1. IAEVG Conference 2009 The Client’s Contribution to the Quality Assurance Process in Adult Guidance Presenter: Lucy Hearne Waterford Institute of Technology, Ireland

2. Contextual Background: Policy and Practice in Irish Adult Guidance Policy: Department of Education & Science (DES) White Paper (2000) Adult guidance positioned in lifelong learning Public policy goals – learning, labour market and social equity OECD Irish Review of Career Guidance Policies (2002) National Guidance Forum (NGF) Guidance for Life: An Integrated Framework for Lifelong Guidance in Ireland (2007) Discourse – progression primarily linear and upward Scientific classification of outcomes through positivist paradigm

3. Contextual Background: Policy and Practice in Irish Adult Guidance  Practice: Adult Educational Guidance Initiative (AEGI) est. 2000 Currently - 39 AEGI Projects nationwide Management – National Centre for Guidance in Education (NCGE) Quarterly monitoring of education and employment outcomes (quantitative) through client data management system Formative (2005) & Summative Evaluation (2008) in AEGI Research Site – Regional Educational Guidance Service for Adults (REGSA) Focus - Empirical vs. presumptive measurement of client outcomes for development in longitudinal tracking systems Approach – Interpretive case vignettes of client progression over 7-9 year timeframe

4. Overview of PhD Research Topic  Research Aim: To consider the development of a best practice framework for the longitudinal tracking of client progression in adult educational guidance in Ireland  Research Objectives: Examination of definitions of long-term ‘progression’ from viewpoint of 3 key stakeholders (clients, guidance practitioners and policy-makers) Critical analysis of the discourse on measuring outcomes in the field of guidance Exploration of the contribution of the client to the development of a quality longitudinal tracking system

5. Overview of PhD Research Topic  Methodology: Overarching critical constructivist paradigm in the form of a ‘bottom-up’ single-case study Interpretive paradigm attending to issue of ‘criticality’ in guidance Research argument - methodological pluralism in outcome measurement  Data Collection Methods: Individual Client Interviews Practitioner Focus Group Interviews Documentary Analysis of Irish Policy Documents Observations of Two Tracking Systems (Irish & Finnish PES models)  Analytical Strategy: 3- Dimensional Discourse Analysis Framework

6. Literature Conceptual Framework

7. Policy Development Dimension: Bottom- up (clients) vs Top-down (policy-makers) Approach

8. Framework for Client Involvement in Quality Assurance (Plant, H. 2005:3) The Client’s Voice Individual level – Giving Information: client satisfaction data Service level – Consultation Forums: priorities, gaps, unmet needs Strategic level – Participation & Partnership: shaping & reshaping policies & strategies

9. Interpretation of Findings Framework: Critical Discourse Analysis (Source: Fairclough) i. Text: language of clients, practitioners, and policymakers ii. Discursive Practices: dissemination channels in policy and practice iii. Social Practice: Ideology and hegemony underpinning adult guidance

10. RESEARCH TOPIC CLIENTS PRACTITIONERS OUTCOME RESEARCH: THE COMPETING DISCOURSES ON PROGRESSION IN ADULT GUIDANCE STRUCTURE INTERNATIONAL EUROPEAN NATIONAL POLICY AGENCY

11. Findings: Convergence & Divergence in Discourse on Progression Outcomes  Progression as process & outcome Non-linear, cyclical, zig-zag, retrospective Personal construct – subjective vs. objective Hard and soft outcomes for measurement Soft (personal) outcomes – psychological, behavioural, social Intrinsic variables – self-concept, decision making, motivation, attributes, personal barriers, expectations, goals Extrinsic variables – financial constraints, structural barriers, support systems, mobility issues, economic contexts Scientific classification in tracking systems decentres subjectivity of clients Policy discourse – economic model underpinning outcome measurement Policy rationale – accountability, cost-benefit analysis

12. Clients’ Contribution to Design of Tracking Systems Rationale for Tracking: reciprocal process legitimise clients experiences stimulus mechanism insights into non-progression case studies in tracking - models for supporting clients  Outcomes for Measurement: hard & soft ideal career vs. reality achievements goals personal satisfaction future decisions Language: economic model vs. personal model customer/consumer = financial transaction client = person-centred

13. Recommendations for Policy & Practice: Constructivist Evaluation Framework Democratic inclusion of all relevant stakeholders in evaluation process Values in evaluation provide meaning Accountability mutual amongst all stakeholders instead of praise/blame culture Evaluators are subjective partners with stakeholders in the literal creation of evaluation of data Evaluation data needs to be empirical rather than presumptive – stakeholders can contribute Consensus on constructions of ‘outcomes’ amongst all stakeholders (adapted from Guba & Lincoln, 1989)

14. Contact: lhearne@wit.ie Websites: www.regsa.org www.ncge.ie www.wit.ie/education “We all want progress, but if you’re on the wrong road, progress means doing an about-turn and walking back to the right road; in that case the person who turns back soonest is the most progressive”. C.S. Lewis