Transcript Slide 1

VUE
Thursday 27 November 2008
Vingstedcentret, Denmark
Guidance in Scotland – demands,
methods and results
Vivienne Brown, Head of Policy & Strategy
Skills Development Scotland
Dynamic times
Globalisation & economic instabilities
UK economic challenges
Social well-being & cultural shifts
Education, employment and skills Reforms
Political elections which defy the pundits
Fast moving technology and changing interpersonal
communications
Key UK policies and strategies a critical time…
Leitch Review on skills – others in UK
Economic strategies
NEET and “worklessness” strategies
Increase in vocational learning opportunities in school
and beyond
Investment in “Third Sector”
Welfare Reforms and IES
Additionally, IAG landscape
Review of Careers Wales
Changes to Connexions and design of new AACS in
England
Emergence of Skills Development Scotland from Careers
Scotland
Recent new all-age IAG developments and split from ES
in Northern Ireland
Why do we need a Skills Strategy
“Skills development contributes to economic development
from which …. other benefits flow, such as social
justice, stronger communities & more engaged
citizens.”
but Scotland’s skills profile and qualification levels are not
matched by its economic growth rate
so ..it is not just about more skills…
we need to address the demand for and utilisation of
skills
Our Vision
A smarter Scotland with a globally competitive economy
based on high value jobs, with progressive and
innovative business leadership
- people motivated & confident to learn new skills
- small businesses & migrant workers encouraged
- employers invest in and access to a skilled workforce
- learning & training delivery = one system – barriers
removed
Approach - Consensus
Skills nested within lifelong learning
Improve employer voice, but not at the expense of the
individual
Create demand for skills, not increase the qualifications
stockpile
Three Priorities
Individual development
Economic pull
Cohesive structures
Across the continuum of lifelong learning
A strong start – early years, compulsory education
Developing potential – learning for the world of work
for those out of the workforce
Making skills work for Scotland – work based
learning & role of employers
Information, advice & guidance – support services
Learner centred funding support
Individual Development
1.
Developing a distinctively Scottish Approachbalancing the needs of employers & individuals &
placing the individual at the centre
2.
Ensuring equal access to & participation in skills and
learning for everyone
3.
Developing a coherent funding structure – that
encourages participation & increases choice
Economic Pull
4. Stimulating demand for skills from employers –public &
private
5. Improving skills utilisation
6. Understanding current & future projected demands for
skills
7. Challenging employers, providers & awarding bodies
to use the SCQF
Cohesive Structures
8.
Simplify structures - creating one body focused on
skills (Creation of Skills Development Scotland)
9.
Ensure Curriculum for Excellence is at the heart of
skills acquisition
10. Achieve parity of esteem between academic &
vocational learning
11. Challenge funding bodies to achieve a step change
12. Encourage training providers to bridge the gaps for
learners
Strategic Fit
Sits below:
Government Economic Strategy
Budget
Interacts with:
Local Authority Concordat
Sits alongside:
Existing work
eg MCMC
Upcoming work:
eg:Early Years Strategy; Science Strategy
Since Publication
Simplify structures - creating one body focused on
skills a Skills Development Scotland
Bringing together learndirect Scotland, Careers
Scotland and most the skills and training aspects of
Scottish Enterprise and Highlands and Island
Enterprise
Skills Development Scotland client groups
Developing our young people 12-19
Bringing people into work 20+
Developing talent in work 20+
Canada
Challenges and issues
Excellent OECD performance to date hides the
underlying issues that there is no growth and no
investment at the same levels of competitors in student
access to higher education
Lack of engagement with policy-makers and decisionmakers for career guidance and development
Disconnect, and policy goal ambiguities, between
potentially related policies in education, lifelong learning,
social inclusion and economic development
Limited recognition that school to post-school transition
is critical to life-chances of individuals
Too much emphasis on school-university as the only
“real” post-school route, coupled with access-for-all
issues
Learner funding directed at middle-class families
Lack of lifelong learning culture, little attention to adult
and community - based learners; and no QCF
Increasing disconnect between new graduate subject
expertise and skills needs of the workforce
Major geographical and distance issues – each
province has a varying economy, income levels and
educational and skills provision
Unemployment has not been a recognisable concept for
Aboriginal people, until now; increasing youth
unemployment levels
Lack of integration of skilled immigrant workers
Careers Advisers have no “professional” qualifications
There is no government funded careers service –
provision associated with and funded through learning
institutions. Now a call for setting up an independent,
public-funded Careers Service for those not engaged in
work or learning.
No real public awareness of the role and value of
career development
No LMI, no data - sharing, no research to speak of, no
pan –Canadian structures to engage discussions, no
appetite for change in some quarters, and on-going
resultant policy goal ambiguities
The top ten issues for access post-school
Who is “underrepresented”?
A “positional good”?
Access to what exactly?
Economic or social rates
of return?
“Widening participation”
or “fair access”?
Equity or excellence?
Merit or need
Reputation or quality?
Reward or
compensation?
What is to be done?
The “access” equation
(Age x Class x [Dis]ability x Ethnicity x Gender
x Language x Location x Schooling x Status x
Subject)
A “perfect storm:” children in care.
See Jackson, Sonia, Ajayi, Sarah and Quigley,
Margaret (2005), Going to University from
Care.
A “positional good”?
