Career education for South-Eastern Europe, 08th Nov 2011, Part 3

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Prof. Tony Watts presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.

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Career education for South-Eastern Europe, 08th Nov 2011, Part 3

  1. 1. Career Education: What does it comprise? How can it be implemented? What are its success factors? Tony Watts
  2. 2. Plan <ul><li>Rationale </li></ul><ul><li>Content </li></ul><ul><li>Delivery models </li></ul><ul><li>Success factors: issues to be addressed </li></ul>
  3. 3. Rationale <ul><li>Old concept: progression up ordered hierarchy within an organisation or profession </li></ul><ul><li>New concept: lifelong progression in learning and work </li></ul><ul><li>Move from careers for some to careers for all </li></ul><ul><li>Move from choosing a career to constructing a career </li></ul><ul><li>Hence lifelong guidance: public good as well as private good </li></ul><ul><li>Move from ‘medical’ model of guidance (diagnosis; prescription) to learning model </li></ul>
  4. 4. Content: DOTS <ul><li>Self awareness </li></ul><ul><li>Opportunity awareness </li></ul><ul><li>Decision learning </li></ul><ul><li>Transition learning </li></ul>
  5. 5. Content: Blueprint <ul><li>Personal management </li></ul><ul><li>Learning and work exploration </li></ul><ul><li>Life/work building </li></ul>
  6. 6. Related Areas <ul><li>Personal and social education </li></ul><ul><li>Employability skills </li></ul><ul><li>VET </li></ul>
  7. 7. Delivery Models <ul><li>Stand-alone </li></ul><ul><li>Subsumed </li></ul><ul><li>Infused </li></ul><ul><li>Extra-curricular </li></ul><ul><li>Pupil portfolios </li></ul>
  8. 8. Success Factors: Issues <ul><li>Timing </li></ul><ul><li>Methods </li></ul><ul><li>Content (enterprise; critical understanding of work; digital literacy related to career development) </li></ul><ul><li>Assessment </li></ul><ul><li>Roles (counsellors / teachers) </li></ul><ul><li>Policy specification </li></ul>
  9. 9. Timing <ul><li>Common model: before first point at which significant subject choices are made </li></ul><ul><li>But argument for starting earlier: perceptions of self and work are formed early; so interventions need to be early too </li></ul>
  10. 10. Methods <ul><li>Balance between: </li></ul><ul><li>- Didactic teaching </li></ul><ul><li>- Experiential learning, using group processes </li></ul><ul><li>- Experience-based learning (work experience, work shadowing) </li></ul>
  11. 11. Content <ul><li>Balance between: </li></ul><ul><li>- Self awareness </li></ul><ul><li>- Opportunity awareness </li></ul><ul><li>- Decision learning </li></ul><ul><li>- Transition learning </li></ul><ul><li>Also, attention to: </li></ul><ul><li>- Enterprise </li></ul><ul><li>- Critical understanding of work </li></ul><ul><li>- Digital literacy in relation to career development </li></ul>
  12. 12. Assessment <ul><li>Balance between: </li></ul><ul><li>- Assessment of learning </li></ul><ul><li>- Assessment for learning </li></ul>
  13. 13. Roles <ul><li>Career education (based largely on learning in classroom groups): a teaching process </li></ul><ul><li>Career counselling (mainly one-to-one): a counselling process </li></ul><ul><li>But not watertight compartments </li></ul><ul><li>Need for strong and flexible partnerships between teachers and counsellors </li></ul>
  14. 14. Policy Specification <ul><li>Balance between: </li></ul><ul><li>- What is specified centrally (possibly by legislation) </li></ul><ul><li>- What is left for schools to decide </li></ul><ul><li>Case for curriculum framework </li></ul><ul><li>Involvement of parents and local employers in design and evaluation of programmes </li></ul>

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