Secondary education

Title

Type

Brief description

Location

Maguire, M.amd Killeen, J, (2003), Outcomes from careers information and guidance services, A paper prepared for an OECD review of policies for information, guidance and counselling services Commissioned jointly by the European Commission and the OECD (Link)

P C

This is a formative review paper that pulled together a wide range of international studies to examine the impact of career guidance on both individuals and the wider economy and society. The paper serves to provide a review of earlier studies and an inventory of types of benefit. The paper also discusses evaluation practices. The report references career guidance for both those in education and adults.

International

Hughes, K. L., & Karp, M. J. M. (2004). School-based career development: A synthesis of the literature. (Link)

P C

The paper examined the evidence behind career interventions used in secondary schools to 2004 in a US context. "This synthesis of the research literature, covering meta-analyses and individual studies on comprehensive guidance programs, career courses, counselling interventions and computer-assisted career guidance, finds many benefits to students of career guidance and academic counselling interventions. On a variety of career-related and academic measures, student subjects did have increased outcomes. However, there are also limitations to the interventions and to the research methods studying them.”

US

Sampson, J. P., Hooley, T., & Marriot, J. (2011). Fostering college and career readiness: How career development activities in schools impact on graduation rates and students' life success. (Link)

P C

This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda, and a focus on North American settings. The paper provides “a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labour market and live happier and more productive lives.”

US

Westergaard, J..(2012) "Career guidance and therapeutic counselling: Sharing ‘what works’ in practice with young people." British Journal of Guidance & Counselling 40.4 . 327-339. (Link)

P T

This paper draws on research undertaken with therapeutic counsellors into ‘what works’ when counselling young people. It offers career practitioners the opportunity to reflect on four key emerging themes and to consider how the discipline of therapeutic counselling might inform guidance practice.

General

Haynes, G., McCrone, T. & Wade, P. (2013) Young people’s decision-making: the importance of high quality school-based careers education, information, advice and guidance, Research Papers in Education, 28:4, 459-482, (Link) (PW)

C E

This paper explores the decision-making processes of young people aged 13–14 years in 30 consortia across England as they chose their options for Key Stage 4 at a time when a new qualification, the 14–19 Diploma, was being introduced. It draws longitudinal national study coinciding with the change. Surveys of young people found variations in the quality of school CEIAG, measured by students’ understanding of the qualification and related pathways and satisfaction with their decisions.,

England

Meijers, F., Kuijpers, M., & Gundy, C.M. (2013). The relationship between career competencies, career identity, motivation and quality of choice. International Journal for Educational and Vocational Guidance, 13, 47-66. (Link)

C E

The article reports measurements of the impact of career education and guidance among students (ages 12–19) enrolled in prevocational and secondary vocational education in The Netherlands. The study included 3,499 students and 166 teachers in 226 classes in 34 schools. Various positive outcomes were found in terms of decision quality and engagement in learning.

Holland

veritt, J., Neary, S., Delgardo, M.A. and Clark, L. (2008). Personal Guidance. What Works? London: The Careers & Enterprise Company. (Link)

P

This research was commissioned by The Careers & Enterprise Company in summer 2018 to establish what works in the provision of personal guidance in schools and colleges and to identify the impacts on young people: a rapid evidence review of the academic and grey literature which   informs what is currently happening within this area;, case studies with schools and colleges across England which highlight good practice and the challenges of implementation; expert interviews with key thought leaders relevant to the area -  this builds on the findings from the literature review

England

Hughes, D., Adamson, J., & Stutz, A. (2016). Championing Careers Guidance in Schools: impact evaluation. CFE Research Study for the Greater London Authority. (Link)

P C

This report was commissioned by the Greater London Authority to evaluate the impact of  career programmes in London schools (“Championing Career Guidance In Schools”), tracking destination outcomes of students in Yrs 11-13 inclusively. Results included finding more progression to higher education and reduced numbers of NEETs.

England

Hughes, Deirdre, et al. "Careers education: International literature review. Report by Warwick University and Education & Employers (2016). (Link)

P C

The report was commissioned by the Education Endowment Foundation (EEF), and supported by the Bank of America Merrill Lynch, and provided a review of the evidence base over the period from 1996.  73 studies were included. While direct evidence was deemed weak at the time, there were stronger cases made for “related” evidence such as that outcomes related to how teenagers think about their futures.

Elnaz T. Kashefpakdel & Christian Percy (2016): Career education that works: an economic analysis using the British Cohort Study, Journal of Education and Work, (Link)

P C

“This paper draws on the British Cohort Study 1970  to investigate the link between career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more career talks at age 14–16 enjoyed a wage premium 10 years later at age 26.”

