http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/173/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=173http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=173&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/173/Default.aspxThis publication (2008) written for the CfBT by Dr Deirdre Hughes is situated in UK policy aims of increasing the participation of young people in further education and training in the UK with specific targeted increases for years 2013 and 2015. In particular the publication examines how the impact of information, advice and guidance services can be assessed in assisting the achievement of such targets. This is an important question facing policy-makers, service delivery managers, practitioners and as well as the concerned public. While written for a UK audience, the text is an excellent source of knowledge and information on general issues concerning evidence, its nature and collection, and on possible policy performance indicators. Its chapters cover: key questions about evidence the evidence base strategies, tips and tools for measuring and assessing the impact of careers and guidance-related interventions the customer voice-personalisation. A very useful glossary of terms is provided in Appendix 2. Highly recommended.iccdppadmWed, 08 Sep 2010 03:50:00 GMTf1397696-738c-4295-afcd-943feb885714:173http://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/159/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=159http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=159&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/159/Default.aspxThis 2008 report describes some of the definitional, conceptual and historical foundations of the concept of social inclusion. It summarises the strengths and limitations of Australian and international approaches to the topic so far, and sketches some of the scope of exclusion in terms of locational disadvantage, intergenerational disadvantage, children at risk, child poverty and jobless families, employment, mental health, disability and homelessness. It also discusses the relational dimension of exclusion. The report provides elements of policy approaches to move from exclusion to inclusion. Career guidance is often used as part of multidimensional strategies to address exclusion issues; indeed in its origins it was part of a social reform movement. In order to see where it may or can play a role, this report is essential background reading.iccdppadmThu, 28 May 2009 15:59:00 GMTf1397696-738c-4295-afcd-943feb885714:159http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/156/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=156http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=156&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/156/Default.aspxThis is an example of a ministry inspection of the provision of career guidance of one second-level school in Ireland. It presents the findings of the evaluation and makes recommendations for the further development of guidance provision in the school. It shows the nature and condition of the linkages between the provision of career guidance and other school curricular and pastoral provision.iccdppadmWed, 27 May 2009 08:17:00 GMTf1397696-738c-4295-afcd-943feb885714:156http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/155/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=155http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=155&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/155/Default.aspxLooking at Guidance is a report of the Guidance Inspectorate of the Department of Education and Science, Ireland. It consists of an analysis the findings of fifty-five reports on inspections of Guidance in second-level schools carried out from September 2006 to May 2007. The report comments on the quality of provision and whole-school support for Guidance, the quality of planning and preparation, the quality of teaching and learning, and the quality of assessment. The reports also draws on the outcomes of a questionnaire administered to over 1,100 students in the schools where inspections took place. The report discusses features of good practice and concerns identified in the inspections of Guidance. iccdppadmWed, 27 May 2009 07:54:00 GMTf1397696-738c-4295-afcd-943feb885714:155http://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/149/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=149http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=149&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/149/Default.aspxThis article wriiten by Tibor Bors Borbely provides the background to the present offer of guidance services in compulsory education and vocational education and training in Hungary. It describes the challenges facing the system and current developments.iccdppadmTue, 12 May 2009 20:56:00 GMTf1397696-738c-4295-afcd-943feb885714:149http://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/137/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=137http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=137&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/137/Default.aspxSchool dropout prevention continues to exercise the mind of policy makers in many countries. The European Ministers of Education (2003), for example, established several reform targets for education systems in Europe for the year 2010 including increased participation in the upper end of second level schooling and the reduction of non-completion rates. In the USA the Department of Education established within its confines the Institute for Educational Sciences (IES), one of whose units is known as "What Works Clearing House" (WWC). The role of WWC is to be a central and trusted source of scientific evidence for what works in education. It reviews extant research about programs, policies or practices and assesses the "quality" of the research. Based on the research that meets particular standards, the WWC then reports on what the research indicates about the effectiveness of the program, policy or practice, which can be abbreviated as "the intervention". The WWC produces three types of reports and a guide: intervention reports which assess all studies of a specific intervention within a topic area, rating each of them on WWC evidence standards; topic reports which compile the information from intervention reports within a topic area and enable WWC users to easily compare the ratings of effectiveness and sizes of effects for numerous interventions in one area; quick reviews designed to provide education practitioners with timely and objective assessments of the quality of the research evidence for recently released research papers and reports, and practice guides that contain practical recommendations for educators to address challenges in their classrooms and schools. School dropout prevention is one of the topic areas of the WWC. Evidence for following three outcomes is rated for effectiveness: Staying in school Progressing in school Completing school. Educational and vocational guidance are to be found as part of many dropout prevention strategies but they are only one element of a multidimensional approach to proving solutions to school dropout. The WWC section on school dropout prevention is essential viewing for all policy makers, researchers and practitioners concerned with this problem.  