Rethinking lifelong guidance practice and

policy development

Raimo Vuorinen, Ph.D

Project Manager

University of Jyväskylä, Finland

EduFuturaForum 15 November 2019

Jyväskylä, Finland

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DIGITALISATION

MACHINE LEARNING

ARTIFICIAL INTELLIGENCE

INTERNATIONALISATION

ETC…..

Labour market transformation

trends in brief (Zizys 2017, Cedefop 2017)

• Speed and depth of

innovations and change

• Not just in routine tasks

• Replace functions rather

than jobs

• Machine learning and the

Internet of Things

• From an employment

relationship to a transaction

Outsourcing, Independent

contractors, Gig workers

Lower employment standards

• Polarisation of labour markets

with high-skills and low-skilled

jobs, but also new employment

among technology-based

settings

• Increased feeling of insecurity

Emerging changes due to ICT Implications from these changes

”The need for career guidance is

greater than ever” (Anthony Mann, OECD, June 19, 2019)

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Increased interest globally

for career guidance by policy makers

• Policy makers are interested in decreasing

the skills mismatch and career guidance

provides a tool for achieving this

Refrences both in OECD & EU policy

documents with regards to unemployment,

early school leaving, adult learning, validation,

early and school education, higher education,

VET, youth, employment and skills policies,

entrepreneurship

For example…

• The European Pillar of Social Rights

promotes access to career development

support as an individual right linked to

equal opportunities to learn and to work;

some countries have made access to

guidance a legal right.

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(Barnes, 2019)

Should we rethink career

guidance in accordance with the

labour market changes?

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Increased interest globally

for career guidance by public

• Changes in labour market fluidity hasresulted increased interest in careerguidance among the public

Need for career information – whatcompetences are needed in the future?

How competences contribute to well-being?

How can people build new skills?

Formal, non-formal, informal learning, validation

Need for support in phases of transitions

Most wanted:(Cedefop, 2019)

• Cedefop’s current analysis of online job vacancies across the EU highlights workers’ adaptability to change as the skill most sought after by European employers

“Fostering adaptability is an enormous challenge, both for individuals and organisations, and requires investment in new sets of skills and knowledge usually not addressed by technical training.”

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Basis for successful transitions:

Career Management Skills (CMS):

• Acquisition of competences that enable

citizens at any age or state of development

to manage their learning and work life

paths.

They include awareness about one’s skill needs

and potentials, and capacity to lead one’s own

learning, make decisions, and plan and act

upon career opportunities.

(ELGPN 2015)

Transformation of lifelong guidance

• As careers are becoming increasingly multidirectional individuals need lifelong career management skills in identifying their strengths and using their full potential in the labour market.

• The perspective of lifelong guidance has shifted from an input-oriented perspective (provision of supporting services, teaching) to an outcome-oriented view to equip the individual with career management skills.

• This is connected with a shift in attitude from helping to enabling an individuals

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Definition of 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.

EU Council of Ministries Resolution on lifelong guidance 2004

* = a ”career”

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Options for guidance delivery…

• Curriculum model

Compulsory, elective or integrated

• Centre model

Centre inside/outside school/university

• Individual model

Specialist inside/outside school/university

• Virtual or web-model

Self-help facilities

Web-based interactive models

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Career education:

A range of structured programmes and activities

which help students to link their learning to the

acquisition of lifelong Career Management

Skills and employability skills.

a stand-alone and timetabled subject,

a series of themes taught across different subjects in

the curriculum,

through extra-curricular activities.

Career guidance for disadvantaged youth

• Prevention

Career education in compulsory education

Assisting potential early school-leavers to stay

in school

• Interventions

Assiting to re-enter learning pathways,

apprenticeship, training, internship or job

…

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Examples of activity Work-based

learning

Lifelong

guidance

Examples of activity

Work experience

Employer engagement

in education

Taster courses

Summer schools

Learning

about work

Learning

about jobs

Engagement

Decision-making skills

Labour market information

Building ambition

Broadening aspiration

Apprenticeships

Traineeships/internships

Learning

how to do a

job

Achievement Coaching and mentoring

Prevention of drop-out

Pastoral and study

support

Continuing professional

development

Voluntary work

Job rotation

Learning

how to

progress in

work

Transition

Opportunity awareness

Labour market analysis

CV & interview skills

Resilience

Linking the dual purpose of work-based learning with lifelong guidance(Borbely-Pecze & Hucthinson 2014)

Career guidance and work-based learning

Role of career guidance in education?

ICT & GUIDANCE?

ICT & GUIDANCE?

Roles of ICT in lifelong guidance

• As a tool to assist, enhance, and further develop traditional approaches to the provision of career development services, resources and tools;

• As an alternative to traditional approaches to such provision;

• As an agent of change in transforming, accessing, using and managing career development services, resources, and tools

• As an administrative tool to support, among others, evidence collection, evidence based policy development, accountability, quality assurance, and policy and systems co-ordination and coherence within and across sectors;

• As an integrative agent, establishing a common conceptual framework for the design and delivery of lifelong guidance services, resources and tools across different sectors (education, training, employment, and social).

