ICCDPP 2019

The symposium will address the political, economic, social and technological forces which are shaping people's careers across the globe. The nature of these forces varies in different countries but there are a number of global trends which are faced by everyone. These include automation, the 'gig economy', the growth of unregulated and unreliable sources of information (including career information), conflict, growing migration, environmental change and a range of other issues.

These local and global challenges and the political responses to them can erode people's beliefs in public institutions, worsen working conditions and make career transitions more challenging. At the individual level many citizens may feel anxious about what such a world might mean for their chance of planning a career and achieving the kind of life, work and career that they hope for. Such changes raise serious concerns for career development systems that merit new policies and new thinking.

The right to build a career, and to be able to access support in doing so, is part of a wider call for social justice. Effective career development policies also help to support a dynamic labour market where skills and labour are used effectively.

The symposium will explore how those involved in the policy and practice of career development can develop new approaches in response to these wider social and economic challenges.

Career development programmes and services can support positive outcomes for the individual, the organisation and society. However, it is possible to 'do' career guidance in many different ways and to use it to support many different policies. For example, should career guidance programmes and services be focused on getting people into work as quickly as possible, on encouraging people to engage in education and training and upskill for the long term or on helping people to access 'decent work' that supports them to access a good livelihood? These are subtly different aims that position career guidance in different roles in the education and employment systems. How are such policy priorities for programmes and services decided, by whom and in whose interest?

There are also important questions about who is entitled to access career development services and who makes use of this entitlement. In many countries the entitlement to access career development services varies by age, migration status, working status and a range of other factors. How are access entitlement priorities decided and by whom?

A consideration of these issues raises questions about what social and economic policy aims we expect career guidance to contribute to. This raises questions for policy makers, but also important questions for practitioners as they relate to these policy aims and seek to relate them to the ethical standards of their profession. Perhaps most importantly decisions taken at the policy level and by practitioners have implications for programme participants and service users. How can we ensure that all of these voices are heard and have the opportunity to influence the way that programmes and services operate?

This theme will examine how career development is understood within the policy domain and explore innovative ways to connect policy to practice.

'Career' describes the way in which individuals make their way through life, learning and work. In this journey they interact with a wide range of social and economic institutions (employers, employment services, education and training institutions, welfare services and so on). Career development programmes and services have a key role in helping individuals to manage their interactions with all of these different institutions, to make effective transitions from one life stage to the next and to interact with others. Because of this, the way in which career development programmes and services relate to other services and to wider society is critical.

This sub-theme explores how different career development programmes and services are inter-related with each other (e.g. school-based programmes and services with those in the public employment service). It also explores how career development interacts with other public services and with wider society. A key concern associated with this is how career development can work closely with related services without losing its identity or distinctive professionalism.

A key question in answering these challenges is in thinking about what new forms of leadership, coordination, partnership and collaboration are needed to ensure the effective integration of career development services.

New communication technologies opens up opportunities for people to give and receive career support in new and different ways. But, technological changes are only one aspect of change that career development policies need to be alert to. Education and training systems are in a constant catch-up mode to deal with labour market changes that include job obsolescence, skills mismatches, automation, precarious working conditions, and the emergence of new occupations. Career development services need to be able to innovate to address this changing context.

In some countries with weak traditions of careers work, the creation of career development programmes and services is an innovation. In such situations the need to innovate, respond to changes and rapidly learn is paramount, but needs to be balanced by close attention to the efficacy of innovative provision.

Across all countries there is a need to find ways to encourage, support and develop innovations and to allow career guidance provision to change in response to the new ways that people are accessing information and services and co-constructing career related knowledge. They also need to ensure that programmes and services develop in line with the way in which people are managing their careers, including managing periods of unemployment.

This theme will look at the leadership that needs to exist within the career development field to support the innovations and developments to ensure that career guidance provision is up to date and ready for the future.

Addressing a changing context

1. Develop a cross-sectoral strategy for career development (1) and embed it into wider skills, education, employment and social policies.
2. Strengthen quantitative and qualitative evidence on career development to support decisions about policy and practice.
3. Create mechanisms for sharing and learning from international policy and practice.
4. Ensure that career development programmes and services develop citizens' ability to manage their own careers

Improving access

1. Increase awareness of, and access to, career development programmes and services.
2. Recognise the diversity of users of career development programmes and services and ensure that provision recognises this diversity.

