This presentation highlights innovative developments in the English region of the West Midlands. Deirdre has worked closely with a group of professionals who have a strong interest in building a careers offer for young people in the Black Country. As a result of shared efforts, Ambitions Black Country (ABC) sets out a dynamic vision underpinned by an evidence-base and implementation plan. Slide 20 on new forms of careers dialogue was originally developed by Professor Marinka Kuijpers - professor by special appointment in 'Learning Environment and Learning Careers in the (V) MBO' at the Open University, The Netherlands.
Career Conversions: the perfect storm, Birmingham, England November 2017Deirdre Hughes
This presentation is designed to inform and support managers and practitioners from differing education and employment settings to listen to the voices of young people and their particular challenges when it comes to gaining exposure to and experience of the world of work. It also shares some findings from research into Adult Education in England and captures the voices of adults.
Career education and guidance that works - June 2017Deirdre Hughes
This presentation delivered in Wolverhampton sets out the journey so far, lessons learned, policy and practice matters and encourages the audience to consider where next in extending the quality and range of career education and guidance for young people in England. It sets out context and links to the government's Industrial Strategy.
Presentation by Mr. Thomas Mathew, Group CEO, TalentCorp for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Thomas Mathew, Group CEO of TalentCorp, provided a unique country-level perspective by sharing the opportunities and challenges of Malaysia in using skills effectively in the workplace. He presented some recent initiatives carried out by TalentCorp to promote labour market participation, increase the employability of the workforce, and promote wellbeing in the workplace.
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
Developing a Graduate Attribute Framework in Higher Education - Focus Group R...Embedding Employability
Graduate Attributes are the core abilities and values a higher education institute community agrees all its graduates should develop. They are the abilities employers deem necessary for today’s knowledge workers and graduate success (HEA UK, 2013). The National Framework for the Enhancement of Teaching and Learning in Higher Education identifies ‘Student Success’ as:
‘Student success optimises the learning and development opportunities for each student to recognise and fulfil their potential to contribute to, and flourish in, society.
To be achieved, this requires a culture in Irish higher education that values inclusivity, equity and meaningful engagement between students, staff, their institutions, and the wider community…’ (Farrell & McEvoy, 2019)
The Graduate Attribute agenda is key to fulfilling this promise to its students by Dundalk Institute of Technology, and this report outlines the results of our research with the goal of establishing our own graduate attribute framework. First, we review the development of the policy context driving graduate attribute development nationwide, and then turn to a discussion of relevant graduate attribute theories to ground our research. Finally, we present the main results.
Career Conversions: the perfect storm, Birmingham, England November 2017Deirdre Hughes
This presentation is designed to inform and support managers and practitioners from differing education and employment settings to listen to the voices of young people and their particular challenges when it comes to gaining exposure to and experience of the world of work. It also shares some findings from research into Adult Education in England and captures the voices of adults.
Career education and guidance that works - June 2017Deirdre Hughes
This presentation delivered in Wolverhampton sets out the journey so far, lessons learned, policy and practice matters and encourages the audience to consider where next in extending the quality and range of career education and guidance for young people in England. It sets out context and links to the government's Industrial Strategy.
Presentation by Mr. Thomas Mathew, Group CEO, TalentCorp for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Thomas Mathew, Group CEO of TalentCorp, provided a unique country-level perspective by sharing the opportunities and challenges of Malaysia in using skills effectively in the workplace. He presented some recent initiatives carried out by TalentCorp to promote labour market participation, increase the employability of the workforce, and promote wellbeing in the workplace.
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
Developing a Graduate Attribute Framework in Higher Education - Focus Group R...Embedding Employability
Graduate Attributes are the core abilities and values a higher education institute community agrees all its graduates should develop. They are the abilities employers deem necessary for today’s knowledge workers and graduate success (HEA UK, 2013). The National Framework for the Enhancement of Teaching and Learning in Higher Education identifies ‘Student Success’ as:
‘Student success optimises the learning and development opportunities for each student to recognise and fulfil their potential to contribute to, and flourish in, society.
