OECD (2004)
http://www.oecd.org/education/innovatio
n-education/34050171.pdf
Globalisation & Technological
Advancements
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 20-64year-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
Individual responsibility
Labour markets
New technologies
Additional Public Sector Funds
Status Quo
Bounded Professions
Hot Factors
in 2014
Demographics
Recovering
Economy
Innovative
Ideas
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/file
s/whitty.pdf
England
The Netherlands
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
Scotland
http://www.skillsdevelopmentscotland.co.uk/media/934216/making_
_shaping_and_showcasing_career_services_at_work__presentation.pdf
Quality Assurance and
Evidence base
Practitioner
Competence
Cost-benefits
to individuals
Cost-benefits
to
governments
Citizen/user
involvement
Service
provision and
improvement
Evidence
What 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 You
Dr Deirdre Hughes, OBE
www.deirdrehughes.org
Email deirdre.hughes3@btinternet.com
UK Commission for Employment &
Skillshttps://www.gov.uk/government/news/fourgeneration-workplaces-on-the-rise-as-report-revealsthe-future-of-work
EMPLOYID http://employid.eu
ELGPN http://www.elgpn.eu
National Careers Council
https://www.gov.uk/government/groups/the-nationalcareers-council