CAREER GUIDANCE AND WORK-BASED LEARNING

Glasgow, September 20 2016 Pauline Musset

Module 6

A DIFFICULT QUESTION: WHAT DO YOU WANT TO BE

WHEN YOU GROW UP?

AND AN EVEN MORE DIFFICULT ONE: HOW TO ACHIEVE

THAT?

3

What influences these decisions?

•  Family and friends •  School and teachers

•  But many factors also influence these decisions – parental education and background, ethnicity and gender.

5

Career guidance matters

6

But it is hard to get it right

7

Direct contacts with the world of work can help

0 10 20 30 40 50 60 70 80

Workedasanintern

Didjobshadowing

Visitedajobfair

Spoketoacareeradvisor

atschool

Spoketoacareeradvisoroutsidethe

school

Completedaques>onnairetofindoutabouttheirinterestsandabili>es

ResearchedtheInternetforinforma>onaboutcareers

Wenttoanorganisedtourinanins>tu>on

providingfurthereduca>on1

ResearchedtheInternetforinforma>on

aboutprogrammes

providingfurthereduca>on1

Boys Girls %

Career guidance services in OECD countries (PISA 2012)

Source: Figure 4.2 1. Institutions providing further education are ISCED 3-5 in the PISA 2012 questionnaire.

Hands-on experience in the workplace can help mitigate some of these negative stereotypes Direct contacts with employers can be a good complement to school-delivered services Exposure to examples of labour market outcomes can help to promote VET options

9

Contact with the workplaces can help overcome some of the stereotypes linked to education choices and work environments

Employer engagement may be hard to achieve But some forms of activities are simpler than other to achieve

10

Policy issue: How to convince employers to participate in career guidance?

11

Conclusions

•  Different ages require different types of interventions

•  Building blocks for future career aspirations and their management

•  Equity issues might remain

•  Partnerships between education institutions and workplaces are essential

12

14

Thanks!

pauline.musset@oecd.org