Evaluating employer career interventions in English schools

Abstract

Government policy on English schools’ careers activities indicates an emphasis on employer interventions over traditional career guidance. A literature review suggested that the impact of employer interventions on students’ career learning was less fully researched than that of traditional guidance. This study evaluates and compares the impact of career guidance interviews and selected employer careers interventions. Using a pre-test, post-test quantitative methodology (n=233) to measure the interventions’ effects on different career learning outcomes, the study suggests that vocational guidance interviews are more effective than employer interventions at enhancing the vocational identity and decision-making self-efficacy of year 10 and 11 students.