Integrating career development into society

1. Establish mechanisms to support co-ordination and co-operation between government departments and agencies with responsibility for career development and associated fields.
2. Empower citizens to shape career development programmes and services.
3. Develop and resource a national body to support consultation and co-ordination in career development.

Supporting innovation

1. Provide resources to support innovation and space for piloting new career development programmes and services.
2. Adopt an integrated and transformative multi-channel approach to the delivery of career development programmes and services.
3. Ensure that career development professionals are highly trained and supported to continue to innovate and develop their practice.

(1): The activity described as ‘career development’ in this Communiqué is also known by other terms such as career guidance and lifelong guidance in different countries.

Career is the individual’s path through life, learning and work. How people live their lives, build their skills, care for their families and work in the labour market has implications for society. The path that individuals take through their lives makes a difference to the organisations in which they work and the societies in which they live.

The future is not fixed but is rather dependent on individual and collective decisions and actions. Moving to take up a new job, set up a new business, share parental leave, reduce the hours you spend in paid work, enroll in adult learning or leave school are all career decisions that have a profound impact on individual wellbeing and livelihood as well as on wider society. Because of this governments, societies, employers and educational organisations have an interest in supporting people to build good, productive and meaningful careers.

Many governments have developed a range of policies, programmes and services to help individuals, families and communities to learn about education and work, make successful transitions and develop and manage their careers. These career development interventions can be provided in the education system, in employment services and in workplaces and communities. The activities which comprise career development programmes are diverse and can be funded and delivered in a variety of ways.

Career development links with a wide range of wider policy agendas. Most notably it contributes to:

• economic policy by increasing the efficiency of the labour market and improving the signalling of the skills and labour that the economy needs;
• educational policy by helping citizens to understand educational pathways and consider how they will deploy the skills and knowledge that they acquire in the education system across the rest of their lives; and
• social policy by equalising access to information and opportunities and helping citizens to build a critical understanding of the education system and the labour market.

The issue of how governments can support citizens to build fulfilling careers was the focus of the ninth International Symposium for Career Development and Public Policy in Tromsø, Norway on 17th-20th June 2019. The Symposium was organised and funded by Skills Norway with the support of the International Centre for Career Development and Public Policy (ICCDPP). It was attended by 160 delegates representing 33 countries, and representatives of the Organisation for Economic Co-operation and Development (OECD), UNESCO, the European Commission (EC), the European Training Foundation (ETF) and the European Centre for the Development of Vocational Training (Cedefop).

In advance of the Symposium, participants submitted country papers and four thematic syntheses were prepared which addressed the:

1. context and challenges for career development policy;
2. aims for, and access to, career development programmes and services;
3. integration of career development policies, programmes and services into wider society; and
4. leadership, innovation and change for the future.

These syntheses are available on the Symposium website and provide an evidence base for participating countries and international organisations. During the Symposium representatives from countries and international organisations discussed the four themes, shared perspectives and identified a range of effective policies and practices. These discussions are summarised in this Communiqué. It draws together international good practice and makes a series of recommendations which countries can draw on and adapt to their own cultural and political contexts.

There are a range of political, social, economic and technological issues that are impacting on people’s lives and careers. These include automation, conflict, demographic changes such as an aging population, digitalisation, environmental change, the ‘gig economy’, globalisation and growing migration, political instability, social inequality, urbanisation, the growth of unregulated and unreliable sources of information (including career information) and a range of other issues.

These issues shape people’s careers, opening new opportunities and posing new challenges. For many people building a personal response to such changes will require the development of new skills, attitudes and capabilities including new career management skills. These issues are also likely to be challenging for organisations to negotiate whilst successfully recruiting, retaining and developing staff.

Career development policies, programmes and services can empower individuals by supporting them to explore the labour market, analyse changes and build responses to these changes that enhance resilience and ensure their livelihoods. It can support employers by strengthening the links between education and employment, addressing skills needs and smoothing labour market transitions. It can also serve to enhance equality and social inclusion by providing useful information and access to networks for the disadvantaged.

Most countries participating in the symposium reported that their government recognised the value of career development as a part of public policy and was currently increasing public investment in the field.

