http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/204/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=204http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=204&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/204/Default.aspxCe document etait préparé en vue de l’Examen de l’OCDE sur les politiques d’orientation professionnelle à la demande conjointe de la Commission européenne et de l’OCDE et publie en 2002. Il est presente en quatre parties: Les conditions d'une decision rationnelle: approches economiques Autres facteurs de complication de la decision professionnelle Au-dela de l'information: activites de conseil et d'orientation professionnelle Conclusions: vers un approche constructiviste de l'orientation professionnelle iccdppadmWed, 16 May 2012 00:11:00 GMTf1397696-738c-4295-afcd-943feb885714:204http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/197/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=197http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=197&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/197/Default.aspxWhile not an expert paper on career guidance information, this is an interesting informational article (2008) that compares the US and Japan in terms of challenges facing the economy and the workforce, challenges for particular work groups in certain economic sectors, and job seeking support systems including careers information.iccdppadmWed, 07 Sep 2011 10:05:00 GMTf1397696-738c-4295-afcd-943feb885714:197http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=193http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=193&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspxThe employment and skills systems need to work together to support individuals into employment with the skills to progress, and in turn, to provide the skills employers demand through responsive workforce development. The Skills for Scotland Strategy and its subsequent refresh in 2010 encourages the integration of employment and skills services to facilitate the journey individuals make from long term unemployment to sustained employment and in work progression. A pilot to match employment services with career guidance services was rolled out through all Skills Development Scotland and Jobcentre Plus public offices in Scotland and is now operational in all areas. However, integration of employment and skills services has not yet been achieved systemically in Scotland. What has occurred is joint working at a local level, driven by the ambition to deliver better outcomes for customers, which often takes place despite inflexibilities of the systems. This report recommends 4 areas for action: -coherent information: collection, sharing, understanding, and usage -collaboration between partners: more inclusive partnership arrangements, identify and work towards common goals -customer focus: involvement in design, delivery and evaluation of services -progression: support sustainable employment and progression in work; explore a careers cluster approach to support individual progression at local level.iccdppadmTue, 30 Aug 2011 12:05:00 GMTf1397696-738c-4295-afcd-943feb885714:193http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/171/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=171http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=171&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/171/Default.aspxThis report (2004) by Chris T King and Sarah Looney of the Ray Marshall Centre of UTA contains a discussion of 30 workforce development performance measures generated by several US states for 7 areas of interest to policy and program leaders and rated by them for usefulness. The seven areas are: outcomes for employers and the economy; labour market outcomes for program participants; social welfare outcomes; customer satisfaction; skills gains; return on investment; and sub-group and comparative information. A One-Stop Career Centre was one of the features of services examined in this context. In their review of the measures, the authors used the following lenses: rationale; feasibility; accuracy; validity; systems focus; time frames; and definitions. While career development services were only one of the program features examined, the lenses used by the authors can be of value to policy makers/developers, delivery service managers, researchers, and leaders of the career guidance community in the search for meaningful policy performance indicators.iccdppadmWed, 25 Aug 2010 03:50:00 GMTf1397696-738c-4295-afcd-943feb885714:171http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/170/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=170http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=170&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/170/Default.aspxThis policy brief (2005) by Sarah Looney and Chris T King provides backround to the movement to develop a standard set of performance measures for publicly funded programmes that comprise the US workforce development system. It also reviews two prominent US proposals: common measures proposed by the Office of Management and Budget , and the measures of the Integrated Performance Information Project. While not specifically dealing with the performance indicators for career guidance/development services and programmes, the content of the policy brief has pertinence for such discussions in the USA and beyond. iccdppadmWed, 25 Aug 2010 03:35:00 GMTf1397696-738c-4295-afcd-943feb885714:170http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/160/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=160http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=160&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/160/Default.aspxThis publication is a summary of the proceedings of a French Presidency of the EU conference supported by the European Commission's Directorates for Education and for Employment. The conference aimed to identify the challenges, to set out common findings, and to outline measures taken to make lifelong learning more effective. Lifelong learning was seen as at the heart of the flexicurity principle. As you will see from the proceedings, most of the time was devoted to issues concerning initial and continuing vocational training: access by SMEs, by older, disabled, migrant, unskilled; employer or employee led;  partnerships, motivation; costs and benefits. The importance of career guidance and counselling was underlined by Heléne Clark, director of the EC's DG for Education, and was also underlined in the French Secretary of State for Employment's discourse on training system reform.iccdppadmTue, 30 Jun 2009 12:40:00 