http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/204/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=204http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=204&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/204/Default.aspxCe document etait préparé en vue de l’Examen de l’OCDE sur les politiques d’orientation professionnelle à la demande conjointe de la Commission européenne et de l’OCDE et publie en 2002. Il est presente en quatre parties: Les conditions d'une decision rationnelle: approches economiques Autres facteurs de complication de la decision professionnelle Au-dela de l'information: activites de conseil et d'orientation professionnelle Conclusions: vers un approche constructiviste de l'orientation professionnelle iccdppadmWed, 16 May 2012 00:11:00 GMTf1397696-738c-4295-afcd-943feb885714:204http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=193http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=193&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/186/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=186http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=186&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/184/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=184http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=184&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/178/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=178http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=178&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/178/Default.aspxThis study*, published in December 2010, was commissioned by the Departments of Education and of Business and Innovation of the State of Victoria, Australia. Victoria has a population of 5.5 million inhabitants living mainly in urban areas. The focus of the study was the effectiveness of career guidance provision for young people in secondary schools and in VET and ACE settings. Existing career development programmes and provision were reviewed and state, national and international best practice drawn on. Recommendations for improvements include: career guidance in the curriculum, school management of career guidance provision, the leadership role of the Department of Education, strategic support for career guidance in VET and ACE settings, external services support, school education region support, State-wide coordination in this field, cooperation and coordination between agencies that assist the career development of youth at risk, and support for families. The full list of contributors to this review were: Professor Richard Sweet, Dr Veronica Volkoff, Professor A.G. Watts, Sue Helme, Dr Suzanne Rice, Professor Jack Keating, Sujatha Pannell.iccdppadmTue, 05 Apr 2011 01:30:00 GMTf1397696-738c-4295-afcd-943feb885714:178http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/173/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=173http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=173&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/171/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=171http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=171&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/170/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=170http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=170&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/164/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=164http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=164&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/159/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=159http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=159&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/149/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=149http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=149&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/140/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=140http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=140&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/137/Default.aspx#Comments5http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=137http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=137&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/135/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=135http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=135&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/131/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=131http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=131&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/130/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=130http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=130&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/129/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=129http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=129&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/128/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=128http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=128&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/125/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=125http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=125&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/124/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=124http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=124&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/123/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=123http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=123&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/122/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=122http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=122&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/119/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=119http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=119&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/109/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=109http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=109&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/104/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=104http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=104&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/53/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=53http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=53&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=46http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=46&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/25/Career-goals-and-educational-attainment.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=25http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=25&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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/Guidanceforunemployedadults/tabid/146/articleType/ArticleView/articleId/15/Default.aspx#Comments24http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=146&ModuleID=458&ArticleID=15http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=15&PortalID=1&TabID=146http://www.iccdpp.org/PolicyResearch/Guidanceforunemployedadults/tabid/146/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