Re-thinking Careers Education and Guidance is the first book published in the United Kingdom to cover theory, policy and practice in all sectors of careers education and guidance provision. The book features: * an authoritative review of career theories, together with a new career learning theory * an analysis of the development of careers provision in schools; colleges; higher education; work organisations; the Careers Service, and in other agencies * an examination of the main aspects of practice * an exploration of ways of supporting development and evaluation * an analysis of the role of public policy, and the development of guidance systems in other parts of the world. Re-thinking Careers Education and Guidance is an essential text for students in initial training, those engaged in in-service and higher degree work, and reflective guidance practitioners.
Author(s): Ruth Hawthorn, John Killeen, Jennifer M. Kidd
Edition: 1
Year: 1996
Language: English
Pages: 416
Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
Figures......Page 7
Tables......Page 8
Preface......Page 9
Part I Theory and context......Page 10
Globalisation and regional free trade......Page 11
Industrial restructuring and the rise of the service sector......Page 12
Unemployment......Page 13
Gender composition of the labour-force......Page 14
Increasing and restructured education......Page 15
1.3 CHANGING CAREERS......Page 16
1.4 IMPLICATIONS FOR GUIDANCE......Page 20
Transactional psychological contracts......Page 21
REFERENCES......Page 22
2.1 INTRODUCTION......Page 24
The agent in career theory......Page 25
The environment in career theory......Page 26
Action in career theory......Page 27
The limits of explanation......Page 30
Social learning and circumscription......Page 31
2.4 MODERN TIMES......Page 32
Adult development and life-span, life-space theories......Page 33
2.5 WHAT USE IS THEORY?......Page 34
REFERENCES......Page 35
Trait-and-factor theories......Page 38
Community-interaction theories......Page 39
A theoretical synopsis......Page 40
3.3 A CAREER-LEARNING THEORY......Page 41
Gathering information......Page 42
Assembling sequences......Page 43
Using concepts......Page 44
3.6 FOCUSING......Page 45
Dealing with points of view......Page 46
Taking one’s own view......Page 47
Developing explanations......Page 49
Anticipating consequences......Page 50
Theory and meta-theory......Page 51
Practical implications......Page 52
REFERENCES......Page 53
4.2 MEASURING AND DEMONSTRATING OUTCOMES......Page 55
4.3 LEARNING AND OTHER IMMEDIATE OUTCOMES......Page 57
4.4 THE CONCEPTUAL RELATIONSHIP BETWEEN ECONOMIC AND LEARNING OUTCOMES......Page 59
The organisation......Page 60
The nation......Page 61
4.5 INTERMEDIATE OUTCOMES......Page 62
‘Matching’......Page 63
Efficiency of job-search and unemployment duration......Page 64
REFERENCES......Page 65
Part II Provision......Page 68
A supplementary service......Page 69
An optional part of the curriculum......Page 70
Policy imperatives......Page 71
‘Loose ends’......Page 73
The elements of change......Page 74
The dynamics of change......Page 75
Careers work and the mainstream curriculum......Page 76
Partnerships for progress......Page 77
REFERENCES......Page 78
6.2 STRUCTURAL BACKGROUND......Page 80
6.3 PATHS OF GUIDANCE DEVELOPMENT......Page 82
On-course and exit guidance......Page 84
Management and organisation......Page 85
The Careers Service......Page 86
6.6 CONCLUSION......Page 87
REFERENCES......Page 88
7.2 ORIGINS......Page 89
The impact of counselling......Page 90
Towards an open-access approach......Page 91
7.4 RELATIONSHIPS WITH TEACHING DEPARTMENTS......Page 92
7.5 THE INSTITUTIONAL ROLE OF CAREERS SERVICES......Page 93
7.6 TRAINING AND PROFESSIONAL DEVELOPMENT......Page 95
REFERENCES......Page 96
8.2 TYPES OF CAREER INTERVENTIONS......Page 99
Outplacement programmes......Page 101
8.3 BALANCING INDIVIDUAL AND ORGANISATIONAL NEEDS......Page 102
8.4 BENEFITS TO INDIVIDUALS AND ORGANISATIONS......Page 103
8.5 A MODEL OF INDIVIDUAL CAREER MANAGEMENT......Page 104
REFERENCES......Page 106
9.2 EARLY YEARS......Page 108
Multiple roles......Page 109
9.4 AN LEA-BASED SERVICE......Page 110
9.6 RELATIONSHIPS WITH SCHOOLS......Page 112
9.7 RELATIONSHIPS WITH EMPLOYMENT AND TRAINING PROVID......Page 114
9.8 WORK WITH INDIVIDUALS......Page 115
