1. Bridging the Chasm

2. career counsellor Students, adults Immigrants, school drop-outs career consultant Develop CG resources CG research reports parent Writer for gov’t. School Librarian

3. the themes involved in the CG policy and practice developments are more important PERSISTENCE PATIENCE PARTNERSHIPS

5. Chasm between the career guidance community and the world of work.

6. In the Realm of the Unemployed:  The bridge for connecting investment in CG to sustainable job placements was invisible In the Realm of Secondary Education:  The bridge from CG to relevant academic choices was undervalued In the Realm of Post-Secondary Education and Training:  The bridge to connect CG to better graduate job choices was invisible

7.  Practitioners had no specialized training in Career Guidance  We needed more training and skills to help our clients  The bridge to connect professional standards & training to positive employment outcomes for clients was non- existent

8. Even for those who could see it The bridge seemed too far & too risky

9.  The Canadian government had developed quality career and labour market information products  OECD study found government products were not being used – they were “sitting on the shelf”  Our key message: use the products in a guidance context

10.  Career Guidance Practitioners – had anecdotal experiences and a firm belief in the value of CG.  Government employees and policy makers – a few saw the broader context of job placement.  School counsellors & teachers – some had clear vision of the value of CG to motivate students.

13. DeliveryInitiation Funding

14. THE SUPPORT WAS SCATTERED WE NEEDED INTEGRATION Project Project Project Project Integrated Cohesive Consulta tive Policy

15.  Progress depends on policy makers  Career practitioners & policy makers needed to know where the communication was  We initiated Pan-Canadian and International Symposia  The policy makers told us they need: PROOF! to create policy and provide funding

16. The heroes didn’t give up and found creative ways around difficulties

17. CANADIAN RESEARCH WORKING GROUP ON EVIDENCE-BASED PRACTICE IN CAREER DEVELOPMENT (CRWG) THE CANADIAN MILLENNIUM SCHOLARSHIP FOUNDATION (CMSF)  Created by a national Career Foundation and researchers from 6 Canadian universities  Is a Government funded foundation conducting long-term research studying what incentives work to keep students in school: Career Guidance, financial support, information

18. FORUM OF LABOUR MARKET MINISTERS (FLMM) SECTOR COUNCILS  Actively partners with career guidance professionals to study LMI, CG & citizens’ needs and to fund projects to improve service.  Actively partners with career guidance professionals to develop relevant career information & strategies to recruit and retain skilled workers.

19.  Employers need staff with technical skills and practical experience  Students need mobility; education needs flexibility  Government policy makers, universities, colleges, high schools, employers, apprenticeship boards are working together

20. Employment Post- Secondary Secondary

21. With Government support we worked hard to develop:  Standards and Guidelines for Career Guidance Practitioners: to provide consistent quality services  The Blueprint: a framework for CG learning outcomes for all citizens from children to the elderly

22.  Professional Designation: 1 province has it  Training & Certification: Provincial gov’ts have funded CG training programs  National CG Body: 30 associations across Canada agreed to form a Pan-Canadian Career Guidance Association

23. CANADIAN CAREER GUIDANCE FIELD HAS CANADIAN CAREER GUIDANCE FIELD HAS:  Started specialized training & certification for practitioners  Excellent CG interventions for schools  Standards for quality of service  Started gathering research data to fill gaps in service  Started gathering research data to prove CG effectiveness  Some working partnerships between CG and policy makers  A connection made between CG and Labour Market Information  A National Body for all CG associations which is in its early stages

24.  All students will have more choice and more help choosing  All practitioners will have on-going professional training, pride and mobility  Career service managers will have practitioners who have standard competencies  Employers will recognize the link between CG and life- long learning  Public will have life- long access to CG services  Government will get longer lasting job- placement results for the unemployed  Policy makers will get evidence-based data for decisions

25.  The national association is interim  More research is necessary to gather proof  Not all students receive equal guidance  We need to promote the use of the S&Gs to CG service managers  Our products need continuous promotion and regular updating  Most employers do not yet see the benefit of CG for their organization  Most teachers are not trained to incorporate career information into regular lessons

26. Take-home Lesson Career Professionals & Policy Makers must learn to speak each other’s language before the bridge becomes a reality

27. SMALL SUCCESSES BIG SUCCESSES

28. PERSISTENCE PATIENCE PARTNERSHIPS