WAXING THE GAZA: THE POLITICAL ROLE OF PROFESSIONAL ASSOCIATIONS

1. WAXING THE GAZA: THE POLITICAL ROLE OF PROFESSIONAL ASSOCIATIONS Key note address at the IAEVG-PACE conference, Capetown, South Africa, 19 October 2011 By Dr John McCarthy, Director, International Centre for Career Development and Public Policy E-mail: jmc@iccdpp.org

2. Henry Thomas Buckle 1856 • “All the changes of which history is full….must be the fruit of a double action: an action of external phenomena upon the mind, and another action of the mind upon the phenomena”

3. Thomas Carlyle 1830 • “…actual events are nowise simply related to each other like parents and offspring are; every single event is the offspring not of one but of all other events, prior and contemporaneous, and will, in turn, combine with all others to give birth to new: it is an ever-living, ever-working Chaos of Being, wherein shape after shape bodies itself forth from innumerable elements…”

4. Paul Ricoeur 1955 • "We carry on several histories simultaneously, in times whose periods, crises, and pauses do not coincide. We enchain, abandon, and resume several histories, much as a chess player who plays several games at once, renewing now this one, now the another" (History and Truth 186)

5. What if?

6. The global reach of educational and vocational guidance services 100 years on

7. Within the ray of light! • Activity • Profession and academic communities • Policy development and policy making communities • The relationships between these three components and the people presently and not presently reached

8. Activity (learning, sharing and teaching) • Family, including extended • Friends • Community • Other networks • Media • Culture • Learning communities

9. The IAEVG: an association of professionals • Mission: • …. competent and recognised professional • …minimum qualifications… • … methods for evaluating guidance and counselling • …research effective methods and materials for guidance • …code of ethics • …address diversity and social justice issues in education and work • ..work with policy makers …

10. Different positions held by the professional and academic communities • Concerned with professional issues only -no political statement to make • Some political statement to make especially when services (and livelihood/profession or work conditions) threatened • Political involvement as an integral part of leadership:guidance as a socio-political activity related to achieving societal (social, economic) goals -

11. Challenges for professional associations and academic communities • Making themselves and their work “policy relevant”: workforce preparation, workforce development, social equity, education and labour market efficiency • Working with and through significant social agents: policy partners (social partners; economic and social policy research organisations; leading national institutions/organisations/agencies)

12. Challenges for the professional associations and the academic communities • Know government (national, regional) policies and the language of policy makers • Engage with policy development and policy making processes • Articulate what educational and vocational guidance is (in words and images comprehensible to the public), and how it can contribute to achieving public policy goals • Produce knowledge/evidence to support policy development and evaluation

13. The cosmic nature of policy development! • Champions within ministries and within other lead organisations (officials, civil servants) • Champion ministers! • Informal networks and contacts • Social unrest • Not a rational process but a political process "We carry on several histories simultaneously, in times whose periods, crises, and pauses do not coincide”

14. The start/stop/start nature of policies: EUROPE

15. What macro challenges might look like for guidance professional and academic communities in South Africa • To support andmake their work relevant to government policies for workforce preparation and development • To grow an evidence base to support government and agency policy and systems development for educational and vocational guidance • To undertake policy relevant research as a normal feature of academic life • To meaningfully engage with policy partners such as SAQA, Business South Africa, HSRC • To promote equality of conditions for educational achievement

16. What micro challenges might look like for guidance professional and academic communities in South Africa • To train guidance workers to deliver both virtual/distance and physical services • To develop different training programmes for different guidance worker roles • To develop a citizen centred quality assurance approach to service delivery • To develop service delivery in different languages • To train guidance workers to work with unemployed young people and adults and with cultural diversity • To prepare young people for unemployment, underemployment as well as employment

17. Politically engaged professional leader

18. Professionally engaged political leader

19. Waxing the gaza!