Dr. Deirdre Hughes

Founding Director of iCeGS &

Institute of Career Guidance: Vice-President

25th 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 workThe ‘actual’ evidence-base and its relationship

to teaching and learningDiffering ‘voices’ and differing perspectivesNew constructs for teaching and learningA profession whose time has come.....?

Pressure on the UK Economy2005 2009GlobalisationNew TechnologiesIntellectual CapitalPace of Market ChangeCost Control

Economic CrisisMigrationFragile IndustryDemographic

ChangeAccountability

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 workHowever, it is possible to identify key impact-related ‘facts/headlines’ of

relevance to policy-makers, managers and practitionersChallenge: convert a significant body of research into digestible and usable

information

Literature Review Findings

Emerging issues Youth PolicyNeed for greater clarity on inter-relationship

between CE and IAG, definitions and respective roles and responsibilities

Adult GuidanceGreater recognition of value of service above &

beyond PSA type PIs

Workforce DevelopmentUnpredictable futures and ‘more fluid’ career

pathways

Five-level model of evidence 

‘Careers sector’ headlinesYoung 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 people’s 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 learningMacro-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 learningMicro-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)

Email: deirdre.hughes3@btinternet.com