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The Impact of Careers Work: making the case
Dr. Deirdre Hughes, OBE
Commissioner, UKCESChair, National Careers CouncilAssociate Fellow, Warwick Institute for Employment ResearchDirector, DMH Associates
Insight & perspective
Policy
Practice
Research
Policy
Research
Practice
Overview
• Careers and labour market policies: individuals, jobs, skills and growth
• Challenges: young people’s participation in learning and work
• Careers impact: current prospects and future possibilities
• Careers intelligence: practical approaches
Public Policy
• Learning goals• Labour market goals• Social equity goals
- Reframed to support policies for sustained jobs, growth and
skills
Shifting paradigm in England
From this… To this…
“There is an urgent need to raise UK Skills levels to help drive productivity, growth and jobs.”
“The skills and capabilities of our People are ultimately the
basis for our long-term competitiveness.”
Vince Cable, Secretary of State for Business, Innovation
and Skills
Charlie Mayfield, Chairman, UK Commission for Employment and Skills
UK, compared to OECD competitors, in low, intermediate and higher level skills
Low SkillsIntermediate Skills High Skills
Source: Bosworth, 2012
Training in the UKThere are 2.3 million businesses of 1+ across the UK.
59% train(1.3 million)
41% do not train(0.9 million)
26% 15% Said they had no training need
Of those who do not train:
Perceived need but met barriers**Also includes small proportion that said don’t know
or no reason, or that people learnt as they went
Time Lack of informationabout what is available
Barriers cited include:
¹ i£Cost
Of which...
Major categories of public sector workers
Category 000s• Civil servants 522• Teachers (England & Wales) 476• Nurses (England) 408• Police 285• HM Forces 193• Doctors 134• Teaching assistants (England) 125• Others 3,635
Total 5,778Source: IFS
Occupation matters
Managers
Admin and Clerical staff
Semi-skilled operatives
Elementary
Skilled trades
Customer service
Associate professional
Professionals
Personal service roles
45%
45%
47%
48%
55%
55%
56%
61%
70%
Training in the UK
Creative & Digital £17m
Service £18.4m
Investment by Sector
e-skills
Skillset
People 1st
Manufacturing £19.5m
Semta
Cogent
EUSkills
RenewableUK
Improve
IMISkills forLogistics
FSP
CC Skills
Asset Skills
ConstructionSkills
Public Services £12.3m
Justice
ERSA
SkillsActive
SfCD
Skills for Health
Skillsmart
SummitSkills
Built Environment £4.4m
Agriculture £3.3m
Lantra
UKCES £75m
Key labour market challenges for youth (and adults)
Source: ILO, 2010a, p.54
Youth Unemployment (Under 25) in 2012
• Turbulent economies and fast changing political and social structures
• Careers work viewed as a lubricant that supports individuals, businesses and educational institutions
• Moves from learning to earning more problematic• Fewer jobs and less ‘decent work’ available• Skills of young people are generally not in high
demand from employers• Not simply a case of mismatch or shortfall in skills• Youth transitions are reportedly easier and safer in
Austria, Denmark, Germany and the Netherlands
Full report available at: http://elgpn.eu
The changing landscape
• Tougher policy measures• New responsibilities: balance between
individuals, state and markets• Policy levers:
– Continuing vocational training– Curriculum specific reforms– Communication between and across institutions
and VET programmes– Co-financed measures– Co-training arrangements
Careers Learning Programme(s)
What does good look like?A Practical Guide to Using the ACEG Framework for Careers and Work-Related Learning http://www.aceg.org.uk/wp-content/uploads/The-ACEG-Framework.pdf
Why do it?
Will it really make a difference?
How will you know?
Making a difference
The evidence-base
• The research evidence has been largely hidden!
• Key facts We ‘Know for Sure’
• Links have to be made to added-value benefits, cost savings and ‘extreme collaboration’
• Following the ‘brick dust’ rather than setting the vision
10 Key Facts We ‘Know for Sure’1. Childhood socialisation influences adult work
performance and job satisfaction.2. The transition from school to work can be
smoothed.3. Knowing how the world-of work is organised
eases vocational decision making and job transitions.4. Individuals who have a high level of decision-
making capability and a low level of life complexity generally experience less difficulty in making choices. Contacts also matter!
5. Career learning supports occupational choice and enhance transitions into learning and work.
(Hughes & Savickas, 2009)
Key Fact No 2• Morris et al. (1999) examined the impact of careers education and
guidance provision on young people’s transition post-16. A key finding was that young people with more highly developed career exploration skills were more positive and confident about the choices they made post-16 and were more likely to make a successful transition. ‘The key factor that seemed to underpin successful transition at 16 was the level of young people’s career exploration skills.’
• Morris (2004) explored findings from large-scale research studies on careers education and guidance conducted over the previous decade. It is possible to identify the skills that promote successful transition and to trace links between successful transition and programmes of careers education and guidance. In particular, the importance of career exploration skills were highlighted; for example, the skills that young people need in order to use computerised systems, paper sources and people, to enable them to find out about their career options and/or the courses available to them.
Presentation not to be distributed without prior consent from Dr Deirdre Hughes
10 Key Facts We ‘Know for Sure’
6. Congruence between the worker and the job improves performance.
7. Workers can learn to cope more effectively with occupational stress.
8. Conflicts between career aspirations, work responsibilities and family obligations can cause personal tensions and can result in lower productivity in the workplace.
9. Occupational segregation and skill shortages are major inhibitors to individual and workforce development
10.Part-time and temporary work affects the socialisation and development of adolescents.
(Hughes & Savickas, 2009)
Practical Approaches• Database spreadsheets for systematically
comparing ‘inputs’ and ‘outputs’ linked to progression and achievement rates
• Tailored reports for school principals and governors• Differing survey questionnaires and approaches used for
gaining feedback to feed back into curriculum / service design and curriculum delivery
• Reflective journals / CPD module for recording impact and assessment of careers and guidance-related interventions
• Where are the jobs? – Powerpoint template for adaptationVisit: http://deirdrehughes.org/publications/
Inspiring others as we too operate in a climate of changing fiscal policy and labour market uncertainty.
What’s your vision? The storyboard on careers
• Measuring activities: impact on learners aspirations, achievements and attainment
• Making effective use of hard & soft data• Motivating individuals: decision-making
engagement & resilience• Managing expectations: career adaptability• Meaning and relevance to different individuals
& groups: students, staff, parents, governors, Ofsted, quality assessors etc.
Getting started:http://www.inspiringthefuture.org/employers.aspx
A call for ‘solution-focussed approaches’
“The symbol in Chinese for crisis is made up of two ideographs: one means danger, the other means opportunity. This symbol is a reminder that we can choose to turn a crisis into an opportunity or into a negative experience.”
“The difference between try and triumph is a little umph ”
Thank You! For further information
Deirdre Hughes, DMH AssociatesGreenfields,116 Heanor Road,SmalleyDerbyshireDE7 6DXENGLANDtel: 07533 545057
email: [email protected]://deirdrehughes.org/
Skype: deirdre.hughes3
Careers policy, research, training and consultancy services at a local, national, European and international level.
