Failing to Deliver? Exploring the Current Status of Career Education Provision in England

Autor/inn/en	Moote, Julie; Archer, Louise
Titel	Failing to Deliver? Exploring the Current Status of Career Education Provision in England
Quelle	In: Research Papers in Education, 33 (2018) 2, S.187-215 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1271005
Schlagwörter	Career Education; Student Attitudes; Student Satisfaction; National Surveys; Longitudinal Studies; Secondary School Students; Questionnaires; Academic Aspiration; Scientific Attitudes; Semi Structured Interviews; Student Experience; Gender Differences; Ethnicity; Cultural Capital; Access to Education; Performance Factors; Foreign Countries; Statistical Analysis; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Arbeitslehre; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Fragebogen; Studienerfahrung; Geschlechterkonflikt; Ethnizität; Education; Access; Bildung; Zugang; Bildungszugang; Leistungsindikator; Ausland; Statistische Analyse; Qualitative Forschung
Abstract	Currently, in England, there is widespread concern that careers education (information, advice and guidance) is relatively poorly resourced in schools and there is much debate about its current effectiveness. In this paper, we investigate students' views on careers education provision and their satisfaction with this provision. The work draws on data collected via a national survey of over 13,000 Year 11 students aged 15/16 years and in-depth longitudinal interviews conducted with 70 students from this cohort (aged from 10 to 16 years). Our findings show that there is clear student demand for 'more and better' careers education and we conclude that some schools may not be meeting the statutory requirement to provide impartial careers support for all students. Moreover, our quantitative analyses indicate that provision of careers education in England is currently patterned in ways that may be working to promote inequalities relating to gender, ethnicity and social class. Findings from our interview data offer insight into possible influencing factors and suggest that the majority of careers support is provided via a 'self-referral' system, which disadvantages those who, arguably, might benefit most. We conclude by discussing the implications of these patterns and suggest some potential, more equitable, ways forward for schools and teachers. Specifically, we recommend that targeted resourcing is needed for schools and teachers to engage and support disadvantaged students, and suggest greater monitoring of participation (not just provision). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01