Title | Type | Brief description | Location |
Evans, J. H., & Burck, H. D. (1992). The effects of career education interventions on academic achievement: A meta-analysis. Journal of Counseling & Development, 71(1), 63–68. (Link)(Paid) | C E | This literature review involved a a meta-analysis of 67 studies that examined the impact of career education interventions on the academic achievement of n=82,268 1st–12th graders. Results showed a positive effect. 6. A greater increase in academic achievement was seen when studies were grouped by subject matter taught (math and English), ability level (average), and grade level (elementary). Results increased if the program was in its 2nd yr of operation with the same students and if the average hours of intervention over a 9-mo period ranged from 151 to 200. | US |
Maguire, M.amd Killeen, J, (2003), Outcomes from careers information and guidance services, A paper prepared for an OECD review of policies for information, guidance and counselling services Commissioned jointly by the European Commission and the OECD (Link) | P C | This is a formative review paper that pulled together a wide range of international studies to examine the impact of career guidance on both individuals and the wider economy and society. The paper serves to provide a review of earlier studies and an inventory of types of benefit. The paper also discusses evaluation practices. The report references career guidance for both those in education and adults. | International |
Hughes, K. L., & Karp, M. J. M. (2004). School-based career development: A synthesis of the literature. (Link) | P C | The paper examined the evidence behind career interventions used in secondary schools to 2004 in a US context. "This synthesis of the research literature, covering meta-analyses and individual studies on comprehensive guidance programs, career courses, counselling interventions and computer-assisted career guidance, finds many benefits to students of career guidance and academic counselling interventions. On a variety of career-related and academic measures, student subjects did have increased outcomes. However, there are also limitations to the interventions and to the research methods studying them.” | US |
Gikopoulou, G. (ed) (2008), Report on Effective Career Guidance. European Network of Education Councils (Link) | P | This 221p report documents the evidence for different career interventions on client outcomes in schools. The report covers sections on career guidance theories, project methodologies and a series of activities and exercises. Critiques are offered of different theories and approaches. While this document was written as a “practical guide” for schools, it also contains many references, with the proposed practices grounded in careers research. | Europe |
Hughes, D., & Gration, G. (2009). Evidence and impact: Careers and guidance-related interventions. Reading: CfBT..(Link) | U P C | This study was carried out by careers researchers at iCeGS and dmh Associations in the UK for the CfBT Education Trust, a charity providing education services for public benefit. It reviewed evidence for interventions within Integrated Youth Support Services. Although effects were noted from the evidence base, the authors concluded that there was some challenge with interpretation to draw definitive conclusions. | England |
Sampson, J. P., Hooley, T., & Marriot, J. (2011). Fostering college and career readiness: How career development activities in schools impact on graduation rates and students' life success. (Link) | P C | This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda, and a focus on North American settings. The paper provides “a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labour market and live happier and more productive lives.” | US |
Westergaard, J..(2012) "Career guidance and therapeutic counselling: Sharing ‘what works’ in practice with young people." British Journal of Guidance & Counselling 40.4 . 327-339. (Link) | P T | This paper draws on research undertaken with therapeutic counsellors into ‘what works’ when counselling young people. It offers career practitioners the opportunity to reflect on four key emerging themes and to consider how the discipline of therapeutic counselling might inform guidance practice. | General |
Haynes, G., McCrone, T. & Wade, P. (2013) Young people’s decision-making: the importance of high quality school-based careers education, information, advice and guidance, Research Papers in Education, 28:4, 459-482, (Link) (PW) | C E | This paper explores the decision-making processes of young people aged 13–14 years in 30 consortia across England as they chose their options for Key Stage 4 at a time when a new qualification, the 14–19 Diploma, was being introduced. It draws longitudinal national study coinciding with the change. Surveys of young people found variations in the quality of school CEIAG, measured by students’ understanding of the qualification and related pathways and satisfaction with their decisions., | England |
