Disrupted Futures 2023 | From longitudinal analysis into K-12 career development
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This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at From research to practice: how New Brunswick is integrating insights from longitudinal analysis into K-12 career development. Presented by Tricia Berry. Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
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Disrupted Futures 2023 | From longitudinal analysis into K-12 career development
- 1. Career Education Framework IN NEW BRUNSWICK
- 2. © New Brunswick Department of Education and Early Childhood Development INTRODUCTIONS GOAL OF TODAYS SESSION WELCOME
- 3. © New Brunswick Department of Education and Early Childhood Development Career Connected Learning
- 4. © New Brunswick Department of Education and Early Childhood Development UNIVERSAL DESIGN FOR CAREER EDUCATION: CAREER EDUCATION STRATEGY CURRICULUM 10 YEAR EDUCATION PLAN POLICY 322 THE PORTRAIT OF A LEARNER GLOBAL COMPETENCIES UPDATES TO GRADUATION REQUIREMENTS POLICY 316 FUTURE NB/FUTURE WABANAKI/AVENIR NB Why a career education framework?
- 5. © New Brunswick Department of Education and Early Childhood Development Collaboration and Consultation
- 6. © New Brunswick Department of Education and Early Childhood Development The Argument for a Career Education Framework 1. Young people stay in education longer so need to make more decisions. 2. Higher qualifications are not always leading to better jobs. 3. Decision-making is becoming more difficult. 4. Societies increasingly recognise better career education is needed for multiple purposes. 5. Substantial new evidence is now available to show how career education .
- 7. © New Brunswick Department of Education and Early Childhood Development EXPLORING MY POTENTIAL CAREER PATHWAY: Critically investigating the labour market and career pathways that I can expect to find most fulfilling. EXPERIENCING MY POTENTIAL CAREER PATHWAY: Learning about career pathways of interest by engaging in frequent and ongoing career-connected experiential learning. THINKING ABOUT MY POTENTIAL CAREER PATHWAY: Developing an informed vision for the future linked to my interests, preferences, values, and abilities. NB CAREER EDUCATION FRAMEWORK STRUCTURE: The framework contains three Big Ideas based on Career Readiness research conducted by the OECD (2021).
- 8. © New Brunswick Department of Education and Early Childhood Development Predictors of Career Readiness Analysis undertaken of longitudinal datasets in 10 countries including Australia, United Kingdom, United States and Canada. In Canada, we used the Youth in Transitions Survey (2000 – 2010/15). www.oecd.org/education/career-readiness
- 9. © New Brunswick Department of Education and Early Childhood Development Predictors of Career Readiness: Exploring the future
- 10. © New Brunswick Department of Education and Early Childhood Development Predictors of Career Readiness: Experiencing the future
- 11. © New Brunswick Department of Education and Early Childhood Development Human Capital * Relevant work experience * New skills Social Capital * New, trusted information * Useful people (advice, recommendations, job offers) Cultural Capital * Visualising and planning a future * Personal confidence/agency * The ‘rules of the game’ Thinking High clear ambitions that understand how education links to jobs Experiencing Part-time working, volunteering, internships Exploring Career talks, job fairs, workplace visits, job shadowing, recruitment skills, conversations
- 12. © New Brunswick Department of Education and Early Childhood Development 1. Ensure that all students are helped from an early age to think about their potential futures and how they might achieve their ambitions 2. Help students to understand and prepare for not only the opportunities presented by the labour market, but also its challenges. 3. Ensure that students understand the role that qualifications and experiences can play in helping to mitigate risks of poor outcomes. 4. Respond to the fact that transitions frequently are a cause of stress and anxiety and can be expected to be more difficult for students with underlying mental health problems. 5. Ensure that all students receive a solid foundation of career preparation while putting in place effective mechanisms to identify and support those students who require additional, more personalised support. 6. Ensure that students understand the changing character of demand for skills, including areas of job growth. 7. Ensure that students understand the changing character of employment, its benefits and drawbacks, and how less desirable transitions can be mitigated. 8. Be developed as a living document that will respond to important contextual changes and new information related to the more effective transitions of young people through education and into work. 9. Draw on existing practice in framework design while privileging available longitudinal data to focus on those aspects of career education that can be most confidently connected with better outcomes for young people. A successful framework will….
