Teacher/guidance counsellor career development competence (e.g. number of teachers and/or counsellors who hold professional credentials or training certificates in career development); Student career management competence as guided by a career development framework such as the Blueprint for Life-Work Designs; Student attainment levels and progression as well as school leaver User reported benefits and satisfaction reports (e.g. career and learning program fit, self-confidence, self-efficacy); Event and program attendance; Transition School-parent connections; School-community connections; School-employer relationships; Administrative support. Savickas et al. (2009) argued that career guidance and education systems need to stop seeking a singular outcome (students go to PSE) and to consider multiple outcomes validating the impact of career development services. New Brunswick’s and Newfoundland and Labrador’s graduate surveys (Grade 12 Exit Survey and Beyond High School, respectively) are excellent steps forward in this regard, but there is much to do to support better evaluation of career education in the Atlantic Provinces’ schools. Recommendations The Atlantic Provinces have clearly invested heavily in career education and is a wealth of good practice upon which to build. There is no shortage of programs, resources and tools or innovative approaches to their delivery. The Environmental Scan and SWOT analysis would suggest, however, that there is a lack of consistent commitment, appropriate training for career educators, integration and follow through to implementation, evaluation and accountability and, consequently, inconsistency with respect to engagement and commitment to career education among administrators, school staff, community and students. The recommendations contained herein seek to build upon strengths/opportunities and address weaknesses/threats gleaned from the Environmental Scan and SWOT analysis and to
Teacher/guidance counsellor career development competence (e.g. number of teachers and/or counsellors who hold professional credentials or training certificates in career development); Student career management competence as guided by a career development framework such as the Blueprint for Life-Work Designs; Student attainment levels and progression as well as school leaver User reported benefits and satisfaction reports (e.g. career and learning program fit, self-confidence, self-efficacy); Event and program attendance; Transition School-parent connections; School-community connections; School-employer relationships; Administrative support. Savickas et al. (2009) argued that career guidance and education systems need to stop seeking a singular outcome (students go to PSE) and to consider multiple outcomes validating the impact of career development services. New Brunswick’s and Newfoundland and Labrador’s graduate surveys (Grade 12 Exit Survey and Beyond High School, respectively) are excellent steps forward in this regard, but there is much to do to support better evaluation of career education in the Atlantic Provinces’ schools. Recommendations The Atlantic Provinces have clearly invested heavily in career education and is a wealth of good practice upon which to build. There is no shortage of programs, resources and tools or innovative approaches to their delivery. The Environmental Scan and SWOT analysis would suggest, however, that there is a lack of consistent commitment, appropriate training for career educators, integration and follow through to implementation, evaluation and accountability and, consequently, inconsistency with respect to engagement and commitment to career education among administrators, school staff, community and students. The recommendations contained herein seek to build upon strengths/opportunities and address weaknesses/threats gleaned from the Environmental Scan and SWOT analysis and to
Career%20Education%20in%20Atlantic%20Canada-Research%20and%20Recommendations%20June%202015.docx