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![Page 1: Career development services for unemployed adults with lower skills Gaps, Innovations, and Opportunities March 13, 2013.](https://reader030.fdocuments.us/reader030/viewer/2022032803/56649e345503460f94b232cc/html5/thumbnails/1.jpg)
Career development services for unemployed adults with lower skills
Gaps, Innovations, and Opportunities
March 13, 2013
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Project objectives
Three-part investigation to develop these options:
1. Review existing literature and Canadian program evaluations – to identify knowledge gaps and research needs
2. International consultations – to identify innovative practices in other jurisdictions
3. Canadian consultations – to explore gaps and innovations with Canadian practitioners in CDS and training delivery
Exploratory study to identify options for testing innovative interventions to support positive labour market transitions for adults with lower-skills
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Project scope
Employment services for job seekersPrograms targeted specifically
to unemployed individuals
Employment Assistance Services
Skills development
programs
Targeted retraining (older or displaced workers)
Programs for all adults regardless
of employment status
Literacy and
Essential Skills
programs
College diploma
and certificate programs
Vocational Trades
Target group - Unemployed low-skilled Canadians (with low education and/or skills) who are in need of training to help them secure employment
Program type - Broadly defined to include all types of training in which unemployed adults with low education/skills may participate
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Conceptual Framework and Literature Review
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Conceptual framework, literature review
Palameta, et. al. (2010) identify factors influencing participation, persistence, and outcomes of training
• INDIVIDUAL – competencies, preferences, life course factors
• STRUCTURAL – macroeconomic, policy, institutional factors
Interaction of these factors create conditions which enable or impede positive labour market outcomes
Varying degrees of evidence and gaps in knowledge about these factors – gaps provide future research direction
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Conceptual framework, literature review
INDIVIDUAL
STRUCTURAL
Competencies – Cognitive abilities, foundational skills, literacy, education
Preferences – time, risk aversion, and economic preferences
Circumstances – life course dynamics: age, income, family, networks
ENABLING FACTORS AND BARRIERS …
Macroeconomic – Changing occupational skills demands, business cycle, economic restructuring, local labour market dynamics
Policy – EI policy, inter-provincial variations, regional economic development, financial aid
Institutional – partners, systems, resources for delivery; design, targeting, communication
PARTICIPATION
ENROLMENT – Formal, informal, non-formal – Publically-funded (EI Part II, LMA) – Privately-sponsored
PERSISTENCE
COMPLETION – modular completion, foundational skills gains achieved
ADVANCEMENT – further education
OUTCOMES
EDUCATIONAL – job skills, credentials
LABOUR MARKET – employment, earnings
OTHER – social inclusion, well being
… CREATING CONDITIONS THAT DETERMINE PARTICIPATION, PERISTENCE, AND OUTCOMES
Expectations – perceived need, value of training, opportunity costs, and expected returns
Situational – accessibility (distance, childcare), ability to pay (subsidies, support)
Expected returns - costs and benefits
Program Delivery – effectively matched meeting learner needs, aligned with further education, and labour market demand
Policy Interactions – policy/program interaction facilitates delivery, education, outcomes
Expected returns - costs and benefits
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Results from existing program evaluations can help to further motivate and focus future research questions
Analyses generally consider the question of program effectiveness from two angles
Canadian program evaluations
suitability (outcomes)
accessibility (uptake) Effectiveness
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Significant number report some kind of access difficulty to Skills Development programs
◦ Where quantitative data is available, difficulties reported with access in 25-38 percent of cases
◦ Most of these relate to non-participants who had funding difficulties, did not qualify, or were turned down
◦ Some raise concerns over program design issues e.g. too many criteria, long delays, waiting lists
◦ Others report that the available programs did not meet their needs
Quantitative results - access
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Outcome Client Type
# of evaluations with positive outcomes
2008-EI Monitoring Report% with positive outcomes
Employment (hrs)
Active 1 out of 4 (BC) 15% positive (1 out of 6)
Former 1 out of 4 (AB) 38% positive
Annual earnings
Active 4 out of 4 33% positive (5 out of 8)
Former 0 out of 4 25% positive
EI Use
Active 3 out of 5 (AB, SK, NL) 57% positive
Former 1 out of 5 (SK) 25% positive
Quantitative results - outcomes
Summative Evaluations and EI Monitoring and Assessment Reports suggest there is substantial heterogeneity in outcomes
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For Non-participants – question is one of access:
Who doesn’t access Skills Development and why?
Little data in existing PE’s on the unmet needs and barriers to participation - some groups likely underrepresented
For Participants – question is one of heterogeneity:
What factors (within governments’ control) underlie the significant regional variability in outcomes of participants?
◦ What role do program eligibility and referral processes play?
◦ What role does training design and delivery have?
Key questions arising from evaluations
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What are the range of needs of unemployed Canadians with low skills? Can a “typology” of learner needs be identified?
◦ Need more information on the nature of barriers to access
◦ Need more analysis of the role of foundational skills in training readiness
◦ Need more evidence on effective approaches to needs assessment
To what extent do unemployed Canadians have the information and guidance to make informed career development choices?