Meijers, F., Kuijpers, M., & Gundy, C.M. (2013). The relationship between career competencies, career identity, motivation and quality of choice. International Journal for Educational and Vocational Guidance, 13, 47-66. (Link) | C E | The article reports measurements of the impact of career education and guidance among students (ages 12–19) enrolled in prevocational and secondary vocational education in The Netherlands. The study included 3,499 students and 166 teachers in 226 classes in 34 schools. Various positive outcomes were found in terms of decision quality and engagement in learning. | Holland |
Allan, G. (2015). Career learning in schools in Scotland past, present and future. Journal of the National Institute for Career Education and Counselling, 35(1), 43-49. (Link) | E | The paper laments a short term policy approach to careers education in Scotland and writes about the prospects of a new model which involves learning about work within the curriculum. THe paper provides a retrospective view of past policy trends and drivers, and contextualises the careers learning of people now into their career. | Scotland |
Hooley, T., Watts, A. G., & Andrews, D. (2015). Teachers and careers: The role of school teachers in delivering career and employability learning. (Link) | E | This report provides a review focussed on English schools of the role of teachers in careers education. Context is provided by a historical review over the course of the C20th, as well as reference to the practices across 13 countries. The report argues for the training and support of careers educators, so that the efforts of employers and all stakeholders realise the best outcomes for all. | International |
Hughes, D., Adamson, J., & Stutz, A. (2016). Championing Careers Guidance in Schools: impact evaluation. CFE Research Study for the Greater London Authority. (Link) | P C | This report was commissioned by the Greater London Authority to evaluate the impact of career programmes in London schools (“Championing Career Guidance In Schools”), tracking destination outcomes of students in Yrs 11-13 inclusively. Results included finding more progression to higher education and reduced numbers of NEETs. | England |
Hughes, Deirdre, et al. "Careers education: International literature review. Report by Warwick University and Education & Employers (2016). (Link) | P C | The report was commissioned by the Education Endowment Foundation (EEF), and supported by the Bank of America Merrill Lynch,and provided a review of the evidence base over the period from 1996. 73 studies were included. While direct evidence was deemed weak at the time, there were stronger cases made for “related” evidence such as that outcomes related to how teenagers think about their futures. | International |
Elnaz T. Kashefpakdel & Christian Percy (2016): Career education that works: an economic analysis using the British Cohort Study, Journal of Education and Work, (Link) | P C | “This paper draws on the British Cohort Study 1970 to investigate the link between career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more career talks at age 14–16 enjoyed a wage premium 10 years later at age 26.” | Britain |
Collins, J. and Barnes, A. (2017). Careers in the Curriculum. What works? London: The Careers & Enterprise Company (Link) | P E T | The international and UK evidence base is examined to review the benefits of having career integrated in the secondary school curriculum. The paper reports many positive evaluation studies but causes for more evidence to deduce causations. | International |
Moore, N., Vigurs, K., Everitt, J., & Clark, L. (2017). Progression for Success: Evaluating North Yorkshire’s innovative careers guidance project. Report for North Yorkshire County Council. (Link) | P C | The North Yorkshire County Council (NYCC) Careers Guidance Project, ‘Putting the learner first – progression for success’ was established as a two-year project in June 2015. This paper describes the initiative and the subsequent progress made in careers provision. | England |
Moore, N. and Hansson, J. (2017), My Future: Developing career education and guidance at school. Report for the My Future Erasmus project. (Link) | E T | The research sought to identify and critically evaluate career guidance frameworks and practice with young people aged 12 – 25 across Europe with particular focus on: Social inclusion and mobility, Career management skills, Use of technology and the influence of geography over outcomes. | Europe |
Rehill, J., Kashefpakdel, E. T., & Mann, A. (2017). Transition skills (mock interview and CV workshops). What works. (Link) | P | This paper reviews the current evidence relevant to the design and effectiveness of employer-led transition skills events such as mock interviews and CV workshops. The findings provide schools and colleges with evidence to support the delivery of these events and activities | England |
Rehill, J., Kashefpakdel, E., and Mann, A. (2017), Career events. What works? Report for Education and Employers (Link) | U P | The paper provides a literature review and new survey data with students and inputs from teachers on 'what works' at careers events for secondary school students. Several high-quality studies exist demonstrating positive outcomes experienced by career event participants, but the literature at the time was "very limited" in terms of comparing types of event. | England |
