Literaturnachweis - Detailanzeige
Autor/inn/en | Houghton, Ann-Marie; Armstrong, Jo; Okeke, Romanus Izuchukwu |
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Titel | 'Delivering Careers Guidance in English Secondary Schools: Policy versus Practice' |
Quelle | In: British Journal of Educational Studies, 69 (2021) 1, S.47-63 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Houghton, Ann-Marie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-1005 |
DOI | 10.1080/00071005.2020.1734533 |
Schlagwörter | Career Guidance; Foreign Countries; Educational Policy; Educational Practices; Social Mobility; Career Development; Counselor Attitudes; Academic Education; Vocational Education; Counselor Role; Student Characteristics; United Kingdom (England) |
Abstract | Recent policy on careers guidance in England suggests a somewhat straightforward process. The assumption is that quality careers guidance will enable young people to make informed career-related decisions. However, the 'reality' of provision is far more complex, as highlighted by the findings from a small in-depth study of careers provision in one National Collaborative Outreach Programme (NCOP) consortium. The study used a theoretical framework informed by Bourdieu's concept of habitus and a mixture of methods. Analysis showed the centrality of contextual factors in shaping a school's careers provision, including its location, history, ethos and values; its self-evaluation development plans; the position and status of the careers policy, career advisor, and the students' profile/background. This paper provides a stimulus for discussion of these contextual factors, which will need addressing for national policy relating to careers to be effective and facilitate social mobility rather than increase social inequalities. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |