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‘DELIVERING CAREERS GUIDANCE IN ENGLISH SECONDARY SCHOOLS: POLICY VERSUS PRACTICE’

Research output: Contribution to journalJournal articlepeer-review

E-pub ahead of print
<mark>Journal publication date</mark>2/03/2020
<mark>Journal</mark>British Journal of Educational Studies
Number of pages17
Publication StatusE-pub ahead of print
<mark>Original language</mark>English

Abstract

Recent policy on careers guidance in England suggests a somewhat straightforward process. The assumption is that quality careers guidance will enable young people to make informed career-related decisions. However, the 'reality' of provision is far more complex, as highlighted by the findings from a small in-depth study of careers provision in one National Collaborative Outreach Programme (NCOP) consortium. The study used a theoretical framework informed by Bourdieu's concept of habitus and a mixture of methods. Analysis showed the centrality of contextual factors in shaping a school's careers provision, including its location, history, ethos and values; its self-evaluation development plans; the position and status of the careers policy, career advisor, and the students' profile/background. This paper provides a stimulus for discussion of these contextual factors, which will need addressing for national policy relating to careers to be effective and facilitate social mobility rather than increase social inequalities.