GMTf1397696-738c-4295-afcd-943feb885714:160http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/151/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=151http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=151&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/151/Default.aspxThe ministers for VET of the European Union , the European Social Partners and the European Commission met in Bordeaux, France under the French Presidency of the EU in 2008 to review priorities and strategies in European cooperation in VET. The outcome of their discussions is known as the Bordeaux Communique. The Communique outlines the process of cooperation since 2002, describes the key EU instruments created and their impact on national policies. It sets out a new strategic vision for 2008-2010, especially the challenges of globalisation. The Communique proposes four priority areas for future action: national implementation of cooperation instruments and agreements improving the quality and attractiveness of VET improving links between VET and the labour market strengthening European cooperation arrangements. The Communique makes very explicit the centrality of the provision of career guidance to VET and CVET policies for young people and adults. It calls for: facilitating access to information and lifelong guidance and counselling services through the successful implementation of the 2008 Council Resolution on Lifelong Guidance (which may be found elsewhere on this web site) action to be taken to promote guidance systems which help young people and adults to cope better with transitions within education and training and all along their career paths improve guidance and counselling services to ease transition from training to employment. iccdppadmMon, 18 May 2009 19:47:00 GMTf1397696-738c-4295-afcd-943feb885714:151http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/150/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=150http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=150&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/150/Default.aspxRecommendation 195 concerning human resource development - education, training and lifelong learning - has 11 chapters including: development and implementation of education and training policies education and pre-employment training development of competencies training for decent work and social inclusion framework for the recognition and certification of skills training roviders career guidance and training support research international and technical cooperation. Members agreed through social dialogue to formulate, apply and review national human resource development, education and training, and lifelong learning policies which are consistent with economic, fiscal and social policies. Career guidance is positioned as central to national HRD policies.iccdppadmFri, 15 May 2009 13:50:00 GMTf1397696-738c-4295-afcd-943feb885714:150http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/135/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=135http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=135&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/135/Default.aspxGiven the increasing policy importance being paid to the development of the skills to manage one's career, learning and work pathways in a lifelong learning context(Council of European Ministers of Education, 2008), this Australian publication is very timely to provide guidance on what exactly these skills look like. A joint initiative of the federal, state and territorial governments, and published by the Ministerial Council on Education, Employment, and Training and Youth Affairs, this recently released document provides a framework for the design, implementation and evaluation of career development rogrammes for young people and adults. It identifies the skills, attitudes, and knowledge that individuals need to make sound choices and to effectively manage careers. It is divided into three sections: What are career management competency skills? Who uses the Blueprint? What is the Blueprint used for? There is a very useful Blueprint toolkit included - a series of resources to be downloaded to inform and enhance career development programmes and activities.iccdppadmThu, 16 Apr 2009 14:06:00 GMTf1397696-738c-4295-afcd-943feb885714:135http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/131/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=131http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=131&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/131/Default.aspxThis is a joint strategy and implementation plan for career guidance services in Northern Ireland of two government ministries/ the Department of Education and the Department for Employment and Learning. Based on extensive consultation exercises on its proposals of 2007, the document outlines a new comprehensive strategy for the delivery of career guidance services and the challenges involved. It articulates a vision for the future and maps the actions required to deliver it. The vision is subdivided into five themes: Careers education Access to careers information Improving careers advice and guidance Improving quality Improving professional development.    iccdppadmTue, 10 Feb 2009 14:24:00 GMTf1397696-738c-4295-afcd-943feb885714:131http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/130/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=130http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=130&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/130/Default.aspxThis is the Danish translation of the European Council of Education Ministers' Resolution (2008) on better integrating lifelong guidance in strategies for lifelong learning. The Resolution defined four key areas/axes to guide national reforms of policies and systems: 1) fremme af evnen til selv at orientere sig gennem hele livet 2) lettelse af adgangen til vejledningstjenester for alle borgere 3) udvikling af kvalitetssikringen af vejledningstjenester 4) fremme af koordineringen af og samarbejdet mellem de forskellige aktører på nationalt, regionalt og lokalt plan iccdppadmTue, 10 Feb 2009 13:57:00 GMTf1397696-738c-4295-afcd-943feb885714:130http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/129/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=129http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=129&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/129/Default.aspxThis is the German translation of the Council of Education Ministers' Resolution (2008) on better integrating lifelong guidance into lifelong learning strategies. It defines 4 key axes of action for the reform of guidance services in Member States: 1. Förderung der Fähigkeit zur Planung der beruflichen Laufbahn in jedem Lebensabschnitt; 2. Erleichterung des Zugangs aller Bürger