Recommendations for countries

1. Develop a cross-sectoral strategy for career development and embed it into wider skills, education, employment and social policies. Career development policy is typically characterised by the involvement of multiple ministries, jurisdictions and stakeholders. Establishing a strategy which draws on evidence and international learning and makes explicit connections to wider skills, education, employment and social policies can enhance the effectiveness of policies and programmes.
2. Strengthen quantitative and qualitative evidence on career development to support decisions about policy and practice. There is a substantial evidence base on career development interventions that can be used to inform both policy and practice. Governments should seek to make use of this and to contribute to it through supporting, funding and commissioning research and evaluation. It is also critical that practitioners are engaged in the creation and use of evidence and theory in their day-to-day practice.
3. Create mechanisms for sharing and learning from international policy and practice. Career development is an international field of practice, policy and research. It is important that countries continue to dialogue with others to facilitate learning. This may take the form of regional collaborations, cross border benchmarking, the commissioning of international evidence reviews and engagement with international organisations including the ICCDPP.
4. Ensure that career development programmes and services develop citizens’ ability to manage their own careers. Career development is a lifelong activity through which citizens shape their engagement in life, learning and work. It is not just about making decisions during key points of transition. Career development programmes and services should empower citizens and support them to develop their own careers. Countries should identify what career relevant skills and knowledge (career management skills) are valuable in their context and embed them in the education system and wider skills development policies.

Career development supports the achievement of a broad range of social policy goals. For young people, such goals include reducing early school leaving, engaging young people with vocational and higher education, supporting successful transitions to education, training, and employment and empowering young people to pursue fulfilling careers and ensure their livelihoods. For adults, they concern upskilling and reskilling, lifelong learning, employment and employability, and managing multiple work transitions. For employers, they concern addressing skills shortages and workforce adaptability. For education systems, they can improve the retention, performance, and progression of students. For vulnerable groups in society, they address social justice through education and workforce participation.

Despite these high expectations, in many countries, access to career develop-ment programmes and services is limited with many individuals e.g. working people, people living in rural areas and disadvantaged adults, often struggling to access support. For others, particularly those engaged in unwanted and unexpected labour market transitions, the need for career development programmes and services is acute, but access can often be limited.

Recommendations for countries

1. Increase awareness of, and access to, career development programmes and services. Career development should start early and continue throughout life. Access to career development programmes and services is underpinned by citizens’ understanding of the concept of career, recognition of the possibility of developing their career and awareness of the opportunities offered by professional career development programmes and services. Countries should increase citizen’s understanding of career as something that they have a right to, audit citizens’ demands for career development support and increase the availability of career development support across the life course.
2. Recognise the diversity of users of career development programmes and services and ensure that provision recognises this diversity. Career development programmes and services are utilised and experienced differently by different groups of citizens e.g. young people in and out of education, workerswith a varying range of skills, those transitioning in the labour market, refugees, ethnic and religious minorities and people with disabilities. Consequently, it is important that the design and organisation of such programmes and services recognises the diversity of these users and addresses questions of access and quality for each of these groups.

Career development is a complex activity which requires the co-operation of a wide range of actors. Within government there is a need to co-ordinate the activities of multiple ministries, whilst outside of government employers, trade unions, educators and citizens all have a stake in the policies, programmes and services provided. A key challenge for career development policy is to find ways to ensure that all of these diverse actors can work together effectively.

Recommendtions for countries

1. Establish mechanisms to support co-ordination and co-operation between government departments and agencies with responsibility for career development and associated programmes and services. Career development typically crosses multiple ministries and government agencies. Given this it is important to establish co-operation mechanisms within government, across ministries, departments and agencies and jurisdictional levels.
2. Empower citizens to shape career development programmes and services. The people who use and benefit from career development programmes and services should be central to defining what these include and how they work. This should include gathering regular feedback and satisfaction surveys but should go beyond ‘consultation’ and ‘feedback’ to include involving citizens in the design and development of programmes and services.
3. Develop and resource a national body to support consultation and co-ordination in career development. The creation of formal structures which allow for dialogue and co-operation between different actors and stakeholders in the career development field underpins effective policy. This should include representatives of government, employers, trade unions, education, career development providers, the career development profession and users of programmes and services.

Career development policy and practice continues to move and develop in response to the changing context. It is important that policymakers understand the possibilities offered by a range of innovations and consider how they can best be applied in context.

As well as focusing on the area to innovate in, successful innovation requires careful implementation planning from governments. The movement from idea to innovation to implementation does not just happen, it needs to be led and managed, funded and resourced.