Everitt, J., Neary, S., Delgardo, M.A. and Clark, L. (2018). Personal Guidance. What Works? London: The Careers & Enterprise Company. (Link)
| P | This research was commissioned by The Careers & Enterprise Company in summer 2018 to establish what works in the provision of personal guidance in schools and colleges and to identify the impacts on young people: a rapid evidence review of the academic and grey literature which informs what is currently happening within this area;, case studies with schools and colleges across England which highlight good practice and the challenges of implementation; expert interviews with key thought leaders relevant to the area - this builds on the findings from the literature review | England |
Hearne, L., King, P., Geary, T., & Kenny, N. (2018). “Science of the singular”: an explanatory single case study of whole school guidance counselling in Ireland. International Journal for Educational and Vocational Guidance, 18, 315-335. | E | This article reports on a case study that describes the model of “whole school guidance counselling”. The author argues for the transferability of findings to other secondary settings in Ireland and abroad. Reviewing the activities of the school and stakeholder perceptions, the authors conclusions include that: "A whole school approach offers noteworthy possibilities but a stronger positioning of guidance within the school system, a supportive school culture and greater partnership within the school community is required." | Ireland |
Moote, J., and Archer, L. (2018). Failing to deliver? Exploring the current status of career education provision in England, Research Papers in Education, 33(2), pp. 187-215.(Link) | U C E | The paper investigates students’ views on careers education provision and their satisfaction. 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). Findings demonstrates a “clear student demand for ‘more and better’ careers education”. Some schools may not be meeting the statutory requirement to provide impartial careers support Moreover, analysis suggests that support is “currently patterned in ways that may be working to promote inequalities relating to gender, ethnicity and social class.” | England |
Kuijpers, M. (2019). Career guidance in collaboration between schools and work organisations. British Journal of Guidance & Counselling, 47, 487 - 497. (Link) | P C | Studies are presented into school-employer collaborations, reviewing 17 previous studies, four case studies and 34 interviews. Several high quality studies demonstrate positive outcomes but few comparisons between different types of event. | International |
Marcionetti J., Rossier J. (2019). A longitudinal study of relations among adolescents’ self-esteem, general self-efficacy, career adaptability, and life satisfaction. J. Career Dev. 48, 475–490. (Link) | U | The study examines the development of several important personal attributes related to career management skills: concern, curiosity, control, confidence. Research was conducted on 357 adolescents over 17 months during their time in secondary school. The importance of career adaptability was highlighted. | Switzerland |
McIntosh, I., & Yates, J. (2019). Evaluating employer career interventions in English schools. Journal of the National Institute for Career Education and Counselling, 42(1), 9-17. (Link) | P C | Government policy on English schools’ careers activities indicates an emphasis on employer interventions over traditional career guidance, but it was a less well studied form of intervention than traditional interviews. This paper compares the impact of career guidance interviews with employer engagements using a study of n=233 students, and finds vocational guidance interviews to be more effective. | England |
Millard, W., Bowen-Viner, K., Baars, S., & Menzies–LKMco, L. (2019). Making Careers Education Age-Appropriate. LKM and Founders for Schools (Link) | E | This report provides an overview of what good careers should entail and contrasts it with the provision in UK schools: Founders4Schools commissioned this research, because while there is compelling evidence outlining the benefits good careers education and guidance has for children and young people, much less is understood about when different sorts of careers-focused interventions should take place. This report sets out what children and young people’s careers education should entail, and when, drawing on the literature and input of a wide range of education and careers practitioners, experts, and employers. Barriers are noted to the delivery of good provision. Recommendations are made to schools and government. Schools are urged to begin careers education early and appoint a designated leader and work with parents. Government (and associated bodies) are urged to fund transport for rural areas, signpost to information, augment information contained on digital brokerage platforms, and tailor existing guidance so that it is age appropriate. | UK |