- 13. © New Brunswick Department of Education and Early Childhood Development 10. Draw on best available longitudinal evidence in relation to the specific teenage ways in which students explore, experience, and think about potential futures in work have been linked with better employment outcomes. 11. Ensure that career education is enriched for young people through multiple and diverse opportunities to engage with employers and people in work from a young age. 12. Ensure that young people are well prepared to take full advantage of digital innovations in career education. 13. Will encourage and enable children from elementary school to build understanding of the relationships between education and employment, and broaden understanding of contemporary careers, including skilled employment, while challenging forms of stereotypical thinking that are linked to gender and other personal and social characteristics. 14. Ensure that all students develop a strong understanding of all postsecondary pathways open to them, including direct entry to employment, self-employment, vocational education and training, and university study 15. Ensure that students gain first-hand experiences of work through internships, volunteering, and/or part-time working; encouraging and enabling students to reflect on their experiences in light of career development while discouraging excessive hours. 16. Ensure that all young people are helped to actively manage their transitions out of secondary education. A successful framework will….
- 14. © New Brunswick Department of Education and Early Childhood Development
- 15. © New Brunswick Department of Education and Early Childhood Development
- 16. © New Brunswick Department of Education and Early Childhood Development PURPOSE AND USE
- 17. © New Brunswick Department of Education and Early Childhood Development Implementation Utilized to inform other significant initiatives Children's books Curriculum toolkit
- 18. © New Brunswick Department of Education and Early Childhood Development Implementation:
- 19. © New Brunswick Department of Education and Early Childhood Development
- 21. © New Brunswick Department of Education and Early Childhood Development
- 22. © New Brunswick Department of Education and Early Childhood Development Career-Life Plan
- 23. © New Brunswick Department of Education and Early Childhood Development THANK YOU Tricia Berry Career Connected Learning (gnb.ca)
Editor's Notes
- Speaker Introductions: Tricia Berry – Learning Specialist of Universal Design for Career Education EECD Anthony Mann - Senior Policy Analyst, Career Readiness, at the Organisation for Economic Cooperation and Development Goal of Todays Session – From research to practice: how New Brunswick is integrating insights from longitudinal analysis into K-12 career development
- I would like to start with a video that outlines the NB career education strategy. It will be good to provide this context and then I will discuss more the evolution career education in NB. 4 mins NB career education strategy
- Tricia What you just saw highlights our career education strategy called Career Connected Learning. Our strategy focuses on the systemic advancement of the design and delivery of career education in New Brunswick. More specifically, to continue to ensure effective transitioning for all, including learners with diverse needs. We determined that we needed to develop a career education framework to further leverage Career Connected learning and the associated best practices – experiential learning, labour market information learning, social emotional and global competency learning, and financial wellness learning. As you can see on the screen there are many initiatives that have informed this strategy but more importantly necessitated our ability to continue in being forward thinking and actionable in how we can best support our learners today and in the future. These initiatives and the associated research have contributed to our Career Education Framework. - Our 10 Year Education Plan states that to be successful in both the present and the future, learners require the global competencies necessary to be open and engaged citizens. We recognize that a framework would offer more guidance and support as we continue to work towards making Career Connected Learning equitable in its delivery and access. Policy 322 is our policy on Inclusive Education and it is important as we considered the need for each learner in NB to have access to career education and to equally access the associated financial, societal, and educational benefits. The Portrait of a Learner guides the decisions and actions of everyone involved in the education of New Brunswick youth by providing a context for the opportunities that learners need to determine their own pathways and to contribute to society. The Career Education Framework is able to capture these opportunities. the framework works to support the development of the Global Competencies and bring students towards the portrait of a learner at graduation. But most importantly preparing our learners with the skills, sets of knowledges, and attitudes of a well-rounded person. as NB moves towards new high school graduation requirements that reflect the changing needs of our learners and society, the framework will work to support the continuum of learning that will prepare learners to make more choices and earlier along their high school pathway towards post-secondary. Lastly, NB’s Future Wabanaki/Avenir NB/ Future NB and Policy 307 on Experiential Learning can utilize the career education framework to provide a road map for the continuum of career development outcomes associated with experiential learning. We also cannot ignore this post-pandemic road we are on – many youth are anxious about the future and are still struggling to be hopeful considering disrupted learning, economic turmoil and transformed workplaces – not to mention the increasingly difficult job of navigating a world that has been forever changed. Now is the time for a career education framework that can guide career provision across the whole of the curriculum and early learning and school life. Our framework will be a working document and will attempt to keep pace with the rapidly changing world we live in but most importantly, it will acknowledge and address known barriers to effective transitions, through the lens of equity, diversity and inclusion.
