International Best Practice in Career Education and Guidance

www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs

International Best Practice in Career Education and DevelopmentProfessor Tristram Hooley


Overview

What is career education and development?

Career development around the world

The role of the careers professional

Using technology

Building a career guidance culture


Overview




Using technology




OECD definition

Career guidance refers to services and activities intended to assist individuals, of any age and at any point throughout their lives, to make educational, training and occupational choices and to manage their careers…

The activities may take place on an individual or group basis, and may be face-to-face or at a distance (including help lines and web-based services). (OECD, 2004)


Key activities

• Career information (including online information)

• Career advice and guidance

• Career education

• Experiential learning


Rationale for career education and development

It benefits both the individual and society.

It supports a range of policy goals• Learning and education• Employment and the economy• Social mobility and social equity.

It benefits a range of stakeholders including individuals, employers, public employment services, schools and other education providers.


In Saudi Arabia

Career education and development will help to • Empower Saudis to equally consider all sectors of the job

market.• Instil the value of a productive, lifelong career.• Encourage the principle that all jobs are valued.• Engender realistic expectations about entry-level jobs.• Enable Saudis to plan their careers according to personal

aspirations and market needs.


Overview




Using technology



Across the world

• Career education and development exists all over the world.

• Detailed reviews have been conducted in 55 countries.

• There is lots to learn from this experience.


Important differences

Different labour markets

Different education systems

Different cultures


Building a system in Saudi Arabia

We need to learn from the best in the world

And create career education and development fit for Saudi


Focus on the

individual

1) Career development should

be lifelong and progressive.

2) Career development should

connects meaningfully to

individual’s wider experience and

lives.3) Career

development needs to recognises the

diversity of individuals.

Summarising the evidence base: focus on the individual

Support learning

and progression

4) Career development is not

one intervention, but many which work when combined.

5) Career development should support individual’s to acquire career

management skills.

6) Career development needs

to be holistic and well-integrated into

other support.

7) Lifelong guidance should involve employers and

working people, and provide active experiences of

workplaces.

Summarising the evidence base: support learning and progression

Summarising the evidence base: ensuring quality

Ensure quality

8) The skills, training and

dispositions of the professionals are

critical.

9) You need good-quality career information for effective career development.

10) Career development

should be quality-assured and evaluatedt.

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


Table discussions

• Does Saudi Arabia need career education and development?

• What issues should it focus on?

• What can we learn from other countries?


Overview




Using technology



Career support

Individual

Career professional

Career informants

e.g. TeachersFamilyFriendsCommunity


Skills of career professionals

• Career development theory• Labour market knowledge• Brokerage• Referral• Counselling skills• Career learning pedagogy• Advocacy • Leadership, co-ordination and collaboration• Service design and evaluation


Qualifications

• Variety of qualifications internationally.• Commonly at degree or postgraduate level.• Sometimes it is an additional qualification (e.g. for a

teacher) sometimes it is an independent qualification. • Commitment to ongoing professional development.• At the moment Saudi Arabia does not have any training or

qualifications in this area. • This is what we are currently developing.


What do qualifications cover?

• Having effective career conversations• Working with groups and developing curriculum• Organisational change• Understanding the labour market• Theories of career decision making and career

development• Referral (understanding other professional services)• Reflective practice

A career in careers


Table discussions

In Saudi Arabia• Who should be trained as career education and

development professionals?

• What should this training focus on?

• How would it best be delivered?


Overview




Using technology


Shift happens

https://www.youtube.com/watch?v=PcZg51Il9no


The internet changes

• The context for career building

• The skills we need to build our careers

• The way in which we can deliver career support– One to one– One to many– Many to many


The changing context for career

7 Cs of digital career literacy

Changing

Collecting

Critiquing

ConnectingCommunicating

Creating

Curating


Using technology to deliver career support

• Providing information

• Enabling automated interactions (e.g. career games and simulations)

• Supporting new types of communication


Table discussions

• How can we best use new technologies for career education and development in Saudi Arabia?


Overview




Using technology




• Training and education

• Continuing professional development

• A community of practice– Conferences– Online discussions– A professional association?


Table discussions

• How do we build a culture for career development in Saudi Arabia?


Some of my research

• Hooley, T. (2012). How the internet changed career: framing the relationship between career development and online technologies. Journal of the National Institute for Career Education and Counselling (NICEC), 29: 3-12.

• Hooley, T. (2013). Career Development in Canada. Derby: International Centre for Guidance Studies, University of Derby.

• Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).

• Hooley, T., Watts, A.G., Andrews, D. (2015). Teachers and Careers: The Role Of School Teachers in Delivering Career and Employability Learning. Derby: International Centre for Guidance Studies, University of Derby.

• Hooley, T., Watts, A. G., Sultana, R. G. and Neary, S. (2013). The 'blueprint' framework for career management skills: a critical exploration. British Journal of Guidance & Counselling, 41(2): 117-131.

• Neary, S., Marriott, J. and Hooley, T. (2014). Understanding a 'career in careers': learning from an analysis of current job and person specifications. Derby: International Centre for Guidance Studies. University of Derby.

• Taylor, A.R. & Hooley, T. (2014). Evaluating the impact of career management skills module and internship programme within a university business school. British Journal of Guidance & Counselling, 42(5): 487-499.

http://derby.openrepository.com/derby/handle/10545/246992



http://hdl.handle.net/10545/333587

http://derby.openrepository.com/derby/bitstream/10545/346008/1/Teachers%20and%20Careers-final.pdf

http://derby.openrepository.com/derby/bitstream/10545/346008/1/Teachers%20and%20Careers-final.pdf

http://www.tandfonline.com/doi/abs/10.1080/03069885.2012.713908



http://www.tandfonline.com/doi/full/10.1080/03069885.2014.918934#.VD6SGqFwbcs

http://www.tandfonline.com/doi/full/10.1080/03069885.2014.918934#.VD6SGqFwbcs


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

[email protected]

@pigironjoe

Blog at

http://adventuresincareerdevelopment.wordpress.com

http://www.derby.ac.uk/icegs

mailto:[email protected]

http://adventuresincareerdevelopment.posterous.com/


Conclusions

• Career education and development is an internationally recognised activity.

• There is an extensive evidence based. • However, Saudi Arabia will need to rethink it for its local

context.• Well trained professionals are critical.• The internet is changing the context for career

development.• There is a need to build a career development culture.

Date post:	16-Jan-2016
Category:	Documents
Upload:	tristram-hooley
View:	158 times
Download:	0 times

International Best Practice in Career Education and Guidance

Documents