Lazauskaitė-Zabielskė, J., Pociūtė, B., & Bulotaitė, L. (2019). The Role of Self-Efficacy for Satisfaction with Career Counselling and Goal Attainment Among Career Counsellors Working at Schools. Acta Paedagogica Vilnensia, 43, 141-155. (Link) | E | While many studies look at the experiences of students, this study examined the experiences of school career counsellors in three European countries, to understand the environment in which they did their work. The study measured the perspectives of n=246 counsellors. The results pointed to conditions that are favourable to effective counselling and satisfied counsellors i.e. the importance was raise of “self-efficacy for satisfaction with career counselling and goal attainment…the opportunity for development and feedback and satisfaction predicted satisfaction with career counselling only when self-efficacy was high…. the opportunity for development and feedback were indirectly related to goal attainment through satisfaction with career counselling only when self-efficacy was high.” | Greece Ireland Lithuania
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Allnutt, R. (2020), A qualitative review of personal career guidance in secondary schools in England. Report by Career Wise for Gatsby (Link) | C E | This is a report about personal career guidance practice from the perspective of secondary schools. It has been informed by interviews with school Careers Leaders (or equivalent) in schools in England in January 2020. The review examined the extent to which career guidance was aligned to Gatsby and what is the quality, or effectiveness, of personal guidance. The review was conducted across a pre-identified 21 secondary schools (including 12 with sixth-forms) in England. | England |
Archer, L., Moote, J., Macleod, E., Francis, B., & DeWitt, J. A. 2: Young people's science and career aspirations, age 10-19. London, UK: London: UCL Institute of Education.; 2020 Feb. (Link) | U P C E | This report shows the career aspirations of people progressing through school from longitudinal analysis. The report shows most people aspire to work in business. The report also contains case studies of ways interest in science careers has been stimulated in schools. The report also provides an example of meeting labour market needs and drivers of economic prosperity by nurturing interest in science careers. | England |
Hanson, J., & Neary, S. (2020, March). The Gatsby benchmarks and social mobility: Impacts to date. In Career Guidance for Inclusive Society: IAEVG Conference Proceedings. (Link) | U C E | Using recent case studies, the paper reviews how the Gatsby benchmarks are helping in the career development of young people, and benefits are being derived for the short, medium and longer term. Particular concern is given to the support for students with low social capital. | England |
Hearne, L. and Neary, S. (2020). Let’s talk about career guidance in secondary schools! A consideration of the professional capital of school staff in Ireland and England. International Journal for Educational and Vocational Guidance. (Link) | C E | The paper discusses the “whole school model” of career guidance, with comparisons made about English and Irish systems. Identifying gaps to its realisation, the study “specifically considers the conditions that could support the delivery of a whole school approach to career guidance through the concept of professional capital.” | England Ireland |
Kamm, C., Gebhardt, A., Gonon, P., Brühwiler, C., & Dernbach-Stolz, S. (2020). Learners’ perceptions of a career guidance curriculum in different school-based support systems in Switzerland. Journal of Vocational Education & Training, 72, 375 - 395. (Link) | U P | This article examines the different functions and further potential of a curriculum of career guidance in lower secondary school and bridge-year courses. With a focus on young adults following a nonlinear pathway to post-compulsory education in the Swiss Canton of Zurich, the author looks at why bridge-year courses are attended and how career guidance is perceived, and how career guidance can be optimised. | Switzerland |
Keele, S. M., Swann, R., & Davie-Smythe, A. (2020). Identifying best practice in career education and development in Australian secondary schools. Australian journal of career development, 29(1), 54-66. (Link) | P C E | This review aimed to identify the tenets of best practice in career education and development within Australian schools, using an analysis of 13 articles. Best practices were deemed related to an “embedded, whole-school approach with services tailored to the individual, school, community and culture” | Australia |
Mann, A., Denis, V. and Percy, C. (2020), "Career ready?: How schools can better prepare young people for working life in the era of COVID-19", OECD Education Working Papers, No. 241, OECD Publishing, Paris, (Link) | U C T | The paper describes the insights that can be gathered on the career-readiness of students in different countries using open data sets. The results show marked differences between the career readiness of different countries. Variations between countries can be used as an assessment of the education systems in different locations. | International |
