Www.derby.ac.uk www.derby.ac.uk/icegs Career Development – The Policy Conversation Professor Tristram Hooley.
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1 www.derby.ac.uk www.derby.ac.uk/icegs Career Development – The Policy Conversation Professor Tristram Hooley
2 www.derby.ac.uk www.derby.ac.uk/icegs Overview What is career development? Policy rationales The evidence base Policy instruments Issues for New Zealand
4 www.derby.ac.uk www.derby.ac.uk/icegs
5 www.derby.ac.uk www.derby.ac.uk/icegs A career The individual's passage through life, learning and work. Career is democratic not hierarchical.
6 www.derby.ac.uk www.derby.ac.uk/icegs OECD definition Career guidance refers to services and activities intended to assist individuals, of any age and at any point throughout their lives, to make educational, training and occupational choices and to manage their careers… The activities may take place on an individual or group basis, and may be face-to-face or at a distance (including help lines and web-based services). (OECD, 2004)
7 www.derby.ac.uk www.derby.ac.uk/icegs Where does career development take place? Schools Colleges/VET Universities Public employment service and careers services Employment Trade unions and professional associations Private sector (individual's buying career support)
8 www.derby.ac.uk www.derby.ac.uk/icegs Across the world Career education and development exists all over the world. Detailed reviews have been conducted in 55 countries. There is lots to learn from this experience.
9 www.derby.ac.uk www.derby.ac.uk/icegs Important differences Different labour markets Different education systems Different cultures
10 www.derby.ac.uk www.derby.ac.uk/icegs Overview What is career development? Policy rationales The evidence base Policy instruments Issues for New Zealand
11 www.derby.ac.uk www.derby.ac.uk/icegs Key policy challenges Active ageing. Active labour markets. Economic development Efficient investment in education and training Employee engagement Labour market efficiency Labour market flexibility/flexicurity. Lifelong learning Mobility Participation in vocational and higher education. Reducing early school- leaving. Skills utilisation Social equity Social inclusion Unemployment Youth transitions
12 www.derby.ac.uk www.derby.ac.uk/icegs Rationale for career development It benefits both the individual and society. It supports a range of policy goals Learning and education Employment and the economy Social mobility and social equity. It benefits a range of stakeholders including individuals, employers, public employment services, schools and other education providers.
13 www.derby.ac.uk www.derby.ac.uk/icegs Relating to different policy interests Career development is a soft policy instrument that is designed to maximise the efficiency of market systems. Career development can appeal to both right and left. It is flexible and can include different elements being emphasised e.g. addressing social exclusion, supporting the smooth functioning of the market.
15 www.derby.ac.uk www.derby.ac.uk/icegs
16 Focus on the individual 1) Career development should be lifelong and progressive. 2) Career development should connects meaningfully to individual's wider experience and lives. 3) Career development needs to recognises the diversity of individuals. Summarising the evidence base: focus on the individual
17 Support learning and progression 4) Career development is not one intervention, but many which work when combined. 5) Career development should support individual's to acquire career management skills. 6) Career development needs to be holistic and well-integrated into other support. 7) Lifelong guidance should involve employers and working people, and provide active experiences of workplaces. Summarising the evidence base: support learning and progression
18 Summarising the evidence base: ensuring quality Ensure quality 8) The skills, training and dispositions of the professionals are critical. 9) You need good-quality career information for effective career development. 10) Career development should be quality- assured and evaluatedt.
