http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/144/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=144http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=144&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/144/Default.aspxLa guida practica è un documento realizzato dalla Commissione Europea e dall'OCSE per rispondere alla continua evoluzione delle politiche dell'instruzione, della formazione e dell'occupazione. L'obiettivo della guida è di aiutare i decisori dei Paesi dell'OCSE e dell'Unione Europea ad elaborare politiche efficaci di orientamento professionale nel campo dell'instruzione, della formazione e dell'occupazione.iccdppadmWed, 06 May 2009 09:38:00 GMTf1397696-738c-4295-afcd-943feb885714:144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/103/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=103http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=103&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/103/Default.aspxMalgré de nombreux exemples de bonnes pratiques, les services nationaux d'orientation professionnelle de nombreux pays présentent de grandes insuffisances. Cet ouvrage, publié conjointment par la Commission européenne (document de travail des services) et l'OCDE donne aux décideurs publics des outils pratiques pour s'attaquer à ces problémes et pour mettre en oeuvre des politiques de formation tout au long de la vie, des politiques actives d'employabilité et des politiques d'équité sociale. Dans un langage simple, qui n'a rien de technique, il traite d'une grande diversité de questions qui sont fondmentales du point de vue d'efficacité des services d'orientation professionnelle. Comment élargir l'accès à l'orientation professionnelle? Comment améliorer la qualité de l'information sur les métiers et les professions? Comment s'assurer que les qualifications du personnel correspondent aux objectifs de l'action gouvernmentale? Enfin, comment amélioere le pilotage strategique dans ce domaine?iccdppadmTue, 14 Oct 2008 15:59:00 GMTf1397696-738c-4295-afcd-943feb885714:103http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/91/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=91http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=91&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/91/Default.aspx O guia fundamenta-se em revisões internacionais sobre políticas e práticas da Orientação, efectuadas pela OCDE, pelo Centro Europeu para o Desenvolvimento da Formação Profissional (European Centre for the Development of Vocational Training - CEDEFOP), pela Fundação para a Formação Europeia (European Training Foundation - ETF) e pelo Banco Mundial. Numa linguagem simples e clara, apresenta aos decisores políticos e aos técnicos nos campos da educação, da formação e do emprego: • desafios que enfrentam ao procurar assegurar que os serviços de Orientação Escolar e Profissional correspondam aos objectivos das políticas públicas; • perguntas que devem fazer a si próprios na procura de resposta a esses desafios; • algumas das opções possíveis quanto a medidas de política visando a oferta da Orientação, numa perspectiva de aprendizagem ao longo da vida e de empregabilidade activa; e • alguns exemplos de respostas eficientes, delineadas pelos países da OCDE e da União Europeia. O guia incide em quatro amplos domínios de acção: promover a Orientação Escolar e Profissional em jovens; promover a Orientação em adultos; promover o acesso à Orientação; e promover políticas e sistemas de apoio à Orientação. iccdppadmWed, 06 Aug 2008 14:05:00 GMTf1397696-738c-4295-afcd-943feb885714:91http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/90/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=90http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=90&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/90/Default.aspxEsta guía esta basada en estudios internacionales sobre políticas de orientación profesional llevados a cabo por la OCDE, por el Centro Europeo para el Desarrollo de la Formación Profesional, por la Fundación Europea para la Formación y por el Banco Mundial. Escrita con un lenguaje claro y sencillo, ofrece a los responsables políticos en temas de educación, formación y empleo:   ·         los desafíos a los que se enfrentan para asegurarse que los servicios de orientación profesional puedan responder a los objetivos de las políticas públicas;   ·         las preguntas que necesitan formularse para responder a esos desafíos;   ·         algunas de las opciones que pueden adoptarse para ofrecer orientación profesional dentro de un marco de aprendizaje a lo largo de la vida y empleo activo; y   ·         algunos ejemplos de respuestas eficaces extraídas de los países de la Unión Europea y de la OCDE.   La guía cubre cuatro amplios temas políticos: Mejorar la orientación profesional para los jóvenes; Mejorar la orientación profesional para los adultos; Mejorar el acceso a la orientación profesional; Mejorar los sistemas que apoyan a la orientación profesional.  