Poulsen, B. K. (2020). Insights and outlooks: Career learning in the final years of compulsory school. Education Inquiry, 11(4), 316-330. (Link) | P C | This article reports from a Danish research and development project on career learning in compulsory school. Collaborations between schools and businesses were used to increase student insight. The career learning outcomes were found to be related to decisions taken by teachers and career professionals in designing the interventions. | Holland |
Robinson, D. and Salvestrini, V. (2020), The impact of interventions for widening access to higher education : a review of the evidence. Education Policy Institute (Link) | P C | “The goal of this review is to provide evidence on the interventions that have been shown to be most effective in improving participation for disadvantaged students, and to identify gaps in the current research base.” 92 studies were evaluated. Measures include but transcend careers support. Evaluations are carried out across different dimensions of outcomes. | England |
Wilson, A., Minhas, P., & Bello, S. (2020). Parents' engagement in the career guidance of their children: autumn 2020. (Link) | U C | This is a research report commissioned by the Gatsby Foundation. It explores how attitudes and preferences have changed within (n=2,001) parents of 11-18 year olds engaging with different careers activities have changed since COVID. Parents have become more pessimistic about their children' s futures, but felt positive about the supported offered by the school or college. About 8 in 10 parents willingly engage in their children' s career development. | England |
Andrews, D. (2021), Access and partnership: How schools in England responded to changes in career guidance services in the first two decades of the 21st century. (LInk) | E | This is a long term retrospective review that discusses the inter-relationship between guidance in schools and the policy and economic context. Over the past 20 years career guidance services for young people in England have undergone two major changes: from privatised careers companies to Connexions, followed by the dismantling of the national service. These events in the paper lend to providing critical retrospective analysis of the careers policies and systems employed in different timeframes. | England |
Bakke, I. B. (2021). Career and cultural context: collective individualism, egalitarianism and work-centrality in the career thinking of Norwegian teenagers. British Journal of Guidance & Counselling, 51(1), 1–16. (Link) | U P E | The paper reviews the Norwegian schools career system. Supported by research that provides insights into the views and values of Norwegian teenagers’ and their counsellors, the author argues how career guidance is influenced by Norwegian cultural values related to welfare: “collective individualism, egalitarianism, and work-centrality.” The paper provides insight for policy on relating cultural values to the characteristics of the key assumptions underpinning a guidance system. | Norway |
Barnes, S.A. and Bimrose, J. (2021), Labour Market Information and its use to inform career guidance of young people: An overview of the labour market systems for career guidance in England. Coventry: Institute for Employment Research, University of Warwick. (Link) | P E | The aim of the report was to provide an overview of the supply of labour market information (LMI) and intelligence through interpretation (LMI+) in England, to highlight data sources and gaps. The report includes a review of 119 sources and includes an overview of the role of different organisations in its provision. Interpretation of the classification and analysis included interviews with eight stakeholders who are those engaging with the information, or using it to provide a service to career clients. The report therefore provides an overview of the wide range of sources that exist, where to find them, and perspectives on gaps. | England |
Cockett, J., Pollard, E. and Williams, M. (2021), The professional careers adviser Workforce (Link) | E | This report sought to use various data sources, mainly the census data, to estimate the size of career guidance professionals in education (Secondary, FE, Vocation/Technical) in England. Trends were drawn from 2021. Around 800 advisers were used by secondary schools. | England |
Gatsby (2021), School leader views on career guidance. A summary of findings (Link) | C E | In December 2021, Gatsby commissioned research to understand n=206 school leaders in England in relation to career guidance, and in particular to explore how practice has changed since the 2020/21 academic year, and COVID disruption. 47% of school leaders say that career guidance is one of their top five priorities. There was also a strong shift towards leaders seeing career guidance had become more (45%) vs less (5%) important since COVID. | England |
