Transcript Document

careers education and guidance
OUT OF THE BOX
to help you to …
>
>
>
>
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probe ideas that drive our
work;
know what is worth defending;
see what needs reform;
find more options for action;
order priorities for your
work.
DVT
6
Culture
updated 05/03/08
these ideas in:
Careers Education
and Guidance Out of
the Box at
www.hihohiho.com in ‘the underpinning’
this PowerPoint at:
www.hihohiho.com
in ‘the magazine’
(in touch)
_________
handouts:
print in fine colour/
copy in grey-scale
what box?
expertise
policy
…and experience
…and culture
impact
…and diagnosis
central
…and local
inner life
…and other people
employability
…and well-being
guidance
…and curriculum
knowing
= re-establishing
…and learning
= re-forming
careers workers with three brains
career-development
career-management
careers-work
what goes on
people’s experience
how we help
facts, factors
& trends
dilemmas, problems &
conflicts
IAG, curriculum, &
informal learning
requirements &
incentives
acceptance &
rejection
being
being flexible
flexible &
coping with stress
competitiveness
& change
fulfilment &
quality-of-life
achieving employability
employability
achieving
& work-life balance
selection &
skills
earning &
owing
fulfilling functions
functions
fulfilling
& realising identity
opportunities &
access
consequences
for self & others
making
making choices
choices &
finding meaning
both expertise and experience
appreciating the experience base
people are dealing with:
>
more ways to find and exchange
information and impressions;
>
self-propelled ways of making up your
own mind about what needs to be done;
>
in a matrix of enticement and distrust
about cultures, commerce and professions;
>
with work-life balancing for fun, family,
fairness and (environmental) future.
>
and local networks ‘gossiping’ all of this
into people’s inner lives.
both policy and and culture
knowing our clients
about people who…
… are like this…
…are like this…
…
well-being in
life
…
fulfilment at
work
…
need for more
respect
…
satisfied with
how things are
…
impatient with
complexity
…
comfortable with
big picture
…
tentative and
unsure
…
assured &
fluent
…
distrustful of
élites
…
trust in
expertise
…associate
…
a matter of
‘choice’
…
a matter of
upbringing
…reason
…
concrete
experience
…
abstract
possibilities
…seek
…feel
…reflect
…talk
…believe
both impact and diagnosis
proximal planning
economics, cultures and attitudes:
income:
…overstretched…
…manageable…
…affluent…
beliefs:
…pessimistic…
…doubtful…
…optimistic…
values:
expectations:
…individual…
…plural…
…shared…
…closed…
…wondering…
life-style:
learn-style:
…constrained…
…media-driven…
…liberated…
…distrustful…
…compliant…
…enquiring…
…survival…
…fulfilment…
…contribution…
work-style:
both central and ‘local’
…open…
being relevant
well-being across the curriculum
education
for
citizenship
civil
well-being
personal, social, health
and economic education
personal
well-being
economic
well-being
religious
education
spiritual
well-being
physical
well-being
both inner life and other people
environmental
well-being
earning credibility
where-in-my-life do I need this learning:
job-seeker
friend
mother
where?
interview
street
home
with whom?
official
mates
daughter
for what? looking-good letting-go
both employability and well-being
holding-on
developing processes
necessary conditions for effective careers work:
>
enabling process - learning how to
learn;
>
ensuring progression - moving forward from basic
to useful learning;
>
getting transfer-of-learning - finding multiple
links for using the learning in their lives;
>
working across boundaries - linking learning to
both expertise and experience.
both guidance and curriculum
engaging the learning verbs
sense
sift
focus
understand
act
finding enough
getting
out
to go on
sorting into
putting
out useful order
checking
fixing
onout
what needs probing
working effects
linking
out
to causes
gaining sustainable fulfilment
both knowing and learning
extending our thinking
C
= coverage: facts, factors and trends, for learners to know
we help with expertise linking opportunity to identity;
P
= processes: learning skills for learners to grasp
we help with active-learning and enabling methods;
I
= influences: emotional-and-social pressures for learners to
deal with
we help with open listening and broadening experiences.
C
I
P
less a listed analysis, more an interactive story
pushing the boundaries
expertise
experience
policy
culture
impact
diagnosis
central
local
Inner life
other people
employability
well being
guidance
curriculum
knowing
learning
positions and priorities
slow-burn innovation
the creative LUPE
L
U
P
E
lateral - looking outside the box;
understanding - linking effects to causes;
proximal - up-close to the point-of-use;
effective - fulfilling, sustainable and useful.
LxU
E =
P
not Einstein’s ‘E’?
any hope here?
for…
probing ideas that drive our work:
knowing what is worth defending:
seeing what needs reform:
finding more options for action:
ordering priorities for your work:
if ‘yes’ - glad it’s been useful
if ‘no’ - you could tell Bill why at www.hihohiho.com
yes/no
yes/no
yes/no
yes/no
yes/no
get more:
this ppt
www.hihohiho.com/magazine/features/cafculture.ppt
on culture
www.hihohiho.com/underpinning/cafculture.pdf
on learning from experience
www.hihohiho.com/underpinning/caffutures.pdf
on CPI
www.hihohiho.com/moving%20on/CPITxt&Map/cafcpiprjcttxt.html
on life-role relevance in curriculum - LiRRiC
www.hihohiho.com/moving%20on/cafqca.pdf
on repositioning careers work in the curriculum - 2008
www.hihohiho.com/moving%20on/cafcurriculum.pdf