http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/167/PACIFIC-CAREERS-NETWORK-COMMUNIQUE-2009.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=167http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=167&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/167/PACIFIC-CAREERS-NETWORK-COMMUNIQUE-2009.aspxThis Communique is an output of the Pacific Careers Network (PCN) which was established at the International Symposium for Career Development and Public Policy held in Wellington, New Zealand, in November 2009. It outlines the background and aims of the Symposium, a vision for PCN and definition of career, how the network will function, whom its partners will be, and the next steps for action.iccdppadmWed, 30 Dec 2009 11:48:00 GMTf1397696-738c-4295-afcd-943feb885714:167http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/166/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=166http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=166&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/166/Default.aspx This is the direction setting document that emerged from the Fifth International Symposium for Career Development and Public Policy that was hosted by Career Services in Wellington, New Zealand from 14 to 17 November 2009. The themes for the Symposium were: -Transformational technology -Prove it works -Role of the citizen -Culture counts The document sets out the Key Outcomes of the Symposium. For each of the four themes the underlying policy principles are identified, as are the follow-up actions for countries and for the International Centre for Career Development and Public Policy (ICCDPP). Already Canada has offered to lead on the Theme Prove it works and New Zealand on Transformational technology. Countries who were unable to participate in the Symposium are encouraged to join these international collaborative actions. The invite-only Symposium was attended by 76 delegates representing policy, practice and research perspectives, comprising teams from 23 countries. In addition, there was senior representation from five international or regional bodies. For the first time there was significant representation from Pacific Island nations. The focus for these countries was on establishing a career development network in the Pacific region. The Symposium was opened by the Minister of Education, Hon. Anne Tolley. The Minister of Pacific Island Affairs, the Hon. Georgina Te Heuheu attended the initial meeting of the Pacific Careers Network, which took place during the Symposium. The Symposium was co-chaired by Lester Oakes (New Zealand) and Kaye Turner (New Zealand) and the work of the Symposium was synthesised by Professor Tony Watts (United Kingdom) and Lynne Bezanson (Canada). 1 For more information, visit  www.careers.govt.nz iccdppadmWed, 02 Dec 2009 15:31:00 GMTf1397696-738c-4295-afcd-943feb885714:166http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/165/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=165http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=165&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/165/Default.aspxThis article, written by Dr Jim Sampson of Florida State University and delivered as a presentation at the IAEVG conference in Jyvaskyla in June 2009, examines two elements of policies for career guidance: the effectiveness of career guidance interventions in relation to cost and access to such interventions by citizens. It commences by identifying the different elements of career guidance and proceeds to examine the translation of career theory to practice, the effectiveness of career guidance interventions, and the access people have to career guidance. Collaborative counselling is proposed as an intervention to improve access. The paper ends with a discussion on how to balance effectiveness and access in career guidance delivery. In his preparation of this paper, Prof Sampson noted the lack of a comprehensive and consistent evidence base for career guidance interventions and the little or no attention paid to integrating career theory, public policy, and the cost-effectiveness of career guidance interventions.iccdppadmFri, 07 Aug 2009 20:11:00 GMTf1397696-738c-4295-afcd-943feb885714:165http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/164/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=164http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=164&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/164/Default.aspxThis is a recently signed agreement between the Australian federal government and the States and Territories of Australia. It is designed to address the objectives of the National Education Agreement and the National Agreement for Skills and Workforce Development already signed by the same parties. The new agreement covers the engagement of young people aged 15 to 24 with learning, work, employment and the transitions involved, particulary to improve outcomes in educational attainment. There is special reference to social inclusion aims, especially for the indigenuous disadvantaged. Its overall aim is to better align federal, State and Territory programmes and services related to youth, career and transitions. Under the agreement the States and Territories will gradually assume primary responsibility for career guidance activities. The agreement sets out indicative actions and outcomes for the following reform areas: multiple learning paths career development mentoring school, business, community partnerships individualised, personalised support for young people at