Britain

Collins, J. and Barnes, A. (2017). Careers in  the Curriculum. What works? London: The  Careers & Enterprise Company (Link)

E T

The international and UK evidence base is examined to review the benefits of having career integrated in the secondary school curriculum. The paper reports many positive evaluation studies but causes for more evidence to deduce causations.

Moore, N., Vigurs, K., Everitt, J., & Clark, L. (2017). Progression for Success: Evaluating North Yorkshire’s innovative careers guidance project. Report for North Yorkshire County Council. (Link)

P C

The North Yorkshire County Council (NYCC) Careers Guidance Project, ‘Putting the learner first – progression for success’ was established as a two-year project in June 2015. This paper describes the initiative and the subsequent progress made in careers provision.

England

Moore, N. and Hansson, J. (2017), My Future: Developing career education and guidance at school. Report for the My Future Erasmus project. (Link)

E T

The research sought to identify and critically evaluate career guidance frameworks and practice with young people aged 12 – 25 across Europe with particular focus on: Social inclusion and mobility, Career management skills, Use of technology and the influence of geography over outcomes.

Europe

Rehill, J., Kashefpakdel, E. T., & Mann, A. (2017). Transition skills (mock interview and CV workshops). What works. (Link)

P

This paper reviews the current evidence relevant to the design and effectiveness of employer-led transition skills events such as mock interviews and CV workshops. The findings provide schools and colleges with evidence to support the delivery of these events and activities

England

Rehill, J., Kashefpakdel, E., and Mann, A. (2017), Career events. What works? Report for Education and Employers (Link)

U P 

The paper provides a literature review and new survey data with students and inputs from teachers on 'what works' at careers events for secondary school students. Several high-quality studies exist demonstrating positive outcomes experienced by career event participants, but the literature at the time was "very limited" in terms of comparing types of event.

England

Moote, J., and Archer, L. (2018). Failing to deliver? Exploring the current status of career education provision in England, Research Papers in Education, 33(2), pp. 187-215.(Link)

U C E

The paper investigates students’ views on careers education provision and their satisfaction. The work draws on data collected via a national survey of over 13,000 Year 11 students aged 15/16 years and in-depth longitudinal interviews conducted with 70 students from this cohort (aged from 10 to 16 years). Findings demonstrates a “clear student demand for ‘more and better’ careers education”. Some schools may not be meeting the statutory requirement to provide impartial careers support Moreover, analysis suggests that support is “currently patterned in ways that may be working to promote inequalities relating to gender, ethnicity and social class.”

Kuijpers, M. (2019). Career guidance in collaboration between schools and work organisations. British Journal of Guidance & Counselling, 47, 487 - 497. (Link)

P C

Studies are presented into school-employer collaborations, reviewing 17 previous studies, four case studies and 34 interviews. Several high quality studies demonstrate positive outcomes but few comparisons between different types of event.

Marcionetti J., Rossier J. (2019). A longitudinal study of relations among adolescents’ self-esteem, general self-efficacy, career adaptability, and life satisfaction. J. Career Dev. 48, 475–490. (Link)

U

The study examines the development of several important personal attributes related to career management skills: concern, curiosity, control, confidence. Research was conducted on 357 adolescents over 17 months during their time in secondary school. The importance of career adaptability was highlighted.

Switzerland

McIntosh, I., & Yates, J. (2019). Evaluating employer career interventions in English schools. Journal of the National Institute for Career Education and Counselling, 42(1), 9-17. (Link)

P C

Government policy on English schools’ careers activities indicates an emphasis on employer interventions over traditional career guidance, but it was a less well studied form of intervention than traditional interviews. This paper compares the impact of career guidance interviews with employer engagements using a study of n=233 students, and finds vocational guidance interviews to be more effective. 

England

Allnutt, R. (2020), A qualitative review of personal career guidance in secondary schools in England. Report by Career Wise for Gatsby (Link)

C E

This is a report about personal career guidance practice from the perspective of secondary schools. It has been informed by interviews with school Careers Leaders (or equivalent) in schools in England in January 2020.  The review examined the extent to which career guidance was aligned to Gatsby and what is the quality, or effectiveness, of personal guidance. The review was conducted across a pre-identified 21 secondary schools (including 12 with  sixth-forms) in England.

