To celebrate the first ever Global Careers Month we ran a webinar exploring the role of job shadowing in the career preparation of teenagers. Job shadowing is a form of career exploration that along with workplace visits has been identified in OECD analysis of multiple longitudinal datasets as an career guidance intervention that can commonly be linked to better employment outcomes in adulthood. Job shadowing allows students to investigate potential futures in work, connecting with people working in fields of interest. However, while it is not difficult to organise, job shadowing is rarely offered by schools.
During this webinar we introduced job shadowing as a career development approach and set out the evidence for why schools should consider offering it.
The presentation includes an introduction from Anthony Mann, Senior Policy Analyst (Career Readiness), OECD directorate for Education and Skills. This was followed by a presentation from Aaron Levine from Chicago Public Schools in the United States on how to organise job shadowing effectively. The final presentation was by Wenka Wentzel, from Kompetenzz, Germany on how job shadowing in annual Girls’ Days and Boys’ Days helps students explore careers where their gender is underrepresented.
Watch the webinar Job Shadowing: practical approaches to an effective career guidance intervention https://www.facebook.com/100064368054456/videos/1947727225397806
Get more information about Career Readiness at https://www.oecd.org/education/career-readiness/
Read our Policy Perspective about job shadowing at https://oe.cd/il/4LK
This document discusses distributive and empowering leadership. It provides an overview of the concepts and research supporting these approaches to leadership. Distributive leadership involves sharing leadership with others through collaboration and empowerment. Research shows that team-oriented, collaborative leadership is linked to improved teaching and learning. However, shared leadership only indirectly impacts student achievement by helping teachers engage in professional learning communities and collective responsibility. The document outlines ways to distribute power, such as finding and empowering teacher leaders, and creating professional learning communities. It addresses barriers to teacher leadership and provides tools to identify potential teacher leaders.
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
The document describes the effects of earthquakes at increasing levels of intensity on the Richter scale. Minor quakes below level 3 are felt indoors as a rumble but do little visible damage. Between levels 4-5, hanging objects sway, furniture moves, and windows break as buildings are damaged. Major quakes from 6-7 see widespread structural damage as houses collapse, bridges are destroyed, and large cracks form in the ground.
Canada has a federal parliamentary democracy and constitutional monarchy system of government. Education systems are managed at the provincial level, with some territories having separate education ministries. Education is compulsory from ages 6-16/18 and includes pre-elementary/kindergarten, elementary, secondary, and post-secondary levels. Schools are publicly funded and aim to develop students' knowledge through curriculum in core subjects. Technology allows for remote learning opportunities across Canada's vast geographic areas.
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The document summarizes the Work Related Learning program at East Norfolk Sixth Form College. The program provides students opportunities such as work experience, industry visits, mentoring and mock interviews to prepare them for careers. The program partners with local businesses to create learning opportunities in key sectors like manufacturing, life sciences and energy. Students apply for and are selected for opportunities like placements, where they gain experience and feedback. The goal is to mimic real work experiences and connect students to the local job market.
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This document discusses distributive and empowering leadership. It provides an overview of the concepts and research supporting these approaches to leadership. Distributive leadership involves sharing leadership with others through collaboration and empowerment. Research shows that team-oriented, collaborative leadership is linked to improved teaching and learning. However, shared leadership only indirectly impacts student achievement by helping teachers engage in professional learning communities and collective responsibility. The document outlines ways to distribute power, such as finding and empowering teacher leaders, and creating professional learning communities. It addresses barriers to teacher leadership and provides tools to identify potential teacher leaders.
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
The document describes the effects of earthquakes at increasing levels of intensity on the Richter scale. Minor quakes below level 3 are felt indoors as a rumble but do little visible damage. Between levels 4-5, hanging objects sway, furniture moves, and windows break as buildings are damaged. Major quakes from 6-7 see widespread structural damage as houses collapse, bridges are destroyed, and large cracks form in the ground.