risk. It also sets out performance indicators and benchmarks for the agreement. This Agreement is one example of how federal and regional governments can share the responsibility of career guidance provision and of the devolution of power to the regions with performance indicators.iccdppadmTue, 28 Jul 2009 09:16:00 GMTf1397696-738c-4295-afcd-943feb885714:164http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/163/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=163http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=163&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/163/Default.aspxThe Climbing Frame is an electronic tool developed by Unionlearn, an organisation established by the Trades Union Congress in the UK to help Union Learning Representatives to promote lifelong learning in the workplace and to assist members to access learning opportunities. The Matrix Standard is a unique quality standard to support the effective delivery of information, advice and guidance wherever it takes place. It has been found useful by trade unions in benchmarking and developîng learner support initiatives in the workplace This guide (2009) brings these two frameworks together, showing how they complement each other and the benefits of this complementarity in delivering high quality support to learners.iccdppadmTue, 28 Jul 2009 07:58:00 GMTf1397696-738c-4295-afcd-943feb885714:163http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/162/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=162http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=162&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/162/Default.aspxThis Working Pâper by Bert Clough of Unionlearn, an organisation established by the Trades Union Congress in the UK, provides a historic review of the government skills strategy in the UK and of the partnership response of the trade union movement. It describes the rise of the Union Learning Representative (ULR), achieving national and statutory recognition. Their key role is to raise the demand for learning especially among workers with low or no qualifications. Their functions include: training needs analysis providing information and advice on training promoting the value of training arranging training consulting with employers. In one recent survey, 85% reported offering information, advice and guidance. The paper also describes the experience of trade unions in other countries in similar activities. The proximity of the ULRs to the workforce is another example of how access to guidance at the workplace can be organised.  iccdppadmTue, 28 Jul 2009 07:34:00 GMTf1397696-738c-4295-afcd-943feb885714:162http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/161/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=161http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=161&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/161/Default.aspxTaking as its starting point the public demand for career guidance, this study by Helmut Zelloth of the European Training Foundation examines policy and practice of career guidance in 9 EU neighbouring countries: Montenegro, Macedonia, Turkey, Albania, Ukraine, Russia, Georgia, Egypt and Jordan through a comparative lense. It describes existing provision and innovation and addresses issues of policy and strategic leadership. It is another excellent ETF publication in this field that aims to facilitate international policy sharing and learning as well as to promote homegrown policy development and implementation. The methodology used included field study and desk and other research.jmcadminThu, 16 Jul 2009 16:13:00 GMTf1397696-738c-4295-afcd-943feb885714:161http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/158/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=158http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=158&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/158/Default.aspxThis paper produced by Helmut Zelloth of the European Training Foundation (ETF) traces the history of career guidance provision in the education, training and employment sectors in Kosovo particularly since 2001. Based on field visit observations and relevant documentation, the paper sets out the strengths, weaknesses, and policy and other recommendations for career guidance provision in Kosovo. Kosovo is a landlocked country with boundaries of 702 kms and a population of 1.8m people. Its population is aged mainly under 28 years. This paper is a useful description of one country's experience in charting the way forward to developing a policy and system for guidance provision where none existed previously.iccdppadmWed, 27 May 2009 08:48:00 GMTf1397696-738c-4295-afcd-943feb885714:158http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/151/Default.aspx#Comments0http://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/146/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=146http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=146&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/146/Default.aspx Selon la directrice du CEDEFOP dans l'avant-propos de cette publication, la résolution du Conseil relative au renforcement des politiques, des systèmes et des pratiques dans le domaine de l’orientation tout au long de la vie en Europe (Conseil de l’Union européenne, 2004) invite les États membres à créer un environnement institutionnel adéquat et des instruments systémiques appropriés, afin de favoriser la convergence des stratégies vers la construction de systèmes nationaux et régionaux d’orientation