Post-16 Careers Guidance: The Role of Tutorial Methods in Supporting Good Practice

So far this decade, one of the most prominent trends in post-16 education has been the steady and unprecedented increase in students continuing in full-time education beyond statutory schooling. Whatever explanations are offered for this phenomenon (Spours, 1992; Raffe, 1992), it has occurred at a time of widespread policy debate on how best to establish a ‘learning pays’ (Ball, 1991; 1992) culture, as well as a curriculum structure capable of creating alternative, but progressive opportunities for all students; a policy objective currently expressed through the expansion of General National Vocational Qualifications (GNVQs) and the introduction of modern apprenticeships.