Policy development for career guidance

Policy development for career guidance Career guidance policy and practice training programme, ILO-ITC-ETF 16 June 2016 John McCarthy International Training Centre of the ILO 2015 www.itcilo.org International Training Centre of the ILO 1

The Human Supply Chain for the Labour Market! SCHOOLS VET EDUCATION AND TRAINING EDUCATION AND TRAINING ADULT LEARNING AND TRAINING HIGHER EDUCATION OPPORTUNITIES UNEMPLOYMENT LABOUR MARKET

CAREER GUIDANCE POLICY D4 S1 WHAT IS A CAREER GUIDANCE POLICY? by Dr John McCarthy, Director International Centre for Career Development and Public Policy, Nice, France www.iccdpp.org Email: jmc@iccdpp.org 16/06/2016 Policy Panorama 3

In this session. We are going to look at: What do we mean by policy? How are policies developed? Where would we find policies for career guidance? What do they look like in other countries? What might they look like in your country? 16/06/2016 Policy Panorama 4

MEANING OF POLICY WHAT IS A POLICY? Open discussion in the group and feedback Write down your own definition in 1 minute! 16/06/2016 5

WHAT IS A POLICY? Statement of intent? A set of objectives? A statement/plan of action? A set of values and/or guiding principles? Some or all of the above? 16/06/2016 6

What is a policy?... A statement of: i) what is to be done? ii) for (or to) whom it is to be done? iii) who is to do it? iv) how it is to be done? A law? Some or all of the above? Other? Family policy! Organisation policy! Government policy! 16/06/2016 7

POLICY DEVELOPMENT HOW ARE MINISTRY POLICIES DEVELOPED IN YOUR COUNTRY? 1. Who are the policy developers? (2 minutes to write down) 2. How are policies chosen or decided? (2 minutes to write down) Open discussion in the group and feedback 16/06/2016 8

HOW ARE GOVERNMENT POLICIES CHOSEN AND DECIDED? How are policies chosen and decided?: «I know what is good for you»! Ideology or societal values? Evidence? Consultation with those for whom the policies are intended? Reactions to events (e.g. France 2006) or the changing nature of work relationships (e.g. Japan)? 16/06/2016 9

How are government policies chosen or decided?... Reactions to external reviews? (by OECD, World Bank, IMF, European Commission agencies e.g. ETF) Inspirations from international policy sources (ILO HRD Recommendation, European Council of Ministers Resolutions 2004 and 2008, European Social Charter) The personal interests of the Minister and/or his/her advisor? Policies arising by chance/cosmic events? Any combination of the above? Other? 16/06/2016 10

POLICIES AND POLITICS 1. What s the difference beween policy and politics? 2. What s the difference between a policy developer and a policy maker? Open discussion in the group and feedback 16/06/2016 11

POLICIES FOR CAREER GUIDANCE WHERE WOULD YOU START TO LOOK FOR POLICIES FOR CAREER GUIDANCE IN YOUR COUNTRY? Write down your first thoughts (2 minutes) Open discussion in the group and feedback 16/06/2016 12

WHERE TO FIND POLICIES FOR CAREER GUIDANCE! Where would you start looking for them? Education policy? Vocational training policy? (VET, TVET) Higher education policy? Labour market/employment policy? Youth policy? 16/06/2016 13

Workforce preparation policy? Where to find policies for career guidance...? Workforce development policy? Human Resource Development policy or strategy? A law related to any of the above? A curriculum or a programme of learning? A combination of or all of the above? Other? 16/06/2016 14

RATIONALE FOR A POLICY FOR CAREER GUIDANCE WHICH SOCIETAL OR ECONOMIC ISSUES COULD CAREER GUIDANCE POLICY ADDRESS IN YOUR COUNTRY? Write down your first thoughts (2 minutes) Open discussion in the group and feedback 16/06/2016 15