zu den Beratungsdiensten; 3. Entwicklung der Qualitätssicherung in den Beratungsdiensten; 4. Förderung von Koordinierung und Zusammenarbeit zwischen den verschiedenen Akteuren auf nationaler, regionaler und lokaler Ebene, iccdppadmTue, 10 Feb 2009 13:43:00 GMTf1397696-738c-4295-afcd-943feb885714:129http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/128/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=128http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=128&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/128/Default.aspxThis Report was presented by Deputy Guégot to the French National Assembly in December 2008. It examined: problems in initial and continuing training supply: quality, transparency, funding, governance inequalities for young people and adults in accessing training difficulties in career guidance provision to support youth and adult participation in training. It presents 16 propositions to address these issues.iccdppadmThu, 05 Feb 2009 15:17:00 GMTf1397696-738c-4295-afcd-943feb885714:128http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/127/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=127http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=127&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/127/Default.aspxThis is an interesting study of adult employees in France who took advantage of their legal right to further education and training by participating in training provided by AFPA, the government institution charged with the vocational training of adults. 12000 such adults were surveyed with a view to discovering their motivation for using their legal right and what happened to them within 6 months of completion of training. -66% of those surveyed wanted to change the type of work they were doing; -54% wished to obtain a qualification; -48% undertook a training programme that bore no relationship with their previous job. The results of this survey are a healthy reminder of the guidance needs of employed adults. AFPA is particularly good at guidance for adults who wish to enter training programmes.    iccdppadmThu, 05 Feb 2009 14:26:00 GMTf1397696-738c-4295-afcd-943feb885714:127http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/125/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=125http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=125&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/125/Default.aspxO Conselho da Uniao Europeia de Novembro de 2008 convidam os estados-membros a: favorecer a aquisicao da capacidade de orientacao ao longo da vida facilitar o acesso de todos os cidados aos servicos de orientacao desenvolve a garantia de qualidade dos sericos de orientacao incentivar a coordenacao e cooperacao dos diversos intervenientes a nivel nacional, regional e local. iccdppadmThu, 05 Feb 2009 10:25:00 GMTf1397696-738c-4295-afcd-943feb885714:125http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/124/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=124http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=124&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/124/Default.aspxEl Consejo de la Union Europea de noviembre de 2008 invita los estados miembros a aplicar los siguientes principes rectores: favorecer la adquisicion permanente de capacidades de orientacion facilitar el acceso de todos los ciudadanos a los servicios de orientacion desarrolar la garantia de calidad de los servicios de orientacion fomentar la coordinacion y la cooperacion de los distintos protagonistas a niveles nacional, regional y local. iccdppadmThu, 05 Feb 2009 10:14:00 GMTf1397696-738c-4295-afcd-943feb885714:124http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/123/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=123http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=123&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/123/Default.aspxLe Conseil des ministres d'éducation de l'Union européenne ont adoptés cette Résolution en novembre 2008 afin de aider les états membres a réformer leur politiques, systémés et pratiques de l'orientation tout au long de la vie et de donner un soutien communtaire au travail de la European Lifelong Guidance Policy Network (ELGPN). La Résolution invite les états membres a appliquer les principes directeurs ci-aprés dans leurs efforts de réforme: favoriser l'acquisition de la capacité à s'orienter tout au long de la vie faciliter l'accés de tous les citoyens aux services d'orientation dévelloper l'assurance qualité des services d'orientation encourager la coordination et la cooperation des différents acteurs aux niveaux national, régional et local.  iccdppadmThu, 05 Feb 2009 09:52:00 GMTf1397696-738c-4295-afcd-943feb885714:123http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/122/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=122http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=122&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/122/Default.aspxThis November 2008 Resolution of the EU Council of Ministers is an instrument to assist Member States to implement reform of career guidance services within their national strategies for lifelong learning. It highlights four areas for reform: Encouraging the acquisition of career management skills Facilitating access to guidance services by all sections of the population Developing the quality assurance of guidance provision Encouraging coordination and cooperation between all the stakeholders at national, regional and local levels. It provides a political mandate for the work of the European Lifelong Guidance Policy Network (ELGPN) for the next 4 years.iccdppadmThu, 05 Feb 2009 09:37:00 GMTf1397696-738c-4295-afcd-943feb885714:122http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/117/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=117http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=117&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/117/Default.aspxAFPA is the state institution in France charged with the vocational training of adults. It is unique in Europe and beyond in that it provides a professional career guidance service to trainees prior to course entry, during training and at exit. AFPA's course completion and qualifications rates are very impressive and taking into account that the people who attend their training often suffer multiple barriers to learning. This document developed  in the last quarter of 2008 is AFPA's contribution to an ongoing debate in France about the future organisation and management of career guidance services for all of the population. It identifies some of the key issues from an AFPA perspective, describes good practices developed by its dedicated guidance services and support unit (INOIP), and  feedback from its users.iccdppadmFri, 23 Jan 2009 14:33:00 GMTf1397696-738c-4295-afcd-943feb885714:117http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/116/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=116http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=116&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/116/Default.aspxThis prospectus is a summary of government plans for England to create an adult advancement and careers service by Autumn 2010. The service will combine skills and training advice with practical guidance on how to overcome the full range of barriers people face in getting on in life. The service linked to national web and phone services will be driven by local innovation and partnership in which the public employment service, Job Centre Plus, and  further education institutes will be key partners. The local partnership will operate as a flexible network, sharing information and expertise to deliver a personalised offer of advice and ongoing support to citizens. It will be a universal service, open to employed and unemployed alike. The Skills Account will be an integral part of the service. Ten prototypes of the service are being trialled to enable government to draw from the innovative practice of those who deliver the service with a wide range of partners. The prospectus is divided into five sections: -brief summary of the service -prototypes -policy and operational issues -links to other advisory services in the education and training system -innovation and partnership.iccdppadmFri, 23 Jan 2009 13:15:00 GMTf1397696-738c-4295-afcd-943feb885714:116http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/111/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=111http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=111&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/111/Default.aspx This study, commissioned by the Educational Guidance Service for Adults (EGSA) in Northern Ireland (NI), attempts to capture the current return to the economy of the investment in career/educational guidance services provided to the adult population by EGSA.(EGSA has been in existence in Northern Ireland for 40 years). This report explores EGSA and the services it provides. The research results clearly show the significant positive contribution that EGSA makes to Northern Ireland both in terms of labour market outcomes and economic impact. EGSA's headline annual economic contribution is estimated to be: Labour market outcomes: 580 clients progressing in work/being promoted • 270 clients not being promoted but having higher productivity due to enrolling on a course • 20 clients from full-time education starting a new job • 770 clients not in employment or full-time education starting a new job. Economic impact: 800 more people in employment, contributing £26m in wages and profits (GVA) and £12m in net tax revenue (sum of income tax, national insurance, corporation tax and social security benefits saved). This translates into £9.02 net additional tax revenue for every £1 of public money invested in guidance services today. In terms of relativities to NI aggregates, the economic impact equates to 0.10% of both NI total employment and GVA. One of the key targets of the Programme for Government, which the authors can relate to EGSA impacts, is the target for raising NI’s overall employment rate by 5% (by 2020). If EGSA’s current contribution is maintained, EGSA will contribute to assisting 1 in 10 people into employment of the overall additional jobs needed to meet the employment rate target.   The labour market and economic returns are based on the assumption of EGSA's current annual 10,000 interventions (combination of individual clients and persons assisted by advocates to EGSA) and the current economic activity status of clients since the Client Relationship Management Information System was set up in 2006.  The authors point out that the analysis and scenarios used in the study have been based on the response rates to EGSA's tracking process of which returns have been around 10%.  Actual outcomes may be higher than what has been measured. iccdppadmThu, 13 Nov 2008 09:07:00 GMTf1397696-738c-4295-afcd-943feb885714:111http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=46http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=46&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspxThe Leitch review examined the existing skills base of the adult population in the UK in the context of a global economy and made recommendations on how this base should be improved to enable the UK to successfully compete in the world economy in 2020 as well as to have a prosperous society for all. Chapter 6 entitled "Embedding a Learning Culture" considers how the existing careers advice and information services support national learning strategies, and how they can be improved to provide better support for such strategies, especially demand or citizen led training provision in a Learner Account approach..iccdppadmMon, 17 Sep 2007 09:10:00 GMTf1397696-738c-4295-afcd-943feb885714:46http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/36/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=36http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=36&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/36/Default.aspxThis report presents the results of the third and final stage of research commissioned by the New Zealand Department of Labour (DoL) to identify: the reasons for the non-participation in paid employment of those aged 45 years and over; the potential role of career information, advice and guidance (CIAG) in assisting that group; and what options for targeted CIAG would be most beneficial to this group. Using a qualitative research approach, this research stage focused on subgroups of mature non-participants identified in the survey. Subgroups included people who were actively looking for paid employment and those who were not, and groups based on age, gender, ethnicity and carer responsibilities and/or disability.  The level of importance paid employment played in their emotional and financial well-being were the main drivers in underpinning their interest in entering/re-entering the workforce rather than demographic and situational characteristics.  Knowing how to gain job-seeking assistance depended on how motivated mature non-participants were to re-enter the workforce, and how recently they had looked for work. The research also explored the satisfaction of mature non-participants with existing career information, advice and guidance services and how they conceptualise an ideal careers service for their age group. iccdppadmFri, 30 Mar 2007 23:03:00 GMTf1397696-738c-4295-afcd-943feb885714:36