iccdppadmWed, 06 Aug 2008 13:46:00 GMTf1397696-738c-4295-afcd-943feb885714:90http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/80/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=80http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=80&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/80/Default.aspxCe document était préparé a la demande de la CE et de l'OCDE pour un examen international des politiques de l'orientation professionnelle. Pour améliorer l’information sur les métiers, il faut être capable de définir ce qu’est une information et ce qu’est une bonne information. Il faut ensuite examiner les spécificités de l’information dans le domaine de l’orientation professionnelle. Cela permet de définir des critères et d’examiner à partir de l’existant ce qui pourrait être amélioré et comment. "Bref, être pédagogique dans la conception de l’information, voire envisager une véritable « éducation à l’information » des usagers ..." iccdppadmThu, 14 Feb 2008 16:36:00 GMTf1397696-738c-4295-afcd-943feb885714:80http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/79/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=79http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=79&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/79/Default.aspxThis expert paper was prepared by André Tricot as part of the OECD international review of policies for career guidance. It outlines seven characteristics/criteria of good occupational information and 10 ways to improve occupational information design. He concludes on the importance of a pedagogical approach to occupational information design, including how to educate users of occupational information.iccdppadmThu, 14 Feb 2008 15:33:00 GMTf1397696-738c-4295-afcd-943feb885714:79http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/77/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=77http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=77&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/77/Default.aspx Cette publication présente les résultats d’un examen des politiques d’orientation professionnelle entrepris à partir du début de l’année 2001 dans 14 pays de l’OCDE sur deux continents. Il s’agissait de voir comment l’organisation, la gestion et le fonctionnement des services d’orientation professionnelle pouvaient contribuer à la réalisation de certains objectifs essentiels des politiques publiques. Il a porté en particulier sur la manière dont ces services peuvent aider les pays à progresser dans la voie de l’apprentissage tout au long de la vie et à mettre en oeuvre des politiques actives d’emploi. Il s’est intéressé aux services d’orientation qui se situent tout au long de la vie et qui s’adressent aussi bien aux adultes et au troisième âge qu’aux jeunes. Il étudie ces services dans des contextes très variés : l’enseignement obligatoire, le deuxième cycle secondaire, l’enseignement tertiaire, les services locaux, le service public de l’emploi et l’entreprise. Il prend également en compte de manière très large les acteurs de l’orientation, non seulement les administrations, mais aussi les employeurs, les syndicats, les organisations locales, les institutions éducatives, les parents, les élèves/étudiants et les praticiens de l’orientation. Les analyses de l’examen portent sur quatre questions principales : Pourquoi l’orientation professionnelle a-t-elle une importance pour les politiques publiques? (chapitres 1 à 2)  Comment l’orientation peut-elle être organisée plus efficacement ? (chapitres 3 à 6). Quelles ressources faut-il affecter à l’orientation ? (chapitres 7 et 8) Comment améliorer les politiques publiques (chapitres 9 et 10)       iccdppadmFri, 01 Feb 2008 20:46:00 GMTf1397696-738c-4295-afcd-943feb885714:77http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/76/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=76http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=76&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/76/Default.aspxThis publication reports the findings of a review that was begun in early 2001 of career guidance policies in 14 OECD countries in two continents. It has looked at how the organisation, management and delivery of career guidance can assist countries to advance lifelong learning goals, and at how career guidance can help in the implementation of active labour market policies. The review focused on career guidance services throughout the lifespan: for young people; for adults; and for the "third age". It examined career guidance services in a wide range of settings: compulsory schooling; upper secondary education; tertiary education; community settings; public employment services; and the workplace. It also examined the role of a broad range of stakeholder of career guidance services: governments, employers, trade unions, community organisations, educational institutions, parents, students, and career guidance practitioners. The findings of the review are organised around four main questions: Why does career guidance matter for public policy? (chapters 1 and 2) How can career guidance be delivered more effectively? (chapters 3 to 6) How should career guidance be resourced? (chapters 7 and 8) How can strategic leadership be improved? (chapters 9 and 10) iccdppadmFri, 01 Feb 2008 11:23:00 GMTf1397696-738c-4295-afcd-943feb885714:76http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/56/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=56http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=56&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/56/Default.aspxThis is an expert paper jointly commissioned by the EC and OECD as part of the international review of policies for career guidance initiated by the OECD in 2001. The paper considers the contextual issues that impinge on career guidance activities and their outcomes and considers the the types of outcomes that can be viewed as desirable and identifiable. It assesses the various methods of measuring outcomes which are or might be employed. Existing evidence on the outcomes of guidance is reviewed and the implications for policy and research future agendas are addressed.iccdppadmMon, 17 Sep 2007 14:53:00 GMTf1397696-738c-4295-afcd-943feb885714:56http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/55/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=55http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=55&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/55/Default.aspx This is an expert paper commissioned jointly by the EC and OECD for the international review of policies for career guidance initiated by the OECD in 2001. The author examines the demand for career guidance and  the nature of supply and incentives to enhance both the quantity and the quality of supply of career guidance.   