WHICH EMPLOYMENT POLICY QUESTIONS DOES CAREER GUIDANCE ADDRESS? Balance of labour market demand and supply? Workforce upskilling/development? Active ageing/older workers? Worker productivity/motivation? Entry to the workforce? Unemployment? 16/06/2016 Do these policy questions exist in your country? How are they answered? 16

Which education and training policy questions does career guidance address? Efficient investment in education (all levels) and vocational training? (saving money on drop-out?) Student or trainee participation, engagement, motivation, performance, course completion, progression? Making VET more attractive? Any or all of the above? Other? 16/06/2016 17

Where would you start? Evidence? Values and principles? SO HOW WOULD YOU GO ABOUT DEVELOPING A POLICY FOR CAREER GUIDANCE? Government, political, economic, and societal goals? International policy sources? Any or all of the above? 16/06/2016 18

POLICY DEVELOPMENT FOR CAREER GUIDANCE IN YOUR COUNTRY 1. Where and how would you start to develop a policy for career guidance in your country/region? Write down a few ideas for yourself (3 minutes) Group reflection, discussion, and feedback 16/06/2016 19

Scotland New Zealand EXAMPLES OF HOW OTHER COUNTRIES DEVELOP POLICIES FOR CAREER GUIDANCE 16/06/2016 20

Example 1: SCOTLAND Evidence: HOW DO OTHER COUNTRIES MANAGE CAREER GUIDANCE POLICY DEVELOPMENT? Young people aged between 16 and 24 who are not engaged in any learning and work activity tend to become mainly long-term unemployed between the ages of 24 years and 65 years (age of retirement) The cost of such long-term employment to the individuals, their families, the society, the tax payer, housing, health, justice, the loss to the economy, over 40 years is massive in comparison to the cost of a timely intervention between the ages of 16 and 24 years. 16/06/2016 Does evidence based policy making exist in your country? 21

EXAMPLE: SCOTLAND Values and principles at the basis of education, training and employment policies) social equity, social mobility, social cohesion, social inclusion, gender equality (these apply to all government policies in Scotland) Political expression: «positive destinations for all young people aged 16 to 24 years», «give every child a chance», «equality of chance for those who drop out of school with those who stay in school» «reduce youth unemployment by 40% by 2021» «increase the qualifications levels of all young people» «increase the aspirations and the expectations of young people and their families» 16/06/2016 Which are the values and principles in your society and how are they politically expressed? 22

SCOTLAND: POLICY IMPLEMENTATION Political target: Engagement of all young people aged 16 to 24 years in learning (school, VET, higher education) and work (paid, voluntary), or in any combination of the above. Mechanisms: Early identification of those at most risk (national database of youth from age 12) Flexible learning pathways Individual or customised action plans National organisation for career guidance (Skills Development Scotland) responsible for early and active intervention in collaboration with schools and other agencies Law on education (1980) obliges the government to provide career guidance to everyone in Scotland 16/06/2016 23

SCOTLAND: POLICY IMPLEMENTATION Implementation mechanisms: Partnership approach Skills Development Scotland (SDS), a government agency, with schools, parents, VET, higher education institutions, municipalities, employers, agencies Careers and labour market information provision to support social equity (equal chances for all) through national World of Work website Curriculum for Excellence (for schools from age 4 to 18): strong links between subject content and the world of work; teaching young people to learn Career Management Competency Skills (CMS)/Employability Skills Consultation with young people about career guidance policies, services, and tools (policy design, development, implementation, and evaluation) Trained guidance practitioners/advisors: university provides a training programme for career guidance workers; the content of training programme is influenced by government policies for career guidance and by the reality of the work of SDS 16/06/2016 Which kinds of similar policy implementation mechanisms exist in your country? 24

SCOTLAND: POLICY IMPLEMENTATION Implementation mechanisms: SDS provides advice/counselling on learning and work opportunities and decision making by phone and face to face (individual and group work) It has 50 offices throughout Scotland and a Careers Bus! It works through other partners: schools, VET, universities, public employment services Evaluation: it is obliged to provide every year a report to the Scottish government on the destinations of all 16 year olds SDS has a database of all learners from age 12 to 24 years: This database provides information on individual progression through schools, VET, universities, employment and unemployment, to identify those at risk of dropping out, and to target interventions at them and their families. This database is also used to evaluate the effectiveness of government policies with young people 16/06/2016 25