19 8) The skills, training and dispositions of the professionals who deliver lifelong guidance are critical to its success. 9) Lifelong guidance is dependent on access to good-quality career information. 10) Lifelong guidance should be quality- assured and evaluated to ensure its effectiveness and to support continuous improvement. Ensure quality 4) Lifelong guidance is not one intervention, but many, and works most effectively when a range of interventions are combined. 5) A key aim of lifelong guidance programmes should be the acquisition of career management skills. 6) Lifelong guidance needs to be holistic and well-integrated into other support services. 7) Lifelong guidance should involve employers and working people, and provide active experiences of workplaces. Support learning and progression 1) Lifelong guidance is most effective where it is genuinely lifelong and progressive. 2) Lifelong guidance is most effective where it connects meaningfully to the wider experience and lives of the individuals who participate in it. 3) Lifelong guidance is most effective where it recognises the diversity of individuals and relates services to individual needs. Focus on the individual 10 evidence-based principles for the design of lifelong guidance services
21 www.derby.ac.uk www.derby.ac.uk/icegs Effective career development policy
22 www.derby.ac.uk www.derby.ac.uk/icegs Policy instruments National career development strategy Co-ordination and planning National service provision Regulation and perscription Career management skills framework Quality assurance (professional and service standards) Stimulating citizen demand (marketing and campaigns)
23 www.derby.ac.uk www.derby.ac.uk/icegs Building a career development culture Training and education Continuing professional development A community of practice –Conferences –Online discussions –A professional association?
25 www.derby.ac.uk www.derby.ac.uk/icegs Issues for New Zealand What is the level of policy interest in this field? How can it be increased? Relationship between career development in education and work/public and private sector? Role of the profession? Role of Careers New Zealand? Strategies, documents and frameworks? Where next?
26 www.derby.ac.uk www.derby.ac.uk/icegs Useful references European Lifelong Guidance Policy Network (2012). Lifelong Guidance Policy Development: A European Resource Kit. Jyväskylä, Finland: ELGPN. Organisation for Economic Co-operation and Development (2004a). Career Guidance and Public Policy: Bridging the Gap. Paris: OECD. Organisation for Economic Co-operation and Development (2004b). Career Guidance: A Handbook for Policy Makers. Paris: OECD. Watts, A.G. (2005). Career guidance policy: An international review. Career Development Quarterly, 54(1): 66-76. Watts, A.G. (2009). The Relationship of Career Guidance to VET. Paris: OECD. Watts, A.G. (2010). National all-age career guidance services: Evidence and Issues. British Journal of Guidance and Counselling, 38(1): 31-44. Sultana, R. (2009). Career Guidance Policies: Global Dynamics, Local Resonances. iCeGS Occasional Paper. Derby: International Centre for Guidance Studies.Career Guidance Policies: Global Dynamics, Local Resonances Watts, A.G., Bezanson, L., & McCarthy, J. (2014). The international symposia on career development and public policy: retrospect and prospect. Australian Journal of Career Development. Online First.The international symposia on career development and public policy: retrospect and prospect.
27 www.derby.ac.uk www.derby.ac.uk/icegs Some of my research Hooley, T. (2012). How the internet changed career: framing the relationship between career development and online technologies. Journal of the National Institute for Career Education and Counselling (NICEC), 29: 3-12.How the internet changed career: framing the relationship between career development and online technologies Hooley, T. (2013). Career Development in Canada. Derby: International Centre for Guidance Studies, University of Derby.Career Development in Canada Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).The Evidence Base on Lifelong Guidance. Hooley, T., Watts, A.G., Andrews, D. (2015). Teachers and Careers: The Role Of School Teachers in Delivering Career and Employability Learning. Derby: International Centre for Guidance Studies, University of Derby.Teachers and Careers: The Role Of School Teachers in Delivering Career and Employability Learning Hooley, T., Watts, A. G., Sultana, R. G. and Neary, S. (2013). The 'blueprint' framework for career management skills: a critical exploration. British Journal of Guidance & Counselling, 41(2): 117-131.British Journal of Guidance & Counselling Neary, S., Marriott, J. and Hooley, T. (2014). Understanding a 'career in careers': learning from an analysis of current job and person specifications. Derby: International Centre for Guidance Studies. University of Derby.Understanding a 'career in careers': learning from an analysis of current job and person specifications Taylor, A.R. & Hooley, T. (2014). Evaluating the impact of career management skills module and internship programme within a university business school. British Journal of Guidance & Counselling, 42(5): 487-499. Evaluating the impact of career management skills module and internship programme within a university business school.
28 www.derby.ac.uk www.derby.ac.uk/icegs Tristram Hooley Professor of Career Education International Centre for Guidance Studies University of Derby http://www.derby.ac.uk/icegs t.hooley@derby.ac.uk @pigironjoe Blog at http://adventuresincareerdevelopment.wordpress.com
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