- It is important to note that the development of a Career Education Framework for New Brunswick is the result of collective interest, and investment of many. Again, this speaks to the desire to be more intentional and to ensure that all of our learners are accessing what we know is essential learning. we have been very fortunate to have a collaborative relationship with the OECD. Anthony Mann – Senior Policy Analyst – has done extensive research on Career Readiness and has been a valuable asset in providing international perspective and research so that our NB framework is innovative and forward thinking. You are going to hear from him very soon. Most importantly we have been reaching out to stakeholders and rights holders groups and/or organizations to get their feedback and input on our framework. It is the work of many and we are working to be equitable and inclusive.
- OECD research and rational document Regardless of the policy climate within NB, it was timely to develop a framework to guide the delivery of career education to reflect the current and developing economic environment and the most recent research and understanding of effective provision. Several important trends accentuated the importance of career development within education but also has casted substantial new loight on the core characteristics of effective deliver. Young people need to have more preparation in career-related decisions as they make significant investments of time and money in their education. Despite entering the labour market more highly qualified, many are still struggling to transition into the live their want. We are seeing connections between diiffuclty with transitions to life and work associated with poor mental health outcomes. Need for Effective career education is increasing as the labour makre tbecomes more dynamic (automation, digitalisation, precariousness in employment, climate change, covid to name a few factors) Many countries have developed career education frameworks. To date, frameworks have been developed with limited research evidence and/or with such complexity that they are difficult to implement. New international evidence from the OECD shows the connection between school-age career education activities and better long term outcomes.
- Tricia Each Big Idea contains supporting outcomes with corresponding student-centred activities and experiences for each grade level program block along a continuum, beginning with Early Childhood Education and ending with Grade 12
- Anthony
- Example page from the framework – This is from the Big Idea of Exploring. The outcomes are highlighting the need for learners to identify the variety of roles and activities that take place in locations outside of the school. Further, we see research supporting the importance of career conversations and the significant and positive impact it can have on career pathway decision making.
- Tricia Example page from the framework – Thinking big idea - we have been very intentional in incorporating the connections between mental health and career development. Further, career development and social justice is important as we consider equity and inclusion and the role we all play in having a fairer working world.
- Our framework is intended to be embedded in all subject areas and program blocks by curriculum and resource developers, as well as educators and school communities. Further, within our new Hopeful Transitions model and tool for career pathway transition planning a multitiered system of support is used - the Response to Intervention (RTI) model , has the framework providing direction for Tier 1 foundational and universal career connected learning, which is the responsibility of all educators. It is designed to ensure that New Brunswick’s provincial curriculum provides each learner with equitable and inclusive career education and pathway planning. Using the principles of Universal Design for Learning (UDL), the framework addresses barriers to quality career education participation, processes, and outcomes, ensuring that each learner is valued and engaged. Within its overarching strategy to enhance educational provision, the framework articulates the activities and experiences expected of Early Childhood to Grade 12 students attending Anglophone and Francophone early learning centers and K-12 schools in the province. The framework outlines the career development competencies and attitudes associated with better transitions and psychological well-being in young adulthood.