◦ Limited evidence on the quality of information and counseling provided to unemployed low skilled adults
◦ Need more information on the importance of economic preferences to career decisions and how information and services can be tailored
Summary - Knowledge Gaps
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Which promising approaches and effective practices would work best in the Canadian context?
◦ There is a growing international literature on promising design and partnership-based delivery models to meet diverse client needs
◦ Need more analysis of their relevance to a Canadian context in terms of the unique client base and economic and policy context
To what extent are Canadian programs using best practices? What are the major gaps? What are the opportunities?
◦ Beyond the EI Part II template, the available information on nuances in program design and delivery varies across provinces
◦ Need more evidence on the degree that existing training and employment services are matched to BOTH learner and labour market needs
Summary - Knowledge Gaps
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Canadian ConsultationsInterviews with Canadian Practitioners in Employment
Services and Training Delivery
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Design for Canadian fieldwork
Objective: to explore gaps and innovations to develop options suitable for the Canadian context
Methodology: in-depth interviews and focus groups in three provinces; MB, NS, BC
◦ Employment Counsellors - current experience and expertise with intake, assessment, and employment supports for the target group
◦ Training Providers - current experience and expertise in instructional design or training delivery to the target group
◦ Other selected experts - managers, policy makers in CDS and Skills Development
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Findings – system gaps
Intake and Assessment Assessment and service decision models are fundamental to effective delivery
Lack of evidence about which processes and tools works best for which clients
Career and Employment Services Many programs, but often with narrow eligibility criteria leading to ‘mismatches’ and gaps
Lack of options and wrap-around supports for clients with complex needs
Skills Development Employment services, training programs and economic development initiatives operate in
silos
Lack of high-quality, in-demand programs that are responsive to both the needs of working
age adults and the needs of employers
Transition to the Labour Market Need stronger job development function to better connect job-seekers with local jobs
Lack of opportunities to combine skills development with work experience
Lack of retention supports
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Recommendations
Five options to test innovative approaches to enhancing service delivery and improve outcomes
1. Common approach to assessment and service decision making
2. Partnership approach to CDS planning
3. Comprehensive set of CDS intervention based on client need
4. Partnership approach to training provision
5. Pathways approach to skills development
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1. Common approach to assessment
Test the efficacy and feasibility of a common approach to assessing needs and identifying interventions
Rationale• Strong agreement on
need for assessment
• But gaps about what works best with whom
• And tension between standardized approach vs. outcomes based approach
• Test a model that conceptualizes assessment as a rigorous but flexible process
• Considers skills, motivation, expectations, self-efficacy, structural barriers, personal circumstances.
Comprehensive
• Assesses essential skills which may be critical to ensuring fit between the client and proposed interventions
Transferable skills
• Some clients may need special assessments to identify learning barriers and other disabilities
Specialized
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2. Partnership approach to CDS and employment services planning
Rationale• System can be
chaotic and confusing for both jobseekers and employers
• Inconsistent options and referral across and within delivery sites
• Many services, no big picture
Test whether collaborative approaches to service delivery improve outcomes for job seekers and employers
Several examples of promising approaches of integration at the local level. Examples include:
• Toronto Region Immigrant Employment Council (TRIEC)
• Partnership to Advance Youth; Employment (PAYE)
• Collaborative Partnership Network (Nova Scotia)
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3. CDS options based on client need
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CDS IntensiveIntensive approach for multi-barriered clients
Transferable SkillsPortfolio approach to
identifying strengths and gaps
Web-based CDSFlexible online service
for easier to serve clients
Tests an approach to ensuring clients have access to the right type and dose of service at the right time depending on need
RationaleIn the context of rapidly changing labour markets, clients may benefit from career exploration programs that range in terms of intensity and depth depending on client needs
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4. Partnership approach to training design and delivery
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Rationale• Current approach
leads to gaps and duplication
• Opportunity to ensure short-term skills development programs are high quality and responsive to needs of individuals and employers
Test a partnership approach to the planning of skills training programs
Program Manager
Program Manager
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Consortium Member
Service Delivery
Governance
Oversight & Policy
Governance
Oversight & Policy
Governance
Program Sponsor
Governance
Program Sponsor
Governance
System-wide oversight
Governance
System-wide oversight
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5. Career pathways approach to skills development
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Rationale• Adults often need
foundational training before they can enter and successfully complete occupational training
• Most diploma programs are not well-suited or responsive to the needs of working age adults
Test a career pathways approach that provides modular based curricula with multiple entry and exit points that adults to combine school and work and advance over time to better jobs and higher levels of education and training
Career pathways approaches tend to share five features: Demand-driven partnerships Integrated essential skills and
occupational training Multi-level pathways Wrap around support Continuous improvement
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The major finding of our research is that gaps in existing employment and training systems are now well-known
Broadly speaking, there is emerging consensus among practitioners on both promising approaches and opportunities to move forward
Governments can build on these opportunities to improve system effectiveness by rigorously testing promising approaches and building an evidence base on what works for whom under which conditions
Conclusions
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