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/172/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=172http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=172&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/172/Default.aspxWhile the context and content of this paper sit firmly within the expressed political positions of the three main UK political parties during the present year, 2010, Section 3 of the report demonstrates that career services and counselling support can and do make a difference in terms of learning outcomes such as increased self-confidence, self-esteem, motivation, and enhanced decision-making. They also support significant participation in learning and educational attainment. For progression to employment, the evidence is less clear though there is some evidence that highly intensive support for the unemployed can make a difference.iccdppadmMon, 06 Sep 2010 04:43:00 GMTf1397696-738c-4295-afcd-943feb885714:172http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/171/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=171http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=171&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/171/Default.aspxThis report (2004) by Chris T King and Sarah Looney of the Ray Marshall Centre of UTA contains a discussion of 30 workforce development performance measures generated by several US states for 7 areas of interest to policy and program leaders and rated by them for usefulness. The seven areas are: outcomes for employers and the economy; labour market outcomes for program participants; social welfare outcomes; customer satisfaction; skills gains; return on investment; and sub-group and comparative information. A One-Stop Career Centre was one of the features of services examined in this context. In their review of the measures, the authors used the following lenses: rationale; feasibility; accuracy; validity; systems focus; time frames; and definitions. While career development services were only one of the program features examined, the lenses used by the authors can be of value to policy makers/developers, delivery service managers, researchers, and leaders of the career guidance community in the search for meaningful policy performance indicators.iccdppadmWed, 25 Aug 2010 03:50:00 GMTf1397696-738c-4295-afcd-943feb885714:171http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/170/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=170http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=170&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/170/Default.aspxThis policy brief (2005) by Sarah Looney and Chris T King provides backround to the movement to develop a standard set of performance measures for publicly funded programmes that comprise the US workforce development system. It also reviews two prominent US proposals: common measures proposed by the Office of Management and Budget , and the measures of the Integrated Performance Information Project. While not specifically dealing with the performance indicators for career guidance/development services and programmes, the content of the policy brief has pertinence for such discussions in the USA and beyond. iccdppadmWed, 25 Aug 2010 03:35:00 GMTf1397696-738c-4295-afcd-943feb885714:170http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/169/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=169http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=169&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/169/Default.aspxThis report was commissioned by the Careers Industry Council of Australia in 2006. It looked at possible areas of research on the economic benefits derived from the provision of career development services. The key benefit identified was better informed career decision-making that leads to improved labour market outcomes. The conclusions outline potential avenues to help inform future research into the economic benefits of career development services.jmcadminWed, 25 Aug 2010 02:00:00 GMTf1397696-738c-4295-afcd-943feb885714:169http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/168/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=168http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=168&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/168/Default.aspxPrepared for the U.S. Department of Labor, Office of Disability Employment Policy by Joan Wills and Dominique Mack. The paper describes the current state of career guidance in the United States and the historical context of career guidance.  Recommendations include: 1) increasing access to quality career guidance at the pre college level with an emphasis on evaluating the impact of such services on academic and workforce readiness outcomes; 2) increasing the capacity of post-secondary and workforce development organizations to provide access to quality career guidance to out-of-school and at-risk youth; 3) establish a consensus on the metrics to be used in evaluating the immediate and long-term effectiveness of career guidance services; and 4) increase access to quality professional development opportunities for individuals providing career guidance and development services.ssolbergSat, 08 May 2010 18:17:00 GMTf1397696-738c-4295-afcd-943feb885714:168http://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/160/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=160http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=160&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/160/Default.aspxThis publication is a summary of the proceedings of a French Presidency of the EU conference supported by the European Commission's Directorates for Education and for Employment. The conference aimed to identify the challenges, to set out common findings, and to outline measures taken to make lifelong learning more effective. Lifelong learning was seen as at the heart of the flexicurity principle. As you will see from the proceedings, most of the time was devoted to issues concerning initial and continuing vocational training: access by SMEs, by older, disabled, migrant, unskilled; employer or employee led;  partnerships, motivation; costs and benefits. The importance of career guidance and counselling was underlined by Heléne Clark, director of the EC's DG for Education, and was also underlined in the French Secretary of State for Employment's discourse on training system reform.iccdppadmTue, 30 Jun 2009 12:40:00 