Dr. Deirdre Hughes Founding Director of iCeGS & Institute of Career Guidance: Vice-President 25 th March 2009 Building the UK evidence- base for careers work: new constructs for teaching and learning

Overview Policy issues (2005 – 2009) Key questions about evidence for careers work The actual evidence-base and its relationship to teaching and learning Differing voices and differing perspectives New constructs for teaching and learning A profession whose time has come.....?

Pressure on the UK Economy Globalisation New Technologies Intellectual Capital Pace of Market Change Cost Control Economic Crisis Migration Fragile Industry Demographic Change Accountability

Why is it so important to assess the impact of careers and guidance-related interventions and who wants to know? Relevant legislation and current policy Key terms and definitions (e.g. ouputs v/s outcomes, soft v/s hard outcomes) The nature of evidence: is some evidence better than others? – link to a five-level schema of evidence Key questions about evidence

Key messages: Difficult to tease out causes and effects & difficult to conclusively prove impact of careers work However, it is possible to identify key impact- related facts/headlines of relevance to policy- makers, managers and practitioners Challenge: convert a significant body of research into digestible and usable information Literature Review Findings

Emerging issues Youth Policy Need for greater clarity on inter-relationship between CE and IAG, definitions and respective roles and responsibilities Adult Guidance Greater recognition of value of service above & beyond PSA type PIs Workforce Development Unpredictable futures and more fluid career pathways

Five-level model of evidence

Careers sector headlines Young people with clear career goals are more likely to out-perform those without clear goals in terms of attainment irrespective of the overall performance of the schools they attend. High quality, impartial careers education and guidance reduces individuals course switching and drop out from full-time post-16 education. The level of young peoples and adults career- exploration skills makes a difference in terms of successful progression.

Why does it matter? Just 7% of employers reported they are aware of National Apprenticeship Service (CIPD, February, 2009) More than 1,000 teachers and lecturers surveyed by YouGov and 56% rated their knowledge of apprenticeships as poor (Edge, March 2009) Survey of over 350 HR directors – 70% claimed the UK still has a long term skills problem caused by weak links between the education system and employers (Randstad Recruitment, January 2009) Students from poor families who get preferential places at top universities are x3 more likely to drop out of courses than their counterparts who win places by the ordinary route (Telegraph, January 2009)

New constructs for teaching and learning Macro-systems level: Revitalised graduate employability strategies Investment in careers advisory services (virtual and non-virtual) Meso-systems level: Moving beyond self-help; brief-assisted and intensive support services...towards more systematic tracking of career trajectories and evidence of impact

New constructs for teaching and learning Micro-systems level – student and staff Intelligent career- theories, research and practice Experiential learning Career exploration activities Career trajectories Labour market trends Networks and contacts Destinations®

A profession whose time has come...? Assessing and measuring the impact of careers work is not simply about measurement; it is more about effective communication and building a research, teaching and learning community that responds well to consumers in order to deliver more relevant and cost-effective interventions (Hughes, 2008)