http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/216/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=216http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=216&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/216/Default.aspxThis is a Report of a Working Group established by the Scottish Government to examine current practice and propose future strategic directions for the development of the career guidance workforce in Scotland. Published in July 2012, it describes role profiles in the guidance workforce and the types of qualifications that are open to them to pursue. While the publication specifically examines what happens in Scotland, this is a useful document for countries who already have and/or who are preparing to develop a career guidance workforce. Many interesting Case Studies are presented.iccdppadmMon, 24 Sep 2012 03:53:00 GMTf1397696-738c-4295-afcd-943feb885714:216http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/215/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=215http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=215&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/215/Default.aspxThe Framework, published by Skills Development Scotland in July 2012, describes career management skills set around 4 themes: Self - developing a sense of self in society Strengths - acknowledging and building on one's strengths and experiences Horizons - visualising futures, and planning and realising them Networks - developing support relationships and networks. The skills are presented as "I" statements accompanied by descriptions of behaviours that demonstrate the possession of such skills. The Framework is intended to assist the design and development of resources to support the development of such skills in a variety of learning settings (school to adult), and to provide a common language in Scotland for all organisations involved in the delivery of careers information, advice and guidance. The publication gives advice on ways to implement the Framework. iccdppadmMon, 24 Sep 2012 02:46:00 GMTf1397696-738c-4295-afcd-943feb885714:215http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/196/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=196http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=196&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/196/Default.aspxThis is a practical example of the development of a career studies module for tertiary education students, produced by Pat McCash and published by the Centre for Career Management Skills at the University of Reading, UK. It provides an outline of a module that includes: career and learning, career and labour market intelligence, and career management styles. The aims, assessable student learning outcomes, methodology, required resources, and evidence needed to show achievement of the learning outcomes is provided for each workshop. While this publication is directed to tertiary education settings, the basic approach and concepts therein can be adapted to many other settings. This is highly recommended viewing.iccdppadmWed, 07 Sep 2011 08:22:00 GMTf1397696-738c-4295-afcd-943feb885714:196http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=193http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=193&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspxThe employment and skills systems need to work together to support individuals into employment with the skills to progress, and in turn, to provide the skills employers demand through responsive workforce development. The Skills for Scotland Strategy and its subsequent refresh in 2010 encourages the integration of employment and skills services to facilitate the journey individuals make from long term unemployment to sustained employment and in work progression. A pilot to match employment services with career guidance services was rolled out through all Skills Development Scotland and Jobcentre Plus public offices in Scotland and is now operational in all areas. However, integration of employment and skills services has not yet been achieved systemically in Scotland. What has occurred is joint working at a local level, driven by the ambition to deliver better outcomes for customers, which often takes place despite inflexibilities of the systems. This report recommends 4 areas for action: -coherent information: collection, sharing, understanding, and usage -collaboration between partners: more inclusive partnership arrangements, identify and work towards common goals -customer focus: involvement in design, delivery and evaluation of services -progression: support sustainable employment and progression in work; explore a careers cluster approach to support individual progression at local level.iccdppadmTue, 30 Aug 2011 12:05:00 GMTf1397696-738c-4295-afcd-943feb885714:193http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/186/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=186http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=186&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/186/Default.aspxThis 2011 report examines the current state of careers services for young people in ENGLAND. It describes some of significant negative effects at local and educational institutional levels of recent changes in government policy concerning such services and of government funding cutbacks for those services. It raises implications for government, local authorities, schools, and for the careers profession.iccdppadmMon, 29 Aug 2011 13:25:00 GMTf1397696-738c-4295-afcd-943feb885714:186http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/184/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=184http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=184&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/184/Default.aspx This report prepared by the Centre for Educational Sociology at the University of  Edinburgh, describes a trial of possible measures of young people’s career self management skills and decision-making. The research considered pupils’ use of self-help services, in particular career development websites, and the impact of these websites on pupils’ career related learning and skills. The main findings include: the use of career development websites in Scotland has had a very limited impact on pupils' career related learning and skills; the only positive discernible impact on career related learning and skills was