Embedded careers education

Lucas Walsh; Joanne Gleeson

doi:10.4324/9781003025955-11

Embedded careers education

Lucas Walsh, Joanne Gleeson

School of Education Culture & Society

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

Abstract

Transitions to life post-school are changing as a result of wide-ranging factors such as technological development, credential inflation, a more fluid labour market, the proliferation of different types of families, a greater focus on health and wellbeing and wider sociological trends such as the elongation of young peoples’ journeys to “adulthood”. Conventional markers of transition are themselves shifting, such as getting full-time employment, owning/renting a home and notions of “career”. Including and beyond career education, this policy presents a more holistic approach that responds to the changing nature of 21st-century transitions.

Original language	English
Title of host publication	Building Better Schools with Evidence-based Policy
Subtitle of host publication	Adaptable Policy for Teachers and School Leaders
Editors	Kelly-Ann Allen, Andrea Reupert, Lindsay Oades
Place of Publication	Abingdon UK
Publisher	Routledge
Chapter	11
Pages	77-87
Number of pages	11
Edition	1st
ISBN (Electronic)	9781003025955
ISBN (Print)	9780367458874, 9780367458898
DOIs	https://doi.org/10.4324/9781003025955-11
Publication status	Published - 2021

Keywords

Careers education
schools
education
careers advisors
Youth employment
teachers
School leaders

Access to Document

10.4324/9781003025955-11Licence: CC BY-NC-ND

337173765Final published version, 243 KBLicence: CC BY-NC-ND

Link to publication in Scopus

1 Article

Theorising and preparing students for precarity: how can leaders and educators better prepare students to enter an increasingly insecure workforce?
Walsh, L. & Gleeson, J., 2021, (Accepted/In press) In: Journal of Educational Administration and History. 13 p.
Research output: Contribution to journal › Article › Research › peer-review

File

Cite this

@inbook{9bfee72e1ce74868ac789b4b6aba94db,

title = "Embedded careers education",

abstract = "Transitions to life post-school are changing as a result of wide-ranging factors such as technological development, credential inflation, a more fluid labour market, the proliferation of different types of families, a greater focus on health and wellbeing and wider sociological trends such as the elongation of young peoples{\textquoteright} journeys to “adulthood”. Conventional markers of transition are themselves shifting, such as getting full-time employment, owning/renting a home and notions of “career”. Including and beyond career education, this policy presents a more holistic approach that responds to the changing nature of 21st-century transitions.",

keywords = "Careers education, schools, education, careers advisors, Youth employment, teachers, School leaders",

author = "Lucas Walsh and Joanne Gleeson",

year = "2021",

doi = "10.4324/9781003025955-11",

language = "English",

isbn = "9780367458874",

pages = "77--87",

editor = "Kelly-Ann Allen and Andrea Reupert and Lindsay Oades",

booktitle = "Building Better Schools with Evidence-based Policy",

publisher = "Routledge",

address = "United Kingdom",

edition = "1st",

}

Embedded careers education. / Walsh, Lucas ; Gleeson, Joanne.

Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders. ed. / Kelly-Ann Allen; Andrea Reupert; Lindsay Oades. 1st. ed. Abingdon UK : Routledge, 2021. p. 77-87.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

TY - CHAP

T1 - Embedded careers education

AU - Walsh, Lucas

AU - Gleeson, Joanne

PY - 2021

Y1 - 2021

N2 - Transitions to life post-school are changing as a result of wide-ranging factors such as technological development, credential inflation, a more fluid labour market, the proliferation of different types of families, a greater focus on health and wellbeing and wider sociological trends such as the elongation of young peoples’ journeys to “adulthood”. Conventional markers of transition are themselves shifting, such as getting full-time employment, owning/renting a home and notions of “career”. Including and beyond career education, this policy presents a more holistic approach that responds to the changing nature of 21st-century transitions.

AB - Transitions to life post-school are changing as a result of wide-ranging factors such as technological development, credential inflation, a more fluid labour market, the proliferation of different types of families, a greater focus on health and wellbeing and wider sociological trends such as the elongation of young peoples’ journeys to “adulthood”. Conventional markers of transition are themselves shifting, such as getting full-time employment, owning/renting a home and notions of “career”. Including and beyond career education, this policy presents a more holistic approach that responds to the changing nature of 21st-century transitions.

KW - Careers education

KW - schools

KW - education

KW - careers advisors

KW - Youth employment

KW - teachers

KW - School leaders

UR - http://www.scopus.com/inward/record.url?scp=85110260692&partnerID=8YFLogxK

U2 - 10.4324/9781003025955-11

DO - 10.4324/9781003025955-11

M3 - Chapter (Book)

AN - SCOPUS:85110260692

SN - 9780367458874

SN - 9780367458898

SP - 77

EP - 87

BT - Building Better Schools with Evidence-based Policy

A2 - Allen, Kelly-Ann

A2 - Reupert, Andrea

A2 - Oades, Lindsay

PB - Routledge

CY - Abingdon UK

ER -

Embedded careers education

Abstract

Keywords

Access to Document

Research output

Theorising and preparing students for precarity: how can leaders and educators better prepare students to enter an increasingly insecure workforce?

Cite this