REFERENCES......Page 117
10.1 INTRODUCTION......Page 119
Training and Enterprise Councils/Local Enterprise Companies......Page 120
Educational guidance services for adults......Page 121
Collaborative networks......Page 122
Training......Page 124
REFERENCES......Page 125
Part III Practice......Page 127
11.1 INTRODUCTION......Page 128
11.2 PERSON-ENVIRONMENT FIT ORIENTATIONS......Page 129
11.3 DEVELOPMENTAL ORIENTATIONS......Page 131
11.4 PERSON-CENTRED ORIENTATIONS......Page 132
11.5 GOAL-DIRECTED ORIENTATIONS......Page 133
11.7 TECHNICAL ECLECTICISM......Page 138
REFERENCES......Page 140
12.2 CAREERS EDUCATION AND CAREERS GUIDANCE......Page 143
A culture of standards......Page 144
A culture of relevance......Page 145
12.4 SUBSTANCE......Page 147
The DOTS analysis and the transmitted curriculum......Page 148
A role-related curriculum......Page 149
Making DOTS progressive......Page 150
Careers education in educational organisations......Page 151
Widening the constituency......Page 152
12.6 METHODS AND MANIFESTATIONS......Page 153
Manifestations......Page 154
12.7 CONCLUSION......Page 155
REFERENCES......Page 156
Extent......Page 158
Methods......Page 160
Pros and cons......Page 161
13.3 WORK SIMULATION......Page 162
Integration......Page 164
REFERENCES......Page 165
14.1 INTRODUCTION......Page 167
Psychometric testing......Page 168
Negotiated statements......Page 169
Records of experience......Page 170
Profiles......Page 171
Action plans......Page 172
The National Record of Achievement......Page 173
Commentary......Page 174
Effects......Page 175
Settings......Page 176
Trustworthiness......Page 177
Control......Page 178
Acceptability......Page 179
REFERENCES......Page 180
15.2 THE SYSTEMS......Page 182
Strengths and limits of the computer......Page 185
Integrating computer systems into guidance programmes......Page 186
15.4 CONCLUSION......Page 188
REFERENCES......Page 189
Part IV Development......Page 192
16.1 INTRODUCTION......Page 193
Consultancy and mentoring......Page 194
16.3 OUTCOMES......Page 195
For what tasks?......Page 196
The gains: a place for theory?......Page 197
Physical and ideational resources......Page 198
The generation of ideas......Page 199
Human resources......Page 200
16.5 PROCESSES......Page 201
What staff-development activities?......Page 202
What aspects of change?......Page 203
16.6 CONCLUSION......Page 204
REFERENCES......Page 205
17.2 MAPPING ORGANISATIONS AND LOCATING CAREERS PROGRAMMES......Page 206
Degrees of formality......Page 207
Locating careers programmes in organisations......Page 208
17.3 WORKING ON THE PROGRAMME IDEA......Page 209
Knowing whether it will work......Page 210
17.4 MANAGING THE PROGRAMME......Page 211
Finding bases for authority......Page 212
Using finesse......Page 213
17.5 WORKING WITH STAKEHOLDERS......Page 214
Who can do what?......Page 215
17.6 WORKING ON THE ORGANISATION......Page 216
Opening doors......Page 217
Accessing decision-making......Page 218
17.7 CONCLUSION......Page 220
REFERENCES......Page 221
Controversy......Page 222
Diversity of stakeholders and purposes......Page 223
18.3 PROCESS EVALUATION......Page 224
18.4 OUTCOME EVALUATION......Page 225
18.5 PROBLEMS OF EXPERIMENTAL AND ASSOCIATED TECHNIQUES......Page 227
18.7 EVALUATION BY PRACTITIONERS......Page 229
Learning outcomes......Page 230
REFERENCES......Page 231
Part V Policy......Page 233
19.1 INTRODUCTION......Page 234
19.2 FOUR APPROACHES......Page 235
19.3 THE CHALLENGE OF UNEMPLOYMENT......Page 237
19.4 GENDER ISSUES......Page 238
19.5 ETHNICITY ISSUES......Page 239
19.6 CONCLUSION......Page 240
REFERENCES......Page 241
20.2 IMPACT OF STAGE OF ECONOMIC DEVELOPMENT......Page 243
20.3 IMPACT OF POLITICAL SYSTEMS......Page 244
20.4 IMPACT OF SOCIAL AND CULTURAL FACTORS......Page 246
20.5 IMPACT OF EDUCATION, TRAINING AND EMPLOYMENT SYSTEMS......Page 247
20.6 IMPACT OF PROFESSIONAL AND ORGANISATIONAL STRUCTURES......Page 248
20.7 CONVERGENCE OR DIVERGENCE?......Page 249
REFERENCES......Page 250
21.1 INTRODUCTION......Page 252
21.2 POLICY FUNCTIONS......Page 253
21.3 POLICY MODELS......Page 254
The social-welfare model......Page 255
The development of market and quasi-market concepts......Page 256
The application of market principles......Page 257
REFERENCES......Page 258
Author index......Page 260
Subject index......Page 268
