New Unistats website launched

The new Unistats website has been launched today.


I’m involved in evaluating the site and so I’d be really interested to hear what people think of the site. You can either add comments to this post or email me on


Alison Wolf on school to work transitions in a liberal economy

Yesterday I saw Alison Wolf talking about school to work transitions at a seminar organised by the Education and Employers Taskforce. Very interesting.

Things got more lively during the questions when people pushed her on whether she was happy with the outcome from her government report. Particularly the fact that it has allowed the government to remove the requirement for work experience. Prof Wolf seemed fairly unrepentent about this move, but at the same time endorsed the value of substantial work experience.

I feel that this has been a big mistake – especially when combined with the reductions of careers education and guidance.

I guess the debate will continue to rage on this one.

Digital career literacy: today’s workshop

I’m giving a workshop on digital career literacy at the ICG/NAEGA conference on adult guidance today. I figured that I might try and actually make it a workshop – rather than just talking at people.

So my plan is to set out the 7 C’s of digital career literacy.

And to explain the model as follows.

  • Changing describes the ability to understand and adapt to changing online career contexts and to learn to use new technologies for the purpose of career building
  • Collecting describes the ability to source, manage and retrieve career information and resources
  • Critiquing describes the ability to understand the nature of online career information and resources, to analyse its provenance and to consider its usefulness for a career
  • Connecting describes the ability to build relationships and networks online that can support career development
  • Communicating describes the ability to interact effectively across a range of different platforms, to understand the genre and netiquette of different interactions and to use them in the context of career
  • Creating describes the ability to create online content that effectively represents the individual, their interests and their career history
  • Curating describes the ability of an individual to reflect on and develop their digital footprint and online networks as part of their career building.

Then I’m going to divide people into seven groups and get them to think about one of the 7 C’s each. The task of each group will be to come up with a set of ideas/advice that could help an adult client to develop in that area.

Hopefully we’ll generate some good ideas!

The Blueprint framework for career management skills: a critical exploration

We’ve just published a new article entitled The ‘Blueprint’ framework for career management skills: a critical exploration. This article examines the how the Blueprint framework for career management skills has developed across implementations in the USA, Canada and Australia. I hope that the article will be particularly useful given the fact that new version of the Blueprint have now been launched in England and Scotland.

The various iterations of the Blueprint sought to create a competency framework that articulates the concept of career management skills for a range of audiences (careers workers, policy-makers, teachers and end users). The Blueprint framework sets out an approach to career development which is underpinned by a learning paradigm. Its advocates reject the idea that career is just about making vocational choices and argue that in flexible and dynamic labour markets individuals need the ability to actively manage their careers. The term ‘career management skills’ is used to describe the skills, attributes, attitudes and knowledge that individuals need in order to do this. The task of careers work is accordingly conceived as fostering learning and personal development. The Blueprint framework thus represents an attempt to describe a set of learning outcomes which can be focused upon at different times during a life journey and to detail a developmental process through which these outcomes can be acquired.

It is argued that despite the lack of an empirical basis for the Blueprint the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The article argues that the framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection) and goes on to explore each of these elements.

Unfortunately the article isn’t available in open access at the moment. I’m investigating ways to open it up but in the meantime feel free to contact me if you would like to talk further about the Blueprint.