iccdppadmFri, 17 Apr 2009 10:27:00 GMTf1397696-738c-4295-afcd-943feb885714:137http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/136/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=136http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=136&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/136/Default.aspx Arrimer les études et le travail : l’engagement de l’Alberta en matière de développement de carrière établit des liens plus solides entre l’éducation et le travail, et fournit un accès plus coordonné aux programmes de formation professionnelle et d’emploi, ainsi qu’aux services dans un marché du travail constamment en évolution. Arrimer les études et le travail démontre la façon dont les ministères provinciaux, particulièrement Advanced Education and Technology, Education et Employment and Immigration, collaborent afi n de soutenir le développement de carrière des Albertains, de la maternelle à la 12e année, aux études postsecondaires et en milieu de travail. La publication décrit: Pourquoi nous faut-il? Qui fait? Résultats, mesures prioritaires, effets sur les mesures de rendement Les forces sur lequelles nous misons Quelles stratégies du gouvernement de l'Alberta appuient Arrimer les études et le travail? iccdppadmThu, 16 Apr 2009 15:23:00 GMTf1397696-738c-4295-afcd-943feb885714:136http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/135/Default.aspx#Comments0http://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/134/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=134http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=134&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/134/Default.aspxThis brochure outlines how the provincial ministries in Alberta: Education, Advanced Education and Technology, and Employment and Immigration are working together in hte Connecting Learning and Work strategy to support the career development of Albertans from kindergarten through grade 12, post-secondary, and the workplace. It defines the outcomes, priority actions and the expected impact on performance measures of the strategy adopted. The publication recalls the strengths of the career development and education, training and employment systems on which the strategy depends. It also shows the government strategies for other policy areas that Connecting Learning and Work contributes to.iccdppadmWed, 15 Apr 2009 08:25:00 GMTf1397696-738c-4295-afcd-943feb885714:134http://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/120/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=120http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=120&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/120/Default.aspxThe acquisition and development of career management skills has become an EU policy priority in the field of education and training as evidenced in the Council of Education Ministers' Resolutions on lifelong guidance (2004, 2008). This atttached extract from the UK's Qualifications and Curriculum Authority provided by www.cegnet.co.uk outlines the -learning objectives -possible teaching activities -learning outcomes for use with 17 to 19 year olds in learning settings in England.iccdppadmFri, 23 Jan 2009 17:09:00 GMTf1397696-738c-4295-afcd-943feb885714:120http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/119/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=119http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=119&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/119/Default.aspxThis publication (2007) of the Department for Schools, Children and Families of the United Kingdom sets out a framework for the planning, managing and reviewing of information, advice and guidance services for young people aged 11 to 19 years. The 12 standards were developed through a lengthy consultation process and their operation tested in the north west of England. They represent a set of recommendations to to all local authorities (municipalities) and guidance and learning providers working in a coordinated way at local level. 12 standards are presented together with evidence indicators.iccdppadmFri, 23 Jan 2009 16:42:00 GMTf1397696-738c-4295-afcd-943feb885714:119http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/109/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=109http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=109&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/109/Default.aspxThis 2008 report was produced by the Australian Council for Educational Research for the Department for Education, Science and Training. It examined the participation of pupils in career guidance activities in upper secondary school and of the perceived usefulness of such activities to pupils. In overall terms, the individual career guidance interview was perceived as the most useful activity participated in. Lower-achieving pupils and pupils unsure whether they would complete the final secondary school year year placed more value on careers interventions. As young people participated in more career activities, they found career advice to be more useful.iccdppadmTue, 04 Nov 2008 13:34:00 GMTf1397696-738c-4295-afcd-943feb885714:109http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/104/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=104http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=104&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/104/Default.aspxRecently published by le Haut Conseil de l'Education in France, this report highlights how the organisation of education programmes and of learning opportunities in second level schools (colleges, lyceés) in France has a negative impact on young people's choices and consequently on the provision of career guidance, and how it contributes to both social reproduction and social inequities. It sets out four priorities for future actions: The transfer of responsibilities for guidance provision to the regions The redefining of the role and function of guidance Giving teachers a proper guidance role Strengthening careers education to assist pupils to make