tout au long de vie dans les divers secteurs, avec des niveaux élevés d’équité, d’efficacité et de qualité. Dans ce contexte, une meilleure coopération transsectorielle et multiprofessionnelle, un dialogue accru et des partenariats plus forts entre les principaux acteurs et les principales parties intéressées aideront l’orientation tout au long de la vie à devenir une réalité dans les États membres. Le présent guide s’inscrit dans le cadre du soutien apporté par le Cedefop aux États membres dans l’établissement et le renforcement de structures permettant une formulation et une mise en oeuvre plus efficaces de la politique d’orientation. Non seulement il identifie les initiatives marquantes et les bonnes pratiques, mais il donne également des indications sur les choix stratégiques que les États membres ont faits et les approches expérimentales qu’ils ont adoptées lors de l’établissement de leurs forums nationaux de l’orientation. Rédigé par Soren Kristensen, John McCarthy et Tony Watts, il est un outil idéal pour les décideurs politiques et pour les responsables des politiques, des pratiques et des systèmes nationaux et régionaux d’orientation dans les secteurs de l’éducation et de l’emploi. iccdppadmFri, 08 May 2009 12:32:00 GMTf1397696-738c-4295-afcd-943feb885714:146http://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/143/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=143http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=143&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/143/Default.aspxThis review charts the progress reported by participants of the Fourth International Symposium on Career Development and Public Policy (UK, 2007) in the national implementation of key messages of the Communique that emanated from the Symposium. The theme of the Symposium was Growth, Groups and Geographies - the Social and Economic Impact of Career Development. The review also explores the personal learning value of the Symposium to the participants, assesses the process of the Symposium itself, and considers the role of the International Centre for Career Development and Public Policy between international symposia. For the symposium papers and proceedings, view the section on Symposia on this web site.iccdppadmTue, 05 May 2009 10:37:00 GMTf1397696-738c-4295-afcd-943feb885714:143http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/141/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=141http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=141&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/141/Default.aspxCe rapport, redigé par Prof Ronald Sultana pour le CEDEFOP en 2007/8, fait le bilan des progrés accomplis par les pays européens dans la mise en oeuvre des priorités définies par la résolution du Conseil Education de mai 2004 concernant l'orientation tout au long de la vie. Ces priorités sont: mettre en oeuvre des systèmes d'orientation tout au long de la vie élargir l'accès à l'orientation renforcer les mécanismes d'assurance qualité renforcer les aptitudes des citoyens à gérer leur apprentissage et leur carrière renforcer les structures intervenant dans le développement des politiques et des systèmes au niveau national et régional. Prof Sultana a conclu que malgré les progrès importants accomplis, il reste beaucoup à faire pour développer et consolider les systèmes et politiques d'orientation tout au long de la vie. Les structures des Etats membres et de l'Union ont toutes leur role à jouer dans le réalisation de ce dernier objectif.iccdppadmMon, 04 May 2009 15:04:00 GMTf1397696-738c-4295-afcd-943feb885714:141http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/140/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=140http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=140&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/140/Default.aspxFunded by CfBT Education Trust, this research examined the impact on career guidance provision for young people of new arrangements for budget and management responsibilities by all local authorities in England since such changes came into effect in April 2008. The authors concluded that there is a need for a stronger and more coherent national policy framework to be implemented so that young people may benefit from career guidance services of comparable quality regardless of their geographic location in England. Such a framework should be based on a detailed clarification of (i) the nature and relationships of key concepts; (ii) whether or not the distinctive expertise of the professional practitioner is recognised; and (iii) the extent of young people's entitlement to professional career guidance from an external source.  iccdppadmMon, 04 May 2009 14:41:00 GMTf1397696-738c-4295-afcd-943feb885714:140http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/132/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=132http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=132&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/132/Default.aspxIn 2002 at the request of the European Commission, the ETF began information on policies for career guidance in 11 countries in the process of accession or who had candidate status to entry to the European Union. This is the first synthesis report produced by the ETF. The data collected focused on key goals and policy instruments, roles of stakeholders, targeting and access, staffing and financing, quality assurance, delivery settings and methods, and evidence base.iccdppadmSun, 15 Feb 2009 11:17:00 