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