Home > Research > Publications & Outputs > ‘DELIVERING CAREERS GUIDANCE IN ENGLISH SECONDA...

Links

Text available via DOI:

View graph of relations

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

Research output: Contribution to journalJournal articlepeer-review

Published
<mark>Journal publication date</mark>30/03/2021
<mark>Journal</mark>British Journal of Educational Studies
Issue number1
Volume69
Number of pages17
Pages (from-to) 47-63
Publication StatusPublished
Early online date2/03/20
<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.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Educational Studies in March 2021, available online: https://www.tandfonline.com/doi/full/10.1080/00071005.2020.1734533