Hanson, J., Moore, N., Neary, S., & Clark, L. (2021). An evaluation of the North East of England pilot of the Gatsby Benchmarks of good career guidance. University of Derby (Link) | P C E | This evaluation - covering different aspects - includes a longitudinal study to examine the impact of implementing the Gatsby Benchmarks on schools in the North East of England. The report describes: The rate of adopting the Gatsby benchmarks was measured across schools, enabling factors to adoption, challenges, stakeholder perceptions, finance factors, and student career readiness scores, which increased significantly through the c3 years of the study.. | England |
Hector, M. (2021) Transition to ambition: navigating the career maze. Policy Connect and Skills Commission (Link) | P C E | This enquiry started in 2020 so was somewhat contextualised by the events of COVID. It describes a systematic review of the different career services provided along the path from compulsory education into higher education for transitioning into the workforce. It asks what people of all ages need from career guidance, and therefore what differences can be made to the career system. Amongst the cross-cutting themes described, the paper noted the unstable policy environment, problems with the digital divide, and the challenges with accessing reliable LMI. | England |
Houghton, A. M., Armstrong, J., & Okeke, R. I. (2021). Delivering careers guidance in English secondary schools: Policy versus practice. British Journal of Educational Studies, 69(1), 47-63. (Link) | E | A small scale pilot study demonstrates the importance of contextual factors to the provision of career guidance: “Analysis showed the centrality of… location, history, ethos and values; its self-evaluation development plans; the position and status of the careers policy, career advisor, and the students’ profile/background” | England |
Wilson, T., Allen, J., Pye, K., & Pye, M. (2021). School, college, and student perspectives on information shared about educational pathways: Gatsby Benchmark 7. (Link) | P | Mindful of the Gatsby benchmarks, and the general importance of accurate information, this research was to understand the breadth, quality and frequency of information being provided to school and college students about their onward education options. A survey was conducted of career leaders and advisors in 200 schools and 80 colleges and a survey of n>300 11-19 year old students. along with some depth interviews. The research found that, while A levels and BTECs are discussed most, vocational pathways receive less coverage. The information most valued by students is also measured, which is that jobs they are able to get with a given course. | England |
Dodd, V., Hanson, J., & Hooley, T. (2022). Increasing students’ career readiness through career guidance: measuring the impact with a validated measure. British Journal of Guidance & Counselling, 50(2), 260–272. (Link) | P C | A survey carried on pupils (Study 1, N = 1508) in England taking part in a career guidance pilot programme. The instrument fitted a nine-item one-factor structure. In Study 2 (N = 2240), we found further evidence the factor structure was a good fit to the data. In Study 3 (N = 5242), we tested the relationship between career guidance activities and career readiness. Greater participation in career guidance activities was significantly associated with increased career readiness, demonstrating an application of the Student Career Readiness Index (SCRI) measurement framework. | England |
Holt-White, E., Montacute, R., and Tibbs, L. (2022), Paving the way: career guidance in secondary schools. Report for the Sutton Trust. (Link) | E | This review examined the careers provision in secondary schools, revisiting a previous 2014 study that had found a “postcode lottery” in careers support across schools. The report found the extent and nature of careers support, the extent of linkages to the curriculum, the number of schools collaborating with the Careers & Enterprise Company (CEC) and student self-reporting of activities. Barrier were reported to further progress and recommendations created for Government, the CEC and schools.. | England |
McMahon, M., & Watson, M. (2022). Career development learning in childhood: a critical analysis. British Journal of Guidance & Counselling, 50(3), 345–350 (Link) | E T | This short article introduces a journal edition focussing on Career Development Learning in Childhood: A Critical Analysis. It serves to offer a short overview of contemporary challenges, such as a lack of linkage between research, policy and practice to power learning. | International |
Røise, P. Students’ critical reflections on learning across contexts in career education in Norway. Int J Educ Vocat Guidance (2022). (Link) | U | The paper evaluates the career education experiences of students progressing through their secondary education - with particular reference to discontinuities. Benefits are proposed for opportunities for collective reflection on placements. | Norway |
The Careers & Enterprise Company (2022). Employer engagement in careers education: Insights 2020/21. London: The Careers & Enterprise Company. (Link) | P E | There is an increasing interest in the role subject teachers have to play in supporting their students with careers education. This insight briefing shares findings from two small partnership projects in Oxfordshire to bring teachers together with local businesses. Teachers increased their knowledge of career pathways, and their ability to connect lesson-based learning to work-based learning, following the project. | England |
