The use of ICT in career education and guidance is now well established. It is seen as a way to extend the reach of CIAG and increase its efficiency in a context where public sector resources are limited. The opportunities offered by technology come at a time when the philosophy and practice of CIAG has moved towards an emphasis on individuals’ career development and the concept of ‘career management skills’ whereby individuals are helped to develop the skills, knowledge and attributes to enable them to actively manage their own careers, essential in a context of continuing economic, social and technological change.

The careers landscape in the UK is fast changing but it is clear that ICT and, in particular, career websites are being expected by the UK governments to fulfil a central role. In Scotland, Skills Development Scotland’s (SDS) input in schools is now based on the expectation that all pupils will use its website My World of Work (MyWoW) and many may not need individual contact with a careers adviser.

Career websites (and other ICT based provision) have the potential to make a valuable contribution to career information, advice and guidance (CIAG) but little is known about their actual impact on individuals’ career development. It is unclear whether they can deliver the gains in career development that research has shown the more traditional forms of CIAG achieve: this is the key issue that the research addresses. It builds on an earlier smaller scale study.

The research examines the use and impact of the two main publicly funded career websites in Scotland (MyWoW and PlanitPlus). The key questions for the research are:
• to what extent do S4 pupils use MyWoW and PlanitPlus and does this vary across pupils and across schools?
• what is the impact of using MyWoW and PlanitPlus on pupils’ career management skills?
• how does this compare with the impact of other career-related experiences and interventions on their career management skills?
• how can career websites be used most effectively within career guidance provision?

• A before and after survey of 1039 S4 pupils in 14 secondary schools in four local authorities across Scotland;
• interviews with members of staff in three case study schools;
• group with pupils in the three case study schools;
• Interviews with key informants from School Leaders Scotland, ADES, SCEEN, Skills Development Scotland, Scottish Government, Unison.

July 2012 - June 2013

Cathy Howieson
Sheila Semple

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