1. What makes for effective careers provision? Professor Tristram Hooley

2. Overview The need for intervention Policies and systems
A framework for practice
Developing the evidence base

3. Overview The need for intervention Policies and systems
A framework for practice
Developing the evidence base

5. System level reforms Addressing inequality
Education and qualification reform
Labour market reform
Strengthening vocational education

7. 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)

8. Career guidance is both
part of an effectively functioning education and employment system; and
a safeguard against ineffective and imperfect systems.

9. Overview The need for intervention Policies and systems
A framework for practice
Developing the evidence base

10. A continuum of public policy approaches to career guidance

11. Key features of effective policy systems
Career management skills
Access
Co-operation and co-ordination
Quality assurance and evidence

12. Overview The need for intervention Policies and systems
A framework for practice
Developing the evidence base

13. Evidence base for lifelong guidance
Lifelong and progressive.
Connected to wider experience.
Recognising the diversity of individuals and their needs.
Focus on the individual
Involving employers and working people, and providing active experiences of workplaces.
Not one intervention, but many.
Developing career management skills.
Holistic and well-integrated into other services.
Support learning and progression
Ensuring professionalism.
Making use of career information.
Assuring quality and evaluating provision.
Ensure quality

14. Good career guidance (Gatsby)
A stable careers programme
Learning from career and labour market information
Addressing the needs of each pupil
Linking curriculum learning to careers
Encounters with employers and employees
Experienced of workplaces
Encounters with further and higher education
Personal guidance

15. Overview The need for intervention Policies and systems
A framework for practice
Developing the evidence base

16. We need…
Studies to explore the optimum timing, duration and mode of delivery of career guidance interventions.
Development and adoption of more standardised measurements.
Increased use of controls and randomisation.
Longitudinal work.
More use of administrative datasets and (online) big data.
More statistical meta-analyses.

17. But this is not just a problem for researchers. We also need…
To build evaluation and the use of evidence into the policy making cycle.
To put evidence at the heart of a revived careers professionalism.

18. References
European Lifelong Guidance Policy Network (2012). Lifelong Guidance Policy Development: A European Resource Kit. Jyväskylä, Finland: ELGPN.
Gatsby Charitable Foundation. (2014). Good Career Guidance. London: Gatsby Charitable Foundation.
Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network.
Hooley, T. ( Forthcoming). Moving beyond ‘what works’: Using the evidence base in lifelong guidance to inform policy making. In Schrober, K. et al.
Hooley, T., Neary, S., Morris, M and Mackay, S. (2015) Effective Policy Frameworks for the Organisation of Career Guidance Services A Review of the Literature. London and Derby: SQW and International Centre for Guidance Studies, University of Derby
Organisation for Economic Cooperation and Development (OECD). (2004). Career Guidance and Public Policy: Bridging the Gap. Paris: OECD.

19. Tristram Hooley Professor of Career Education
International Centre for Guidance Studies
University of Derby
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