• Dis(en)abled: legitimating discriminatory practice in the name of inclusion?

      Atkins, Liz; Northumbria University (Wiley, 23/03/2016)
      This article explores tensions between the policies and practice of inclusion and the lived experiences of disabled young people in education. Drawing on the narratives of two young men who participated in a small pilot study, it utilises theoretical concepts related to disability, structure and agency, and power and control, as it explores the ways in which inclusion can create subtle (and sometimes not so subtle) forms of exclusion. Focusing on the young men's experiences of further and higher education, it is argued that inclusive practices and policies, however well intentioned, can create new and subtle forms of marginalisation through the structures and discourse intended to address exclusion. I conclude by questioning whether, in a diverse and disparate society, in which all our lives are defined by the extent to which we are more or less equal than others, inclusion can ever be anything other than an illusory concept.
    • Disabled voices from the margins : experiencing inclusion as forms of exclusion

      Atkins, Liz; Northumbria University (10/04/2013)
      This paper explores the tension between the policies and practice of Inclusion and the lived experiences of disabled young people in education. Drawing on empirical data gained from a small scale study of young people with Special Educational Needs, the paper utilises theoretical concepts around disability, structure and agency and power and control as it explores the ways in which inclusion can create subtle (and sometimes not so subtle) forms of exclusion. The arguments in the paper are supported by reference to the little storiesof the young people who participated in the study, with a key focus on the experiences of Tom, a young man who has moved in and out of Mainstream education across all phases from nursery to University. The paper argues that Inclusive practices and policies, however well intentioned, can create new and subtle forms of marginalisation through the structures and discourse intended to address exclusion. It goes on to suggest that, in this way, inclusion comes to form part of the complex and multi-layered behaviours, structures and social practices that we refer to as exclusion. It concludes by questioning whether, in a diverse and disparate society, in which all our lives are defined by the extent to which we are more or less equal than others, inclusion can ever be anything other than an illusory concept.
    • 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
    • Diversifying the careers workforce: opportunities and challenges

      Neary, Siobhan; University of Derby (De Gruyter, 2020-01-20)
      Attracting high quality candidates with relevant and pertinent experience to any profession is often a challenge. A UK based research project is presented that employs a protean lens to examine the motivations and expectations of career changers who have recently moved into the fi eld of career guidance and counselling. The research comprised of a mixed methods design, utilising an online self-completed survey and interviews aimed at practitioners who have transitioned into the careers fi eld over the last fi ve years. The data refl ects practitioners working in a range of settings including, schools, further education colleges and higher education. The initial fi ndings present several important issues for the careers fi eld in the UK which may have wider applicability. Respondents transitioned from a diverse range of professional backgrounds including HR, education management consultancy and research. A common motivation focused on supporting and infl uencing a social justice agenda. The research identifies that the field is successful in recruiting highly qualifi ed and experienced candidates, the challenge is about diversity and attracting a workforce that better reflects the populace.
    • Early evaluation of Unistats: user experiences

      Hooley, Tristram; Mellors-Bourne, Robin; Sutton, Moira; University of Derby; Careers Research & Advisory Centre (CRAC) (UK Higher Education Funding Bodies, 2013)
    • The economic benefits of career guidance

      Hooley, Tristram; Dodd, Vanessa; University of Derby (Careers England, 2015-07)
      This research paper sets out the evidence on the economic benefits of career guidance. It argues that although career guidance is primarily concerned with the individual it also offers major social and economic benefits. It is these benefits that justify public investment in the area.The evidence base provides insights into the effective delivery of career guidance and highlights the three main policy areas that it can support: (1) the effective functioning of the labour market and through this the economy, (2) the effective functioning of the education system; and (3) social equity. This paper focuses on the first of these in the context of current UK (with a focus on England) policy aims around fiscal restraint and deficit reduction. Career guidance contributes to a range of individual outcomes which influence a number of primary and secondary outcomes which in turn lead to macro-economic benefits. The evidence shows that career guidance can have substantial benefits for the economy by supporting individuals to enhance their capacities in ways that contribute to enhanced jobs, skills and growth. This suggests that the government should re-examine current career guidance policy and consider how it can best maximise the aforementioned economic benefits. This may include widening access in general, considering how best to target provision and rethinking what departments might be involved in funding and influencing the development of a lifelong career guidance system in the UK.
    • Education and the digital revolution.

      Staunton, Tom; University of Derby (Routledge, 2017-08-23)
      This chapter explores how education could rise to the challenge of the digital world. This will explore the intersection between three different understandings of the digital world and consider the tensions the educator experiences in relation to these. This will highlight how debates around the nature of technology and how it interrelates to society creates debates which need to be engaged within the field of education studies. Technology places learners, educators and institutions at a precarious intersection created by technology where there is a need to navigate complexity more than take a single position.
    • Education Select Committee report on careers guidance for young people: Careers England policy commentary 18.

