Young people face a lengthening transition from education to the world of work. The average age that young people leave full-time education has been rising for over a century. Within the education system they are frequently asked to make multiple choices about subject, institution and qualifications that will exert a profound influence on their future lives. This is an issue for all young people, but it is particularly concerning because social capital (Bourdieu, 1986) is a significant influence on careers (e.g. Greenbank, 2009) and some young people can lack the social capital to develop an awareness of careers and labour markets, decision making around careers and progression routes through education and training to them. They can then be at risk of being outperformed by their more advantaged peers when building their careers. This paper discusses recent developments in policy and career strategy in England for young people and the extent to which career strategy is moving away from being a marginalised policy area. It examines a recent pilot which has operationalised elements of the new career strategy for young people and an evaluation of it which explores how career guidance, as an all-inclusive measure, is being used to impact positively on all learners (including those with disabilities or from disadvantaged backgrounds) attainment and destinations.
