www.derby.ac.uk www.derby.ac.uk/ icegs www.derby.ac.uk/ icegs Career Development – The Policy Conversation Professor Tristram Hooley
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Career Development – The Policy ConversationProfessor Tristram Hooley
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Overview
What is career development?
Policy rationales
The evidence base
Policy instruments
Issues for New Zealand
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Overview
What is career development?
Policy rationales
The evidence base
Policy instruments
Issues for New Zealand
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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A career
The individual’s passage through life, learning and work.
Career is democratic not hierarchical.
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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)
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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)
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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.
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Important differences
Different labour markets
Different education systems
Different cultures
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OverviewWhat is career development?
Policy rationales
The evidence base
Policy instruments
Issues for New Zealand
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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
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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.
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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.
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OverviewWhat is career development?
Policy rationales
The evidence base
Policy instruments
Issues for New Zealand
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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
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
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.
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
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OverviewWhat is career development?
Policy rationales
The evidence base
Policy instruments
Issues for New Zealand
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Effective career development policy
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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)
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Building a career development culture
• Training and education
• Continuing professional development
• A community of practice– Conferences– Online discussions– A professional association?
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OverviewWhat is career development?
Policy rationales
The evidence base
Policy instruments
Issues for New Zealand
www.derby.ac.ukwww.derby.ac.uk/icegs 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?
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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.
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.
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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.
• Hooley, T. (2013). Career Development in Canada. Derby: International Centre for Guidance Studies, University of Derby.
• Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).
• 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.
• 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.
• 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.
• 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.
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Tristram Hooley
Professor of Career Education
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com