Barbara McGowan (2006)
Developing careers work in schools: Issues and considerations
Careers Research and Advisory Centre (CRAC)
This is a report on a curriculum development project that ran from September 2004 to October 2005. The aim was to develop careers work in 14-19 institutions. The catchment area was a typical inner city area, a combination of pockets of considerable wealth mixed with significant poverty and deprivation.
In the year of the study almost 90% of the students in further education were from areas of socioeconomic deprivation and over 40% from minority ethnic groups. A similar proportion of secondaryschool pupils were eligible for free school meals; and had English as their second language. Pupils achieving grades A* to C in the general certificate of secondary education (GCSE) was at a level about 13% below the national average.
The project worked with careers co-ordinators and some senior managers in an 11-18 school, three 11-16 schools, a further education college, 2 special schools, and a work-based learning provider. The work was generously funded, with access to supply cover for workshops, institution-based consultancy, and for internal planning and development; and ring-fenced funding for the development of a 3-year strategy for careers work in each institution. In common with most clusters of educational institutions, each began at a different point along the spectrum of development, with some having rather less far to travel than others.
In the year of the study almost 90% of the students in further education were from areas of socioeconomic deprivation and over 40% from minority ethnic groups. A similar proportion of secondaryschool pupils were eligible for free school meals; and had English as their second language. Pupils achieving grades A* to C in the general certificate of secondary education (GCSE) was at a level about 13% below the national average.
The project worked with careers co-ordinators and some senior managers in an 11-18 school, three 11-16 schools, a further education college, 2 special schools, and a work-based learning provider. The work was generously funded, with access to supply cover for workshops, institution-based consultancy, and for internal planning and development; and ring-fenced funding for the development of a 3-year strategy for careers work in each institution. In common with most clusters of educational institutions, each began at a different point along the spectrum of development, with some having rather less far to travel than others.
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endrizzi
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last modified
2009-09-04 11:40