GMTf1397696-738c-4295-afcd-943feb885714:132http://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#Comments0http://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/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/110/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=110http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=110&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/110/Default.aspxThis report has been commissioned by the South Africa Qualifications Authority. It reports on navigational tools available to learners, workers, work-seekers in South Africa and to those helping them construct work and study paths for sustainable and meaningful livelihoods. The landscape of careers guidance in South Africa comprises many players, diverse and devolved information sources and services, and a policy and personnel infrastructure that suggests the situation of careers guidance has improved over the last few years. However, information exists in ‘thundershower’ initiatives for pockets of people. Changes in education and training make mastering information more complicated. The key voids in information and guidance provision are: lack of coordination; no comprehensive, national, independent, good-quality, publicly available information; no national strategic policy leadership in the field; no models for systemic careers guidance delivery; paltry funding to outreach organisations; and no public recognition that support and accessibility are intertwined. Needed are strategic leadership and coordination; comprehensive, national, independent accessible information for all linked to support services; and harnessing new technology to provide innovative services that increase accessibility dramatically. The learner needs to be at the centre of a radical rethink of careers services in a lifelong learning framework to ensure learners have access to navigational tools throughout a lifetime of work and study transitions.   A cellphone/telephone helpline is recommended and elaborated as a strategic and concrete point of entry to address many of these imperatives. The need for navigational tools is vast and a critical issue of access, redress and the efficiency of the education and labour market systems. SAQA, linked to both the Department of Education (DoE) and the DoL, is ideally placed to lead a partner initiative to set up a helpline for careers information and advice. iccdppadmTue, 04 Nov 2008 14:09:00 GMTf1397696-738c-4295-afcd-943feb885714:110http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/108/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=108http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=108&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/108/Default.aspxThis is a revised version of the four page summary document published by the British Columbia Career and Workforce Development Alliance. It calls on the career and employment services sector in that province to take an interest in demonstrating the impact of careers services, programmes and interventions. The publication strongly advocates the use of the Canadian Research Work Group (CRWG)Framework on evidence based practice in career development (see this document on this web site- open the section on Policy and Research and scroll down to Assessing Effectiveness; also visit the Assessing Effectiveness Forum for an inspiring article on measuring impact by Stu Conger and Bryan Hiebert).iccdppadmMon, 27 Oct 2008 14:22:00 GMTf1397696-738c-4295-afcd-943feb885714:108http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/107/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=107http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=107&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/107/Default.aspx El doble propósito de este OIT (Oficina Internacional de Trabajo) Manual es: (1) focalizar la atención hacia quienes formulan políticasy administran programas en países de bajos y medianos ingresos (PBMI) sobre los temas básicos de la reforma de los servicios de orientación profesional en dichos países; y (2) brindar a los planificadores y especialistas de los programas a nivel nacional y local una amplia variedad de ejemplos de diferentes países y herramientas prácticas de orientación profesional para emplear como modelos para su posible adaptación y uso. El Manual se divide en dos partes que abordan cada uno de estos objetivos. La primera parte comienza con una revisión de las tendencias internacionales actuales en materia de orientación profesional en los países de altos ingresos y comenta acerca de la pertinencia de esas tendencias en países de bajos y medianos ingresos. En segundo lugar, se presenta un marco de seis elementos clave que deben considerarse en el desarrollo de un sistema de orientación profesional. Estos elementos son: (1) comprensión del contexto de país; (2) desarrollo de la información profesional; (3) promoción de la elección, búsqueda y mantenimiento del trabajo; (4) organización de la oferta de servicios; (5) desarrollo del personal para apoyar la prestación de servicios; y (6) mejoramiento de la gobernabilidad y la coordinación. En tercer lugar, el Manual integra varias prácticas ilustrativas de países en el debate de cada uno de los seis elementos clave. Estas prácticas también sirven por sí solas como lecciones aplicables en la búsqueda de soluciones en la vida real a los desafíos de las políticas públicas. La segunda parte del Manual indica sitios web específicos de Internet sobre la orientación profesional. Estos sitios incluyen: (1) un inventario de las herramientas y recursos sobre orientación profesional disponibles en Internet de diversos países de altos, medianos y bajos ingresos; y (2) referencias más generales, tales como las normas de competencia internacionales para especialistas de la orientación profesional y normas para el desarrollo de información profesional. La información sobre orientación profesional y las herramientas para el desarrollo de competencias en Internet han proliferado durante los últimos diez años y la accesibilidad a esta información por parte de un público internacional proporciona una ventana sobre las prácticas actuales a nivel mundial. Se pone particular atención en la inclusión de recursos en uso en la actualidad en los países de bajos y medianos ingresos. 