Hanson, J., & Neary, S. (2020, March). The Gatsby benchmarks and social mobility: Impacts to date. In Career Guidance for Inclusive Society: IAEVG Conference Proceedings. (Link)

U C E

Using recent case studies, the paper reviews how the Gatsby benchmarks are helping in the career development of young people, and benefits are being derived for the short, medium and longer term. Particular concern is given to the support for students with low social capital.

England

Hearne, L. and Neary, S. (2020). Let’s talk about career guidance in secondary schools! A consideration of the professional capital of school staff in Ireland and England. International Journal for Educational and Vocational Guidance. (Link)

C E

The paper discusses the “whole school model” of career guidance, with comparisons made about English and Irish systems. Identifying gaps to its realisation, the study “specifically considers the conditions that could support the delivery of a whole school approach to career guidance through the concept of professional capital.”

England 

Ireland

Kamm, C., Gebhardt, A., Gonon, P., Brühwiler, C., & Dernbach-Stolz, S. (2020). Learners’ perceptions of a career guidance curriculum in different school-based support systems in Switzerland. Journal of Vocational Education & Training, 72, 375 - 395. (Link)

U P

This article examines the different functions and further potential of a curriculum of career guidance in lower secondary school and bridge-year courses. With a focus on young adults following a nonlinear pathway to post-compulsory education in the Swiss Canton of Zurich, the author looks at why bridge-year courses are attended and how career guidance is perceived, and how career guidance can be optimised.

Switzl’d

Keele, S. M., Swann, R., & Davie-Smythe, A. (2020). Identifying best practice in career education and development in Australian secondary schools. Australian journal of career development, 29(1), 54-66. (Link)

P C E

This review aimed to identify the tenets of best practice in career education and development within Australian schools, using an analysis of 13 articles. Best practices were deemed related to an “embedded, whole-school approach with services tailored to the individual, school, community and culture”

Australia

Mann, A., Denis, V. and Percy, C. (2020), "Career ready?: How schools can better prepare young people for working life in the era of COVID-19", OECD Education Working Papers, No. 241, OECD Publishing, Paris, (Link)

U C T

The paper describes the insights that can be gathered on the career-readiness of students in different countries using open data sets. The results show marked differences between the career readiness of different countries. Variations between countries can be used as an assessment of the education systems in different locations.

International

Poulsen, B. K. (2020). Insights and outlooks: Career learning in the final years of compulsory school. Education Inquiry, 11(4), 316-330. (Link)

P C

This article reports from a Danish research and development project on career learning in compulsory school. Collaborations between schools and businesses were used to increase student insight. The career learning outcomes were found to be related to decisions taken by teachers and career professionals in designing the interventions.

Holland

Robinson, D. and Salvestrini, V. (2020), The impact of interventions for widening access to higher education : a review of the evidence. Education Policy Institute (Link)

P C

“The goal of this review is to provide evidence on the interventions that have been shown to be most  effective in improving participation for disadvantaged students, and to identify gaps in the current research base.” 92 studies were evaluated. Measures include but transcend careers support. Evaluations are carried out across different dimensions of outcomes.

England

Wilson, A., Minhas, P., & Bello, S. (2020). Parents' engagement in the career guidance of their children: autumn 2020. (Link)

U C

This is a research report commissioned by the Gatsby Foundation. It explores how attitudes and preferences have changed  within (n=2,001) parents of 11-18 year olds engaging with different careers activities have changed since COVID. Parents have become more pessimistic about their children' s futures, but felt positive about the supported offered by the school or college. About 8 in 10 parents willingly engage in their children' s career development.

England

Barnes, S.A. and Bimrose, J. (2021), Labour Market Information and its use to inform career guidance of young people: An overview of the labour market systems for career guidance in England. Coventry: Institute for Employment Research, University of Warwick. (Link)

P E

The aim of the report was to provide an overview of the supply of labour market information (LMI) and intelligence through interpretation (LMI+) in England, to highlight data sources and gaps. The report includes a review of 119 sources and includes an overview of the role of different organisations in its provision. Interpretation of the classification and analysis included interviews with eight stakeholders who are those engaging with the information, or using it to provide a service to career clients. The report therefore provides an overview of the wide range of sources that exist, where to find them, and perspectives on gaps.

England

Hanson, J., Moore, N., Neary, S., & Clark, L. (2021). An evaluation of the North East of England pilot of the Gatsby Benchmarks of good career guidance. University of Derby (Link)

P C E

This evaluation - covering different aspects - includes a longitudinal study to examine the impact of implementing the Gatsby Benchmarks on schools in the North East of England. The report describes: The rate of adopting the Gatsby benchmarks was measured across schools, enabling factors to adoption, challenges, stakeholder perceptions, finance factors, and student career readiness scores, which increased significantly through the c3 years of the study..

