the evidence base on lifelong guidance
DESCRIPTION
Presentation in Bodø, Norway, August 2014TRANSCRIPT
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The Evidence Base on Lifelong Guidance
Tristram Hooley (Professor of Career Education)
Presentation in Bod, Norway, August 2014 www.derby.ac.uk/icegs
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Lifelong guidance
a continuous process that enables citizens at any age and at any point in their
lives to identify their capacities, competences and interests, to make educational,
training and occupational decisions and to manage their individual life paths in
learning, work and other settings in which those capacities and competences are
learned and/or used. Guidance covers a range of individual and collective
activities relating to information-giving, counselling, competence assessment,
support, and the teaching of decision-making and career management skills.Council of the European Union (2008). Council Resolution on better
integrating lifelong guidance into lifelong learning strategies.
Synonyms (or closely related terms) might include career development,
educational / vocational / career guidance, guidance and counselling,
occupational guidance, and counselling.
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About the project
Production of a guide to the evidence base in lifelongguidance.
Primary audienceEuropean policy makers.
Developed by the European Lifelong Guidance Policy
Network (ELGPN).
Publication planned for September 2014.
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Bringing together the literature
Summarises 142 books, papers and articles. Many more were reviewed.
Possible papers selected for inclusion identified by
Existing knowledge of the literature
Searching of databases and search engines
Identification by ELGPN members, consultants and
expert contacts.
Collaboration with in country experts to source
translations.
Feedback from ELPGN, ICCDPP and IAEVG.
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Building on the QAE Framework
ELGPN is involved in the ongoing piloting and testing of the Quality-Assurance and Evidence-Base (QAE) Framework.
The QAE Framework identifies a series of key elements that should
be built into national systems to support quality service delivery and
underpin the collection of evidence:
Practitioner competence. Citizen/user involvement.
Service provision and improvement.
Cost-benefits to government.
Cost-benefits to individuals.
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Key questions addressed
What is the relationship of lifelong guidance to publicpolicy?
What is already known about the efficacy of lifelong
guidance?
What is the evidence on guidance in learning? What is the evidence on guidance for work?
What further evidence is needed on lifelong guidance?
What are the implications of the evidence base for policy
and practice in lifelong guidance?
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Challenges
Multi-disciplinary task(education, psychology, sociology, economics)
Diverse literature
(academic, policy focused, programme evaluations)
Range of places of publication International
Multi-language
Multi-sectoral
(schools, VET, HE, adult education, work, unemployment)
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Kirkpatricks levels of impact
1. Reaction.How do participants in guidance describe theirexperience? Did they enjoy it and do they feel their
participation has been worthwhile?
2. Learning. Is it possible to quantify what has been learnt?
3. Behaviour.Do learners change their behaviour as aresult of participating, e.g. working harder, actively
exploring their careers, or entering a new course or job?
4. Results.Are there any observable impacts on systems,
organisations or individuals, e.g. increased retention or
academic attainment, improved transitions, increased
career and life success?
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The impacts of lifelong guidance
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Evidence and impacts across sectors
It is possible to find evidence and impacts in all of thesectors and areas where guidance is present. Schools
Vocational education
Higher education
Adult education Unemployed worker programmes
Supporting returns to the labour market
In work
Supporting mobility
Supporting older workers
However, it is stronger in some areas than in others.
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Evidence-based principles for the design of lifelong
guidance services
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1) Lifelong guidance is most effective whereit is genuinely lifelong and progressive.
2) Lifelong guidance is most effective whereit connects meaningfully to the wider
experience and lives of the individuals whoparticipate in it.
3) Lifelong guidance is most effective where
it recognises the diversity of individuals andrelates services to individual needs.
Focus on the individual
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Evidence-based principles for the design of lifelong
guidance services
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4) Lifelong guidance is not one intervention, but many,and works most effectively when a range of interventions
are combined.
5) A key aim of lifelong guidance programmes should bethe acquisition of career management skills.
6) Lifelong guidance needs to be holistic and well-integrated into other support services.
7) Lifelong guidance should involve employers and
working people, and provide active experiences ofworkplaces.
Support learning and progression
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Evidence-based principles for the design of lifelong
guidance services
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8) The skills, training and dispositions of theprofessionals who deliver lifelong guidance
are critical to its success.
9) Lifelong guidance is dependent onaccess to good-quality career information.
10) Lifelong guidance should be quality-assured and evaluated to ensure its
effectiveness and to support continuousimprovement.
Ensure quality
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8) The skills, trainingand dispositions of the
professionals whodeliver lifelong guidance
are critical to itssuccess.
9) Lifelong guidance isdependent on access to
good-quality careerinformation.
10) Lifelong guidanceshould be quality-
assured and evaluatedto ensure its
effectiveness and tosupport continuous
improvement.
Ensure quality
4) Lifelong guidance isnot one intervention, butmany, and works most
effectively when a rangeof interventions are
combined.
5) A key aim of lifelongguidance programmes
should be theacquisition of careermanagement skills.
6) Lifelong guidanceneeds to be holistic and
well-integrated into othersupport services.
7) Lifelong guidanceshould involveemployers and working
people, and provideactive experiences of
workplaces.
Support learningand progression
1) Lifelong guidance ismost effective where it isgenuinely lifelong and
progressive.
2) Lifelong guidance ismost effective where itconnects meaningfully
to the wider experience
and lives of theindividuals whoparticipate in it.
3) Lifelong guidance ismost effective where it
recognises the diversityof individuals and
relates services to
individual needs.
Focus on theindividual
10 evidence-based principles for the
design of lifelong guidance services
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Areas for development/further work
The evidence base is stronger in some sectors than in others. Notably it is
strongest in relation to schools and young people.
The value of systematic national (or cross-national) frameworks for evidence
gathering and monitoring.
Attending to the interests of policy makers and understanding the kinds of
evidence that they like to see.
Broadening the range of methodologies and disciplinary bases that are usedto investigate guidance.
Increasing the number of quantitative studies that focus on real world impacts
(e.g. salary, grades, employment levels).
Use of control trial and longitudinal methods.
Further literature reviews and meta-analyses.
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The lifelong guidance policy loop
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Understanding whatis known about theefficacy of lifelong
guidance
Developing newpolicies and services
Implementing newpolicies and sevices
Monitoringimplementation andchecking efficacy
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Conclusions
There is an extensive evidence-base that supportslifelong guidance.
This evidence base is international, multi-disciplinary,
multi-sectorial and includes the use of a range of different
research methods and paradigms.
It is possible to derive principles from the evidence-base
which can support the development of effective policy in
the area.
The evidence-base in lifelong guidance is necessarily a
work in progress. Governments, researchers and
practitioners need to commit to its ongoing development.
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About the ELGPN
The European Lifelong Guidance Policy Network aims to assist the European
Union (EU) Member States (and the neighbouring countries eligible for the
EU Lifelong Learning Programme) and the European Commission in
developing European co-operation on lifelong guidance in both the education
and the employment sectors.
The ELGPN currently consists of 31 member countries.
ELGPN
Finnish Institute for Educational Research
University of Jyvskyl
P.O. Box 35
FI-40014 University of Jyvskyl
Finlandemail: elgpn(at)jyu.fi
web: http://www.elgpn.eu
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www.derby.ac.uk/icegs
Tristram Hooley
Professor of Career Education
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com
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