- Implementation: We are in the process of and will more than likely always be working on the implementation career education across the curriculum. Career education is not always the easiest to reinforce and support but having a framework creates a common reference point, direction, and clarity on how we can all work towards preparing young people for the future. It acts as the road map and can assist in avoiding duplication and rather to unite the work of many in education and beyond. As we continue to work towards stable and student-centered career connected learning for each learner it is our goal to have the framework understood, supported, and actively used to guide decision making and to guide the actions of schools and educators. I would like to now share a few of the ways in which we see the framework being used.
- In elementary schools, educators have been given the opportunity to select from a list of curated, free classroom books for facilitating children’s exploration of occupational pathways while also considering the social-emotional competencies needed to prepare for the future. Educators self select from a curated selection of books. Further, they also identified which of the Big Ideas, and outcomes from the Career Education Framework that they would be achieving using the books. This group of educators will become a community of practice where they will be sharing the lesson plans and associated activities to achieve the outcomes within their curriculum and also that of the framework.
- The Portrait of a Learner (Province of New Brunswick, 2019) is a document that identifies the competencies and attitudes learners need to develop through educational and life experiences from their first contact with public school through to their high-school graduation. The document outlines the vision and purpose of education to develop learner agency so that all learners have the belief and capacity to take action to make life better for themselves and others, now and for future generations. This portrait has been a guiding vision for the modernized New Brunswick curriculum, resulting in the inclusion of a larger scope than the traditional subject-area outcomes. The career education K-12 framework is now contributing to the modernization of NB curriculum. It is part of the new curriculum writing tool kit that will inform the writing and updating of curriculum and resources development. It is being used along side other important frameworks such as a Wabanaki framework, black histories framework, and climate education framework. This will ensure the consistent and informed incorporation of career education outcomes across all curriculum. Most recently- the framework was used to write an entirely new grade 10 Career Pathway Design course and to update the Personal Wellness career connected learning outcomes to reflect most recent research of career education best practice.
- This brings us to our Hopeful Transitions GUIDE and tool. I think this very much connects to the opening comments about social justice – how do we effectively provide career education to those that need it most? This is a tool identifies those that need more career guidance and works to ensure each learner is successfully planning and preparing for the future. In recognizing that Transition planning and Career decision making are not equitable in their access or delivery, Hopeful Transitions will utilize the response to intervention model shown on the left hand side of the screen. The intent with this model is to scaffold learning so that all learners are able to access career education. Tier 1 is the core classroom instruction that all learners receive. For Career connected Learning, this is depicted and outlined as our Career education framework K-12. It is very clear as to what our educators and learners are aiming to achieve based on what is within the framework document and continuum based on the developmental stage. Within Tier 1 it will be determined when and if a learner requires additional scaffolding and/or interventions to assist in accessing career learning. Tier 2 is targeted small group instruction. For example, maybe a small group that is focused on social emotional skill development. Tier 3 is intensive individual interventions. An example, could be a student with an individualized learning plan that requires a transition plan to support their transition from middle school to high school and/or post-secondary. The intent is that all learners receive tier 1 career education and Tier 2 and 3 do not replace this. They are the supports required to make sure that career education and transition planning happens for each learner. The development of the guide and associated digital tool is underway and is hoped to be used in schools next academic year.
- This shows the filter mechanism as part of the Hopeful Transitions tool. This allows for educators to identify what they are looking for in supporting the implementation of the career education framework across the curriculum. They can easily find lesson plans, activities, experiential learning opportunities, labour market information and community/employer/mentor connections.
- The Career Life Plan is a new addition to our graduation requirements in NB. A Documented Career-Life Plan is a comprehensive education, career, and life plan that documents the learning needs, interests, and aspirations of all students. This will increase the intentionality of career connected learning along the learning continuum and learners will be supported in documenting a Career Life Plan digital portfolio year over year until graduation. We are underway in determining the best way to support this new graduation requirement and the Career Education Framework will provide the context for how we can best support young people in actively planning for their post-secondary lives.