England

Houghton, A. M., Armstrong, J., & Okeke, R. I. (2021). Delivering careers guidance in English secondary schools: Policy versus practice. British Journal of Educational Studies, 69(1), 47-63. (Link)

E

A small scale pilot study demonstrates the importance of contextual factors to the provision of career guidance: “Analysis showed the centrality of…  location, history, ethos and values; its self-evaluation development plans; the position and status of the careers policy, career advisor, and the students’ profile/background”

England

Wilson, T., Allen, J., Pye, K., & Pye, M. (2021). School, college, and student perspectives on information shared about educational pathways: Gatsby Benchmark 7. (Link)

P

Mindful of the Gatsby benchmarks, and the general importance of accurate information, this research was to understand the breadth, quality and frequency of information being provided to school and college students about their onward education options. A survey was conducted of career leaders and advisors in 200 schools and 80 colleges and a survey of n>300 11-19 year old students. along with some depth interviews. The research found that, while A levels and BTECs are discussed most, vocational pathways receive less coverage.  The information most valued by students is also measured, which is that jobs they are able to get with a given course.

England

Holt-White, E., Montacute, R., and Tibbs, L. (2022), Paving the way: career guidance in secondary schools. Report for the Sutton Trust. (Link)

E

This review examined the careers provision in secondary schools, revisiting a previous 2014 study that had found a “postcode lottery” in careers support across schools. The report found the extent and nature of careers support, the extent of linkages to the curriculum, the number of schools collaborating with the Careers & Enterprise Company (CEC) and student self-reporting of activities. Barrier were reported to further progress and recommendations created for Government, the CEC and schools..

England

McMahon, M., & Watson, M. (2022). Career development learning in childhood: a critical analysis. British Journal of Guidance & Counselling, 50(3), 345–350 (Link)

E T

This short article introduces a journal edition focussing on Career Development Learning in Childhood: A Critical Analysis. It serves to offer a short overview of contemporary challenges, such as a lack of linkage between research, policy and practice to power learning.

International

Røise, P. Students’ critical reflections on learning across contexts in career education in Norway. Int J Educ Vocat Guidance (2022). (Link)

U

The paper evaluates the career education experiences of students progressing through their secondary education - with particular reference to discontinuities. Benefits are proposed for opportunities for collective reflection on placements.

Norway

The Careers & Enterprise Company (2022). Employer engagement in careers education: Insights 2020/21. London: The Careers & Enterprise Company. (Link)

P E

There is an increasing interest in the role subject teachers have to play in supporting their students with careers education. This insight briefing shares  findings from two small partnership projects in Oxfordshire to bring teachers  together with local businesses. Teachers increased their knowledge of career pathways, and their ability to connect lesson-based learning to work-based learning, following the project.

England

Holt-White, E., Montacute, R., and Tibbs, L. (2022), Paving the way: career guidance in secondary schools. Report for the Sutton Trust. (Link)

U C

The report provides the results of surveys with secondary school teachers, career leaders and students across English schools - examining the amount and nature of careers support and financial data on the funding to the Careers & Enterprise Company. Results showed that career activities increased with student age: However, at the time of the study, 36% of students had not participated in careers activities at all. Results also allowed comparison of staff v student perceptions. Recommendations were provided to both schools and government.

UK

Barclays (2023), Employability skills research and trends, and Unlocking Skills and Employment Opportunities report (Link)

C E

This project by Barclays Bank aims at providing community-based life skills training for young people and adults in the UK. The rationale for the initiative is described in terms of life skills that are needed for success. Measured outcomes of the research demonstrate the greatest impacts on young people participating, which were topped by “Awareness of own strengths and skills (91%)”

UK

Blake, H., Kashefpakdel, E. and Hoolsey, T. (2023). Evaluation of the Teachers Encounters Programme. Report by the University of Derby for the Careers Enterprise Company (Link)

P C E

This report describes a one year pilot study called Teacher Encounters that was run by the Careers and Enterprise Company. Teachers were introduced to employers to increase their knowledge of career options and pathways, before returning to educate their students. The report outcomes the importance of career educators having engagement with employers.

England

Dawson, A. and Harrison, K. (2023). The Employability Badge. Skills for Life, Work and a Stronger Society. Demos and Scouts (Link)

C

The report is written in the face of a significant youth unemployment challenge that is detrimental to the economy,  society and the lives of young people - the unemployment rate being three times higher than the general adult population. Consequently, it is important to equip young people with employability skills.  The report talks about a skills gap and lack of transferable skills. Presently, there is a mismatch between the skills taught in education and those needed for work. The report discusses the importance and role of extra-curricular activities as a means to acquire necessary employability skills.