GMTf1397696-738c-4295-afcd-943feb885714:160http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/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/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/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/154/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=154http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=154&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/154/Default.aspxThis review undertaken by Prof. Tony Watts for the Welsh Assembly Government, was part of a wider review of careers services in Wales, UK. Its aim was to review the work of Careers Wales in terms of strengths and challenges, including its links to other career guidance providers, in an international context, using benchmarks provided by the OECD Career Guidance Policy Review and drawing comparisons with other main all-age guidance providers in New Zealand, Northern Ireland and Scotland (with some reflections on comparisons with the adult careers services in England). The report is structured as follows: setting the direction (policy context, structure, resources, international context) shaping the service (including access, coherence, targeting, and marketing) improving performance (assuring quality) working with other guidance providers summary of strengths and challenges. The development of lifelong guidance delivery systems and access to such by citizens is a high political priority in Europe. In most countries segmented and dis-associated career guidance services exist; and one approach to overcome such boundaries is to develop a networked and linked approach to the provision of an all-age service. This report is essential reading on one country's experience of a network linked approach, enhanced with comparisons to other all-age models in other countries.  iccdppadmThu, 21 May 2009 20:36:00 GMTf1397696-738c-4295-afcd-943feb885714:154http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/153/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=153http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=153&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/153/Default.aspxThis is the contribution of ESTYN, Her Majesty's Inspectorate for Education and Training in Wales, to a review of careers services undertaken in the context of the Welsh Assembly Government's Action Plan "Skills that Work for Wales". The review was to determine how Careers Wales was in a position to respond to dynamic factors arising from policy developments, demographic changes, and economic conditions. ESTYN analysed its inspection and thematic surveys across the 6 career companies that comprise Careers Wales, addressing issues of standards, the quality of education and training, and leadership and management. The inspections involved direct observation of the work of guidance practitioners, interaction with the clients, and discussions with staff and management. This is an interesting example of how an inspectorate undertakes an assessment of a career guidance service an inspectorate can operate in a network model of guidance delivery so as to improve performance across the network of partners  (six different career companies were involved) the practice of group and individual guidance can be assessed through observation.  iccdppadmThu, 21 May 2009 20:18:00 GMTf1397696-738c-4295-afcd-943feb885714:153http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/152/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=152http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=152&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/152/Default.aspxThis Occasional Paper, prepared by Prof Ronald Sultana for iCeGS, UK, in 2008, assesses the dynamics of international policy learning (policy lending and policy borrowing), its possible motives, and key mechanisms by which transfers of learning take place. It raises questions regarding the value and limitations of deterritorialised policy exchange, noting that career guidance practice is firmly rooted in a particular complex of values and meanings that are entwined in the social and economic environment of each country and region. The author draws on his work experiences in Malta, Palestine and Egypt, to illustrate the way transnational and globalised agendas are reconfigured and reinterpreted at the local level.iccdppadmThu, 21 May 2009 13:35:00 GMTf1397696-738c-4295-afcd-943feb885714:152http://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/150/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=150http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=150&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/150/Default.aspxRecommendation 195 concerning human resource development - education, training and lifelong learning - has 11 chapters including: development and implementation of education and training policies education and pre-employment training development of competencies training for decent work and social inclusion framework for the recognition and certification of skills training roviders career guidance and training support research international and technical cooperation. Members agreed through social dialogue to formulate, apply and review national human resource development, education and training, and lifelong learning policies which are consistent with economic, fiscal and social policies. Career guidance is positioned as central to national HRD policies.iccdppadmFri, 15 May 2009 13:50:00 GMTf1397696-738c-4295-afcd-943feb885714:150http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/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/148/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=144&ModuleID=458&ArticleID=148http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=148&PortalID=1&TabID=144http://www.iccdpp.org/PolicyResearch/Guidanceintertiaryeducation/tabid/144/articleType/ArticleView/articleId/148/Default.aspxThis is the first document published on this site in Hungarian. It is the policy statement adopted by the National Lifelong Guidance Council in July 2008, the English version of which can also be found on this site. It outlines reform measures required to develop an interlinked lifelong guidance system It provides an overview of guidance service developments in the last 30 years in Hungary set against the background of international developments The statement presents a set of proposals for building a nationally coordinated system - key tasks and specific steps for the policy areas of education, training and employment. iccdppadmTue, 12 May 2009 20:51:00 GMTf1397696-738c-4295-afcd-943feb885714:148