“You can only enjoy a positional good if others
don’t have it,” The Economist 23.12.06
“It’s not enough to succeed. Others must fail.”
Gore Vidal
“The trouble with fairness is that there isn’t
enough to go around.” Guy Browning
Percentage change in enrolments by subject area, 1996/7 to 2005/06
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1.8
1.6
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0.4
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Qualification
Institute of Education: Wider Benefits of Learning Group
(http://www.learningbenefits.net/Publications/ResearchReports.htm)
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Odds relative to Below A-Level qualifications
Likelihood of Excellent Health - Women
Likelihood of Educational problems in children
Odds relative to Below A-Level
qualifications
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Qualification
Institute of Education: Wider Benefits of Learning Group
(http://www.learningbenefits.net/Publications/ResearchReports.htm)
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Widening participation or “fair access”?
In England in 2007:
80,000 children were eligible for free school meals
post 16
5,000 of these took A-levels
3,000 children got 3 “A” grades at A-level
176 of these were eligible for free school meals
Written answer to Parliamentary question by Shadow
Children’s Secretary Michael Gove, The Guardian
23.2.08
SFC Funding Promoting Wider Access 2008-09
College funding
£14.3M
Discretionary Fund and Child Care
£ 4.5M
MCMC
£ 1.6M
Access and Participation
£20.4M
TOTAL
HE Funding
£10.2M
£ 2.5M
£ 5.1M
£ 3.1M
£20.9
Widening Access Retention Premium
Disabled Students Premium
Access and Participation
Skills and Employability
Total
What access issues are not about
Inadequate admissions tutors
Irrational choices by students
Debt aversion
Supply-side defects
How can we improve access post school
Improving schools and the schooling experience
Managing parental expectations within school and
beyond
National ambitions for Level 3 qualifications
Genuine employer engagement and dialogue
Expert careers Information Advice and Guidance,
grounded by LMI
Why measure impact?
Does careers guidance and development have an
impact? How do we know?
Can we articulate the impact of career guidance and
development for individuals and specific projects and at
higher policy or national levels?
Can impact determine what contribution career guidance
and development can make in key policy areas i.e.
economic, social and education?
Can impact evidence influence policy from an
improved position of knowledge?
Can we create a value for career guidance?
Measuring Impact – first steps towards a conceptual
impact model
undertook desk research using the available literature on
impact of career guidance and development to date, in
the UK and beyond
created a set of hypotheses, with potential outcomes,
based on the data review
identified the degree of availability of evidence using a
traffic light system
available evidence was used to estimate the likely
effects of career guidance for each inferential
statement
we applied a GVA/GDP model of calculation to create
an impact value
hypotheses also indicated potential topics for future
research
Research Study Outcomes
increased knowledge of the impact and value of
Careers Scotland based on a developing Conceptual
Impact Model
advice on how better to articulate the impact and value
of career guidance from a variety of viewpoints for
stakeholders, partners, managers, staff and clients
identification of gaps in evidence provides opportunity
to develop a Careers Scotland Research and
Development strategy that can support future impact
measurement as part of other research and evaluation
consideration of different approaches to widen the
evidence base including longitudinal tracking, and
other research with partners
build-in impact and value in all future research and
evaluation
advice on developing our performance management
systems, to improve our own data collection to
measure impact
Hypotheses - the likely effects of career guidance on
inferential statements – Learning Goals
Outcomes
greater access to learning and training
greater participation in learning and training
higher retention rates in education and training
greater education and training attainment; and higher level
skills
improved motivation and hence attainment in education and
training
Impacts
higher wage levels through gaining higher qualifications
increased entry rates through having a career focus
Hypotheses - the likely effects of career guidance on
inferential statements – Economic Goals
Outcomes
higher levels of participation in employment
lower levels of unemployment
improved job tenure through increased motivation at work
a more responsive and flexible workforce
improvements in the employability of individuals
Impacts
higher wage levels - a long run uplift in wages attributed to
career guidance
improved productivity
Hypotheses – the likely effects of career guidance on
inferential statements - Social Goals
Outcomes
increased confidence
increased well being which contributes to health benefits for
society
reductions in crime and offending behaviour
greater levels of social inclusion
Impacts
reductions in lost earnings and lower productivity through
“lost” education and training
reductions in social security, NHS and other public costs
Applying a value – GDP/GVA calculations
Examples
economic impact - increased workforce participation
based on the calculation of an employment differential
attributed to career guidance
learning impact - increased attainment levels associated
with career guidance and the resulting improved
earnings associated with higher levels of attainment
social impact - costs avoided including the costs of
unemployment
GVA/GDP was calculated, using the evidence
available, at more than 5 times Careers Scotland’s
current annual budget - approximately £250m
Additional Findings – soft indicators
The evidence used to develop the hypotheses also
showed that career guidance and development:
raises self-confidence and self-belief
improves motivation, well-being and willingness to take
calculated risks, based on improved understanding of
work and learning goals
supports individuals to set career goals which in turn
drives stronger educational ambition and career
aspiration
often works best in the medium to longer term, and as
part of a “package” of support, especially for those from
lower socio-economic backgrounds
makes greatest impact on individuals with limited social
‘networks’, irrespective of academic ability
can demonstrate a longer term uplift in wages for those
who have career goals and undertaken progressive
career development actions, thereby contributing to a
lifelong learning and career development culture