UK

Huxley, K., & Davies, O. (2023). How is careers guidance for school pupils prioritised?. ADR Data Insight. (Link)

U P C E

This Data Insight explores how information is used to inform decisions regarding the provision of careers guidance interviews among key stage 4 (KS4) pupils in Wales, with a focus on students’ characteristics. National data and a student survey (n=42k) were used to assess career provision. Results showed students were progressing with their career decision maturity, but significant percentages lacked confidence. Students at different stages were then evaluated in terms of the career services (activities) they had received (undertaken). Results show those with lower attainment were most likely to be recipients of guidance.

Wales

Maguire, O. (2023), Careers guidance: Reed survey of children and parents reveals a need for more support. Reed. (Link)

U C

Commissioned with OnePoll, the employment company Reed surveyed 1,000 children between the ages of 11 and 18, and 2,000 parents with children of the same age, to find out how they feel about career guidance, where they get their best advice from, and how prepared they feel for their future careers. They asked parents who they feel is most responsible for their child’s career advice. Only five per cent said external advice services, but the majority (53%) said they feel the onus is on them to provide careers guidance. Despite this, 71% of parents only give their child career advice every few months or less. Results pointed to a potential gap in provision: This result matches up with where children feel they get the best career advice. Forty-one per cent say this is from their family, whereas 40% say they get the best advice from school. These results could point to a gap in careers education, where schools should be encouraging parents to talk to their children about careers and better support them by sharing materials and activities for families to complete together at home.

Percy, C., & Tanner, E. (2023). Careers Hubs: pilot of a place-based school improvement network in England. British Journal of Guidance & Counselling, 51(6), 988-1004. (Link)

P C

A pilot project was used to test the effect of adhering to Gatsby benchmarks and this research was used to examine enabling conditions. Collaboration between Careers Leaders, leadership support, employer engagement, and alignment with regional strategy were drivers of faster progress in improving provision.

England

The Careers & Enterprise Company (2023). Insight briefing: - student career readiness in 2022/23. London: The Careers & Enterprise Company. (Link)

U P C E

During the 2022/23 academic year, over 100,000  students from 574 institutions completed the Future Skills Questionnaire  (FSQ), making it one of the most extensive surveys of its kind in the country. This report provides the annual results from 2021/22. The report provides an overview of career readiness and tracks progress each year.

England

UK Parliament (2023), Careers guidance in schools, colleges and universities. Ch 5. How well are schools and colleges discharging their duties? (Link)

C E

This House of Commons Library briefing paper looks at the requirements on schools, colleges and universities in England to provide careers guidance, the quality of the advice provided, and also the organisations working to provide careers advice. Chapter 5 of this report reviews the quality of provision, and largely references Ofsted’s 2023 review: The importance of a quality careers programme was understood by leaders and staff, and the role of careers leader well embedded. However, several areas were noted for improvement including data collection. The growing importance of careers was also noted which drew from CEC’s impact studies.

England

Watermeyer, R., Morton, P., & Collins, J. (2016). Rationalising for and against a policy of school-led careers guidance in STEM in the UK: A teacher perspective. International Journal of Science Education, 38(9), 1441-1458. (Link)

E

This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n = 94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.

UK

Prospects Luminate (2024), Early careers survey (Link)

U P C

The survey measured responses from over 6,000 young people - from secondary school age to early adulthood - on their career plans and the sources of support that they received. Results were unfortunately not all split out by different career stages. However, for secondary school students, the most useful sorts of guidance were considered to be: 1) Talks by staff about university courses, 2) Career guidance appointments, and 3) Career lessons and workshops. The survey also showed that work experiences could not be found by 40% of students, and it highlighted the broad goals. Financial concerns provided a prominent theme across the survey.

UK

Mann, A., Diaz, J., and Raposta, S.Z. (2024), Teenage career development in England: A Review of PISA 2022 Data. OECD Education Working Papers No. 315: (Link)

C

This paper explores the state of teenage career development in England. It sets out findings from the 2022 round of the OECD Programme for International Student Assessment (PISA), a comparative international survey of young people in secondary education.. This comprehensive analysis finds that in many ways student career development in England compares well with many other OECD countries, particularly countries identified as providing most relevant comparisons. However, analysis of longitudinal cohort studies shows that students in England and across the OECD fail to engage sufficiently in career development by the age of 15.

