ABSTRACT
Why, one might ask, should there be a whole chapter devoted to ‘Information, Advice and Guidance’ (IAG) which, howsoever useful for some, would seem peripheral to the main educational function of the school? Are not the progression routes spelt out clearly through the different well sign-posted pathways – academic and vocational? Well, not really, but even if they were, the case for IAG as part of education for all is still overwhelming.