Holt-White, E., Montacute, R., and Tibbs, L. (2022), Paving the way: career guidance in secondary schools. Report for the Sutton Trust. (Link) | U C | The report provides the results of surveys with secondary school teachers, career leaders and students across English schools - examining the amount and nature of careers support and financial data on the funding to the Careers & Enterprise Company. Results showed that career activities increased with student age: However, at the time of the study, 36% of students had not participated in careers activities at all. Results also allowed comparison of staff v student perceptions. Recommendations were provided to both schools and government. | UK |
Barclays (2023), Employability skills research and trends (Link) and Unlocking Skills and Employment Opportunities report | C E | This project by Barclays Bank aims at providing community-based life skills training for young people and adults in the UK. The rationale for the initiative is described in terms of life skills that are needed for success. Measured outcomes of the research demonstrate the greatest impacts on young people participating, which were topped by “Awareness of own strengths and skills (91%)” | UK |
Blake, H., Kashefpakdel, E. and Hoolsey, T. (2023). Evaluation of the Teachers Encounters Programme. Report by the University of Derby for the Careers Enterprise Company (Link) | P C E | This report describes a one year pilot study called Teacher Encounters that was run by the Careers and Enterprise Company. Teachers were introduced to employers to increase their knowledge of career options and pathways, before returning to educate their students. The report outcomes the importance of career educators having engagement with employers. | England |
Dawson, A. and Harrison, K. (2023). The Employability Badge. Skills for Life, Work and a Stronger Society. Demos and Scouts (Link) | C | The report is written in the face of a significant youth unemployment challenge that is detrimental to the economy, society and the lives of young people - the unemployment rate being three times higher than the general adult population. Consequently, it is important to equip young people with employability skills. The report talks about a skills gap and lack of transferable skills. Presently, there is a mismatch between the skills taught in education and those needed for work. The report discusses the importance and role of extra-curricular activities as a means to acquire necessary employability skills. | UK |
Huxley, K., & Davies, O. (2023). How is careers guidance for school pupils prioritised?. ADR Data Insight. (Link) | U P C E | This Data Insight explores how information is used to inform decisions regarding the provision of careers guidance interviews among key stage 4 (KS4) pupils in Wales, with a focus on students’ characteristics. National data and a student survey (n=42k) were used to assess career provision. Results showed students were progressing with their career decision maturity, but significant percentages lacked confidence. Students at different stages were then evaluated in terms of the career services (activities) they had received (undertaken). Results show those with lower attainment were most likely to be recipients of guidance. | Wales |
Maguire, O. (2023), Careers guidance: Reed survey of children and parents reveals a need for more support. Reed. (Link) | U C | Commissioned with OnePoll, the employment company Reed surveyed 1,000 children between the ages of 11 and 18, and 2,000 parents with children of the same age, to find out how they feel about career guidance, where they get their best advice from, and how prepared they feel for their future careers. They asked parents who they feel is most responsible for their child’s career advice. Only five per cent said external advice services, but the majority (53%) said they feel the onus is on them to provide careers guidance. Despite this, 71% of parents only give their child career advice every few months or less. Results pointed to a potential gap in provision: This result matches up with where children feel they get the best career advice. Forty-one per cent say this is from their family, whereas 40% say they get the best advice from school. These results could point to a gap in careers education, where schools should be encouraging parents to talk to their children about careers and better support them by sharing materials and activities for families to complete together at home. | UK |
Percy, C., & Tanner, E. (2023). Careers Hubs: pilot of a place-based school improvement network in England. British Journal of Guidance & Counselling, 51(6), 988-1004. (Link) | P C | A pilot project was used to test the effect of adhering to Gatsby benchmarks and this research was used to examine enabling conditions. Collaboration between Careers Leaders, leadership support, employer engagement, and alignment with regional strategy were drivers of faster progress in improving provision. | England |
