Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - ‘DELIVERING CAREERS GUIDANCE IN ENGLISH SECONDARY SCHOOLS: POLICY VERSUS PRACTICE’
AU - Houghton, A.-M.
AU - Armstrong, J.
AU - Okeke, R.I.
N1 - 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
PY - 2021/3/30
Y1 - 2021/3/30
N2 - 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.
AB - 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.
KW - Advice and Guidance (CIAG)
KW - careers guidance
KW - careers information
KW - Gatsby
KW - National Collaborative Outreach Programme (NCOP)
KW - social inequality
KW - widening access
U2 - 10.1080/00071005.2020.1734533
DO - 10.1080/00071005.2020.1734533
M3 - Journal article
VL - 69
SP - 47
EP - 63
JO - British Journal of Educational Studies
JF - British Journal of Educational Studies
SN - 0007-1005
IS - 1
ER -