http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/216/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=216http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=216&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/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/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/214/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=214http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=214&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/214/Default.aspx Normal 0 false false false MicrosoftInternetExplorer4 This Green Paper published by the Department of Education, Employment and Workplace Relations in June 2012 proposes a way forward for a National Career Development Strategy for Australia. The Green Paper has been informed by extensive discussions with key stakeholders and by a number of national research projects. The Australian Government recognises the need to support individuals, throughout their lives, to make appropriate choices about education, training and work, and to manage their careers successfully. A National Career Development Strategy will help to achieve this. The Green Paper: ·       outlines why career development is important for Australia’s future ·       indicates why Australia needs a National Career Development Strategy ·       suggests some initial priorities for a National Career Development Strategy; and seeks feedback on these priorities. This Green Paper provides very useful references to the research undertaken to inform the strategy and to good examples of practice as they exist at national, state and territory levels, and to international sources and approaches to career development and public policy. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} iccdppadmFri, 21 Sep 2012 03:39:00 GMTf1397696-738c-4295-afcd-943feb885714:214http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/203/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=203http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=203&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/203/Default.aspxCe document etait préparé pour l’examen des politiques en faveur des services d’information, d’orientation et de conseil a la demande de la Commission européenne et de l’OCDE et publie en 2002. Il présente une analyse comparative des qualifications et des formations des conseillers d’orientation, afin de faire apparaître les problèmes qui se posent à l’orientation au début du 21e siècle.iccdppadmWed, 16 May 2012 00:02:00 GMTf1397696-738c-4295-afcd-943feb885714:203http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/202/Professionalisierung-der-Laufbahnberatung.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=202http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=202&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/202/Professionalisierung-der-Laufbahnberatung.aspxIm vorliegenden Bericht werden die Ergebnisse einer europaweiten Studie vorgestellt, die zwei Ziele verfolgte: • Erfassung von Trends und Mustern in der Ausbildung von Laufbahnberatern; • Erarbeitung eines gemeinsamen Kompetenzrahmens für Laufbahnberater in der Europäischen Union (EU). Die Abschnitte 1 bis 4 haben vorhandene Ausbildungs- und Qualifikationssysteme für Laufbahnberater in Europa zum Gegenstand. Untersucht werden die im Wandel begriffene Beratungslandschaft, nationale Ausbildungssysteme und aufkommende Trends. Abschnitt 3 behandelt verschiedene Fragen, die bei der Entwicklung von Ausbildungsangeboten für Laufbahnberater zu berücksichtigen sind. In den Fallstudien in Abschnitt 4 werden die jüngsten Entwicklungen in sechs Ländern näher beleuchtet. Thema der Abschnitte 5 bis 7 ist der Kompetenzrahmen für Laufbahnberater. Es geht um den Begriff „Kompetenz“, den Aufbau des Kompetenzrahmens und Anwendungsempfehlungen. In Abschnitt 8 werden mögliche Vorgehensweisen sondiert und die beiden Projektkomponenten zusammengeführt; dabei werden aktuelle Probleme und vorgeschlagene Ausbildungsmaßnahmen den empfohlenen Verwendungszwecken des Kompetenzrahmens gegenübergestellt.iccdppadmTue, 15 May 2012 23:54:00 GMTf1397696-738c-4295-afcd-943feb885714:202http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/201/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=201http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=201&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/201/Default.aspxThis 2009 report, commissioned by CEDEFOP, presents the findings from a Europe-wide study with the following aims: • to review trends and patterns in training provision for career guidance practitioners; • to develop a common competence framework for career guidance practitioners in the European Union (EU). Sections 1 to 4 review current training and qualification systems for career guidance practitioners in Europe. These sections explore the current and changing context of career guidance services, national training systems and emerging trends across Europe. Section 4 contains case studies which explore, in some depth, recent developments in six countries. Sections 5 to 7 focus on the competence framework of career guidance practitioners. They explore the concept of competence, the design of the competence framework and suggestions for its use. Section 8 explores ways of moving forward, and links the two strands of the study by relating current and proposed training issues to proposed uses of the competence framework.iccdppadmTue, 15 May 2012 23:43:00 GMTf1397696-738c-4295-afcd-943feb885714:201http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/149/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=149http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=149&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/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/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/133/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=133http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=133&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/133/Default.aspxAn