By Anthony Barnes
An creation to occupation studying and improvement 11-19 is an indispensible resource of help and suggestions for all those that want to know why and the way profession studying and improvement may be deliberate, constructed and introduced successfully to fulfill the desires of kids.
It is a finished source supplying a framework for occupation schooling conducive with the realities of lifelong studying, company, flexibility and resilience in a dynamic global. It discusses the main under-pinning conception and guidelines and offers straight-forward, functional suggestion for college kids and training execs. specialists within the box offer crucial tips on:
- development and management of occupation schooling thoughts in school
- planning and enforcing occupation studying actions within the curriculum
- collaborative operating and engagement among faculties, faculties and Connexions prone, in addition to with mom and dad, group and enterprise organisations
- key organizations and the place to discover priceless resources
- effective instructing and studying - lively, participative and experiential studying approaches
- issues of ethics, values, equality and diversity
- guidance on self-evaluation, profiting from inspection, and caliber criteria and awards.
An advent to profession studying and improvement 11-19 is a useful consultant for academics, educating aid employees, careers counsel pros and all different companions within the supply of CEIAG who desire to increase their knowing of present and rising perform and supply aid which could rather make a distinction to younger people’s lives.
Read or Download An Introduction to Career Learning & Development 11-19: Perspectives, Practice and Possibilities PDF
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Additional resources for An Introduction to Career Learning & Development 11-19: Perspectives, Practice and Possibilities
Social interactions with others – these form an important part of the process as decisions are made in a social context. Hodkinson et al. use the term ‘pragmatic rationality’ to describe the decision-making processes of the young people studied and it is markedly different from previous models of decision-making. They observed that the young people made their decisions in response to their circumstances and in line with what they call their ‘horizons for action’. These were formed by notions that the young people had about themselves combined with knowledge of the opportunities around them, and their perceptions from their life histories regarding what they felt they could achieve.
Learning outcomes Learning outcomes describe what individuals should know, understand and be able to do in a particular context and to a specified level of performance. They are used in curriculum design (see Chapter 5) to inform the selection of suitable teaching, learning and assessment activities. 4). Landmarks in research into learning outcomes include: • Killeen, J. G. Watts et al. Rethinking Careers Education and Guidance. London: Routledge. Killeen concluded that ‘Guidance can and does lead to learning outcomes and associated changes in individuals’ (p.
Think about the traditional approaches outlined. How far do you feel they apply to the young people you are working with? Are the newer approaches more relevant? Do you think an understanding of theory is important to your work in CLD? Think about your reasons. Theoretical perspectives 21 References Bandura, A. (1969) Principles of Behaviour Modification, New York: Rinehart and Winston. Bandura, A. (1986) Social Foundations of Thought and Action: a Social Cognitive Theory, Englewood Cliffs, NJ: Prentice Hall.