To be achieved, this requires a culture in Irish higher education that values inclusivity, equity and meaningful engagement between students, staff, their institutions, and the wider community…’ (Farrell & McEvoy, 2019)
The Graduate Attribute agenda is key to fulfilling this promise to its students by Dundalk Institute of Technology, and this report outlines the results of our research with the goal of establishing our own graduate attribute framework. First, we review the development of the policy context driving graduate attribute development nationwide, and then turn to a discussion of relevant graduate attribute theories to ground our research. Finally, we present the main results.
PowerPoint by Ms. Gabriela Ramos, OECD Chief of Staff, G20 Sherpa, and Special Counsellor to the Secretary-General, Skills Summit 2018, Porto.
SSESSION 1: UNDERSTAND – Risks and opportunities in a digital world: the changing landscape of skills needs
Objective: Build a common understanding of how the digital revolution transforms economies and societies, how the skills that people need in everyday life and in the workplace are changing, and which groups of the population are most at risk of being left behind
Presentation by Ms. Marieke Vandeweyer, Head, Vocational Education and Training (VET) at the OECD Centre for Skills, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Marieke Vandeweyer, Head of the Vocational Education and Training (VET) team at the OECD Centre for Skills, set the scene for Breakout Session 1 by introducing the first pillar of the OECD Skills Strategy Framework, which focuses on developing relevant skills over the life course. She provided relevant and updated data on the quality and relevance of training systems in Southeast Asia, and explored areas for policy intervention.
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Vocational Education: A Backbone for the Development of Chile by Gonzalo Varg...EduSkills OECD
This presentation was given by Gonzalo Vargas of the Council of Accredited Professional Institutes and Technical Education Centers) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
Presentation by Arne Brentjes, University of Amsterdam, the Netherlands, on the occasion of the EESC workshop on Universities for Europe (Brussels, 13 June 2014)
This Tax Policy Study on Taxation and Skills examines how tax policy can encourage skills development in OECD countries. This study also assesses the returns to tertiary and adult education and examines how these returns are shared between governments and students. The study builds indicators that examine incentives for individuals and governments to invest in education. These indicators take into account the various financial costs of skills investments for individuals such as foregone after-tax earnings and tuition fees, as well as whether investments are financed with savings or with student loans. Costs borne by governments such as grants, scholarships, lost taxes, and skills tax expenditures are also accounted for. The indicators also incorporate the returns to skills investments for individuals and governments through higher after-tax wages and higher tax revenues respectively.
Skills are the foundation upon which the Netherlands must continue to build its growth and prosperity. Following an extended slowdown in the wake of the global economic crisis, the Netherlands has returned to growth. Employment and labour market participation are both strong, and the Netherlands continues to enjoy a good quality of life with a comparatively wealthy society and comparatively low income inequality. Despite this success, the Netherlands cannot afford to be complacent. Ensuring that the Netherlands continues to be a prosperous and inclusive society in the future will mean ensuring that the Netherlands has a highly skilled population that engages in continuous skills development in adulthood, and finds ways to put those skills to effective use in the economy and society.
I was delighted to be asked by the Westminster Higher Education Forum policy conference to speak about Entrepreneurship on campus and to provide case studies showing how Founders4Schools and Workfinder use AI and ML to embed enterprise in the curriculum, supporting the learning and development of educators, student start-ups, and increasing diversity.
PowerPoint by Ms. Gabriela Ramos, OECD Chief of Staff, G20 Sherpa, and Special Counsellor to the Secretary-General, Skills Summit 2018, Porto.
SSESSION 1: UNDERSTAND – Risks and opportunities in a digital world: the changing landscape of skills needs
Objective: Build a common understanding of how the digital revolution transforms economies and societies, how the skills that people need in everyday life and in the workplace are changing, and which groups of the population are most at risk of being left behind
Presentation by Ms. Marieke Vandeweyer, Head, Vocational Education and Training (VET) at the OECD Centre for Skills, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Marieke Vandeweyer, Head of the Vocational Education and Training (VET) team at the OECD Centre for Skills, set the scene for Breakout Session 1 by introducing the first pillar of the OECD Skills Strategy Framework, which focuses on developing relevant skills over the life course. She provided relevant and updated data on the quality and relevance of training systems in Southeast Asia, and explored areas for policy intervention.
