Browsing Centre for Educational Research and Innovation by Subjects
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Understanding advancementThe concept of ‘advancement’ has been central to the debate in relation to the most effective ways of achieving the twin policy goals of high employment alongside high productivity. It is based on how the system looks from the perspective of the individual who often faces multiple barriers in accessing both learning and work. In this way it is linked to the wider agenda of the personalisation of public services. What is different from other approaches is that advancement is also about how support for (and challenge to) the individual is delivered holistically. This involves bringing together what are currently discrete and disparate advice services for: housing, employment, learning, health and benefits/personal finances.This paper explores how the vision of advancement has advanced since first mooted in this context in John Denham’s Fabian Society speech in 2004. It looks at the reform agenda from three perspectives: • The individual; • The workplace; and • The advancement agencies which support them. It concludes by looking at ways of achieving advancement and government’s role in the process through strategic commitments to – segmentation; stimulation; regulation; and capacity building.
A workforce development strategy for the Adult Career Information, Advice and Guidance workforce in EnglandThis paper outlines Lifelong Learning UK’s approach to the development of a Workforce Development Strategy for the adult career information, advice and guidance workforce in England. Lifelong Learning UK, the independent employer-led sector skills council (SSC) with strategic responsibility for the workforce development of staff working in the lifelong learning sector, brought adult career information, advice and guidance (CIAG) into its footprint in April 2009, thereby providing all employers within the adult CIAG sector in England with the opportunity to engage with a strategic UK wide perspective for workforce planning and development.