Advancing Ambitions: The Role of Career Guidance in Supporting Social Mobility

Autor/inn/en	Hooley, Tristram; Matheson, Jesse; Watts, A. G.
Institution	Sutton Trust (England)
Titel	Advancing Ambitions: The Role of Career Guidance in Supporting Social Mobility
Quelle	(2014), (49 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Guidance; Social Mobility; Foreign Countries; Educational Policy; Counseling Effectiveness; Case Studies; Educational Quality; Evidence; Awards; Educational Attainment; Attendance; Regression (Statistics); Decision Making; Educational Change; Public Policy; Correlation; Government Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Berufsorientierung; Soziale Mobilität; Ausland; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Evidenz; Award; Auszeichnung; Bildungsabschluss; Bildungsgut; Anwesenheit; Regression; Regressionsanalyse; Decision-making; Entscheidungsfindung; Bildungsreform; Öffentliche Ordnung; Korrelation
Abstract	Career guidance describes activities that support individuals in learning about education and employment, and in planning for their future lives, learning, and work. These activities contribute to social mobility, which helps people discover and access opportunities that might exist outside of their immediate networks. Changes in funding and in who is responsible for providing career guidance have resulted in a major reorganization of the delivery of career guidance in schools. Unfortunately, this has not been monitored in any systematic way, and only limited attempts have been made to measure the impacts of the changes. This report aims to fill some of this gap by utilizing existing research, and undertaking new empirical work through the investigation of how career guidance has changed as a result of recent policy; what its impacts are; what effective practice looks like; and what the effects of such effective practice are likely to be. The study consists of three parts: (1) a review of the existing evidence on the effectiveness of career guidance, including an analysis of recent policy changes; (2) results of the impact that career guidance programs have on outcomes covering student performance, attendance, and destinations; and (3) findings of detailed case-study work of 14 schools with the goal of defining the necessary ingredients for effective career guidance. The findings from the review of the existing evidence suggest that there has been a major change in the availability of career guidance for young people. In general this change has been for the worse, with a decline in the quality and quantity of careers provision being observed across a range of studies. However, the ways in which these changes have affected practice vary across the country, resulting in a "postcode lottery" of provision. The variation in local services is due to a range of decisions that have been made both at local authority and at school level. It is clear that while some schools have maintained high-quality provision and have given high priority to preparing their students for the future, many schools have not. The following appendices pertaining to technical issues and underpinning analysis are included: (1) Data availability by school/college type; (2) School characteristics by school type and Quality Award status; (3) Neighbourhood SES by school/college type and Quality Award status; (4) Determinants of attainment (multivariate regression); (5) Determinants of persistent unexplained absences (multivariate regression); (6) Determinants of GCSE (KS4) student destinations (multivariate regression); and (7) Determinants of A-level (KS5) student destinations (multivariate regression). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01