from an interview with a careers adviser the use of the school's career library had a greater impact on pupils' career management skills than did the use of the main Scottish career development websites for school-pupils, self-help provision is only one element that is used alongside other career service provision truancy, having a negative attitude to school, and lower attainment were associated with a lower usage of self-help services including career websites. These factors, however, did not make a difference to the chances of pupils having direct contact with a careers advisor (both on a group and an individual basis) pupils from a minority ethnic background were more likely to seek direct contact with a careers advisor than to use self-help services family and friends are considered by pupils to be their most important source of career information and advice. These findings are important in the light of the central role envisaged for career development websites (as well as other ICT) in government strategies for careers related learning and skills. iccdppadmThu, 23 Jun 2011 04:39:00 GMTf1397696-738c-4295-afcd-943feb885714:184http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/177/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=177http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=177&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/177/Default.aspxThis recently published paper from the Scottish government sets out the strategic directions for the future provision of career guidance services in Scotland. It supports the provision of an all-age, universal service, with appropriate targeting of those most at need. Skills Development Scotland is given a key leadership role working in partnership with a diverse range of providers and professional associations, including employers. The paper emphasises the use of ICT as part of integrated service delivery, the need to teach career management skills, the professionalisation of the services provided, and government expectations of providers.iccdppadmWed, 30 Mar 2011 02:59:00 GMTf1397696-738c-4295-afcd-943feb885714:177http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/176/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=176http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=176&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/176/Default.aspxThis document is the response of Leighton Andrews, Minister for Children, Education and Lifelong Learning, National Government of Wales, to the recommendations of the report: Future ambitions: developing careers services in Wales. It is a good example of how review report recommendations can be implemented within the statutory responsibilities of a minister, and taking into account other constraints. iccdppadmMon, 31 Jan 2011 01:16:00 GMTf1397696-738c-4295-afcd-943feb885714:176http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/175/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=175http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=175&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/175/Default.aspxWales, bounded by land and sea, with a good mix of urban centres and rural aspects, is a part of the United Kingdom, with a population of 3 million people. It has its government and own parliament, the National Assembly of Wales, its own language, Welsh, and many people living in Wales are bi-lingual (English-Welsh). This 2010 report, published by the Careers Policy Branch of the Welsh Assembly Government, is an externally led review of career services in Wales, comprising a wide range of service providers: schools, further education colleges, higher education, and Careers Wales and its constituent careers companies. People living in Wales are able to access career services through a mix of national telephone helpline, web and face to face services. The report identifies the need for services to be more clearly defined and the quality of leadership improved. It offers pointers as to how relationships between providers may be improved in the interests of service users by building a more flexible, efficient, coherent and effective system of careers provision. These pointers form a medium term strategy for service development over the next 3 to 5 years. This report is to be commended especially to viewers interested in how a small size country caters for the career development needs of its population.iccdppadmSun, 30 Jan 2011 23:36:00 GMTf1397696-738c-4295-afcd-943feb885714:175http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/174/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=174http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=174&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/174/Default.aspxThis report produced for the UK Commission for Employment and Skills addresses how technology is reshaping the career support market and the implications of this for policy makers and for the funding and delivery of services. The career support market is defined as the conceptual space within which individuals who desire career support transact with those who provide it. Technology contributes not only to increasing consumer choice and to improving the cost-effectiveness of services; it has also led to the development of new service paradigms, especially through social media applications.  It has changed how career support is being experienced by individuals and how the support services are managed, delivered and taken up.  