choices. iccdppadmTue, 14 Oct 2008 16:22:00 GMTf1397696-738c-4295-afcd-943feb885714:104http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/88/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=88http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=88&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/88/Default.aspx This is the first major report from the Pathways and Prospects research study about pathway and career-related experiences and perspectives of young people after leaving school. Undertaken by the New Zealand Council for Educational Research, it investigates how young people make decisions about their careers and working life, including any part that indecision and “changes of heart” might play in that. This investigation raises some issues about the framework used in thinking about how to support young people in transition. It suggests we take more of a focus on career and identity production. Pathways and Prospects is a 4-year longitudinal study that asks: How do young people describe they are doing and what it means in their lives? How do they see themselves in relation to their pathways? What can we learn in relation to policies and practices? And where they might usefully go from here? This report focuses on the processes and meaning of pathways choices. To see patterns around this more clearly, the researchers took an innovative approach to analysing the interviews narratives. They used a combination of quantitative and qualitative methods to analyse the interviews in terms of the major choice themes of security and exploration. Through quantitative analysis, the dimensions of security and exploration were clustered into Exploration, Contingent Security, and Secure Commitment factors, and the interviews clustered into four groups with distinct profiles: Hopeful Reactors, Confident Explorers, Anxious Seekers, and Passion Honers.iccdppadmTue, 06 May 2008 19:29:00 GMTf1397696-738c-4295-afcd-943feb885714:88http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/87/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=87http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=87&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/87/Default.aspxThis research was undertaken in 2006/7 by the New Zealand Council for Educational Research on behalf of the Ministry of Education. The overall aim of this research is to contribute insight that will guide and support decisions about the direction, focus, and resourcing of careers education in New Zealand schools. It stands alone as baseline information about how schools organise careers education, how school principals view careers education, what careers staff think about their role and the purposes behind what they do, and the range of activities in which they engage students. iccdppadmTue, 06 May 2008 19:10:00 GMTf1397696-738c-4295-afcd-943feb885714:87http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/81/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=81http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=81&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/81/Default.aspx Title: What choice? An evaluation of career development services for young people Authors: Linda Rainey, Michele Simons, Val Pudney, Elvie Hughes Publication date:  18 February 2008 Publication type: Formal report Themes: Students and individuals > Careers and pathways > Career development   Students and individuals > Learner groups > Young people ISBN: 978 1 921170 11 9 print; 978 1 921170 17 1 web This study evaluates a selection of career development services available for young people. It examines the characteristics of the services provided, with a focus on career decision-making and the provision of information about vocational education and training (VET) options. The education providers and young people surveyed were generally satisfied with the services provided. However, it was agreed that information about VET options could be improved. A better understanding of the ways in which young people seek help will enhance accessibility to services. iccdppadmMon, 03 Mar 2008 04:01:00 GMTf1397696-738c-4295-afcd-943feb885714:81http://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/72/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=72http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=72&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/72/Default.aspxThis report by the Career Guidance Taskforce of Malta (Manwel Debono, Stephen Camilleri, Joseph Galea, and Davianne Gravina) is intended to relaunch career guidance within the Malta compulsory education system by clarifying the role of career guidance, making recommendations on establishing an adequate career guidance infrastructure, and describing how career guidance services can be carried out in a more professional way. The report is based on a range of sources, including secondary data and quantitative and qualitative research.iccdppadmTue, 18 Dec 2007 21:43:00 GMTf1397696-738c-4295-afcd-943feb885714:72http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/65/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=65http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=65&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/65/Default.aspxThis article, the first in the Portugese language on this site, traces historical and political developments in school based guidance delivery, drawing on international, EU and national (Portugese) policy developments and contexts, and makes proposals for change in Portugal. iccdppadmWed, 17 Oct 2007 20:16:00 GMTf1397696-738c-4295-afcd-943feb885714:65http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/63/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=63http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=63&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/63/Default.aspxThis report comprises the first comprehensive review of guidance services in second level schools (students aged 12 to 18 years) since the establishment of such services in the 1960s in Ireland. It was carried out in four parts: A survey of the existing use of resources (personnel, capital) allocated for guidance in all 738 second level schools in Ireland by the Department of Education and Science An in-depth survey of 260 of those schools Case studies of guidance provision in 15 of those schools Individual and group interviews with stakeholders (school management, parents, students, guidance counsellors). Wide variation of experiences of guidance provision, both across schools and within schools, was reported by the stakeholders. The value of certain guidance activities was confirmed but issues of access to and resources for guidance provision were