Presentation to the CITB

17
th
September 2014
www.derby.ac.uk/icegs
Career guidance
What has this government done?
and what should it have done?

Tristram Hooley
(Professor of Career Education)
Presentation to the CITB
17
th
September 2014
What the Government think the problem is
You've got to get out there
and find people, win them
over, get them to raise
aspirations, get them to think
they can get all the way to the
top. "
David Cameron




www.derby.ac.uk/icegs
erm but
closure of Aimhigher
cuts to the WP budget
closure of Connexions as a national service
loss of funding for Education Business Partnerships
loss of the statutory duty for work experience
loss of the statutory duty for career education
poorly framed and much criticised new duty for career
guidance
www.derby.ac.uk/icegs
So what has happened?
A postcode lottery.
Some good, some bad, some indifferent
provision.
A lot of reports criticising government
policy.
But
Good practice is persuasive
You cant keep a good idea down!
Nature abhors a vacuum.
There is still policy and debate in
this area.


www.derby.ac.uk/icegs
http://derby.openrepository.com/derby/handle/10545/311423
Cutting out the middle man
For young people reflecting on which
career path to follow no information is
as valuable, no inspiration so
powerful as the testimony of those at
the front line of business. That is why
the new careers guidance produced
by my colleague Matt Hancock is all
about cutting out the middle man and
getting inspirational speakers in front
of students to spark their ambitions.
Students cant aspire to lives theyve
never known. So we need business
people to visit schools, engage and
inspire.
www.derby.ac.uk/icegs
New statutory guidance
Another nail in the coffin of
professional career guidance?
It says
Involve employers
Use careers professionals
if you want
Dont worry about careers
education
Ofsted might be watching
or they might not!

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Employers are not the whole picture
If employer contributions are to be effective,
they require logistical support, curriculum
space, and receptive schools and young
people. They also need to be an integral part
of properly planned, delivered and reviewed
careers education and guidance programmes
run by schools.
Careers Sector Stakeholder Alliance
www.derby.ac.uk/icegs
And what does she think?

www.derby.ac.uk/icegs

www.derby.ac.uk/icegs
Evidence-based principles for the design of lifelong
guidance services
www.derby.ac.uk/icegs
1) Lifelong guidance is most effective where
it is genuinely lifelong and progressive.
2) Lifelong guidance is most effective where
it connects meaningfully to the wider
experience and lives of the individuals who
participate in it.
3) Lifelong guidance is most effective where
it recognises the diversity of individuals and
relates services to individual needs.
Focus on the individual
Evidence-based principles for the design of lifelong
guidance services
www.derby.ac.uk/icegs
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 be
the 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 of
workplaces.
Support learning and progression
Evidence-based principles for the design of lifelong
guidance services
www.derby.ac.uk/icegs
8) The skills, training and dispositions of the
professionals who deliver lifelong guidance
are critical to its success.
9) Lifelong guidance is dependent on
access to good-quality career information.
10) Lifelong guidance should be quality-
assured and evaluated to ensure its
effectiveness and to support continuous
improvement.
Ensure quality
8) The skills, training
and dispositions of the
professionals who
deliver lifelong guidance
are critical to its
success.
9) Lifelong guidance is
dependent on access to
good-quality career
information.
10) Lifelong guidance
should be quality-
assured and evaluated
to ensure its
effectiveness and to
support continuous
improvement.
Ensure quality
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 be the
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 of
workplaces.
Support learning
and progression
1) Lifelong guidance is
most effective where it is
genuinely lifelong and
progressive.
2) Lifelong guidance is
most effective where it
connects meaningfully
to the wider experience
and lives of the
individuals who
participate in it.
3) Lifelong guidance is
most effective where it
recognises the diversity
of individuals and
relates services to
individual needs.
Focus on the
individual
10 evidence-based principles for the
design of lifelong guidance services
The lifelong guidance policy loop

www.derby.ac.uk/icegs
Understanding what
is known about the
efficacy of lifelong
guidance
Developing new
policies and services
Implementing new
policies and sevices
Monitoring
implementation and
checking efficacy
Useful links
CDI/ACEG Framework or careers and work-related education
http://www.cegnet.co.uk/uploads/resources/ACEG-Framework-final.pdf

The Career Development Institute http://www.thecdi.net/

Careers England http://www.careersengland.org.uk

Careers Alliance http://careersalliance.wordpress.com/

ELGPN http://www.elgpn.eu/

iCeGS http://www.derby.ac.uk/icegs/
www.derby.ac.uk/icegs
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
t.hooley@derby.ac.uk
@pigironjoe

Blog at
http://adventuresincareerdevelopment.wordpress.com