A. G. Watts – författare

Re-thinking Careers Education and Guidance is the first book published in the United Kingdom to cover theory, policy and practice in all sectors of careers education and guidance provision. The book features:* an authoritative review of career theories, together with a new career learning theory* an analysis of the development of careers provision in schools; colleges; higher education; work organisations; the Careers Service, and in other agencies* an examination of the main aspects of practice* an exploration of ways of supporting development and evaluation* an analysis of the role of public policy, and the development of guidance systems in other parts of the world. Re-thinking Careers Education and Guidance is an essential text for students in initial training, those engaged in in-service and higher degree work, and reflective guidance practitioners.

Re-thinking Careers Education and Guidance is the first book published in the United Kingdom to cover theory, policy and practice in all sectors of careers education and guidance provision. The book features:* an authoritative review of career theories, together with a new career learning theory* an analysis of the development of careers provision in schools; colleges; higher education; work organisations; the Careers Service, and in other agencies* an examination of the main aspects of practice* an exploration of ways of supporting development and evaluation* an analysis of the role of public policy, and the development of guidance systems in other parts of the world. Re-thinking Careers Education and Guidance is an essential text for students in initial training, those engaged in in-service and higher degree work, and reflective guidance practitioners.

The 1980s saw the rapid growth of work-experience programmes in schools and colleges. This development was in response to central government initiatives, such as TVEI, as well as developments in courses with a compulsory work-experience element. Many of the improvements in the quality of work-experience schemes in local education authorities and schools were the product of local initiatives and the imagination and enthusiasm of individual teachers.Originally published in 1991, Rethinking Work Experience was the first attempt to document these developments in order to provide a comprehensive picture of work experience in Britain at the time. The title of the book is based upon the idea that the introduction of the National Curriculum and the overhaul of education and training 16–19 requires a rethinking of the place of work experience in the curriculum. The book uses a new conceptual framework to describe and analyse developments and dimensions of work-experience programmes. This formulation of ten aims and five curricular frames for work experience had already been widely adopted in schools.Rethinking Work Experience begins with an overview of the historical development of work experience focusing upon policy development during the period since it was first mentioned in the 1963 Newson Report. This is followed by an examination of the concept of work experience, and a comparative study of work experience in Europe and beyond. An extended discussion of the history of work provides the backdrop to an analysis of the current trends in work-places in Britain at the time. The organisational aspects of work experience discussed include a review of alternative models of school-based and LEA-based organisation. Employers’ perspectives, and work experience and the law, are fully examined. Rethinking Work Experience has a major emphasis upon the curricular aspects of work experience. The chapters on integration and progression contain many case-study examples of good practice, in addition to providing a framework to help schools improve these elements of their programme. Questions of equal opportunities are discussed in the chapter on matching students to placements, which again introduces a number of new approaches to this issue. The National Curriculum and 16–19 change highlight the importance of assessment, and the discussion not only describes current practice, but also offers an analytical framework for developing work-experience assessment. Finally, the issue of evaluation is explored in some detail, while the text as a whole provides a framework for evaluating LEA and school work-experience schemes.

In the 1980s work simulations were receiving considerable attention in schools as ways of enabling students to experience aspects of the world of work within a controlled environment. They were also seen as vehicles for the development of a wide range of knowledge, concepts and skills. Such simulations were being extensively used in vocationally-oriented programmes like TVEI and CPVE, as well as the general curriculum.Originally published in 1988, Mirrors of Work was the first major book to ‘map’ this field and to develop a conceptual framework through which existing practice could be critically examined and further development stimulated. It draws on the experience of SCIP, which had been responsible for much of the leading development in the field. The book examines the rationale for using work simulations in schools, looks at the six main forms which work simulations took in schools at the time, using illustrative examples of the simulation forms in practice, and explores a range of specific issues related to work simulations in general. Today it can be read in its historical context.

Re-thinking Careers Education and Guidance is the first book published in the United Kingdom to cover theory, policy and practice in all sectors of careers education and guidance provision. The book features: * an authoritative review of career theories, together with a new career learning theory * an analysis of the development of careers provision in schools; colleges; higher education; work organisations; the Careers Service, and in other agencies * an examination of the main aspects of practice * an exploration of ways of supporting development and evaluation * an analysis of the role of public policy, and the development of guidance systems in other parts of the world. Re-thinking Careers Education and Guidance is an essential text for students in initial training, those engaged in in-service and higher degree work, and reflective guidance practitioners.

Re-thinking Careers Education and Guidance is the first book published in the United Kingdom to cover theory, policy and practice in all sectors of careers education and guidance provision. The book features: * an authoritative review of career theories, together with a new career learning theory * an analysis of the development of careers provision in schools; colleges; higher education; work organisations; the Careers Service, and in other agencies * an examination of the main aspects of practice * an exploration of ways of supporting development and evaluation * an analysis of the role of public policy, and the development of guidance systems in other parts of the world. Re-thinking Careers Education and Guidance is an essential text for students in initial training, those engaged in in-service and higher degree work, and reflective guidance practitioners.

This book is focused on work, occupation and career development: themes that are fundamental to a wide range of human activities and relevant across all cultures. Yet theorizing and model building about this most ubiquitous of human activities from international perspectives have not been vigorous. An examination of the literature pertaining to career development, counseling and guidance that has developed over the last fifty years reveals theorizing and model building have been largely dominated by Western epistemologies, some of the largest workforces in the world are in the developing world. Career guidance is rapidly emerging as a strongly felt need in these contexts. If more relevant models are to be developed, frameworks from other cultures and economies must be recognized as providing constructs that would offer a deeper understanding of career development. This does not mean that existing ideas are to be discarded. Instead, an integrative approach that blends universal principles with particular needs could offer a framework for theorizing, research and practice that has wider relevance. The central objective of this handbook is to draw the wisdom and experiences of different cultures together to consider both universal and specific principles for career guidance and counseling that are socially and economically relevant to contemporary challenges and issues. This book is focused on extending existing concepts to broader contexts as well as introducing new concepts relevant to the discipline of career guidance and counseling.

This book is focused on work, occupation and career development: themes that are fundamental to a wide range of human activities and relevant across all cultures. Yet theorizing and model building about this most ubiquitous of human activities from international perspectives have not been vigorous. An examination of the literature pertaining to career development, counseling and guidance that has developed over the last fifty years reveals theorizing and model building have been largely dominated by Western epistemologies, some of the largest workforces in the world are in the developing world. Career guidance is rapidly emerging as a strongly felt need in these contexts. If more relevant models are to be developed, frameworks from other cultures and economies must be recognized as providing constructs that would offer a deeper understanding of career development. This does not mean that existing ideas are to be discarded. Instead, an integrative approach that blends universal principles with particular needs could offer a framework for theorizing, research and practice that has wider relevance. The central objective of this handbook is to draw the wisdom and experiences of different cultures together to consider both universal and specific principles for career guidance and counseling that are socially and economically relevant to contemporary challenges and issues. This book is focused on extending existing concepts to broader contexts as well as introducing new concepts relevant to the discipline of career guidance and counseling.