Canada has a federal parliamentary democracy and constitutional monarchy system of government. Education systems are managed at the provincial level, with some territories having separate education ministries. Education is compulsory from ages 6-16/18 and includes pre-elementary/kindergarten, elementary, secondary, and post-secondary levels. Schools are publicly funded and aim to develop students' knowledge through curriculum in core subjects. Technology allows for remote learning opportunities across Canada's vast geographic areas.
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This document discusses diversity and diversity management. It defines diversity as differences between people including visible attributes, underlying attributes, and dimensions of difference. Diversity management aims to ensure equal treatment and access to work while leveraging differences for competitive advantage. Effective diversity management includes assessing diversity, training, and incentive programs. Companies that successfully manage diversity report benefits like improved problem solving, creativity, and customer service.
The document summarizes the Work Related Learning program at East Norfolk Sixth Form College. The program provides students opportunities such as work experience, industry visits, mentoring and mock interviews to prepare them for careers. The program partners with local businesses to create learning opportunities in key sectors like manufacturing, life sciences and energy. Students apply for and are selected for opportunities like placements, where they gain experience and feedback. The goal is to mimic real work experiences and connect students to the local job market.
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Connecting the Dots: The Speak Up Research Project and AASL Stakeholder FeedbackJulie Evans
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The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
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This document provides guidance on online mentoring. It discusses the types of online communication that can be used, including one-to-one, group, and peer mentoring. It also discusses delivery methods such as blending online and face-to-face mentoring. The document outlines best practices for online mentoring including having clear aims and objectives, recruiting both mentors and mentees, providing training, structuring support, and monitoring and evaluating the program. The overall goal is to help young people reach their potential through online mentoring relationships.
Social Strategies for Successful Student EngagementSalesforce.org
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The document summarizes Career Services' collaboration with the College of Education and Allied Professions on the successful Education Recruitment Day event. It discusses how the departments worked together by sharing goals, responsibilities, and information to plan career fair and professional development events for education students. Feedback indicated the collaboration was beneficial for both students, who gained career insights, and employers, who were impressed with student preparation. Career Services hopes to continue collaborating across departments to maximize student outreach and opportunities.
This document summarizes the minutes from a meeting of Jisc's student experience experts group. The meeting included:
- Welcome and introductions, with over 300 members of the group that has operated since 2004.
- An overview of Jisc's work advising on student experience and engaging experts to provide feedback.
- Presentations on digital learning environments, findings from a student digital experience survey, defining digital wellbeing, and examples of effective practice.
- Updates from Jisc's student experience team on new features of their digital experience insights surveys and building digital capability services.
This document discusses a multidisciplinary teaching approach that pairs law students with engineering students. The law students interview the engineering students about their master's projects and provide legal advice on any intellectual property issues. This gives the law students real-world experience with skills like fact-finding, written advice, and client interactions. It also increases the engineers' awareness of intellectual property protections. The approach benefits both students' employability and has led to deeper learning through an authentic project. Challenges include coordinating the different students' schedules, but benefits include highly engaged students and cross-disciplinary collaboration.
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This document discusses co-creating learning experiences with students. It defines co-curricular and extra-curricular activities, with co-curricular being connected to academic learning. Two case studies are presented, one involving a tutor-led project and one a co-led experience called SMASH. SMASH is a student-led community of practice that explores using social media for learning. It has impacted students by developing transferable skills and providing a space for peer learning and collaboration.
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The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Job Shadowing: practical approaches to an effective career guidance intervention
1. JOB SHADOWING:
A GUIDE TO DELIVERING AN
EFFECTIVE CAREER
DEVELOPMENT ACTIVITY
Anthony Mann with Aaron Levine and Wenka Wentzel
Education and Skills webinar
17 November 2022
2. OECD Career Readiness
In the first phase of the Career Readiness project, we reviewed national longitudinal datasets in
ten countries, confirming 11 commonplace teenage career-related predictors of better
employment outcomes at age 25: Indicators of Career Readiness
A continuing Career Readiness project is
• Identifying international practice linked to the predictors
• Exploring the use of digital technologies in guidance for youth,
• Investigating how guidance can enhance access to ‘green jobs’ and address inequalities, and
• Undertaking national reviews of career guidance
Visit the project website: https://www.oecd.org/education/career-readiness/
Sign up to our free monthly newsletter: career.readiness@oecd.org
Follow me on twitter: @AnthonyMannOECD
Contact me: Anthony.Mann@oecd.org
3. Welcome
Published today - our new policy brief
Job shadowing: a guide to
delivering an effective career
development activity
Drawing on practice in Canada, Germany,
Malta and the United States
https://www.oecd-ilibrary.org/education/job-
shadowing_614f4e25-en
First of ten short papers on effective practice in
guidance to be published over the next two
years.
