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

3. OECD (2004) http://www.oecd.org/education/innovatio n-education/34050171.pdf

4. Globalisation & Technological Advancements

5. 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

6. 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

7. 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

9. Hot Factors in 2014 Innovative Ideas Recovering Economy Demographics

10. 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/file s/whitty.pdf

11. 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

12. Scotland http://www.skillsdevelopmentscotland.co.uk/media/934216/making_ _shaping_and_showcasing_career_services_at_work_- _presentation.pdf

13. Quality Assurance and Evidence base Practitioner Competence Citizen/user involvement Service provision and improvement Cost-benefits to governments Cost-benefits to individuals

14. Evidence What 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?

15. 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’

16. Thank You Dr Deirdre Hughes, OBE www.deirdrehughes.org www.deirdrehughes.org Email deirdre.hughes3@btinternet.com deirdre.hughes3@btinternet.com www.deirdrehughes.orgdeirdre.hughes3@btinternet.com UK Commission for Employment & Skillshttps://www.gov.uk/government/news/four- generation-workplaces-on-the-rise-as-report-reveals- the-future-of-work https://www.gov.uk/government/news/four- generation-workplaces-on-the-rise-as-report-reveals- the-future-of-workhttps://www.gov.uk/government/news/four- generation-workplaces-on-the-rise-as-report-reveals- the-future-of-work EMPLOYID http://employid.eu http://employid.eu ELGPN http://www.elgpn.eu http://www.elgpn.eu National Careers Council https://www.gov.uk/government/groups/the-national- careers-council https://www.gov.uk/government/groups/the-national- careers-council https://www.gov.uk/government/groups/the-national- careers-council