evidence-based policy, research & practice a key tenet of the progressive mindset
TRANSCRIPT
Evidence-based policy,
research & practice
A key tenet of the progressive mindset
OECD (2004)
http://www.oecd.org/education/innovation-education/34050171.pdf
Globalisation & TechnologicalAdvancements
Which mindset?
SUPPLY EVIDENCE TO POLICYMAKERS TO CONSUME
BUILD A ‘RELATIONSHIP’ MODEL BASED ON COLLABORATION TO IDENTIFY IMPORTANT QUESTIONS FOR POLICY
CREATE A ‘SYSTEMS MODEL’ WITH INFORMATION, IDEAS AND FEEDBACK FLOWING IN MULTIPLE DIRECTIONS
Best, A. and Holmes, B. (2010) Systems Thinking, Knowledge and Action: Towards Better Models and Methods. Evidence & Policy, 6, 145-159
Key Public Policy Areas
Economic Development
Education and training transformation
Labour markets
Mobility for learning and work
Social equity and inclusion
Youth employment
Active ageing
MAKING A DIFFERENCE
75% of 20-64-year-olds to be employed
At least 20 million fewer people in or
at risk of poverty and
social exclusion
Youth Guarantee
Addressing the needs of
an ageing population
What’s In?Individual responsibilityLabour markets New technologies
What’s Out?Additional Public Sector Funds
Status Quo
Bounded Professions
Hot Factorsin 2014
Innovative Ideas
Recovering Economy
Demographics
Privatisation & Marketisation
Adam Smith ‘The Wealth of Nations’ divides the public purposes of education into two parts: that which can be acquired through daily experience “without any attention of government” and that for which “some attention of government is necessary”
(Smith, 1937, p.734).
Marketisation is ‘the process in which market forces are imposed on public services, which have traditionally been planned, delivered and financed by local and central government’
(Whitfield, 2006:7)
See also: http://firgoa.usc.es/drupal/files/whitty.pdf
Hughes, D., Meijers, F. Kuijpers, M. (in press). Testing Times: careers
market policies and practices in England and The Netherlands.
British Journal for Guidance and Counselling, London: Routledge
England
The Netherlands
Scotlandhttp://www.skillsdevelopmentscotland.co.uk/media/934216/
making__shaping_and_showcasing_career_services_at_work_-_presentation.pdf
Quality Assurance and Evidence base
Practitioner Competence
Citizen/user involvement
Service provision and improvement
Cost-benefits to
governments
Cost-benefits to individuals
EvidenceWhat do we know about the size, scale and impact of the lifelong guidance and/or career development sector?
What are the drivers and likely future demands that will require new forms of [practitioner competence]?
What steps need to be taken to stay ahead of the curve?
Future of Work 2030
Forced flexibility (business as usual): greater business flexibility and innovation
The great divide: robust growth occurs, driven by strong high-tech industries - two-tier society - ‘haves’ and ‘have nots
Skills activism: innovation in technology drives the automation of professional work - extensive government-led skills programme to re-train those whose jobs are at risk
Innovation adaptation: productivity is improved through a systematic implementation of ICT solutions
Source: UKCES 2014 ‘The Future of Work: Jobs and Skills in 2030’
Thank YouDr Deirdre Hughes, OBE
www.deirdrehughes.org Email [email protected]
UK Commission for Employment & Skillshttps://www.gov.uk/government/news/four-generation-workplaces-on-the-rise-as-report-reveals-the-future-of-work
EMPLOYID http://employid.eu
ELGPN http://www.elgpn.eu
National Careers Council https://www.gov.uk/government/groups/the-national-careers-council