Download - Www.derby.ac.uk Career Development – The Policy Conversation Professor Tristram Hooley

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Career Development – The Policy ConversationProfessor Tristram Hooley


Overview

What is career development?

Policy rationales

The evidence base

Policy instruments

Issues for New Zealand


A career

The individual’s passage through life, learning and work.

Career is democratic not hierarchical.


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)


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)


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.


Important differences

Different labour markets

Different education systems

Different cultures


OverviewWhat is career development?

Policy rationales

The evidence base

Policy instruments



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


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.


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.



Policy rationales

The evidence base

Policy instruments


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



Policy rationales

The evidence base

Policy instruments



Effective career development policy


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)


Building a career development culture

• Training and education

• Continuing professional development

• A community of practice– Conferences– Online discussions– A professional association?



Policy rationales

The evidence base

Policy instruments




• 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?


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.

http://www.derby.ac.uk/media/derbyacuk/contentassets/documents/ehs/icegs/iCeGS_Global_Dynamics_Local_Resonances2009.pdf

http://derby.openrepository.com/derby/handle/10545/323889



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.




http://hdl.handle.net/10545/333587

http://derby.openrepository.com/derby/bitstream/10545/346008/1/Teachers%20and%20Careers-final.pdf

http://derby.openrepository.com/derby/bitstream/10545/346008/1/Teachers%20and%20Careers-final.pdf

http://www.tandfonline.com/doi/abs/10.1080/03069885.2012.713908



http://www.tandfonline.com/doi/full/10.1080/03069885.2014.918934#.VD6SGqFwbcs

http://www.tandfonline.com/doi/full/10.1080/03069885.2014.918934#.VD6SGqFwbcs


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

[email protected]

@pigironjoe

Blog at

http://adventuresincareerdevelopment.wordpress.com

http://www.derby.ac.uk/icegs

mailto:[email protected]

http://adventuresincareerdevelopment.posterous.com/

Download - Www.derby.ac.uk Career Development – The Policy Conversation Professor Tristram Hooley

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