Market-making examines how markets function. The ways they are likely to fail in the provision of certain types of career guidance leads to the identification of a series of market failures - ways in which laissez-faire policies are likely to lead to inadequate or inaccurate career guidance, or to inequities in access, or to an absence of markets where potential demanders and suppliers can come to some agreement. Different countries have developed policies to counteract such failures.  In the end, career guidance may be perceived as an adjunct to career-oriented forms of education and training, including professional forms of higher education, and more broadly to policies intended to improve the flexibility and efficiency of labor markets. This is just as true for emerging countries, or countries just moving to market-oriented labor markets and to educational institutions operating in markets such as China. iccdppadmMon, 17 Sep 2007 14:14:00 GMTf1397696-738c-4295-afcd-943feb885714:55http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/54/Quality-in-Career-Guidance-by-Dr-Peter-Plant.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=54http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=54&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/54/Quality-in-Career-Guidance-by-Dr-Peter-Plant.aspx Quality issues in careers guidance, counselling and information services are tackled from a range of different perspectives, related to economic, ethical, and/or effectiveness criteria. With selected examples mainly from the USA, Canada, and the EU Member States, this report highlights how quality is described and measured in terms of statements, guidelines, standards or even hidden customers. Some guidelines or standards are aimed at the consumer, i.e. the general public; some are directed towards the guidance professionals and their competencies; others deal with the quality of the information provided in careers guidance and counselling. Power issues lie embedded in such efforts: who defines, maintains and, in particular, controls such guidelines or standards? Finally, possible future quality prospects are outlined in terms of green, ethical and knowledge-based quality criteria. iccdppadmMon, 17 Sep 2007 14:09:00 GMTf1397696-738c-4295-afcd-943feb885714:54http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/51/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=51http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=51&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/51/Default.aspxThis expert paper was jointly commissioned by the EC and OECD as part of the international review of policies for career guidance initiated by the OECD in 2001. The author argues that while information may be necessary for career decision-making, it is not by itself sufficient. Rational decision making models in economics such as the "expected utility model" demand more of consumers than simply information absorption. Career decision making is a complex phenomenon. There are many ways in which career education and learning can be enhanced.iccdppadmMon, 17 Sep 2007 10:27:00 GMTf1397696-738c-4295-afcd-943feb885714:51http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/50/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=50http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=50&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/50/Default.aspxThis is an expert paper commissioned by the OECD and the European Commission as part of the international review of policies for career guidance in 2002. The paper sets down 7 criteria by which occupational information should be assessed and suggests a pedagogic approach to career information learning, including how to educate users.iccdppadmMon, 17 Sep 2007 10:20:00 GMTf1397696-738c-4295-afcd-943feb885714:50http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/48/Career-guidance-a-handbook-for-policy-makers.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=48http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=48&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/48/Career-guidance-a-handbook-for-policy-makers.aspxThis handbook was initiated by the European Commission in response to perceived weaknesses in strategic leadership in EU Member States in the country reviews of policies for career guidance undertaken by CEDEFOP, ETF and the OECD. Edited and published jointly by the EC and the OECD, the handbook addresses a broad range of policy issues that are central to the effective delivery of career guidance services. Thses include: how to widen access to career guidance; ways of improving the quality of careers information; ensuring that staff qualifications meet policy objectives; assessing the effectiveness of career guidance; and improving strategic leadership. The publication is essential reading for all policy makers, especially those in education and employment, who are responsible for planning, managing and delivering career guidance services, and for leaders, trainers and researchers in the career guidance field.iccdppadmMon, 17 Sep 2007 09:46:00 GMTf1397696-738c-4295-afcd-943feb885714:48http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/47/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=47http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=47&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/47/Default.aspxThis expert paper was jointly commissioned by the OECD and the European Commission in 2001 as part of the OECD international review of policies for career guidance. It raises many questions on the existing training routes, on the pertinence of course content and methodology, on the lack of involvement and interest on the part of policy makers etc.iccdppadmMon, 17 Sep 2007 09:33:00 GMTf1397696-738c-4295-afcd-943feb885714:47