Failing to deliver? Exploring the current status of career education provision in England
Failing to deliver? Exploring the current status of career education provision in England
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发表时间：
2018
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通讯作者：
L. Archer
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作者：
J. Moote;L. Archer
目前，在英国，人们普遍担心学校的职业教育（信息、建议和指导）资源相对不足，并且对其目前的有效性存在很多争论。本研究旨在调查学生对职业教育提供的看法及满意度。这项工作利用了对全国13000多名15/16岁的11年级学生的调查收集的数据，并对该队列中的70名学生（10至16岁）进行了深入的纵向访谈。我们的调查结果显示，学生对“更多更好”的职业教育有明显的需求，我们得出的结论是，一些学校可能没有达到法定要求，为所有学生提供公正的职业支持。此外，我们的定量分析表明，目前英国职业教育的模式可能会促进与性别、种族和社会阶层有关的不平等。我们的访谈数据揭示了可能的影响因素，并表明大多数职业支持是通过“自我推荐”系统提供的，这对那些可能受益最多的人来说是不利的。最后，我们讨论了这些模式的含义，并为学校和教师提出了一些潜在的、更公平的方法。具体而言，我们建议学校和教师需要有针对性的资源来吸引和支持弱势学生，并建议加强对参与的监督（而不仅仅是提供）。
Abstract Currently, in England, there is widespread concern that careers education (information, advice and guidance) is relatively poorly resourced in schools and there is much debate about its current effectiveness. In this paper, we investigate students’ views on careers education provision and their satisfaction with this provision. The work draws on data collected via a national survey of over 13,000 Year 11 students aged 15/16 years and in-depth longitudinal interviews conducted with 70 students from this cohort (aged from 10 to 16 years). Our findings show that there is clear student demand for ‘more and better’ careers education and we conclude that some schools may not be meeting the statutory requirement to provide impartial careers support for all students. Moreover, our quantitative analyses indicate that provision of careers education in England is currently patterned in ways that may be working to promote inequalities relating to gender, ethnicity and social class. Findings from our interview data offer insight into possible influencing factors and suggest that the majority of careers support is provided via a ‘self-referral’ system, which disadvantages those who, arguably, might benefit most. We conclude by discussing the implications of these patterns and suggest some potential, more equitable, ways forward for schools and teachers. Specifically, we recommend that targeted resourcing is needed for schools and teachers to engage and support disadvantaged students, and suggest greater monitoring of participation (not just provision).