1 iccdppadmWed, 15 Oct 2008 09:13:00 GMTf1397696-738c-4295-afcd-943feb885714:107http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/106/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=106http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=106&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/106/Default.aspx The dual purpose of this ILO (International Labour Organisation) Handbook is: (1) to focus the attention of policy-makers and programme administrators in low- and middle-income countries upon the core issues in the reform of career guidance services in those countries; and (2) to provide programme planners and practitioners at the national and local levels with a wide variety of country examples and practical career guidance tools to use as models for possible adaptation and use. The Handbook is divided into two parts to address each of these objectives. Part I first reviews current international trends in career guidance in high-income countries and comments on the relevance of these trends in low- and middle-income countries. Second, a framework is presented of six key elements to be taken into account in the development of a career guidance system. These elements are: (1) understanding the country context; (2) development of career information; (3) promotion of work choice, search and maintenance skills development; (4) organization of service delivery; (5) staff development to support service delivery; and (6) improvement of governance and coordination. Third, the Handbook integrates a number of illustrative country practices into the discussion of each of the six key elements. These practices also stand on their own as applicable lessons in real-life solutions to public policy challenges. Part II of the Handbook indicates specific career guidance Internet web sites. These comprise: (1) an inventory of career guidance tools and resources available on the Internet from a variety of high-, middle- and low-income countries; and (2) more general references, such as international competency standards for career guidance professionals and standards for career information development. Career guidance information and skills development tools on the Internet have proliferated in the last ten years, and the accessibility to this information by an international audience provides a window on current practices worldwide. Particular attention is given to including resources currently in use in low- and middle-income countries (LMIC) iccdppadmWed, 15 Oct 2008 08:58:00 GMTf1397696-738c-4295-afcd-943feb885714:106http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/105/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=105http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=105&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/105/Default.aspx This report summarize the findings of seven case-studies of public policy in career guidance carried out in Chile, the Philippines, Poland, Romania, Russia, South Africa and Turkey. The objectives of this World Bank study were: to identify and describe the distinctive issues faced by developing and transition economies in forming effective policies in career guidance and counseling; to identify emerging examples of best practice, and suggest how such countries can form more effective policies and programs in this field; and to assist the World Bank and other development agencies in determining how they can best assist such efforts.  World Bank client countries are often faced with distinctive issues. These include limited public resources, high unemployment and poverty, large informal economies, need for community capacity building, and at times specific family and cultural factors which may have a major impact on career decision-making.   Current career guidance provision in the seven case-study countries is reviewed in terms of five main sectors: schools; tertiary education; public employment services; employer-based services; and the private and voluntary sectors. This provision reflects a traditional policy rationale in which career guidance is viewed in somewhat institutional and reactive terms, as a measure designed to lubricate the operation of the education system and its relationship to the labor market, and to combat such phenomena as unemployment or mismatch.   