EXAMPLE: NEW ZEALAND Government political goals: «Better Public Services» «Business Growth Agenda» «Tertiary/Higher Education Strategy» Specific policy objectives «Increase the educational achievement of 18 year olds» «Increase the qualification levels of 25-34 year olds» «Increase education and work outcomes for Maori» «Increase education and work outcomes for Pacifika» 16/06/2016 26

EXAMPLE: NEW ZEALAND Values and principles: social cohesion, social inclusion, gender equality Other political expressions: Career guidance ensures that the public money invested in education and training produces a higher return on investment over time a more motivated and productive workforce... that enhances the prosperity of the New Zealand economy If individuals make informed education, training and employment decisions that are linked to their interests and aspirations, and are realistic about labour market opportunities, then they are likely to develop skills that employers need 16/06/2016 27

NEW ZEALAND: POLICY IMPLEMENTATION Careers NZ, government agency Mission: to ensure New Zealanders have the career information and advice they need to effectively manage their careers over their lifetimes Careers NZ are experts in collecting, making sense of and sharing career information, and Experts in connecting education and employment by improving the quality of career programmes in schools and tertiary education organisations (TEOs), and Experts in developing the career development capability of key influencers. 16/06/2016 28

NEW ZEALAND: POLICY IMPLEMENTATION Careers NZ strategy: work through and build the capacity and raising the knowledge of key influencers - a person or group or organisation who has direct involvement with a young person s career decision-making, for example, - a parent or family member, -a member of the local community/extended family/tribe or -a teacher or -a school/tertiary institution or organisation/association 16/06/2016 29

NEW ZEALAND: POLICY IMPLEMENTATION Direct career advice for users, such as young people making study or training decisions including online webchat service, email and freephone contact centre. Capability-building programmes for community groups, family, whanau (Maori) and aiga (Pacificka) Connecting key stakeholders through network and community approaches e.g. career networks connecting educators and employers Career Capable Communities (CCCs): community-wide groups that promote career development at a local level in some of our higher needs locations. This includes influencing local government plans and strategies Career benchmarks resources for education providers (primary, secondary, tertiary) 30

NEW ZEALAND: POLICY IMPLEMENTATION Key performance indicators 2013-14: Career development support to 400 schools and to over 3000 whanau and aiga 100% of schools assisted through in-depth support agreed this helped them provide improved career development services 3.62 million visits to Careers NZ website User satisfaction: 80% of users agreed the website enhanced their career decision-making skills 94% of career network stakeholders said the seven career networks were useful and supporting the aspirations of the network group 78% of Career Capable Community stakeholders reported the four CCCs were effectively addressing the career-related needs of the four communities 16/06/2016 31

Conclusions Summary of motivators for development, change and reform: Economic growth: skills mismatches Social inclusion Return for government investment: Problems in educational efficiency: ESL, VET and tertiary drop-out

Motivators for development, change, and reform Information and communications technology Changes in people s learning behaviour resulting from information technology External audits/reviews Lifelong learning policy development The human factor: influential policy persons in ministries and the ministers themselves! 16/06/2016 33

SOME INTERNATIONAL POLICY INSPIRATION SOURCES International Symposia on Career Development and Public Policy Canada:1999, 2001, 2003; Australia 2006; UK 2007; New Zealand 2009; Hungary 2011; USA 2015 www.iccdpp.org International Centre for Career Development and Public Policy (since 2004) www.iccdpp.org EC-OECD: Career guidance: a handbook for policy makers (2004) The European Lifelong Guidance Policy Network (ELGPN): www.elgpn.eu Guidelines for Lifelong Guidance Policy and Systems Development: A Framework for the EU and for the European Commission (2015) Guidelines for lifelong guidance policyww.elgpn.eu www.elgpn.eu www.iccdpp.org