Evidence-based policy, research & practice A key tenet of the progressive mindset.

Evidence-based policy,

research & practice

A key tenet of the progressive mindset

OECD (2004)

http://www.oecd.org/education/innovation-education/34050171.pdf

Globalisation & TechnologicalAdvancements

Which mindset?

SUPPLY EVIDENCE TO POLICYMAKERS TO CONSUME

BUILD A ‘RELATIONSHIP’ MODEL BASED ON COLLABORATION TO IDENTIFY IMPORTANT QUESTIONS FOR POLICY

CREATE A ‘SYSTEMS MODEL’ WITH INFORMATION, IDEAS AND FEEDBACK FLOWING IN MULTIPLE DIRECTIONS

Best, A. and Holmes, B. (2010) Systems Thinking, Knowledge and Action: Towards Better Models and Methods. Evidence & Policy, 6, 145-159

Key Public Policy Areas

Economic Development

Education and training transformation

Labour markets

Mobility for learning and work

Social equity and inclusion

Youth employment

Active ageing

MAKING A DIFFERENCE

75% of 20-64-year-olds to be employed

At least 20 million fewer people in or

at risk of poverty and

social exclusion

Youth Guarantee

Addressing the needs of

an ageing population

What’s In?Individual responsibilityLabour markets New technologies

What’s Out?Additional Public Sector Funds

Status Quo

Bounded Professions

Hot Factorsin 2014

Innovative Ideas

Recovering Economy

Demographics

Privatisation & Marketisation

Adam Smith ‘The Wealth of Nations’ divides the public purposes of education into two parts: that which can be acquired through daily experience “without any attention of government” and that for which “some attention of government is necessary”

(Smith, 1937, p.734).

Marketisation is ‘the process in which market forces are imposed on public services, which have traditionally been planned, delivered and financed by local and central government’

(Whitfield, 2006:7)

See also: http://firgoa.usc.es/drupal/files/whitty.pdf

Hughes, D., Meijers, F. Kuijpers, M. (in press). Testing Times: careers

market policies and practices in England and The Netherlands.

British Journal for Guidance and Counselling, London: Routledge

England

The Netherlands

Scotlandhttp://www.skillsdevelopmentscotland.co.uk/media/934216/

making__shaping_and_showcasing_career_services_at_work_-_presentation.pdf

Quality Assurance and Evidence base

Practitioner Competence

Citizen/user involvement

Service provision and improvement

Cost-benefits to

governments

Cost-benefits to individuals

EvidenceWhat do we know about the size, scale and impact of the lifelong guidance and/or career development sector?

What are the drivers and likely future demands that will require new forms of [practitioner competence]?

What steps need to be taken to stay ahead of the curve?

Future of Work 2030

Forced flexibility (business as usual): greater business flexibility and innovation

The great divide: robust growth occurs, driven by strong high-tech industries - two-tier society - ‘haves’ and ‘have nots

Skills activism: innovation in technology drives the automation of professional work - extensive government-led skills programme to re-train those whose jobs are at risk

Innovation adaptation: productivity is improved through a systematic implementation of ICT solutions

Source: UKCES 2014 ‘The Future of Work: Jobs and Skills in 2030’

Thank YouDr Deirdre Hughes, OBE

www.deirdrehughes.org Email [email protected]

UK Commission for Employment & Skillshttps://www.gov.uk/government/news/four-generation-workplaces-on-the-rise-as-report-reveals-the-future-of-work

EMPLOYID http://employid.eu

ELGPN http://www.elgpn.eu

National Careers Council https://www.gov.uk/government/groups/the-national-careers-council