The report describes different styles of government intervention in the career support market involving the use of technology, including some international comparisons, and the business models that underpin the market. It provides some conclusions on the role of the government in the market in general, and its roles in ensuring more creative and strategic use of the opportunities provided by technology.iccdppadmFri, 21 Jan 2011 03:20:00 GMTf1397696-738c-4295-afcd-943feb885714:174http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/173/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=173http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=173&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/172/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=172http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=172&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/163/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=163http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=163&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/162/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=162http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=162&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/154/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=154http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=154&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/153/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=153http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=153&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/145/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=145http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=145&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/145/Default.aspxIn the current economic climate, it is essential that graduates are prepared to enter the workplace, possessing key employability skills which will enable them to compete in today's job market. Universities and employers both have an important role to play in providing work placements, internships and opportunities which can assist in the development of these skills such as campus talks from employers and specific employability modules. Future fit , produced and published by the Confederation of Brirish Industry, highlights some of the positive work being done by universities and employers to provide these opportunities but as the report suggests there is still scope for universities, employers and indeed students to do more to address employability. Where business-university links are not yet established, engagement must be encouraged – particularly for SMEs who may be less confident in establishing these links having fewer resources with which to provide work placements. Businesses of all sizes and sectors must get involved with the employability agenda not least because doing so will provide them with a better pool of graduates from which to recruit. A survey of undergraduates conducted for the report, found that 35% of students would have liked to have taken part in a special programme to develop their employability skills but this was not offered.  This suggests that there is unmet demand among students in the provision of these opportunities. One of the key messages to come out of the report was the need for universities and businesses to 'up their game' in the development of employability skills in students – both in terms of the number of placements on offer and in terms of course content. Both universities and students need to recognise that employability skills should not be treated as an 'add on' but as an essential part of the university curriculum. This report features 13 case studies from both employers and universities which highlight the constructive work already being done on employability. With findings from surveys of employers, universities and students – the report goes on to present some 'key lessons' for all three groups as to how they can better address this area and ensure our graduates are equipped with the skills they need in the workplace. iccdppadmFri, 08 May 2009 12:24:00 GMTf1397696-738c-4295-afcd-943feb885714:145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/140/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=140http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=140&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/139/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=139http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=139&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/139/Default.aspxThis is a summary report of the research that tested whether the provision of advice and guidance makes a difference over time to the work and learning outcomes of adults aged 20 years plus. Based on a telephone survey of 4000 information, advice and guidance recipients, it compared the outcomes of advice and guidance recipients to a control group of information only recipients. Clear differences emerged on levels of confidence, motivation and opportunity awareness between the two groups with greater benefits reported by the advice and guidance recipients.iccdppadmMon, 04 May 2009 14:09:00 GMTf1397696-738c-4295-afcd-943feb885714:139http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/138/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=138http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=138&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/138/Default.aspxThis research tested whether the provision of advice and guidance makes a difference over time to the work and learning outcomes of adults aged 20 years plus. Based on a telephone survey of 4000 information, advice and guidance recipients, it compared the outcomes of advice and guidance recipients to a control group of information only recipients. Clear differences emerged on levels of confidence, motivation and opportunity awareness between the two groups with greater benefits reported by the advice and guidance recipients.iccdppadmMon, 04 May 2009 13:53:00 GMTf1397696-738c-4295-afcd-943feb885714:138http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/131/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=131http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=131&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/120/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=120http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=120&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/119/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=119http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=119&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/118/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=118http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=118&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/118/Default.aspxThis briefing document outlines key features of Careers Scotland's (now part of Skills Development Scotland) Quality Asurance Framework for its services and products. It describes: -outcomes for individuals -service delivery standards -guidance standards. It provides for measures of impact on individuals at four levels of evidence: -satisfaction -behaviour -learning -results.iccdppadmFri, 23 Jan 2009 15:49:00 