{'fraction_non_alphanumeric': 0.018645731108930325, 'fraction_numerical': 0.0, 'mean_word_length': 5.455696202531645, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
emerging policy model for career guidance in England: some lessons from international examples

The existing international evidence is reviewed in relation to four aspects of the emerging policy model for career guidance in England: an all-age service; revitalising the professionalism of career guidance; the partnership model between schools and an external service; and introducing school commissioning. It is concluded that the first three are supported by the international evidence; but that on the fourth, the evidence is more negative. Evidence is also reviewed in relation to six high-performing countries in terms of school performance. It is concluded that there is no common pattern that characterises the career guidance provision in these countries, but that any devolution of responsibility to schools needs to be accompanied by strong policy levers. These might include measures to assure professional standards, support for school planning and self-evaluation, and in-service training for school heads.