National Conference on Careers Work in Schools


Every year David Andrews organises a two-day conference for careers leaders in schools and for advisers and consultants working with schools.  This year’s event is in on 16 & 17 November, in York.  Keynote speakers include me! In addition there will be presentations from Claudia Harris (The Careers & Enterprise Company) and Professor Wendy Hirsh who will be talking about what’s really happening in the labour market.  The programme also includes updates on national developments, case studies of good practice and a workshop on evaluating impact.

Residential and day delegate options are available.  It is well worth booking a place if you can (see link below).

Flyer and booking form York 2017

Careers work at Catcote Academy

Catcote Academy from Spearhead Productions on Vimeo.

This is a great film about the work that Catcote Academy have been doing to provide high quality careers work for young people with special educational needs and disabilities.

I’ve often see special schools that do excellent careers work, but this is really interesting work. In particular the really strong connection with employers is hugely impressive and the quality of the testimonies from the employers involved speaks for itself.

Make careers great again


Today I’m presenting at the CEIAG Conference in York. I’m going to be talking about the current state of careers work in schools and thinking about how this relates to wider political issues.

As you can see I’ve thrown in a Trump motif (some might say irresponsibly). However, in the current environment the link between careers and politics, between the aspirations of the individual and the social frame which we build for these aspirations is more obvious and more important than ever. I’m going to be talking about this today and making the argument that career development can offer us a way to think through our reaction to some of the political, economic and demographic shifts and that it can be an important way to help us to strategise a way forwards both as individuals and as a society.


Effective career development: International lessons for India’s schools

Today I’m giving a presentation to a conference in Mumbai. Unfortunately I’m not able to be there in person – so I will be doing it online. On the plus side this means that I’ve had to record a presentation, so it is available for you to watch online (lucky you!).

Effective career development: International lessons for India’s schools

The Kent Model of Career Education and Guidance

I’ve been doing some work in schools in Kent. I think that there is some evidence that a new model of career education and guidance is beginning to emerge across the county. I’m going to be presenting this back to some of the schools in Kent today. I’d be interested to hear what people think about this.

The essence of what I’m calling the “Kent Model” is (1) a strong countywide infastructure to support the development of career education and guidance (2) a committment by the schools to build an internal infastructure (notably through the employment of a full-time careers co-ordinator).

Is the “Kent Model” also appearing in other counties? If so with what sort of regularity?

The Kent Model of Career Education and Guidance by Tristram Hooley

Legacy careers project

Over the last year or so we’ve been involved in evaluating a very interesting careers project in East London. Called the Legacy Careers Project it sought to use the Olympic legacy to engage young people in career learning.

Our evaluation found that the project provided schools with an impactful, appealing and cost-effective way of delivering a high quality career education programme. We also observed a high level of learning was observed throughout the programme with 60 per cent of students reporting that their self-confidence had improved, 50 per cent reporting their creativity had improved and 43 per cent reporting that their energy and motivation had improved. Students also stated that they enjoyed the experience and found it a useful programme to be involved in.

If you want to find out more have a look at our evaluation report.

Marriott, J. and Hooley, T. (2014). Evaluating the Legacy Careers Project. Derby: International Centre for Guidance Studies, University of Derby.

How is this as a summary of the new statutory guidance

I already written about some of my reservations about the new statutory guidance for careers and inspiration. However, I have been trying to summarise it for something that I’m writing. How does this look as a summary of what it actually does say?

The new statutory guidance makes the following points.

  • Schools should help every pupil to develop high aspirations and consider a broad and ambitious range of careers. Key to this is ensuring that pupils understand the importance of achieving a grade C or above in English and Maths GCSE.
  • Schools have a duty to secure independent career guidance for all year 8-13 pupils.
  • Guidance should be impartial, include information on a range of destinations and be in the best interests of the young person.
  • Guidance should also be embedded in a clear framework rather than simply being an ad hoc set of activities.
  • Building strong links with employers and other stakeholders from the world of work and post-secondary learning should be central to schools activities in this area.
  • Pupils should be provided with access to a range of activities and career informants (e.g. employers, mentors).
  • Providing access to a website is not sufficient in itself to meet the statutory duty.
  • Schools should work with local authorities to support the participation of all young people in education through both information sharing and the provision of targeted support.
  • Schools’ can measure their effectiveness in this area both through Ofsted inspections and through the destinations of their pupils.