Recommendtions for countries

1. Provide resources to support innovation and space for piloting new career development programmes and services. Governments need to provide career development programmes and services with the funding and opportunities to undertake bold experiments by piloting new ideas and evaluating their impact carefully.
2. Adopt an integrated and transformative multi-channel approach to the delivery of career development programmes and services. Citizens want to be able to access career development programmes and services through a variety of different modes and approaches. Effective career development programmes and services use digital and analogue technologies and integrate them with face-to-face approaches to delivery. Such an integrated multi-channel approach has the potential to transform career development programmes and services in ways that enhance both access and quality.
3. Ensure that career development professionals are highly trained and supported to continue to innovate and develop their practice. Effective career development is dependent on highly qualified professionals with access to continuing professional development. Governments should support the profession to continue to innovate, make use of new technologies, research and theories, and deal with the future as it unfolds.

Abstract:

This paper synthesises and summarises theme one of the International Centre for Career Development Symposium in Trømsø 2019. This theme addresses the context and challenges for career development policy in the participating countries and is based on an analysis of the country papers. It is divided into three different parts. The first part presents and discusses key political, social, economic and technological issues that are likely to have an impact on people's lives and careers in the participating countries. The second part presents and discusses policy interest in career development, where the focus is on whether and why the level of policy interest is growing, shrinking or staying the same in the participating countries. The third part presents and discusses the roles in which career development programmes and services play in addressing the contextual issues.

Read the whole synthesis report (pdf)

Abstract:

Career guidance is viewed as a policy instrument to support the achievement of a broad range of social policy goals for different segments of the population by most of the 33 countries taking part in this International Symposium. For young people, such goals include preparation for work and successful transitions to education, training, and employment. For adults, they concern upskilling and reskilling, employment and employability, and managing multiple work transitions. For employers, they concern addressing skills shortages and workforce adaptability. For education systems, they are seen as a way to improve their efficiency and effectiveness - the retention, performance, and progression of students. For vulnerable groups in society, they concern social mobility through education and workforce participation.

Read the whole synthesis report (pdf)

Abstract:

Career development exists in a range of contexts for different objectives and its mandate most often resides within multiple levels of government. The country norm remains that Ministries of Education are totally separate from Ministries of Employment or Labour and in most countries, universities and colleges are separate from both. The achievement of a transparent and readily accessible lifelong career development system is thus rendered very difficult and in fact not yet fully achieved by any one country.

At the same time, and perhaps given the current uncertainty and high levels of change and challenge in the labour market, most countries report that the interest in career development policy is growing. Many countries are responding to the challenges and the growing interest by experimenting with and/or adopting joined together approaches between education and labour. There is growing evidence of labour market expertise being welcomed into the education system and certainly strong outreach to include the employer community in program and service delivery within the school system. Innovative cross-sectoral approaches are also being tried and are showing promise.

The most common form of cross sectoral collaboration is National Forums. There are many impressive examples of forums that cut across many Ministries and some examples of such forums being evaluated for impact and effectiveness. There are also leadership initiatives within the career development sector itself, some of which are gaining prominence and recognition and being called upon by Ministries and Governments to contribute to policy discussions and action plans.

Increasingly the skills language of labour markets and employers is becoming prominent within the career development sector. While co-ordination remains the main challenge, it is clear that the career development sector is paying increased attention to the demand side of the labour market. The professional identity of career development professionals and recognition of its specialised expertise as distinct from other helping professions remains a challenge in many countries.

Read the whole synthesis report (pdf)

Abstract:

This paper summarises how countries participating in the ICCDPP symposium are innovating and addressing change in career development practice and policy. Some innovations are concerned with the development and implementation of guidance policies while others focus on new ways to design and organise the career development services and innovations

Read the whole synthesis report (pdf)

Austria (pdf)

Cambodia (pdf)

Canada (pdf)

Chile (pdf)

Croatia (pdf)

Denmark (pdf)

Egypt (pdf)

England (pdf)

Estonia (pdf)

Finland (pdf)

France (pdf)

Germany (pdf)

Ghana (pdf)

Hungary (pdf)

India (pdf)

Irland (pdf)

Japan (pdf)

Korea (pdf)

Kosovo (pdf)

Luxembourg (pdf)

Mongolia (pdf)

Norway (pdf)

Qatar (pdf)

Scotland (pdf)

Serbia (pdf)

Singapore (pdf)

Slovenia (pdf)

Sri Lanka (pdf)

Switzerland (pdf)

Syria (pdf)

The Netherlands (pdf)

Tunisia (pdf)

United States of America (pdf)