The Careers & Enterprise Company (2023). Insight briefing: - student career readiness in 2022/23. London: The Careers & Enterprise Company. (Link) | U P C E | During the 2022/23 academic year, over 100,000 students from 574 institutions completed the Future Skills Questionnaire (FSQ), making it one of the most extensive surveys of its kind in the country. This report provides the annual results from 2021/22. The report provides an overview of career readiness and tracks progress each year. | England |
UK Parliament (2023), Careers guidance in schools, colleges and universities. Ch 5. How well are schools and colleges discharging their duties? (Link) | C E | This House of Commons Library briefing paper looks at the requirements on schools, colleges and universities in England to provide careers guidance, the quality of the advice provided, and also the organisations working to provide careers advice. Chapter 5 of this report reviews the quality of provision, and largely references Ofsted’s 2023 review: The importance of a quality careers programme was understood by leaders and staff, and the role of careers leader well embedded. However, several areas were noted for improvement including data collection. The growing importance of careers was also noted which drew from CEC’s impact studies. | England |
Watermeyer, R., Morton, P., & Collins, J. (2016). Rationalising for and against a policy of school-led careers guidance in STEM in the UK: A teacher perspective. International Journal of Science Education, 38(9), 1441-1458. (Link) | E | This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n = 94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures. | UK |
Prospects Luminate (2024), Early careers survey (Link) | U P C | The survey measured responses from over 6,000 young people - from secondary school age to early adulthood - on their career plans and the sources of support that they received. Results were unfortunately not all split out by different career stages. However, for secondary school students, the most useful sorts of guidance were considered to be: 1) Talks by staff about university courses, 2) Career guidance appointments, and 3) Career lessons and workshops. The survey also showed that work experiences could not be found by 40% of students, and it highlighted the broad goals. Financial concerns provided a prominent theme across the survey. | UK |
Hughes, D. (2024), An International Evidence Review: Targeted and Effective Careers Support Interventions. Report by dmh Associates for The Department of the Economy, Northern Ireland (Link) | P C E | This study was commissioned so that the Northern Irish career system could learn from the experiences and initiatives of international practices and apply this learning to the Careers Service in Northern Ireland. The review covers 16 countries, mainly throughout Europe and also in New Brunswick in Canada. The research was undertaken between late October 2023 – late February 2024. The findings build upon earlier published findings on lifelong guidance policies and practices in Europe and at an international level (Barnes, et al, 2020; OECD, ILO, ETF, UNESCO, Cedefop, 2019 & 2021; Hooley, 2022 & Hughes & Percy, 2022). The scope of the research has purposely narrowed down to concentrate mainly on career guidance in secondary schools, technology-focused provision, work with vulnerable individuals and professionalisation arrangements | International |
Lindsay, J., Hughes, K., Dougherty, S. M., Reese, K., & Joshi, M. (2024). What We Know About the Impact of Career and Technical Education: A Systematic Review of the Research. Institute of Education Sciences and the Career & Technical Education Research Network (Link) | P C E | This report updates the state of evidence for careers and technical education in the US. The situation described is one where evidence has been relatively sparse to date on who benefits and to what extent from these programmes. The review covers both K12 and post secondary students (aka college students). Most enroll in these courses. The team carrying out the review identified an initial sample of 10,048 studeies and filtered down to n=280 within the review. Overall, the impact of CTE on student outcomes was found to be signficant and positive for 6 of 13 different outcome domains. However, the authors also draw attention to nuances in causation. Students who adopted CTE were found to have better chances of employment after their education. | US |
Mann, A. & Diaz, J. & Zapata Posada, S. (2024). "Teenage career development in England: A Review of PISA 2022 Data," OECD Education Working Papers 315, OECD Publishing. (Link) | C | This OECD report provides a statistical analysis of the trends in career development of young people in England and a comparison with international benchmarks. The results show that “in many ways student career development in England compares well with many other OECD countries, particularly {the} most relevant comparisons. However {} students in England and across the OECD fail to engage sufficiently in career development by the age of 15.” | England |