England

Title

Themes

Brief description

Location

Careers and Enterprise Company (n.d.), Case studies. (Link)

Applying Gatsby benchmarks 

Good practice

This resource provides a series of case studies completed by the Career and Enterprise Company in primary schools. The case studies clearly explain the approach, people involved, cost, principles employed of good careers education and of building skills.

England

Careers Hub Cornwall and Isle of Scilly (n.d.)  (Link)

Applying Gatsby benchmarks

Life skills

The Careers Hub demonstrates a range of creative case study projects in primary and secondary schools, linking many to the attainment of the Gatsby benchmarks.

England

Euroguidance (n.d.), Good practices (Link)

Good practice

This sources showcases a collection of ‘Good Guidance Practices’ across the EU, providing ideas and evidence to the international guidance community. The articles and reports cover all career stages and also different groups.

Europe

OECD (n.d.) Effective career guidance. (Link)

Good practice

This resource provides links to a series of international case studies that represent examples of good practice in early years and primary education. The studies are written up in short format (typically 1-2pp) and include an example of the implementation of practices and theories and objectives behind them.

International

Quality in Careers (n.d.), Case Studies of Best Practice Around The Country. (Link)

Good practice

Quality in Careers is a consortium that owns the National Quality in Careers standard. Their website includes over 50 case studies from around England into best practices in careers provision, with a focus on secondary schools. These case studies are chosen to show "how some of the good schools and colleges in the country are responding to their Statutory Duty to secure access to independent careers guidance, to meet the DfE’s Statutory Guidance requirements and to ensure their provision is of the highest quality.

UK

PWC (n.d.) Careers in the curriculum (Link)

Curriculum integration

This resource from PWC shows eight case studies of people discussing how their school subjects were relevant to their later jobs with PWC.

England

Skills Development Scotland, Case studies (Link)

Training

SDS provide a number of case studies into secondary education, with a particular emphasis on professional learning for teachers as a means to drive quality careers education for the students.

Scotland

Creed, P. A., Patton, W., & Bartrum, D. (2002). Multidimensional properties of the LOT-R: Effects of optimism and pessimism on career and well-being related variables in adolescents. Journal of career assessment, 10(1), 42-61. (Link)

Life Orientation Test (Link)

Developed by psychologist Michael Scheier and colleagues (1994), the Revised Life Orientation Test (LOT-R) is a simple 10-item scale that measures how optimistic or pessimistic people feel about the future. The test has been applied across a number of different psychology and sociological applications, and so can also be benchmarked against norms. In this study, a LOT survey was given to 504 high school students to evaluate their career and life development. The results showed how the test could be used to tailor interventions.

Australia

Turner S. L., Lapan R. T. (2005). Evaluation of an intervention to increase non-traditional career interests and career-related self-efficacy among middle-school adolescents. Journal of Vocational Behavior, 66, 516–531. (Link)(Paid)

Challenging stereotypes

This investigation involved testing interventions that included a computer assisted programme and group exercises towards the end of increasing adolescents’ interests in non-traditional careers, and their career-related self-efficacy. Results demonstrated significant increases in career planning and exploration efficacy, and educational and vocational development efficacy among experimental group participants. Boys showed significant increases in artistic, social, and conventional interests, and girls showed significant increases in realistic, enterprising, and conventional interests. 

US

Wade, P., McCrone, T. and Golden, S. (2011). Evaluation of the Implementation and Impact of Diplomas: Information, Advice and Guidance (DFE Research Report 122). London: DFE (Link)

CEIAG to support new qualification options

At the time of this paper, changes in the educational landscape had given young people different qualification options. There was a renewed focus on information, advice and guidance. This report covers the specific information, advice and guidance surrounding the introduction of a Diploma qualification. "Over the first three years of the evaluation, the evidence from surveys and case studies has highlighted the  central role of IAG for the take-up of Diplomas, levels of learner  understanding of, and satisfaction with the qualification and, potentially, the  future success of the Diploma."

UK

Maree, J.G. (2017): Promoting career development in the early years of a person’s life through self- and career construction counselling (using an integrated, qualitative+quantitative approach): a case study, Early Child Development and Care (Link)

Application of Career Construction Theory  (Link)

Career construction theory explains the internal processes by which career clients make sense of information, impose a sense of direction on their career management behaviours, and draw meaning from their careers. In this case study, a 14-year old is the recipient of a career interview and self- and career construction techniques were used to gather data. The results demonstrate the completing career activities in school to help with career development.

