Preparing for success, a joint all-age careers education, information, advice and guidance strategy CEIAG delivered by the Department of Education and the Department for the Economy, aims to develop more effective career decision-makers, leading to increased and appropriate participation in education, training and employment.
Preparing for success - : A strategy for careers education and guidance. Careers education Topics: Curriculum and learning Support and development. Additional educational support for parents and pupils Curriculum and assessment. Career education refers to the totality of experiences school-based and otherwise that help individuals acquire and use the knowledge, skills, and attitudes necessary to make work a meaningful, productive, and satisfying part of life. In contrast, career guidance typically refers to a systematic process of providing self-assessment and information about the world of work to facilitate individual career development and decision making.
In this respect, guidance activities can be viewed in a support role or as one component of a comprehensive career education program. Career education is also distinct from vocational education now known as career and technical education , although in recent years this distinction has blurred considerably. Public vocational education was originally established in the early s to prepare young people for the world of work.
From its inception, a clear distinction was made between vocational and academic education, with vocational education emphasizing entry-level work skills for youth deemed non-college bound, displaying special learning needs, or otherwise placed at risk of school failure.
Education reform initiatives e. In fact, current secondary vocational education reflects many of the principles and practices embodied in the career education movement. For example, current career and technical education programs emphasize academic achievement and preparing young people for postsecondary education and work through school-based and work-based approaches e.
Additional examples are initiatives that integrate academic and vocational curriculum and develop extensive articulation between academic and vocational or secondary and postsecondary programs. Thus, while similar, career education seeks to provide a career-based instructional emphasis for all students, while vocational programs are still, for the most part, separate from general academic curricula and targeted to a smaller segment of the student population.
During the s, the U. The school-based or comprehensive career education model was the most widely adopted approach to career-education delivery. At the time, it was assumed that many effective career-education programs existed throughout the country and that exemplary program components could be identified and then used as the basis for developing a comprehensive model program.
The result was an approach where the classroom was seen as a workplace and both teachers and students were treated as workers. Work values, including the practice of productive work habits, were stressed and rewarded. Infusion of career-education principles in existing K curriculum and instruction was the primary approach used for increasing student understanding of the connections between course content and workplace competencies.
This point is important, since many career educators view the emphasis on career as a means to an end—academic achievement, life satisfaction, and success—rather than an end in itself. The employer- or work-based model was first proposed as a way to address the concerns of critics and members of the business community who charged that the U. Given this context, the model assumes that overly rigid, formal educational structures make school irrelevant to substantial numbers of students.
These same students, however, might be successful if substantially different methods and environments were used. Thus, this model capitalizes on experiences gained from using the community as a primary resource by making close connections between school curriculum and workplace demands. Developers advocated the operation and support of work-based programs entirely by local employers, parents, and other community organizations.
In fact, the notion of joint effort, joint authority, and joint responsibility between the education and business communities was a key element of early efforts. On this page, readers can explore different career paths for education professionals and discover the educational requirements necessary to pursue them.
Readers can also learn about licensure and continuing education requirements. Professionals with an education degree can pursue careers as teachers and administrators. These careers deal with different aspects of education, allowing people to choose an area that best suits their interests.
For example, some professionals prefer working directly with students, while others would rather shape educational initiatives outside the classroom. Below, readers can find information about several education careers. These career paths explore different aspects of the education field, including childhood development, educational leadership, teaching, and higher education.
Childhood development professionals typically work with young children, from birth through pre-K and sometimes beyond. This field helps children develop the language, physical, and emotional skills they will need later in life. Depending on the career, professionals in this field may need an associate degree or higher.
Educational leadership provides essential tools to educators, helping them succeed in and out of the classroom. Educational leadership professionals bring new techniques to teachers, offer administrative skills to principals, and develop initiatives to aid other education professionals.
They typically need a bachelor's degree or higher. Professionals in this field serve students at the highest levels of education. Colleges offer vocational programs, undergraduate and graduate degrees, and continuing education opportunities for working professionals. Colleges employ both professors and administrators. In general, professionals need a master's or doctorate to work in higher education.
Special education professionals serve learners with additional needs or disabilities in the classroom. Careers in this field include teaching specialist, instructional assistant, and curriculum developer.
Many special education positions require state licensure and a bachelor's degree or higher, although some only require an associate degree. Professionals can find teaching careers at all levels, from pre-K to postsecondary education. Each career offers its own set of challenges and rewards. Teachers need state licensure to teach in public school classrooms and must complete regular continuing education requirements.
Most teaching positions require at least a bachelor's degree. Most education careers require a degree in education or a related field. Of the 13 careers on the Bureau of Labor Statistics' BLS list of education, training, and library occupations, 10 require an associate degree or higher. Additionally, three of the listed careers typically require a graduate degree. Readers who wish to pursue a career in education should strongly consider earning a postsecondary degree. Some careers, like preschool teachers , only require an associate degree.
At the other end of the spectrum, postsecondary teachers typically need a doctorate in their field to teach at a university. Employment opportunities and salary potential differ by state for careers in education. California employs the most education professionals, followed by Texas and New York. However, education professionals earn the highest mean annual salaries in the District of Columbia, New York, and Massachusetts.
Careers with an education degree maintain different requirements depending on the specific job and location. Consider the strengths and weaknesses of these models in relation to the needs of the school's students. Now turn to Activity 3. View document: What is the role of Connexions? Now, click on the link to go to the Connexions website. Another useful related website is Connexions Direct Job4U.
When 16 year-old Mike Barker told people he wanted to be a film director they laughed at him… Mike's long journey to Hollywood stardom as a director began with a teacher at his school who instilled a sense of confidence into the discouraged teenager. I told her about wanting to be in the film industry and she introduced me to her husband who was a BBC cameraman. He took me around the country doing jobs in my holidays. Confidence, plus tenacity and talent have brought him to his latest film release: A Good Woman , starring Scarlett Johansson.
Activity 4 will help you gain some basic knowledge of the opportunities available. You should refer your students to the Connexions resource centre in England , the school's Connexions PA in England and the school's higher education specialists to give them the more detailed knowledge they need. You will also need to know what financial help is available to students who need it to enable them to continue in full-time education after More information for colleagues in English schools is available from the Cegnet website, click on Managing CEG from the navigation at the top of the page, then download the document on 'Into 14—19 learning'.
Read the case studies document below. Choose one of the case studies, working out what information, advice and guidance you would give to the student who features in it.
View document: Case studies. They are best considered by a group of teachers being led by a careers specialist so that ideas can be exchanged and specialist knowledge tapped. A young person's life inside and outside school needs to include opportunities that enhance their personal development and the chance to explore activities that extend their interests. You need to be aware of these wider opportunities and to encourage students to participate.
Above all, the information, advice and guidance you offer must be impartial and independent. My favourite teacher was a PE teacher we called JJ. We got on well. He was a cool guy. He was a teacher I could talk to without any problems.
He would sit me down sometimes and try to sort me out. A lot of the teachers I didn't get along with.
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