4. Today’s webinar
• Aaron Levine, Work-based Learning Specialist, Chicago
Public Schools, United States
• Wenka Wentzel, Social Researcher, Competence Centre
for Technology, Diversity and Equal Opportunties,
Germany
5. What is job shadowing?
Job shadowing is a career development activity that is:
• Undertaken by secondary school students
• Designed to enable a student to explore a specific
occupation or vocational area of personal interest
• Based on observation and discussion
• Undertaken in a workplace, typically over a day, by
students individually or in small groups
6. How does job shadowing compare to similar
activities?
Workplace visit Job shadowing Work placement
(internship)
Purpose Career exploration Career exploration Skill development
and career
confirmation
Primary
activity
Observing and
hearing from people
in work
Engaging with people
in work through
observation and
conversation
Undertaking tasks
Duration A few hours Between a half and a
full day
One to two weeks
7. Job shadowing in a developmental model of
workplace engagement within career guidance
Ages c.10-c.14
Exposure to the world of
work through class
discussions, job fairs,
career talks with guest
speakers and workplace
visits.
Ages c.13-c.16
Individual exploration of
the world of work through
career talks with guest
speakers, career
conversations, student
research, development of
CV and interview skills and
job shadowing.
Ages c.16-c.18
Experience of the world
of work through work-
related projects, student
enterprises, volunteering
in the community,
reflection on part-time
employment and work
placements.
Adapted from Dave Turner’s WE3 Continuum: https://www.oecd.org/education/career-
readiness/examples-of-practice/collapsecontents/New%20Zealand%20WE3%20for%20Web.pdf
8. Who job shadows?
Percentage of students by socio-economic status participating in "job shadowing or
workplace visits“ – PISA 2018.
9. What impact does job shadowing have? (Three
regression analyses)
Study Findings
Neumark and Rothstein (2005)
Do School-to-Work Programs Help the "Forgotten
Half"?
United States: National Longitudinal Study of Youth
• greater likelihood of university enrolment for all students,
• greater number of week in work (young women).
• reduced ‘idleness’ for young disadvantaged women
Covacevich et al. (2021)
Indicators of teenage career readiness: An analysis
of longitudinal data from eight countries
United States: Educational Longitudinal Study
• Higher earnings (9.7%) at age 24 (combining job shadowing and
workplace visits)
Mann et al. (2018)
Contemporary transitions: Young Britons Reflect on
Life After Secondary School and College
United Kingdom: National survey of young adults aged 19-24
• Higher earnings (11%)
10. Why can job shadowing be expected to be effective?
• Longitudinal studies in Australia, Canada and Korea show
workplace visits (that may include some job shadowing)
are linked with better outcomes
• Evaluation of the 2018 Girls’ Day initiative found that
38% of participating employers had received enquiries
regarding employment or participation in training
programmes from girls taking part in the day and 20%
had subsequently employed a female candidate as a
result.
11. How job shadowing can be expected to provide
resources of value: a conceptualisation
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. Job Shadowing @ Chicago Public Schools
Aaron Levine
CPS Work-Based Learning Specialist
ajlevine@cps.edu
13. 13
VISION STATEMENT: Why we do this work
All CPS students will participate in educationally rich, authentic, high quality work-based
learning experiences in order to ensure their understanding of various career pathways
and to build their professional network. Students will be empowered with the skills and
knowledge they need to succeed in the career they pursue.
