|
|
|
|
|
moving
on |
how the Café helps develop careers work and learning for well-being...
and key publications underpinning that quest
|
| |
|
|
|
|
|
which way is forward?
LiRRiC - FOR EFFECTIVE AND USEFUL LEARNING FOR WELL-BEING
|
LiRRiC means 'life-role relevance in curriculum'. It is 'blue sky' thinking, for consideration by the QCA. It proposes radical change for the whole psd-spectrum. Café articles show what this means for careers education - relocating it at the heart of curriculum. They also link to current headlines concerned for young people, and what we do to help them. The 'go' arrow takes you to the full proposals, the changing policy frame, and what all of this means for future programme management. |
|
what are we going to do about career?
THE CPI MODEL FOR THE FUTURE OF CAREERS WORK |
CPI sets out a basis for the future of careers-work across-the-board. It is a 'coverage-process-influences' (post-DOTS) model for the work. It points to the importance, not
only of information-coverage, but also of learning-processes and
emotional-and-social influences. The 'go' arrow will take you to where you can examine the thinking,
and find the practical material. |
 |
what are we going to do about career?
THE CPI MODEL - SHORT INTRODUCTION |
This one-page pdf introduces CPI coverage of how people balance work roles with other roles, how they process that learning into a basis for sustainable action, and what social-and emotional influences they need to negotiate. |
|
whIch way is forward?
RELOCATING CAREERS WORK IN CURRICLUM
|
There was never a time when people needed more to know what is going on in working life. And when they more needed to be able to work out what to do about it. It all means enabling students to be being self-propelled in finding out, checking out and working out what to do for a useful, worthwhile and sustainable life. And to do that - life-long and life-wide. We can't help them enough with this through tick-box help and cut-and-paste learning. So how do we put ourselves in a position to help them more? |
|
|
|
|
|
|
|
|
thinking forward:
WHY
WE LEARN - according to Richard Rorty |
It
seems probable that we do not learn in order to know the truth, but to know
what to do. If that is so, there are big implications for the position of
careers-work and education-for-citizenship - indeed for all programmes concerned with learning for well-being |
|
|
|
|
|
|
|
|
thinking forward:
POLICY
PRIORITIES - according to Ruth Levitas |
Ruth
Levitas's account of policy in this field points not so much to the value
of ideas, more to the strength of interest groups. But, underlying that
not entirely wholesome story is a potentially useful analysis of where our
priorities might lie |
|
|
|
|
|
|
|
|
thinking forward:
MANAGING
NETWORKS - in contemporary careers work |
Effective careers-work and Connexions programmes need resourceful
people who can manage networks of help. How will we know them when we find
them? |
|
|
|
|
|
|
|
|
thinking forward:
CHOICE
- and why we shouldn't ignore Daniel Dennett |
The idea of a free-standing 'self', choosing what to do - as a citizen or
in career development - won’t do any more. But there are other stronger
and more useful ideas. |
|
|
|
|
|
|