      Watts, A. G.; University of Derby (Careers England, 2013-01)
      This is the eighteenth in an occasional series of briefing notes produced for Careers England on key policy documents related to the future of career guidance services in England. This briefing note describes and provides context to the House of Commons Education Select Committee report, 'Careers Guidance for Young People: The Impact of the New Duty on Schools'.
    • Education, health and care plans: A qualitative investigation into service user experiences of the planning process.

      Adams, Lorna; Tindle, Angus; Basran, Sabrina; Dobie, Sarah; Thomson, Dominic; Robinson, Deborah; Codina, Geraldene; University of Derby; IFF Research (Department for Education, 2018-01)
      An Education, Health and Care (EHC) plan sets out the education, health and care support that is to be provided to a child or young person aged 0-25 years who has Special Educational Needs or a Disability (SEND). It is drawn up by the local authority after an EHC needs assessment of the child or young person, in consultation with relevant partner agencies, parents and the child or young person themselves. EHC plans, and the needs assessment process through which they are created, were introduced as part of the Children and Families Act 2014. The Act, and an accompanying SEND Code of Practice, sets out how local authorities must deliver EHC plans. In 2016, a national survey commissioned by the Department for Education (DfE) found variations in how EHC plan recipients experienced the EHC planning process across different local authorities.1 Based on these results, DfE commissioned two further research projects: a multivariate analysis of factors affecting satisfaction with the EHC planning process, and this qualitative investigation of user experiences of the EHC planning process. The qualitative investigation consisted of two distinct exercises: • Twenty-five face-to-face in-depth interviews with parents involved in the 2016 survey, with the aim of better understanding factors that lead to satisfaction and dissatisfaction with the EHC plan process. Thirteen interviews were conducted in local authorities with above average satisfaction, and 12 were conducted in local authority areas with below average satisfaction. • An evaluation of EHC plan quality focussing on plans provided by 18 of the 25 parents interviewed. The evaluation was conducted by a panel of 10 SEND experts with wide experience as SEND policy advisors, strategic leaders in LAs, specialist advisory teachers, officers in SEN statutory services, Special Needs Co-ordinators, teachers in special and mainstream schools and lecturers. There was little evidence of a link between families’ satisfaction with the process of getting the EHC plan and experts’ evaluations of the quality of the plan: this report therefore discusses these two strands of research separately.
    • Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

      Robinson, Deborah; University of Derby (Elsevier, 2016-10-29)
      This study sought to identify the principles and practices underpinning effective inclusive teacher education for special educational needs (SEN) in ordinary schools through an inclusive action research project. The findings demonstrate that where practitioner development involves critical-theoretical, reflexive, research-oriented collaborations among a professional learning community, practitioners become more confident and skilful in enacting inclusive practice. This community was formed in the context of a school-university partnership and included pre-service teachers, experienced teachers, teaching assistants and university tutors. Its findings cast serious doubt over the efficacy of de-intellectualised, ‘on the job’ training models favoured by policy makers in England and elsewhere.
    • Effective transitions for Year 8 students

      Morgan, Sandra; Hutchinson, Jo; Crompton, Nicole; University of Derby (University of Derby, 2007)
      With increased choice and flexibility in the curriculum at Key Stage (KS) 4, Year 9 students will be required to make decisions that could have implications for their future progression and career choices. The provision of good quality information, advice and guidance (IAG) from Year 7 onwards is, therefore, crucial. This project aimed to establish the extent to which current careers education and guidance (CEG) provision in Years 7 and 8 is effectively equipping students with the key skills they need to make realistic choices and successful transitions in Year 9. The research indicated concerns around the decision making skills gaps, variable quality of experiences, the role of mediation of key information, and the potential for personalised support.
    • Election over, Brexit next. But, what is the future for career guidance?

      Hooley, Tristram; University of Derby (Career Development Institute, 2020-01)
    • Employers' experience of Higher Apprenticeships: benefits and barriers

      Mieschbuehler, Ruth; Hooley, Tristram; Neary, Siobhan; University of Derby (iCeGS, University of Derby and Pera Training, Melton Mowbray, 2015)
      This report explores employers’ experience and understanding of Higher Apprenticeships. It is based on a survey of almost 200 companies and follow-up interviews with eleven employers. The findings suggest that there is strong support for Higher Apprenticeships amongst employers although there are many employers who have yet to engage with this programme. Employers that have implemented Higher Apprenticeships report a range of business benefits, but they were also clear that appropriate funding has to be in place to support these programmes. Employers generally thought that the introduction of Higher Apprenticeships would improve employee retention, help them to train people in the way they thought necessary and would enhance their company’s skills base. Barriers that had mitigated against the introduction of Higher Apprenticeships included the cost of introducing a Higher Apprenticeship programme, the work needed in making the business ‘higher apprentice friendly’ and findings appropriate apprenticeship frameworks and training providers. Companies that had successfully embedded Higher Apprenticeships had typically developed an approach to recruitment which enabled them to identify and select the best apprentices. Companies also set up management processes to ensure that higher apprentices were well supported and able to progress and developed effective partnerships with training providers.
    • ‘Empowerment at the higher level: the perspectives of learners and their tutors on critical professional reflection at Masters’ level’