South Africa

North-East Ambition (2021), Good Career Guidance Benchmarks pilot – The Link School case study (Link)

Gatsby benchmarks

Curriculum integration

Whole school approach

This case study takes the form of an interview with the Senior Leader for CEIAG (Careers Education, Information, Advice and Guidance) for a school in North East England. The example showed the impact of the Gatsby benchmarks in influencing the school to build partnerships with businesses and integrate employed engagement into their CEIAG activities.

England

Wang D, Liu X. The effects of cognitive information processing and social cognitive career group counseling on high school students' career adaptability. Front Psychol. 2022 Sep 2;13:990332.(Link).

Social cognitive career theory

Cognitive information processing

Group counselling

The aim of this study was to examine the effect of cognitive information processing (CIP) and social cognitive career theory (SCCT) group counselling on high school students’ career adaptability. The study involved 81 students from grade 10 and grade 11 in a Chinese public high school. Among the 81 participants, 27 were in the CIP group, 28 were in the SCCT group, while the rest were in the control group. CIP and SCCT were both found to produce positive results on students’ career adaptability, though worked in different time-frames

China

Name

Description

Careers Wales (Link)

Careers Wales is a public (government funded service) that provides careers information, advice and guidance service for Wales. Careers Wales works with the Welsh Government. Career Wales has a repository for various studies and articles.

Cedefop (Link)

Cedefop is a decentralised agency of the European Union that supports the development of European vocational education and training (VET) policies and contributes to their implementation. As such it publishes a large number of papers and reports – both pan European and into member countries – across most aspects of CEIAG, but particularly covering policy and system level issues. Reports tend to cover labour market needs, skills shortages and career development across the lifespan, with a number of country reports.

Department of Education (Link)

The Department of Education, along with the Department of Work and Pensions, are the two Government areas where agendas cross into topics relating to Careers. The Department of Education website provides a section on “Research and Statistics”, and “Policy papers and consultations” guidance and regulation to inform on the national education landscape and challenges. 

A UK based charity launched in 2009 which aims to “provide young people with the inspiration, motivation, knowledge, skills and opportunities they need to help them achieve their potential”. The charity works with state schools, employers, the national bodies that represent them and a wide range of other partners. Research informs education, policy and practice in the UK. 

Euroguidance Network (Link)

The Euroguidance Network is a network of national resource and information centres for guidance. It is a co-operation of centres throughout European countries which link together the Careers Guidance systems in Europe. Their three main pillars of work including support the development of Europe’s lifelong guidance, to support development of practitioners and provide information on European guidance. They publish a range of outputs including a magazine (“Insight”), highlights of the network’s work, results of seminars, and a variety of guides and books.

International Centre for Guidance Studies (iCeGS) (Link)

iCeGS have conducted a high volume of critical national and international studies, specifically into the areas of careers: education, development, and policy etc, for both academic journals, policymaking bodies and careers service providers. Consequently, their research library contains relevant papers and reports to this area, as well as many related topics.

National Careers Development Association (US) (Link)

The NCDA is the United States membership body for careers professionals. As well as publishing periodic larger scale research, practitioners actively contribute short practice articles by way of small-scale evaluation, reflection or learnings. All career stages are covered. 

OECD (Link)

The OECD publishes a wide range of articles, reports and data-sets that offer context to adult careers, particularly in the “Education”, “Skills”, and “Social and Welfare Issues” parts of their website. They also collect datasets on education and progression for school across nations (see next section).

Skills Development Scotland: Corporate (Link)

Skills Development Scotland (SDS) is Scotland’s national skills body. We contribute to Scotland’s sustainable economic growth by supporting people and businesses to develop their skills, including the provision of Scotland’s career services..

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Asia-Pacific Career Development Journal (Link)

This journal is part of the work for the Asia Pacific Career Development Association. The journal itself is is an international biannual scholarly journal dedicated to all career development and intervention related topics, such as career counselling, individual and organisational career development, work and leisure, career education, career coaching, and career management.

Australian Journal of Career Development (Link)

The journal focuses on current theory, practice and policy relating to the career development and work education field. The target audience includes professionals in educational and academic settings, community and government agencies, business and industrial settings

British Journal of Guidance and Counselling (Link)

The aim of the British Journal of Guidance & Counselling is to publish work that sets trends and provokes fresh thought and innovation in the practice and understanding of counselling, psychotherapy and career guidance. The journal seeks to communicate, enrich and advance theory, research, policy and practice in these fields. 