GMTf1397696-738c-4295-afcd-943feb885714:118http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/116/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=116http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=116&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/116/Default.aspxThis prospectus is a summary of government plans for England to create an adult advancement and careers service by Autumn 2010. The service will combine skills and training advice with practical guidance on how to overcome the full range of barriers people face in getting on in life. The service linked to national web and phone services will be driven by local innovation and partnership in which the public employment service, Job Centre Plus, and  further education institutes will be key partners. The local partnership will operate as a flexible network, sharing information and expertise to deliver a personalised offer of advice and ongoing support to citizens. It will be a universal service, open to employed and unemployed alike. The Skills Account will be an integral part of the service. Ten prototypes of the service are being trialled to enable government to draw from the innovative practice of those who deliver the service with a wide range of partners. The prospectus is divided into five sections: -brief summary of the service -prototypes -policy and operational issues -links to other advisory services in the education and training system -innovation and partnership.iccdppadmFri, 23 Jan 2009 13:15:00 GMTf1397696-738c-4295-afcd-943feb885714:116http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/111/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=111http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=111&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/111/Default.aspx This study, commissioned by the Educational Guidance Service for Adults (EGSA) in Northern Ireland (NI), attempts to capture the current return to the economy of the investment in career/educational guidance services provided to the adult population by EGSA.(EGSA has been in existence in Northern Ireland for 40 years). This report explores EGSA and the services it provides. The research results clearly show the significant positive contribution that EGSA makes to Northern Ireland both in terms of labour market outcomes and economic impact. EGSA's headline annual economic contribution is estimated to be: Labour market outcomes: 580 clients progressing in work/being promoted • 270 clients not being promoted but having higher productivity due to enrolling on a course • 20 clients from full-time education starting a new job • 770 clients not in employment or full-time education starting a new job. Economic impact: 800 more people in employment, contributing £26m in wages and profits (GVA) and £12m in net tax revenue (sum of income tax, national insurance, corporation tax and social security benefits saved). This translates into £9.02 net additional tax revenue for every £1 of public money invested in guidance services today. In terms of relativities to NI aggregates, the economic impact equates to 0.10% of both NI total employment and GVA. One of the key targets of the Programme for Government, which the authors can relate to EGSA impacts, is the target for raising NI’s overall employment rate by 5% (by 2020). If EGSA’s current contribution is maintained, EGSA will contribute to assisting 1 in 10 people into employment of the overall additional jobs needed to meet the employment rate target.   The labour market and economic returns are based on the assumption of EGSA's current annual 10,000 interventions (combination of individual clients and persons assisted by advocates to EGSA) and the current economic activity status of clients since the Client Relationship Management Information System was set up in 2006.  The authors point out that the analysis and scenarios used in the study have been based on the response rates to EGSA's tracking process of which returns have been around 10%.  Actual outcomes may be higher than what has been measured. iccdppadmThu, 13 Nov 2008 09:07:00 GMTf1397696-738c-4295-afcd-943feb885714:111http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/82/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=82http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=82&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/82/Default.aspxThis is a research based project that aimed to provide a comprehensive comparative and evaluative analysis of the function and outcomes of labour market and career advice and guidance programmes and services for out-of-work individuals and workers at risk, in five European countries (France, Germany, Spain, Slovenia, and the UK). Advice and guidance programmes and services for adults are defined in this study as mediating services aimed at increasing the employability and the mobility of individuals, not only geographical or occupational mobility, but also mobility between different statuses (unemployed/inactive, trainee, learner, volunteer, precarious job-holder, stable job-holder, qualified job-holder). The three key results of the project were the development of criteria for assessing the outcomes of advice and guidance programmes and services (as transitions for individuals), a typology of these services across different institutional, legal and funding contexts, and an analysis of the functions of these services as agencies for transitions. The results of the project could thus lead to an increased attention in the policy but also in the practitioner and in the research communities to different and relatively contrasted frameworks of implementation of advice and guidance services and programmes and to their implications for individuals. They also provide the basis for reviewing the way in which advice and guidance services are assessed and evaluated.    