      Poultney, Val; University of Derby (2008-09-03)
      This research aims to look at the perceptions of a cohort of professional teacher-learners and their University tutors regarding critical professional reflection and how it might be developed and incorporated within a Masters’ course. Tutoring a group of professional teacher-learners to be analytical, enquiring and evaluative requires skilling them with the scholarly processes that will enable them to be an effective part of the postgraduate workforce. Developing critical thinking skills may require a ‘learning conversation’ (Brookfield, 1987) but it might be that tutors could do more. Garrison’s (1991) concerns about role modeling critical thinking implies a lack of pedagogic expertise on the part of tutors, however tutors unwilling to adopt the characteristics of reflective critical thinkers or be role models for such may deprive teacher-learners of skills and qualities needed to become independent learners. Drawing on a survey approach using questionnaires, telephone interviews and focus groups, teacher-learners and tutors were invited to talk about their experiences of critical professional reflection. Early indications revealed that teacher-learners’ understanding of critical professional reflection is roughly in line with their ‘learning maturation’ and that more challenge and role modeling of this type of thinking by tutors is required, both at early and later stages of the course. It is also significant to note at this point that teacher-learners’ perception of their critical thinking has been highlighted as a result of this research. The data has raised issues for pedagogical practice within one institution and provides data for on-going pedagogical discussions. Teacher-learners engaging with knowledge from both academic and professional sources are beginning to understand that critical professional reflection skills will not only serve them well in the school context, but will also give them the resources to engage and disseminate their knowledge in a wider variety of academic and professional arenas.
    • Enhancing choice? The role of technology in the career support market

      Hooley, Tristram; Hutchinson, Jo; Watts, A. G.; University of Derby (UKCES, 2010-12)
      This report explores the role that technology has played in the development of the career support market. This market is conceived broadly to include all possible resources that individuals might draw upon to support them in their career development. A key element is the role that is played by public-sector career services and by careers professionals; though these resources are supplemented by services paid for in a wide range of ways and delivered by a range of professionals and non-professionals.
    • Enhancing professionalism - progressing the career development sector

      Johnson, Claire; Neary, Siobhan; Career Development Institute; International Centre for Guidance Studies (iCeGS) (National Institute for Career Education and Counselling (NICEC), 2015-10)
      Much has changed in the career development sector since the launch of the Careers Profession Task Force report, ‘Towards a Strong Careers Profession’ in 2010. The report made recommendations for enhancing the professionalism of the career sector including the establishment of an overarching professional body, new qualification levels and common professional standards. The Careers Profession Alliance (CPA) and then the Career Development Institute (CDI), launched in April 2013 have striven to facilitate the sector to be stronger and more cohesive by addressing these recommendations. This article explores what was needed, what has been achieved and plans for the future.
    • 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.
    • Ensuring quality in career guidance: a critical review

      Hooley, Tristram; Rice, Suzanne; University of Derby; University of Melbourne; International Centre for Guidance Studies, University of Derby, Derby, UK; Centre for Vocational and Educational Policy, Melbourne Graduate School of Education, University of Melbourne, Australia (Taylor & Francis, 2018-07-06)
      In rapidly changing employment markets, career guidance has a vital role to play in supporting people in navigating transitions between education and employment across the lifespan. In this article, the issue of quality and quality assurance in career guidance is explored. Although there is no clear agreed international understanding of what quality career guidance looks like, through a review of current approaches we identify six main areas which may be quality assured and propose a new typology of approaches to assuring quality. The article concludes by considering critically some of the issues that quality assurance approaches in career guidance generate, highlighting the need for caution so that the pursuit of quality does not undermine the goals it seeks to achieve.
    • 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
    • Entrepreneurship and UK doctoral graduates

      Hooley, Tristram; Bentley, Kieran; Marriott, John; University of Derby (IP Publishing, 2011-06-01)
      This paper discusses the experience of UK doctoral graduates in pursuing entrepreneurial careers: there is evidence that this applies to a substantial number - about 10% - of doctoral graduates. The nature of their experience was explored using 37 interviews with doctoral entrepreneurs. The research was funded by Vitae (www.vitae.ac.uk), an organization championing the personal, professional and career development of doctoral researchers and research staff in UK higher education. The stories that the participants tell suggest that doctoral entrepreneurship develops out of a complex interaction between the personality and skills of the entrepreneurs and the environment in which they operate. In particular, the authors argue that the participants have mobilized a mix of financial, social and educational capital in order to create and sustain their enterprises successfully.