strongly emphasised by all stakeholders.iccdppadmTue, 16 Oct 2007 09:56:00 GMTf1397696-738c-4295-afcd-943feb885714:63http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/53/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=53http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=53&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/53/Default.aspxThis paper produced with the support of the Department of Education, Science and Training of Australia and the Department of Education and Training of New South Wales, introduces the concept of the four pillars of career and transition support for young people: Family Peers Community and employers Peers. It describes the empowerment strategy involved and explains how it works in practice.iccdppadmMon, 17 Sep 2007 13:56:00 GMTf1397696-738c-4295-afcd-943feb885714:53http://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/44/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=44http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=44&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/44/Default.aspxThis article is a summary of the first report of Future Track, a study of 130,000 higher education applicants in the UK in 2006. Commissioned by the Higher Education Careers Services Unit, the study will track these applicants for the next 6 years and on through their early careers, including unsuccessful HE applicants and also successful applicants who chose to pursue non-HE opportunities. Some of the findings of the first report (the study is being undertaken by the Employment Studies Unit of the University of Warwick) are somewhat expected while others are not. Here is a selection: Applicants from families where one parent had already participated in higher education had greater expectations of attending higher education than those from families who did not have such experience. 73% reported that they had not received enough or no information on the career implications of post-age 16 subject choice 60%had notreceived enough or no information on the relationship between HE courses and employment. 51% had not enough or no information on possible alternatives to higher education 57% had not enough or no information on the range of degrees on offer WebmasterFri, 24 Aug 2007 16:07:00 GMTf1397696-738c-4295-afcd-943feb885714:44http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/28/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=28http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=28&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/28/Default.aspxThis is a gem of creative thinking on how equivalence to employment status could be ascertained in the measurement of outcomes from career development interventions. Employment status is perhaps the most common statistic that interests policy makers in terms of measurement of outcomes of career development interventions. But does it and can it have equivalence and in which ways? How can participation in training be regarded as equivalent? How can the completion of training contribute to such equivalence? Read on. Well done to Stu Conger, retired Director of the Canadian Career Development Foundation and to Bryan Hiebert of the University of Calgary, who have combined policy making and research and practice expertise for this provocative article. A downloadable copy can be accessed through the Policy Points downloads section on the Home Page.iccdppadmWed, 07 Feb 2007 00:21:00 GMTf1397696-738c-4295-afcd-943feb885714:28http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/25/Career-goals-and-educational-attainment.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=25http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=25&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/25/Career-goals-and-educational-attainment.aspxThis report produced by Careers Scotland addresses the links between career maturity (stage of development of career decision-making) of young people in school and their educational attainments. Positive links between both were found. The results have implications on how guidance should be delivered within schools and respond to those young people who make early decisions to leave school without having clearly thought through their next steps. The report is pertinent to policy makers, school staff, career guidance delivery agencies, young people, and their parents.jmcadminFri, 29 Dec 2006 22:36:00 GMTf1397696-738c-4295-afcd-943feb885714:25http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/15/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=15http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=15&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/15/Default.aspxThe Western Australia Department of Education and Training (WA DET) commissioned this report that identifies and suggests initiatives that the WA Department of Education and Training can take to assist parents in their efforts to support the career development of their teenage children. The report emphasises practical and helpful strategies to further engage parents of mainstream and “at risk’ young people, rather than presenting itself as a policy paper or summary of career development theory. International and Australian research clearly indicates that parents are important to, and can make a positive impact upon the career development of their children. Although the report briefly summarises the key messages sent to parents by education and career development experts, the focus of the report  is about how one can reach and engage parents in this endeavour. Educational and training systems supporting parents in the career development of their children is an emerging field of work. Some policy makers (including officials of DfES (UK)) argue that recent youth policy development has overlooked the role of parents in the career development and transition support of the current (Y) generation. For this reason, the research has not only needed to analyse learning from a major Scottish initiative taken in the 1990s, but also investigate emerging initiatives, some of which have not yet been fully tested and evaluated. The Western Australian Department of Education and Training is seen as an Australian leader in this agenda. Although it has built upon work in Canada and New Zealand, the Parents as Career Partners workshop has received strong interest from other states. DET desires to build upon its momentum and has commissioned this research in order to; ·               improve the spread and quality of the impact of the Parents as Career Partners workshops and ·               consider other measures that are complementary.jmcadminThu, 21 Dec 2006 22:41:00 GMTf1397696-738c-4295-afcd-943feb885714:15