Developing a new structure for accessing material on work-related learning research
07-January-2005
A group of researchers are currently holding a series of face to face meetings in order to develop a new structure for organising materials relevant to work-related learning research. It will soon be possible to contribute to these developments through the 'group discussion' facility. The development team is planning to create a 'team task' there to support the work-related learning activity.
Evaluating Client Contact
14-January-2005
A particular emphasis of career guidance in Scotland relates to diagnosing a client's career planning needs, but how can a practitioner evaluate whether this diagnosis is 'successful'? (And what defines success in this particular context).
This question is quite a poser! It is an appropriate one to kick off this new discussion feature on the NGRF as it covers a huge range of aspects of guidance. Elsewhere in the site there are resources around impact analysis and evaluation, but also there has been some discussion from users.
2 comments.
- Latest comment:
- 27-January-2005 12:55:45 by jbimrose; Reply from Malta
Developing Your Research Skills
14-January-2005
Future of guidance in England?
27-January-2005
14 - 19 White Paper; new Skills White Paper and Youth Green Paper could all change the way careers is delivered......
The front page banner headline in the Times Educational Supplement (28.1.05) announces that career guidance is to be dis-banded - by which they mean the Connexions service.
2 comments.
- Latest comment:
- 07-February-2005 18:03:00 by jbimrose; Post Connexions in England?
Group processes: theories and models
28-January-2005
The references provided here by Marcus in his comment are an extremely helpful addition to this section on group work. However, I would question the underlying assumption that 'guidance group work' has a shared meaning across the guidance community. The range of contexts in which group work is delivered by people broadly described as guidance practitioners is now so wide that I would argue that it's not unreasonable to assume (though I don't think we have relevant research evidence?) that general theories of learning may offer the types of flexible frameworks required across various situations.
What do others think?
