC employees was a necessary component for achieving this aim. The project involved a range of research approaches including a desk based review of literature, a number of face to face, telephone and group interviews, and an online survey. In total 209 Individuals participated in the research including managers, practitioners and foster carers. This report presents a summary of the findings of the research including a number of options and recommendations for developing an approach to teaching and training the County’s children and young people’s workforce in this aspect of their professional practice.
    • Spatial justice – the final frontier for diversity and inclusion?

      Ball, Charlie; Hooley, Tristram; Institute of Student Employers; University of Derby (Institute of Student Employers, 2019-01)
    • Stability, transparency, flexibility and employer ownership. Employer recommendations for improving the apprenticeship system

      Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2019-06)
      Report from the ISE setting out current employer practice in the apprenticeship system and exploring options for the future.