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Expanding and evolving role of

ICT in career services (Kettunen 2017)

2219/11/2019

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Video: From delivering information to co-careering

Face-to-face

or distance

one-to-one

counselling

Face-to-face

or distance

group

counselling

Face-to-face

or distance

resources for

assessment

and LMSI

Collaborative

career

exploration in

social media

”co-careering”

Self-screening or

staff-screening

based on needs

Transformation of guidance services

and the use of ICTKettunen, J., Sampson, J. P., Jr., & Vuorinen, R. (2015).

Parallel paradigm shifts?

Voice of suppliers:

Education & Training

Voice of users:

Lifelong learning

Career guidance &

counselling

Careering

Co-careering

Inadequate access to ICT

Inadequate access to

information

Inadequate skills and

competencies

Inadequate integration

Kettunen, J., & Sampson, J. (2018): Challenges in implementing ICT in

career services: perspectives from career development experts

Perceived challenges in implementation

of ICT in career services

Implementation, services, content

Actorsdefining and developing

careerservices, useand quality

Actors whoset

expectationsfor careerservices

Actors whoevaluate and

monitorcareer

services

Actors whohave

informationwhich is

needed in career

services

Actors whoprovidecareer

services

Actors whouse careerguidanceservices

Externalservice and

systemdevelopers

Joint commonplatform for

career services

Strategy, leadership, follow-up

Joint enabler

Granström, A. (2018) Slutrapport – Digital platform för livslång vägledning. 2018-08-30.

Arbetsförmedlingen

ON

E O

PTI

ON

FO

R B

ETTE

R IN

TEG

RAT

ION

OF

LMI &

GU

IDA

NC

E

Learning

Outcomes

Economic

Outcomes

Social

Outcomes

Individual

Organisation

Community

Country

Types of impact

Bene

ficia

rie

sof

impa

ct

Career Education and Guidance: Types of impact and beneficiaries of impact (ELGPN 2015, Hooley 2014, Borbely-Pecze 2011, Nykänen ym. 2007)

Sector, e.g. schools, VET

TVET, employedFocus on the outcomes….

Career

guidance

- A range of

interventions

Individual

outcomes

- Human capital

- Social capital

- Supported

transitions

Primary economic outcomes

- Increased labour market

participation

- Better match with skills and

demand

- Enhanced skills and knowledge

base

- Flexible and mobile labour market

Secondary economic

outcomes

- Inclusion

- Improved health

Macro-economic

long-term benefits

- Deficit reduction

- Productivity

- Living standards – maintaining

prosperity

- Sustainable economic growth

Hooley, T, & Dodd, V. (2015) The Economic Benefits of Career Guidance. Careers England.

http://hdl.handle.net/10545/559030

Lifelong guidance is most effective

where it:

1. Is lifelong and progressive.

2. Connects meaningfully to the wider experience and lives of the

individuals who participate in it.

3. Recognises the diversity of individuals and provides services

relevant to their needs.

4. Combines a range of interventions (e.g. one-to-one and online

support).

5. Encourages the acquisition of career management skills.

6. Is holistic and well-integrated into other support services.

7. Involves employers and working people, and provide active

experiences of workplaces.

8. Is delivered by skilled, well-trained and motivated practitioners.

9. Draws on good-quality career information.

10. Is quality-assured and evaluated.

(Hooley, 2014; ELGPN, 2015)

Ways forward…

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International co-operation

• OECD Global Study of Guidance Policies (and

CEDEFOP, ETF, World Bank):

• OECD/EU Policy Handbook 2004 – range of policy

options; examples of effective policies; a treasure to

support policy/practice dialogue

• International Centre for Career Development and Public

Policies; http://iccdpp.org

• European Lifelong Guidance Policy Network;

http://elgpn.eu

• ILO, UNESCO

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International Centre for Career

Development and Public Policy,

ICCDPP (http://iccdpp.org)

• Knowledge base

Documents, studies, reports, publications, news

Proceedings from the international symposia

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ICCDPP Communiqué 2019

Leading career development services

into an uncertain future:

Ensuring access, integration and

innovation

Tromsø, Norway

June 17 – 20, 2019

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Addressing a changing context

• Develop a cross-sectoral strategy for career development [1] and embed it into wider skills, education, employment and social policies.

• Strengthen quantitative and qualitative evidence on career development to support decisions about policy and practice.

• Create mechanisms for sharing and learning from international policy and practice.

• Ensure that career development programmes and services develop citizens' ability to manage their own careers

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Improving access

• Increase awareness of, and access to,

career development programmes and

services.

• Recognise the diversity of users of career

development programmes and services

and ensure that provision recognises this

diversity.

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Integrating career development into

society

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• Establish mechanisms to support co-ordination

and co-operation between government

departments and agencies with responsibility

for career development and associated fields.

• Empower citizens to shape career

development programmes and services.

• Develop and resource a national body to

support consultation and co-ordination in

career development

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Supporting innovation

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• Provide resources to support innovation and

space for piloting new career development

programmes and services.

• Adopt an integrated and transformative multi-

channel approach to the delivery of career

development programmes and services.

• Ensure that career development professionals

are highly trained and supported to continue to

innovate and develop their practice

Thank you!

Raimo Vuorinen, PhD

Project manager

Finnish Institute for Educational Research

University of Jyväskylä

Tel. +358-50-3611909

Email: raimo.vuorinen@jyu.fi