Transcript Information, Advice and Guidance (IAG)

Information Advice and
Guidance – do we need a
theoretical base?
Julie Hicklin
Definition of CE/IAG
•
Careers education is a programme of planned activities within the curriculum
to provide learners with the knowledge and skills to manage transitions
through learning and into work
Career-related information, advice and guidance (IAG) is a term that refers
to a range of activities and interventions that inform learners’ decisions
regarding progressions through learning into work.
•
•
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Careers information – accurate and objective information on learning options,
progressions routes, careers opportunities and sources of help and advice
Careers advice – impartial advice to help students gather, understand and
interpret information and apply it to their own situation for career and learning
pathways
Careers guidance – impartial guidance to help young people understand
themselves and their needs, aspirations and influences on them and to make
career and learning choices that are right for them.
(TDA)
Interventions designed to enable
individuals to make and implement well
informed realistic decisions about their
career and to manage subsequent
transitions
Nottingham Trent University
Key concepts in PSHEe
Personal wellbeing
• Personal identities
• Healthy lifestyles
• Risk
• Relationships
• Diversity
Economic wellbeing and financial capability
• Career
• Capability
• Risk
• Economic understanding
Key processes in PSHEe
Personal wellbeing
• Critical reflection
• Decision-making and managing risk
• Developing relationships and working with others
Economic wellbeing and financial capability
• Self-development
• Exploration
• Enterprise
• Financial capability
Extracts from the importance statement
for economic wellbeing and financial
capability
• …. understand the nature of work, the diversity and
function of business, and its contribution to national
prosperity…..develop as questioning and informed
consumers and learn to manage their money and
finances effectively
• ….. expands their horizons for action by challenging
stereotyping, discrimination and other cultural and
social barriers to choice
• …pupils learn to be enterprising…..create and
implement new ideas and ways of doing
things…learn to make and act on reasonable
risk/reward assessments and develop a ‘can do’
attitude….
CEG Principles
Who has influenced guidance
practice?
• Karl Rogers – Person Centred practice
• George Kelly – Personal Construct
Theory
• Gerard Egan – ‘The Skilled Helper’
• J. D. Krumboltz – Social Learning
Theory
• Bill O’Connell – Solution Focused
Occupational choice theories
Differentialism
Assumes that certain characteristics can be identified and
measured, such as intelligence, ability, aptitude and personality and
that jobs can be measured in the same way enabling the individual
and the job to be matched.
Developmentalism
Like other aspects of development, career planning is learnt and
changes over time as a result of a maturation process that is not
totally or necessarily age related.
Structuralism
Assumes that choice is largely constrained by the opportunitystructure which channels individuals into certain occupations.
Occupational choice theories
Community Interaction Theory – Bill Law
Community exerts a strong influence on
young people and how they perceive the world:
•Through expectations
•Through feedback
•Through support
•Through modelling
•By providing information
National Guidance Research
Forum
http://www.guidance-research.org
Well informed realistic
decisions
9
8
Appraise
Planning
7
Selection
Process
Selection
Outcome
6
Engaged
Formula
Self
Opportunities
Self
Awareness
Opportunity
Awareness
Locate
Opportunities
Approach
Opportunity
Providers
5
4
3
2
1
Nottingham Trent University
Knowledge, Skills & Attitudes to
implement decisions
Knowledge, Skills & Attitudes to
make decisions
Discussion
What is the value of theory for:
• Guidance practitioners
• IAG non specialists
• Young people