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Career events are an excellent opportunity for students, employers and higher education institution representatives to meet and exchange information and ideas about different career paths, potential employment options and training opportunities. Watch the video below, to understand the benefits of some of these.

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1. Tutorial roles:

a) Career informant: In this role, teachers provide students with a model, an approach of thinking about a career and help students shape their own way to view career choices by using their own experience as an example but without offering it as the only way to do this. The report lists some taks that a teacher in this role might perform: “talking about their decisions and how they made them, talking about their career building (including discussing challenges and regrets”, and many more;

b) Pastoral support: This refers to the teacher as a first contact point for students who may approach them with conversations they need to have with a trusted adult. These can be related purely to career choices/guidance and sometimes, they may appear as being related to careers, but in reality the issue the student is having may be, for example, health-related. In this role, the teacher helps the student in line with their capabilities, but also direct the student to other professionals who can help. A task the teacher can perform in this role: “acting as facilitator and advocate for students to help them to have career conversations with other staff, parents and employers.”

2. Teaching roles:

a) Within-subject: In this role, the teacher has two opportunities to provide CEL: within or beside the curriculum. For some subjects it may be more straightforward to discuss careers (e.g., Economics or Politics versus Physiscs, where more direct connections have to be made), and teaching approaches can also vary. If career information has to be provided besides the curriculum (e.g. STEM subjects), then the report proposes a team teaching approach, involving employers and other enrichment activities. Some tasks teachers can perform in this role: “explaining to pupils the progression routes open in continued learning in their subject area, using the curriculum to develop core employability skills”, “arranging visits to relevant workplaces”, “organising a programme of visiting speakers from business”;

b) Delivering CEL: This role refers to the teacher being involved, where possible and it exists (as it depends on curriculum set-up), in CEL as a separate, standalone subject of the curriculum. A task teachers can perform in this role: “contributing particular CEL inputs related to subject expertise”.

3. Leadership roles:

a) Leading CEL: A teacher leading CEL will be someone that, either has a teaching background or not, but needs to be familiar with and be able to coordinate various stakeholders involved in providing CEL to the school. Therefore, a teacher in this role would be someone in a middle leader position, and a Career co-ordinator/Careers Leader/Head of Careers.

b) Senior leadership: This role is taken up, normally, by someone of the school’s senior leadership team. In this role, the person would “connect CEL to the school’s mission and ethos, identify resourcing for CEL programmes, appointing and managing the school career’s leader” and other tasks.

As mentioned initially, these roles are proposed in the study for UK schools and some aspects may not be applicable to other countries but this should help for a first reflection.

As an optional activity, if you want to understand better the nuances of role overlapping between teachers and career counsellors, read pages 28-31 of the report (including Table 2) to see how these responsibilities might be shared.

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Module 5: Gender stereotypes in STEM education

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Module 5: Gender stereotypes in STEM education

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module4 : STEM career activities: how to use them?

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module4 : STEM career activities: how to use them?

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1. Incorporate both formal and informal approaches: constantly bring career awareness in your activities and do not keep it as a separate unit.

2. Help students see scientists as real people: students may have difficulty imagining themselves as scientists because they cannot see that scientists have a normal life, just like them. They have hobbies, families and various interests.

3. Connect the dots: it is not enough to just expose students to career information, the teacher also has to directly connect career information with whatever the student is learning at that moment. This can refer to making clear connections to the real-life use of subjects, to giving examples of how it connects to jobs of scientists. The student will not be always capable of making these connections themselves, and you will have to do that for him.

4. Embed reflection: To make sure that information sticks with students, embed reflection to drive a deeper understanding. Otherwise, a lot of the information can be lost over time if reflection is not used to “glue” it.

teacher practices

1. Utilize career materials in science texts/journals/articles: consult these sources and extract/incorporate articles or supplemental readings in your lessons.​​​​​​

2. Integrate experiential activities in the classroom: role-playing or designing research posters.

3. Incorporate authentic research: give students the opportunity to participate in real research projects.​​​​​​​

4. Invite guest speakers: ask speakers from a variety of careers to talk to your students, to present their educational and career pathway. Invite also parents engaged in STEM fields to speak.​​​​​​​#

5. Research science careers / map out career paths: assign homework where students have to research various careers, support students in building resumes or to analyze their skills.​​​​​​​

6. Support inclusion of science careers in school career fairs.​​​​​​​

7. Weave career information informally into lessons: try to frame or open your lessons with career information, or as you work throughout a particular chapter or unit, make sure you point out career aspects where relevant.​​​​​​​

8. Share personal experiences: share your own experience of working in STEM fields, participate in professional development opportunities and share also your own educational and career pathway.​​​​​​​

9. Expose students to worksites and outside opportunities: take students on visits to various STEM centers (companies, research centers, etc.), prepare them before, seek funding and see how you can bridge the education-industry gap for your students.​​​​​​​

10. Be a mentor/advocate.

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The acquisition of soft skills will not only benefit students academically but it can also facilitate their entry and performance in the business world and mainly in their life. Candidates with soft skills are rare but highly valued by employers; partly because soft skills are transferable to a wide array of jobs and professional areas but also because the acquisition of soft skills can help improve relationship building, networking and to create a professional workforce culture.

OPENSKIMR is the EU-funded project that aims to create a conceivable skill-matchmaking between talents, and jobs and the necessary learning as a way to support students in creating personal career paths.

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there is now a scientific fondation for the effects of mindfulness, on the brain on th genome, on biological ageing. And when the human mind daes know itself then you get the potential for a new renaissance that restructures itself interms of our relationship to life, our relationship to the planet, our relation ship to work.

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The Fourth Industrial Revolution : reshape and redesign the way we do business, we govern countries, we interact and we conduct our lives.  A big challenge within the Fourth Industrial Revolution is the risk of inequality in the labor market. In the same article of Schwab (2016), he uses the phrase “low-skill/low-pay” and “high-skill/high-pay” to describe how the job market will evolve.

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Module1 : STEM careers in the school and in the job market 

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Module1 : STEM careers in the school and in the job market 

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Responses to questions:
1- Yes there is a lack of STEM skills in Europe.
2- The teachers are nor up to date with the changing world. Students should be aware about the link between STEM careers and Job Market. The concept of entrepreneurship must be introduced from an early age and knowledge must be transformed into real and Practicable skills.