14. What are our Work-Based Learning Goals?
▷ Scaling opportunities for
Seniors (12th grade)
▷ Increase strategic
partnerships who will
provide WBL opportunities
at all stages of the WBL
Continuum
▷ Increase Middle School
programming to support career
awareness and applications into
CTE programs.
▷ Create an infrastructure that
compliments the WBL Toolkit for
schools to run their own WBL
programs
14
15. How? Work Based Learning Continuum
Students learn about
future career
opportunities across a
variety of industries by
participating in career
days and discussions
with guest speakers
Students engage directly
with employers and learn
about industries by
participating in site
visits, interviews, and
job shadowing
opportunities
Students gain direct
experience in
professional settings by
participating in and
observing work first
hand through
internships and
apprenticeships.
16. Purpose of Job Shadowing
Job shadowing provides students with an up-
close look at a particular occupation,
company, industry, and career path.
The activities are designed to:
● Promote exploration of a field of interest
● Help students make the connection
between school and the workplace
● Inform career planning
16
17. Approach to Implementation
17
Job shadowing is supported by three formats that deliver unique
experiences to students and employers.
The activities are organized through…
● Classroom preparation, including research on the occupation,
its industry and the participating company
● Employer orientation and support
● Opportunities to reflect upon the experience verbally and in
writing
18. Preparation - Employer
▷ Year-round relationship building with employers (strategic partners)
across the city
▷ Meet in advance to find what the employer can offer and what employer
can gain
▷ Provide information to specialist to transfer to school for their
preparation
▷ Receive information on best practices & survey
18
19. Preparation - Classroom
▷ Share opportunities w/ teachers, (descriptions, locations,
times, tasks)
▷ Pre-emptive visits (guest speaker or specialist info)
▷ Teachers makes space in their lesson for students to
research
▷ Pre-test / Post-test & teacher survey
19
20. Outcomes
Job shadowing helps students learn about future
workplace opportunities through embedding them in
businesses or organizations in the community.
The activities are connected to…
● Individual career development/training plans
● Future work-based learning activities
● The student's next steps
20
21. Tools and Materials
Our toolkits power our actions and outcomes
▷ Coordinator checklist
▷ Student checklist
▷ Teacher tips
▷ Employer tips and facts
▷ Activities & reflections
▷ Evaluations (teacher, coordinator, host, student)
21
22. Toolkit facts
▷ Public access https://www.cps.edu/academics/work-
based-learning/toolkit/job-shadowing/
▷ Aligned to Workforce Innovation and Opportunity Act
(WIOA), ACTE’s High Quality CTE and Illinois
Postsecondary and Workforce Readiness Act
22
23. Partner Testimonials
"Having the perspective of a young adult and the energy, questions, and level of interest was
inspiring. Many enjoyed meeting (the intern) and interacting with them. Our org gained and gave
from the experience."
- Chapin Hall
"(We) worked with two interns this summer and it was a great experience. We got quick and
thorough assistance from the work-based learning team."
- CLZ PC
"I value this intern's ability to work through challenges independently, bringing me a solution to
the problem that blocked her." - mHub
"Please keep sending us Mr. Green’s students! He knocking them out of the park consistently"
- Pipefitters Local 597
"This is the second year for our shop. By far (the intern) is the best student. He is reliable,
knowledgeable, great communication skills, overall a hard worker with willingness to learn. It
was a pleasure to have him in our shop and wouldn't mind having him again next year."
- Gerber Collision & Glass 23
For reasons outlined in the presentation, we know know that work-based learning is critically important
We want to introduce our students to the world of work in genuine and realistic ways.
Classroom learning only goes so far in preparing our students for the workplace. We have ~15000 students in our CTE programs, and we need to be organized to reach them all by the time they graduate. This brings us to the How of what we do.
Similar to the Developmental Model for Workplace Engagement in the study. This is
Job shadowing engagements are activities in the Career Exploration stage of the work-based learning continuum
We hope that our students are preparing to take the next steps along our continuum, and move from career exploration to career development experiences