AffiliationUniversity of Derby
MetadataShow full item record
AbstractSince the transfer of responsibility for career guidance to schools /colleges, a range of approaches to delivering personal guidance have been utilised in schools and colleges in order for them to meet the statutory requirement of implementation of the Gatsby benchmarks. In their report for The Careers & Enterprise Company, Everitt, Neary, Delgardo and Clark (2018) concluded that five key points need to be in place for effective personal guidance (space & time; preparation & feedback, effective interviewing; professionalism and integration) but that ‘the evidence on personal guidance remains a work in progress’. The Careers & Enterprise Company recognised the importance of this of this work, developing the Personal Guidance Fund which aimed to support the development of innovative, cost-effective models for delivering personal careers guidance in schools and colleges. Evaluation aims and objectives The evaluation focused on identifying effective approaches with the intention of improving practice beyond the fund. The report considers: 1. The effectiveness of different approaches. 2. Working with different beneficiary groups. 3. The impact of personal guidance on students. 4. The impact of training on staff and school/college career guidance. 5. Key learning regarding scaling up, sustainability and best practice This report describes the methodology adopted to answer these objectives and outlines key learning with regard to the different approaches adopted and the different beneficiaries targeted. It considers the impact of the programmes on students and the staff who took part in training and provides recommendations for programme providers, Careers Leaders and Senior Leadership Teams in schools and colleges.
CitationHanson, J., Neary, S., and Blake, H. (2021). 'Personal Guidance Fund Evaluation: Final Report'. London: The Careers & Enterprise Company.
PublisherThe Careers & Enterprise Company
The following license files are associated with this item:
- Creative Commons