Tami McCrone, Sarah Lynch, David Sims
16 November 2012
In an evolving policy context, and the new duty on schools to provide independent and impartial careers guidance, this paper discusses how young people make decisions, what type of information they value and use and how this information could be improved to facilitate effective transitions to further and higher education, apprenticeship training or employment.
The paper concludes by asserting that as young people are aware of the content, learning styles, location of learning and subsequent progression routes from A Levels, so they are entitled to have this information about technical, practical and vocational education and training courses in their locality, such as apprenticeships.
The paper suggests that schools can do more to dissipate the inherent tension in the requirement to provide impartial careers guidance in a competitive environment by working collaboratively with other local providers in the best interests of young people. Only by doing so can young people make informed decisions and successful transitions to technical, practical and vocational or training courses and ultimately to employment.