Pedro Moreno da Fonseca Lifelong Learning Specialist, ILO, Geneva

1. Career management skills
Economic recovery and the way to a better society
Pedro Moreno da Fonseca
Lifelong Learning Specialist, ILO, Geneva

2. This presentation
 ILO and career development support
 Global challenges
 CMS frameworks
 Caveats in implementation
 Conclusions
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The ILO and career development support
 Employment Service Convention, 1948 (No. 88)
Right to vocational guidance to workers
 Human Resources Development Convention, 1975 (No. 142)
Parallel development of career guidance and LLL systems
 Human Resources Development Recommendation, 2004 (No. 195)
A progressive lifelong entlitlement
 Centenary Declaration for the Future of Work, 2019

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The ILO and career development support
 Employment Service Convention, 1948 (No. 88)
Right to vocational guidance to workers
 Human Resources Development Convention, 1975 (No. 142)
Parallel development of career guidance and LLL systems
 Human Resources Development Recommendation, 2004 (No. 195)
A progressive lifelong entlitlement
 Centenary Declaration for the Future of Work, 2019
Career Guidance considered key in LLL, skills development and
successful transitions for the recovery and the future
International Labour Conference – December 2021

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Current activity
 Full consideration of national systems
- career education and guidance at school/TVET
- employment services
- HRM, community capacitation and outreach
- self/atypical employment
 National reviews
 Tools, methodologies, practitioner training
 LMIS, employment platforms, digital guidance

6. Empowering individuals and organisations during recovery
 Choosing and pursuing training, retraining, finding new opportunities and successfully
transitioning (disruptions, digital, greening, demographics, new occupations)
 Moving out of unemployment, inactivity and informality
 Promoting gender sensitive approaches in access to decent work
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7. Empowering individuals and organisations during recovery
 Accessing and relevantly using labour market information
 Supporting a job-rich sector/supply chain restructuring and enterprise reconversion
 Facilitating reintegration of returning migrants for job search and skills development
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Decent Work & Livelihoods+ Productivity + Innovation

8. Career Management Skills
Date: Monday / 01 / October / 2019

9. Career management skills
“Competences which provide structured ways for individuals and groups to gather,
analyze, synthesize, and organize information about oneself and about
educational/training pathways and occupations, as well as the skills to make and
implement decisions and transitions” (Sultana, 2012)
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10. Concepts and acceptability
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 General agreement on content
 More than «skills» - knowledge, competences, values, attitudes
 Wide overlap with other skilsets and sometimes narrowed
 CMS not a very well known terminology
 Good basis to organise career guidance and career education – career learning

11. High expectations and tantamount challenges
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 CMS are exciting: recognisable, policy rationale, curricular, levels, assessed
 A key component of skills and lifelong systems: add-on, core, assurance of quality?
 CMS seen by some as the key to paradigm change: matching to learning
 Promotion of individual autonomy in learning and managing career: Proteus or Sisyphus?
 High contextual variation – cultural, institutional, sectoral: resources and methodologies

12. Frameworks building up to universal application
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 DOTS, Anglo-Saxon frameworks
 EU and global competence frameworks, ELGPN
 ILO Core Skills Framework – explicit policy rationale
 Growing number of countries considering frameworks for CMS
 Practical potential in basic education, adult learning and ALMPs
Frameworks provide legitimacy for programme implementation

13. National frameworks frequently
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 Prescribe a list of competences and goals to be developed, organised by areas
 Provide a theoretical and methodological model on CMS learning
 Define levels or stages of development
 Provide a set of resources for delivery, training and assessment
 Incorporate a set of guidelines for application and policy integration
 Define roles and responsibilities of key stakeholders

14. National frameworks
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 Tend to have similar contents
 Vary in terms of structure and scope
 Have distinct approaches to career learning across contexts
 Approach assessment and certification of CMS in different ways
 Can play substantially different policy roles in each country

15. CMS most usually apllied in education
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 Career education, preventive approach
 Curricular, as subject (AT) or infused (FR-HE) vs extra curricular
 Do students and teachers value them? Obligation, assessment, integration accross activities
 Important to offer variety: instruction, counselling, experiential learning, stimulate self
directed
 Engaging external stakeholders – school is a big system
 Danger of supporting work oriented domestication rather than pedagogical emphasis of
career elements in subjects

16. CMS most usually apllied in education
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 Career education, preventive approach
 Curricular, as subject or infused vs extra curricular
 Important to offer variety: instruction, counselling, eoxeriential learning, stimulate self
directed
 Do students and teachers value them? Obligation, assessment, integration accros
activities
 Engaging external stakeholders – school is a big system
 Danger of supporting work oriented domestication
Dialogue, reflexivity and networking are fundamental

17. Employment services
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 PES application less usual, with short term orientation to «solve problems»
 Very associated with skills development under unemployment benefit support
 Danger of promoting deficit approach/stigma and «responsibilisation»
 Long term orientation requires ethical readiness screening
 Frameworks can be used to guide automation of career support (DK) – «more than
matching»
 Guidance voucher system in Belgium (Fl) underpinned by CMS
 Lithuania and LTU interventions

18. Enterprises
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 HR practices can be very rudimentary and with short term orientation
 CMS can help structure staff development practices and assist redeployment
 CMS integration in internal digital platforms
 Training of managers and HR officers
 Need to cooperate with social partners
 Integration with sector strategies, funds and incentives
 South African application of training funds

19. Lifelong learning
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 Important to have flexibility in delivery and contexts for development of CMS to address
employed, unemployed, young, mid-career, retiring, low skilled, etc
 CMS can promote lifelong development if there is a repository of information on individual
development (CLP)
 Cross service coordination (guidance, validation, training, employment, social security)

20. Lifelong learning
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 Can assure quality of incentive schemes to training and career guidance – outcome
orientation (e.g. ILAs)
 ! Can be inclusion or exclusion tool! (e.g. core skills programmes, profiling)
 Implications in terms of methodologies (delivery, assessment), employment tools and
training of professionals
 Scotland uses CMS for all ages and sectors

21. Lifelong learning
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 Can assure qality of incentive schemes to training and career guidance – outcome
orientation
 ! Can be inclusion or exclusion tool! (e.g. core skills programmes, profiling)
 Implications in terms of methodologies (delivery, assessment), employment tools and
training of professionals
 Scotland uses CMS for all ages and sectors
Lack of evidence of impact is a barrier to policy integration

22. Use of technology, credentials and citizenship
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 CMS in navigating LMI and digital training offer
 Quality digital offer of CMS with practitioner support
 Digital portfolios and similar tools are key for assessments
 Personal management and labour market signalling
 Portability and ownership of personal information
 CMS key in contemporary citizenship and self-sovereignty

23. Assessments: a mixed bag of tricks
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 Important role: self, others, credentials, self-efficacy
 Important to adapt methods to context and individual situation
 Sumative easily becomes outdated
 Formative is pedagogical, flexible more adequate for meta-cognitive skills
 Portfolios associated with Individual Learning Plans, Actions Plans, Staff Development Plans
 Can be used to promote career dialogues, cooperation and L.T. orientation

24. Conclusions
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 CMS can play a strong role in supporting recovery and transformation
 Adress contexts and individual situations
 Prepare staff and resources in all contexts
 Ethical approach fundamental
 Full system engagement
 Seize technological potential and improve digital career support

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Thank you for your attention!