1. MAKE CAREERS GREAT AGAIN
Taking stock and moving forwards
Tristram Hooley, Professor of Career Education, University of Derby

2. Something is happening…
There’s something happening here What it is aint exactly clear There’s a man with a gun over there Telling me I got to beware We better stop, hey, what’s that sound Everybody look what’s going down Stephen Stills

5. OECD definition
Career guidance refers to services and activities intended to assist individuals, of any age and at any point throughout their lives, to make educational, training and occupational choices and to manage their careers…
The activities may take place on an individual or group basis, and may be face-to-face or at a distance (including help lines and web-based services). (OECD, 2004)

7. The politics of career guidance
Careers education and guidance is a profoundly political process. It operates at the interface between the individual and society, between self and opportunity, between aspiration and realism. It facilitates the allocation of life chances. Within a society in which such life chances are unequally distributed, it faces the issue of whether it serves to reinforce such inequalities or to reduce them. Tony Watts

8. What do we need for the future?
Overview
What do we need for the future?
Where are we now?
Where have we been?

9. What do we need for the future?
Overview
What do we need for the future?
Where are we now?
Where have we been?

10. Careers work in schools

11. Key features information provision career assessments and tests
career counselling
careers advice delivered by a non-careers professional
curricular interventions
further study/work-related learning
other extra-curricular interventions
frameworks for reflection.
Development of careers education and associated theory as an integrative framework for these activities

12. Delivery infrastructure
School
Other partnership bodies e.g. EBP, Aimhigher
Careers service/ Connexions

13. Policy rationale

14. What do we need for the future?
Overview
What do we need for the future?
Where are we now?
Where have we been?

16. The current infrastructure for careers
School based provision (underpinned by the statutory guidance)
Local authority targeted services
NCS (Inspiration agenda)
Careers & Enterprise Company
Jobcentre Plus in schools
HEFCE & Offa
Information sources e.g. UCAS & NAS
LEPs
Charities
Careers & Enterprise Company

17. Good career guidance (Gatsby)
A stable careers programme
Learning from career and labour market information
Addressing the needs of each pupil
Linking curriculum learning to careers
Encounters with employers and employees
Experienced of workplaces
Encounters with further and higher education
Personal guidance

18. From careers co-ordination to careers leadership

19. But why….?

24. What do we need for the future?
Overview
What do we need for the future?
Where are we now?
Where have we been?

25. What’s afoot? New ministers – new thinking
The importance of ‘a country that works for everyone’
Opportunity areas
New statutory guidance?
New strategy?

26. The need for new theories

27. The need for new policies
Careers has always been a minor policy theme. Squeezed in at the edge of education and employment policies.
Careers has the potential to be a major policy theme which speaks to issues about alienation and social disintegration and which can also help people to manage and respond to change.
This will require more radical thinking from policymakers and practitioners alike.

28. The future of practice Learning paradigm Social orientation
Development of new pedagogies
Career management skills
Curriculum integration
Social orientation
Balancing policy needs with individual needs
Recognition of community components e.g. career guidance in communities
Professional transformation
The broadening of the role of the careers professional
The strengthening of teachers’ engagement in careers work
The creation of the hybrid professional role of the careers leader.

29. A lesson from history
“Frank Parsons was a consistent opponent of that individualism which pits men against each other in the struggle for existence, and an earnest advocate of that individuality that fits men for useful membership in the social body, and so draws them together in mutual fellowship and service.” (Kent, 1908: 636 from Plant and Kjærgård, 2016)

30. References
Gatsby Charitable Foundation (2014). Good Career Guidance. London: Gatsby.
Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).
Hooley, T. (2015). Emancipate Yourselves from Mental Slavery: Self-Actualisation, Social Justice and the Politics of Career Guidance. Derby: International Centre for Guidance Studies, University of Derby.
Hooley, T. and Dodd, V. (2015). The Economic Benefits of Career Guidance. Careers England.
Hooley, T., Marriott, J., Watts, A.G. and Coiffait, L. (2012). Careers 2020: Options for Future Careers Work in English Schools. London: Pearson.
Law, B. (2012). The uses of narrative: Three scene storyboarding – learning for living,
Plant, P. and Kjærgård, R. (2016). From mutualism to individual competitiveness: Implications and challenges for social justice within career guidance in neoliberal times. Journal of the National Institute for Career Education and Counselling, 36,
Thomsen, R. (2012). Career Guidance in Communities. Aarhus, Denmar: Aarhus University Press.

31. Summary We have been cursed to live in ‘interesting times’.
In such times careers work has a powerful role to play.
We need to think radically and build our schools up to offer young people comprehensive opportunities for career learning.
This career learning needs to move away from championing individualism and recognise the interconnectedness of our careers.
Recent events suggest that the link with citizenship/ democratic education is essential.

32. Tristram Hooley Professor of Career Education
International Centre for Guidance Studies
University of Derby
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