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The Provision of Careers Guidance in Welsh Schools

Authors:

Abstract

Background and Objectives Careers guidance for young people is regarded as important for supporting positive labour market outcomes. In particular, by helping young people to develop their career management competencies and their roles as learners and workers, careers guidance can help reduce the number of young people who fall outside of the education, training or employment system and from becoming ‘NEETS’. While the practice of career guidance implicitly reflects a commitment to social equality, there are concerns that the provision of career services may not be taken up by those with the greatest need. Previous research suggests that higher achieving pupils are more likely to receive careers guidance interventions (Anderson et al. 2004), while learners from under-privileged and ethnic minority backgrounds may have relatively limited access to educational, vocational and employment information (Liu and Middleton; 1995; Brown et al. 1991; Watson and Stead, 1990). This paper examines these issues in the context of the provision of careers advice to school pupils in Wales. Methods Data from the Welsh National Pupil Database is combined with client information held by Careers Wales to examine the incidence and nature of careers guidance received by children and how their characteristics effect the likelihood of receivingcareers-related services. Logistic regression is used to identify factors associated with the likelihood of receiving careers advice within schools. FindingsThe findings reveal that students receive more careers information, advice and guidance when they are in Year 10. Generally, careers interventions within schools are more likely to be accessed by those students with the greatest need. Conclusions Steps take to enhance educational and career opportunities of pupils in Welsh schools are effective, as students who have the most need for such interventions are receiving the services.
International Journal of Population Data Science (2018) 3:2:017
International Journal of
Population Data Science
Journal Website: www.ijpds.org
The Provision of Careers Guidance in Welsh Schools
Davies, R1* and Yunus, S1
1Cardiff University
Background and Objectives
Careers guidance for young people is regarded as important
for supporting positive labour market outcomes. In particular,
by helping young people to develop their career management
competencies and their roles as learners and workers, careers
guidance can help reduce the number of young people who fall
outside of the education, training or employment system and
from becoming ‘NEETS’. While the practice of career guidance
implicitly reflects a commitment to social equality, there are
concerns that the provision of career services may not be taken
up by those with the greatest need. Previous research suggests
that higher achieving pupils are more likely to receive careers
guidance interventions (Anderson et al. 2004), while learners
from under-privileged and ethnic minority backgrounds may
have relatively limited access to educational, vocational and
employment information (Liu and Middleton; 1995; Brown et
al. 1991; Watson and Stead, 1990). This paper examines
these issues in the context of the provision of careers advice
to school pupils in Wales.
Methods
Data from the Welsh National Pupil Database is combined
with client information held by Careers Wales to examine the
incidence and nature of careers guidance received by children
and how their characteristics effect the likelihood of receiving
careers-related services. Logistic regression is used to iden-
tify factors associated with the likelihood of receiving careers
advice within schools.
Findings
The findings reveal that students receive more careers informa-
tion, advice and guidance when they are in Year 10. Generally,
careers interventions within schools are more likely to be ac-
cessed by those students with the greatest need.
Conclusions
Steps take to enhance educational and career opportunities of
pupils in Welsh schools are effective, as students who have the
most need for such interventions are receiving the services.
Corresponding Author:
Email Address: daviesor@cardiff.ac.uk (R Davies)
http://dx.doi.org/10.23889/ijpds.v3i2.485
June 2018 c
The Authors. Open Access under CC BY-NC-ND 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en)
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