British Journal of Guidance and Counselling (Link)

The aim of the British Journal of Guidance & Counselling is to publish work that sets trends and provokes fresh thought and innovation in the practice and understanding of counselling, psychotherapy and career guidance. The journal seeks to communicate, enrich and advance theory, research, policy and practice in these fields.

British Journal of Industrial Relations (Link)

A multidisciplinary, international journal of work, labour, and employment relations. It focuses on the institutions, policies, and practices associated with these relations and their implications for matters of economy and society.

Canadian Journal of Career Development (Link)

The journal covers career-related academic research and best practices from Canada and around the world. Studies often review relationships between individual characteristics and their outcomes, and also review or develop different counselling, guidance or coaching techniques.

Career Development International (Link)

Formerly the International Journal of Career Management, the journal covers career development topics, such as the inter-relationship between individual attributes, behaviours and outcomes. A considerable fraction of the papers covers the people within work/organisational settings.

Career Developments Magazine (NCDA) (Link)

The Career Developments magazine is a publication from the US National Careers Development Association. The articles include a strong coverage of practical interventions, with each issue usually focussing on a particular career theme. Articles are US-centric but many articles have transferable learnings.

Careerwise (Ceric) (Link)

Career Wise is a Canadian careers news website, which is a programme of Ceric, a charitable organisation that furthers career education in Canada. News and articles are centred on Canada, but frequently contain relevant topics. Articles often cover practical tips, ideas or practices. 

International Journal for Educational and Vocational Guidance (Link)

Journal of Career Development (Link)

The journal provides the latest in career development theory, research and practice, focusing on the impact that theory and research have on practice. Covers the application of career theories, career development, career and leisure, career and family, workplace issues, careers in schools, and innovative techniques.

Journal of the National Institute for Career Education and Counselling (Link)

Publishes papers from both academics and practitioners on all aspects of career development, covering career guidance, career education, theory, research, policy, practice; covers the diverse needs of different groups and adopts a multi-disciplinary  perspective.

Journal of Adolescence (Link)

An international, broad based, cross-disciplinary journal that addresses issues of professional and academic importance concerning development between puberty and the attainment of adult status within society. The focus is specifically on adolescent development: change over time or negotiating age specific issues and life transitions.

Journal of Vocational Behavior (Link)

The Career Development Quarterly (Link)

The journal mainly covers “career development through the design and use of career interventions, …Articles cover career counselling and development, work, leisure, career education, and coaching and management. The official journal of the National Career Development Association (NCDA), a division of the American Counseling Association.”

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Careers and Enterprise Company, Student Career Readiness (Link)

The Careers and Enterprise Company carry out a large-scale annual survey that captures multiple measures of students’ career readiness through secondary education. (105k surveys were collected in 2024). Scores measure student career awareness of Apprenticeship routes.

Children’s Commissioner (2024), The Big Ambition Survey (Link)

In March 2024, the England Children’s Commission published a major study called the The Big Ambition which captured the experiences and hopes of more than 250,000 youngers from 6-18, from a cross-section of background. A specific survey was designed for 6–11-year-old, providing good context for the feelings and hopes of this age group. 

OECD Data Explorer (Link)

The OECD measure a wide range of economic and social indicators including education and employment values. Metrics on primary schools include Inclusion time in education by country and subject. 

OECD, Career Readiness Project (Link)

“The OECD Career Readiness project is designed to provide new advice to governments, schools, employers and other stakeholders on how to best prepare young people to compete in an ever-changing labour market.” The research references many international datasets, and identifies career-related factors determine later life outcomes.

OECD, PISA statistics (Link)

PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. The PISA database contains the full set of responses from individual students, school principals and parents with data from 2000-22..

Office of National Statistics, ‘All data related to education and childcare’ (Link)

The repository provides 38 data sets on various aspects of youth and childcare. 

Prospects Luminate Early Career Survey (Link)

Since 2021, Prospects Luminate have run an annual survey that measures career status, engagement, plans and career-guidance engagement from secondary school to early career (aged 25). 

The Children’s Society , The Good Childhood Index (Link)

This annual survey measures various indicators of children's wellbeing across the UK. Factors provide context by way of quantifying issues such as mental ill health and happiness at school Students are also asked about their optimism.

UK Government - 16-18 Destination data (Link)

The latest data in this release covers students who left 16 to 18 study in 2020/21 and follows their destinations in 2021/22. Destination measures provide information on the success of schools and colleges in helping young people continue in education, apprenticeships or employment.

UK Government, Children’s wellbeing measures (Link)

The Government produce a dashboard into children’s wellbeing. Additionally it has commissioned a study across England into young people’s health wellbeing since 2017.