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Vocational Education: A Backbone for the Development of Chile by Gonzalo Varg...EduSkills OECD
This presentation was given by Gonzalo Vargas of the Council of Accredited Professional Institutes and Technical Education Centers) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
Presentation by Arne Brentjes, University of Amsterdam, the Netherlands, on the occasion of the EESC workshop on Universities for Europe (Brussels, 13 June 2014)
This Tax Policy Study on Taxation and Skills examines how tax policy can encourage skills development in OECD countries. This study also assesses the returns to tertiary and adult education and examines how these returns are shared between governments and students. The study builds indicators that examine incentives for individuals and governments to invest in education. These indicators take into account the various financial costs of skills investments for individuals such as foregone after-tax earnings and tuition fees, as well as whether investments are financed with savings or with student loans. Costs borne by governments such as grants, scholarships, lost taxes, and skills tax expenditures are also accounted for. The indicators also incorporate the returns to skills investments for individuals and governments through higher after-tax wages and higher tax revenues respectively.
Skills are the foundation upon which the Netherlands must continue to build its growth and prosperity. Following an extended slowdown in the wake of the global economic crisis, the Netherlands has returned to growth. Employment and labour market participation are both strong, and the Netherlands continues to enjoy a good quality of life with a comparatively wealthy society and comparatively low income inequality. Despite this success, the Netherlands cannot afford to be complacent. Ensuring that the Netherlands continues to be a prosperous and inclusive society in the future will mean ensuring that the Netherlands has a highly skilled population that engages in continuous skills development in adulthood, and finds ways to put those skills to effective use in the economy and society.
I was delighted to be asked by the Westminster Higher Education Forum policy conference to speak about Entrepreneurship on campus and to provide case studies showing how Founders4Schools and Workfinder use AI and ML to embed enterprise in the curriculum, supporting the learning and development of educators, student start-ups, and increasing diversity.
Global Education Futures Agenda by Pavel Luksha & Dmitry PeskovPavel Luksha
The Global Education Futures Agenda is the result of four years of work that involved thousands of educational experts in Russia and worldwide. This presentation provides some of the key schemes of the Foresight Report published in early 2014, one of the most comprehensive reports on the future of education up to date,
Presentation by Dr. Craig Follins EVP, Workforce and Economic Development, Cuyahoga Community College (Cleveland,Ohio) on Workforce Development to graduate students at Cleveland State University in Ohio (2010)
An example of Grand Coalition for Digital Jobs – Animating Female Talent thro...eudraft
Presentation created for the "Skills and mobility for competitiveness" Conference held in Thessaloniki 3rd December 2013 by Dimitris Raftopoulos, Chair of the Finance and EU Projects Working Group
A presentation provided at the 2019 ACODE Learning Technologies Leadership Institute on Monday 19 August.
Disruption is not limited to the music, newspaper, taxi and food delivery industry, or to the provision of movies. New models of educational delivery have also been emerging, thanks largely to the affordance of new generational technologies and a willingness to break with traditional forms of supply, to a more demand driven model. These new business models, coupled with a slowness of the national regulators, has caught some tertiary institutions on the back foot, but some are now awakening from their slumber. With the bolder ones not being afraid to mix their metaphors
Presentation by Dimitris Raftopoulos (Chair of the Finance and EU Projects Working Group, European Centre for Women and Technology) on the occasion of the EESC Labour Market Observatory conference held on 3 December 2013 in Thessaloniki, Greece
Disruptive innovation for sustain growth v2Saad Khan
Pakistan seem to be lagging significantly behind other nations in economic growth. Only way forward is to use the Knowledge Economy and disruptive innovation to sustain growth. Else we will be left behind and face increasing poverty, unemployment, etc.
EduTech Further Education & Higher Education 2017 Scotland ConferenceFutureScot
EDUTECH Conference for Further Education & Higher Education. FutureScot November 2017 conference, EDUTECH (Further and Higher): Response to digital disruption and the digital skills gap. FutureScot Conference #EduTech
N.Ireland Education and Business Breakfast Meeting, Nov 2019Deirdre Hughes
Full set of slides from Education & Employers Business Breakfast meeting on 20th November 2019. The event was organised by Prospects Events and Dr Deirdre Hughes OBE, DMH Associates. Addressing skills gaps and skills mismatch, including labour market intelligence, careers, choices and future preferences.