examination of policies for career guidance was one component of a European Union programme (MEDA-ETE) being implemented by the European Training Foundation to support education and training for employment in the Mediterranean region. It involved 10 Mediterranean countries. The research on career guidance policies produced country reports on which this comparative analysis is based. The report covers: the socio-economic context the drivers for change current provision policy issues ways forward. It also presents country profiles and comparative statistics.iccdppadmSun, 15 Feb 2009 11:37:00 GMTf1397696-738c-4295-afcd-943feb885714:133http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/132/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=132http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=132&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/132/Default.aspxIn 2002 at the request of the European Commission, the ETF began information on policies for career guidance in 11 countries in the process of accession or who had candidate status to entry to the European Union. This is the first synthesis report produced by the ETF. The data collected focused on key goals and policy instruments, roles of stakeholders, targeting and access, staffing and financing, quality assurance, delivery settings and methods, and evidence base.iccdppadmSun, 15 Feb 2009 11:17:00 GMTf1397696-738c-4295-afcd-943feb885714:132http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/67/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=67http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=67&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/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/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/61/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=61http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=61&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/61/Default.aspxThis Competency Framework for Guidance Practitioners, developed by a sub-committee of the National Guidance Forum, is designed to inform the trainers and training of guidance practioners in order to provide practitioners with the competences to assist citizens to acquire the knowledge, skills and competences to manage their learning and work (see National Lifelong Guidance Framework in the relevant theme categories on this web site). The Competency Framerwork is divided into five parts: Theory and practice of vocational, educational and personal and social guidance across the lifespan Labour market education and training Counselling Information and resource management Professional practice. It is also designed to fit the Irish National Framework of Qualifications which facilitates the accreditation of prior learning and the mutual recognition of qualifications between the education and labour market sectors.  The Framework will enable practitioners to progress from one level of qualification to another and to take on new guidance roles.iccdppadmMon, 15 Oct 2007 14:26:00 GMTf1397696-738c-4295-afcd-943feb885714:61http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/47/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=47http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=47&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/47/Default.aspxThis expert paper was jointly commissioned by the OECD and the European Commission in 2001 as part of the OECD international review of policies for career guidance. It raises many questions on the existing training routes, on the pertinence of course content and methodology, on the lack of involvement and interest on the part of policy makers etc.iccdppadmMon, 17 Sep 2007 09:33:00 GMTf1397696-738c-4295-afcd-943feb885714:47http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/23/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=149&ModuleID=458&ArticleID=23http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=23&PortalID=1&TabID=149http://www.iccdpp.org/PolicyResearch/Expandingaccesstoguidance/tabid/149/articleType/ArticleView/articleId/23/Default.aspx  In response to a recommendation from the pan-Canadian Symposium, the CRWG launched, in the fall of 2004, a preliminary study to learn more about how Canadian providers of career services evaluate the impact of their services. The main goal of the research was to explore the current state of practice in Canada in order to create shared understandings of evaluation procedures currently being used as well as the desired outcomes for career development practices. Specifically, the CRWG set out to learn about: 􀁸 the service outcomes actually gathered and reported by front-line career practitioners; 􀁸 the service outcomes gathered and reported at the office, agency or school board levels; 􀁸 the service outcomes which are being achieved by front-line and office, agency, and/or school board levels but which are not reported; 􀁸 how policy makers (who fund services) evaluate the services, what they want back from the services, and the kinds of evaluation information and data they prefer to have about the services; and 􀁸 how employers evaluate career development services in the workplace, what outcomes they want from these services, whether the evaluation information is useful to them, and the kinds of evaluation information they would prefer to receive. 2 The products of this research are presented in this report, which contains five major sections. Chapter 2 provides a brief synthesis of recent research on the efficacy of career development interventions. In Chapter 3, the methods employed for collecting and analyzing the data are described. Chapter 4 provides a summary of the key findings for each of the research target groups. Conclusions, recommendations and an overview of the proposed research agenda to follow from this work are included in Chapter 5. jmcadminThu, 28 Dec 2006 22:19:00 GMTf1397696-738c-4295-afcd-943feb885714:23