There are however signs of a more dynamic and proactive policy rationale emerging in middle-income countries, as is the case in developed countries. Career guidance is increasingly viewed as an integral part of a human resource development strategy designed to harness technological and economic change and enable the country to compete effectively in global markets. Under this view, career guidance has an important role to play in encouraging all individuals, including youth and adults, to engage in career planning and learning throughout life, so enabling them to respond more flexibly to the opportunities offered by a dynamic labor market. This view is supported by changing concepts of career development. It requires extending access to career guidance services, constructing more of these services on a self-help basis, strengthening career and educational information resources, and improving staffing in a more differentiated form. Based on this analysis of the case-studies, four general conclusions are reached to assist middle-income countries in developing services. First, provision of services needs to be viewed as a coherent system, with multiple stakeholders developing different elements of service delivery. Second, governments have a key role in developing the services, but should not be viewed as sole providers. Third, restrictions on public resources require priorities to be established: these include an initial focus on improving career and educational information, followed by investing in self-help services, exploiting the use of information and communications technology, improving staff training, and developing incentives to encourage the private and NGO sectors to develop and deliver services. Finally, an evidence base of client demand, service cost, and service impact needs to be developed to defend investments. iccdppadmWed, 15 Oct 2008 08:26:00 GMTf1397696-738c-4295-afcd-943feb885714:105http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/95/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=95http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=95&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/95/Default.aspxThis document sets out proposals for an integrated guidance service provision approach in the autonomous region of Navarre in Spain aimed at developing a local networked approach to ensure more transparency, visibility of services and information for citizens, and to improve citizen access. iccdppadmWed, 06 Aug 2008 14:53:00 GMTf1397696-738c-4295-afcd-943feb885714:95http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/94/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=94http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=94&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/94/Default.aspxThis study undertaken of guidance services in the autonomous region of Navarre in Spain consists of two parts: - an analysis of local guidance provision and expectations - a comparative overview of guidance provision in other European countries.  iccdppadmWed, 06 Aug 2008 14:47:00 GMTf1397696-738c-4295-afcd-943feb885714:94http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/93/PROGRAMA-DE-ORIENTACION-PROFESIONAL-ANDALUCIA.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=93http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=93&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/93/PROGRAMA-DE-ORIENTACION-PROFESIONAL-ANDALUCIA.aspxThis document describes proposals for the development of career guidance provision in the autonomous region of Andalucia in Spain. They include proposals for a local network of guidance providers to make the services more transparent and accessible for citizens.iccdppadmWed, 06 Aug 2008 14:39:00 GMTf1397696-738c-4295-afcd-943feb885714:93http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/92/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=92http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=92&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/92/Default.aspxThis document outlines proposals for the development of career guidance provision in the autonomous region of Aragon in Spain.iccdppadmWed, 06 Aug 2008 14:26:00 GMTf1397696-738c-4295-afcd-943feb885714:92http://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/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/70/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=70http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=70&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/70/Default.aspxThe overall purpose of this Consultation Paper is to make policy proposals for the future development of Careers Education, Information, Advice and Guidance (CEIAG) and to set out a strategy that will address the CEIAG needs of individuals of all ages.CEIAG is an integral part of the Department of Education's Entitled 2 Succeed Programme and the Department of Employment and Learning's Success Through Skills Strategy which highlight the need for an independent all-age strategy for CEIAG. The proposed strategy aims to support young people and adults in better-informed decisionmaking, leading to more effective career planning and increased participation in education, training and employment. Stakeholder perspectives for this strategy were gathered through use of the Futuresearch methodology.This strategy paper proposes a VISION for the future of careers services for the citizens of Northern Ireland and makes KEY RECOMMENDATIONS on how such a vision can be implemented.iccdppadmThu, 15 Nov 2007 13:41:00 GMTf1397696-738c-4295-afcd-943feb885714:70http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/49/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=49http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=49&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/49/Default.aspxThis 2006 report examined the progress of Careers Scotland all-age guidance service since its establishment in 2002 and benchmarked that progress against the OECD Policy Review 2001-03.iccdppadmMon, 17 Sep 2007 10:04:00 GMTf1397696-738c-4295-afcd-943feb885714:49