Positive steps forward education and training in prisonsDeirdre Hughes
Presentation by Karen Adriaanse following research into In Custody Evaluation Agenda for National Careers Service - West Midlands. The associated report is entitled - Inspiration in Custody"
For more information go to dmhassociates.org
In Custody and the Inspiration Agenda: positive steps forwardDeirdre Hughes
This keynote from Karen Adriaanse, Senior Associate, reflects on findings from the Inspiration in Custody agenda activities and partnership work across the West Midlands region to establish best practice and help promote the importance of future delivery of this type of provision in prisons. The focus of the evaluation was on the impact the events and activities have had on motivating the prisoners to plan for their release and to take actions, while still in prison, that would enhance their chances of future employment or self-employment.
Understanding Business Links with Schools and the National Careers ServiceDeirdre Hughes
The aim of this joint presentation with Professor Jenny Bimrose (IER) was to summarise, explore and reflect on key findings from DfE sponsored research into this topic - see: main report https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/386030/bis-14-1271-understanding-the-link-between-employers-and-schools-and-the-role-of-the-national-careers-service.pdf
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
Shifting Sands: careers policies and practices in a global economy Career dev...Deirdre Hughes
This presentation begins by explaining career development is increasingly viewed as integral to human resources development. It also focuses on technological and economic changes that impact on jobs, skills and growth. It briefly introduces EmployID and some early ideas on professional identity transformation - https://employid.eu/ This is followed by an overview of the European Quality Assurance and Evidence Base framework with some discussion on the challenges and opportunities for implementation.
A National System for Lifelong Guidance - Belfast 231014Deirdre Hughes
The purpose of this presentation was to introduce the building blocks of a national system of lifelong guidance and to explore the structures needed to develop and or strengthen careers education and guidance policy systems and evidence-based practice.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
This presentation invites the audience to consider why focus on careers matters? It considers the policy drivers impacting on practice and sets out an examples of building a careers offer for young people i.e. London Ambitions Framework. It also focuses on LMI for All and some of the big questions young people often ask when thinking about the work of work. A Careerometer widget development is also explained.
This presentation is aimed at encouraging individuals and organisations to consider the meaning of career, the fast changing context at a European, national and regional level. It focuses on the need for improved career learning for young people, families and teachers.
010910 social mobility and careers service provision in englandDeirdre Hughes
Social mobility and careers provision in England. Research and discussion paper presented by Careers England to government policymakers (and other interested parties) on leading employers and educationalists' viewpoints on how to improve careers provision in England.
Social mobility and careers service provision exec summaryDeirdre Hughes
Social mobility and Careers Provision in England. This Executive Summary report, commissioned by Careers England, provides insights from leading employers and educationalists on key ingredients to help support and promote social mobility.
Individuals have a wide range of goals, aspirations, achievements and identities, which emerge in a variety of community contexts, institutions, qualification structures and labour markets. Those who do not engage in substantive up-skilling or re-skilling through either formal learning or learning through work, for periods of five to ten years, run the risk of being 'locked into' a particular way of working. They become more vulnerable in the labour market, especially where there is a significant change in their job or their circumstances because their ability to be adaptable with regard to their career progression can decay.
Developing career adaptability has a focus on supporting and encouraging individuals to be autonomous, taking responsibility for their own career development. The research considers the potential advantages of career adaptability: for improving public policy in areas such as the quality and effectiveness of career support services. The findings highlight the need for a stronger policy framework that helps motivate and inspire individuals to take action at different ages and stages in the life course (that is, new ways of combining learning, earning and active citizenship).
Professor Michael Arthur career studies sep 02 09Deirdre Hughes
Intelligent career exploration (ICCS) - the world is changing and career management is becoming more complex for individuals from all walks of life. A theoretical concept with practical application, particularly for those working with adults in private and public sector arenas.