iccdppadmThu, 13 Mar 2008 15:30:00 GMTf1397696-738c-4295-afcd-943feb885714:82http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/70/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=70http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=70&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/67/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=67http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=67&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/67/Default.aspxThis joint publication of  the Quality Assurance Agency for Higher Education (QAA) in Scotland and of Careers Scotland was produced after extensive consultation with key stakeholders such as Qualification in Career Guidance (QCG) course centres, professional bodies and associations, and potential employing organisations. The Subject Statement represents general expectations about standards for the award of qualifications at post-graduate level and articulates the attributes and competences that those possessing such qualifications should be able to demonstrate. Key principles underpinning the statement were that career planning should support lifelong learning, and that practitioners should be equipped to assist individuals to develop effective career planning skills, with resulting "career resilience" throughout life. This dovetails very much with the priorities of the EU Council of Ministers' Resolution on Lifelong Guidance 2004. The Subject Statement is to be used to inform and ensure consistency of approach in the initial and continuing training of guidance practitioners. While it has been devised for a professional qualification at post-graduate level in higher education, it may also be used to develop training programmes within the context of the Scottish Credit and Qualifications Framework The standard for the award outlines the key inter-related knowledge, skills and attitudes expected of students in seven areas of learning : ethical and reflective practice career guidance theory and policy career guidance practice career-related learning career-related information partnership working labour and learning markets.  iccdppadmWed, 14 Nov 2007 13:07:00 GMTf1397696-738c-4295-afcd-943feb885714:67http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/49/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=49http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=49&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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-943feb885714:49http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=46http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=46&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspxThe Leitch review examined the existing skills base of the adult population in the UK in the context of a global economy and made recommendations on how this base should be improved to enable the UK to successfully compete in the world economy in 2020 as well as to have a prosperous society for all. Chapter 6 entitled "Embedding a Learning Culture" considers how the existing careers advice and information services support national learning strategies, and how they can be improved to provide better support for such strategies, especially demand or citizen led training provision in a Learner Account approach..iccdppadmMon, 17 Sep 2007 09:10:00 GMTf1397696-738c-4295-afcd-943feb885714:46http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/45/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=45http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=45&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/45/Default.aspxThis literature review undertaken (2005)for the Higher Education Careers Services Unit in the UK by the Institute of Employment Research at the University of Warwick, examined career-related interventions and their impact on students' career related decisions, career learning and progression towards the labour market. Although there is substantial literature in the English speaking world on different curricular and extra-curricular interventions, broadly defined, which may impact on a student's career learning, progression, and career decision-making, evidence related to the efficacy of these interventionsis limited. Six themes were identified from the literature for which research reports were assessed: career related interventions curricular interventions to support vocational trajectories curricular related interventions extra-curricular interventions pre-entry curricular interventions multi-cultural curricular interventions WebmasterFri, 24 Aug 2007 16:10:00 GMTf1397696-738c-4295-afcd-943feb885714:45http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/44/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=44http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=44&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/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/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/41/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=41http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=41&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/41/Default.aspxThis short paper addresses the main arguments for and against the provision of all-age services. It explores the alternative of adopting an all-age strategy without necessarily integrating services on an all-age basis, and the various forms such a strategy might take. While the context of the proposals concerns the reform of guidance provision in England as part of the UK, the arguments for and against an all-age provision have universal relevance.WebmasterFri, 24 Aug 2007 15:51:00 GMTf1397696-738c-4295-afcd-943feb885714:41http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/35/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=145&ModuleID=458&ArticleID=35http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=35&PortalID=1&TabID=145http://www.iccdpp.org/PolicyResearch/Guidanceforyoungpeopleatrisk/tabid/145/articleType/ArticleView/articleId/35/Default.aspx  This is a Research Report, RR833, published by the Department of Education and Skills in the United Kingdom. The research was undertaken as part of a government review of advice, information and guidance services for adults. It specifically sought to evaluate a trial extension of Ufi/learndirect telephone guidance service for adults to handle a substantially larger volume of calls, and to test a three stage call back and action planning model of such provision. The research also examined issues such as the generation of demand for telephone guidance versus the capacity to meet such demand, the short-term positive outcomes achieved, and the cost-effectiveness of telephone guidance versus face to face guidance. The results show high demand, less use of the three stage model, more positive outcomes related to action planning by users including user satisfaction, and similar costs for telephone guidance as per face to face interviews. iccdppadmFri, 30 Mar 2007 22:28:00 GMTf1397696-738c-4295-afcd-943feb885714:35