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
3. Context
Operation of the youth labour market and expectations
of young people
Technological change, forces of globalisation and BREXIT
Job quality and skills requirements
Curriculum reform – academic and vocational e.g. new
‘T levels’
Institutes of Technology
STEM skills shortages and gaps
Infra-structure, political and
culture change
5. Industrial Strategy
“Our improved education and skills system must be
supported by high quality careers provision…Careers
provision continues to be patchy and inconsistent…both in
schools and later in life. The government is reviewing the
current careers offer for people of all ages, and will build on
the best international evidence to publish a comprehensive
strategy later this year for careers information, advice and
guidance” (p.45)
7. Lessons learned: Infrastructure
Schools, colleges, universities
Local authorities - targeted services
National Careers Service - Inspiration agenda
Careers and Enterprise Company
Jobcentre Plus in schools
National Citizenship Service
HE and Apprenticeships e.g. UCAS and NAS
Other local and national initiatives e.g. LEPs, charities, social
enterprises, sole traders…
Statutory guidance……a new careers strategy
9. New challenges
UK Office for Budgetary Responsibility (OBR) estimates
more fiscal tightening over the next four years,
particularly in the public sector (Oxford Economics, 2017)
Local authorities in England lost 27 per cent of their
spending power between 2010/11 and 2015/16 in real
terms. Some services have experienced cumulative cuts
to the order of 45 per cent (JRF, 2015)
National Audit Office indicates schools in England must
reduce spending by 8per cent per pupil by 2020 - the
biggest real terms cut in a generation (NAO, 2016)
New funding allocated though continued regional
disparities
11. 0 5 10 15 20 25 30 35 40 45 50
Hair and beauty
Transport – Bus and coach
Transport – HGV
Housing and property management
Transport – Maritime and boat
Construction – construction trades
Environmental health and safety
M&E – Defence
Transport – Automotive
Agriculture, horticulture and animal care
Power and utilities
Transport – Aviation
Transport – Operations
Construction – operations
Culture and heritage
Fashion and tailoring
Retail sales and customer service
Security, safety and emergency services
Arts, crafts and design
Construction – architectural
Food and drink
Sales and marketing
Construction – surveying
M&E – Design and development
Construction – site management
Freight, logistics and distribution
M&E – Aerospace engineering
M&E – Automotive engineering
Construction – building services engineering
Publishing and journalism
Sports and leisure
Legal services
Hospitality and tourism
M&E – Civil engineering
Performing arts, broadcast and media
Science and research
M&E – Manufacturing
Construction – civil and structural engineering
Financial services, banking and insurance
M&E – Electrical/electronic engineering
Social work
Public sector
Education and training:
Digital industries and IT
Business, management and administration
Healthcare, nursing and dentistry
12. Challenges
Keep more people switched on to learning
Encourage them not to close down opportunities
too early
Broaden horizons and challenge inaccurate
assumptions
Create relevant experiences and exposure to the
world of work
WATCH THIS VIDEO: https://youtu.be/a5Y-
ONvC2rM
15. Ambitions Black Country:
The Framework
100 hours
experience of the
world of work
Personalised
Digital
Portfolio
Relevant
access to
Labour Market
Information
Clear policy
commitments
Strong
governance and
management
Trained
professionals
Extra support
for vulnerable
groups
Develop
careers
partnerships
Equality of
access
16. Gatsby Principles (2014) & Area Frameworks (2017 - 2022)
A stable programme
Learning from careers and LMI
Addressing the needs of each pupil
Linking curriculum learning to
careers
Encounters with employers and
employees
Experiences of workplaces
Encounters with FE and HE
Personal Guidance
Young People
Equity of access
At least 100 hours of experiences of
the world of work for all young
Londoners
A personalised digital portfolio
Extra support for vulnerable groups
Leadership and accountability
Clear policy commitments
Strong governance and
management to ensure the
institution supports all students to
relate their learning to careers and
the world of work from an early age
17. Gatsby Principles (2014) & Regional Frameworks
(2017 - 2022)
Trained professionals
Relevant access labour market
intelligence/information (LMI)
Formation and development of
‘career partnerships’ to share
expertise and resources
22. • Hughes, D. & Meijers (2017) New School for Old School: Guidance and
Counselling, Editors, International Symposium Series, British Journal
for Guidance and Counselling, Vol, 45, No.2, April 2017.
• Hughes, Mann et al. (2016) International Literature Review: Careers
Education with Education and Employers, London. Visit:
https://educationendowmentfoundation.org.uk/public/files/Publicatio
ns/Careers_review.pdf
• Hughes, D. (2016) Informed and impartial careers information, advice
and guidance: reaching out to support the apprenticeship agenda? In
Way, D. (ed.) A Race To The Top – Achieving 3 million more
apprenticeships by 2020, University of Winchester Press, July 2016.
USEFUL RESOURCES:
https://www2.warwick.ac.uk/fac/soc/ier/news/
www.educationandemployers.org/research-main
References