http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/221/CAREER-DEVELOPMENT-BENCHMARKS--TERTIARY.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=221http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=221&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/221/CAREER-DEVELOPMENT-BENCHMARKS--TERTIARY.aspxThis recent publication by Careers New Zealand provides a set of quality benchmarks for career development programmes and services in tertiary/post-secondary further and higher education and training in New Zealand. It outlines a clear and consistent framework to enable tertiary organisations and external bodies to review the effectiveness of their career development programmes and services. The benchmarks focus on the career management competencies/needs of students. The benchmarks are presented in three categories: -Student engagement -Employer and industry engagement -Tertiary organisation engagement. A four point descriptive scale is used for each benchmark: -Ineffective -Adequate -Consolidating effectiveness -Highly effective. A very useful Glossary is provided. This publication is highly recommended for tertiary education and training organisations.iccdppadmFri, 14 Dec 2012 17:13:00 GMTf1397696-738c-4295-afcd-943feb885714:221http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/220/--------.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=220http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=220&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/220/--------.aspxإن هذا الكتيب عبارة عن إحدى المطبوعات المشتركة بين المفوضية الأوربية والـ OECD. يهدف هذا الكتيب إلى إطلاع صناع السياسات في أي دولة على كيفية اتخاذ قرارات حول أفضل الاستراتيجيات لسياسات التوجيه المهني في بلادهم في قطاعات التعليم والتوظيف والمجتمع. يقسم الجزء الأساسي من الكتيب إلى أربع عشرة فكرة رئيسية للسياسات تم ترتيب كل منها في أربع محاور هي: + تطوير التوجيه المهني لليافعين. + تطوير التوجيه المهني للبالغين. + تطوير آلية الحصول على التوجيه المهني. + تطوير سياسات وأنظمة التوجيه المهني.   تم العمل في كل فكرة رئيسية للسياسات على النقاط التالية: = قضايا ومواضيع رئيسية بحاجة إلى الدراسة والمناقشة. = الأسئلة التي يجب على صناع السياسات أن يأخذوها بالاعتبار بالنسبة لتلك القضايا. = الخيارات التي يجب أن يعتمدها صناع السياسات لتطوير تلك السياسات. = بعض الأمثلة عن الاستجابات الفعالة. تم تحرير هذا الكتيب عام 2004 من قبل كل من /ريتشارد سويت Richard Sweet/ من OCED و /جون مكارثي John McCarthy/ من المفوضية الأوروبية ، انطلاقاً من أعمال كل من البروفسور /رونالد سلطانة Ronald Sultana/ و البروفسور /طوني واتس Tony Watts/ . يمثل هذا الكتيب مقالا ً للعاملين في المفوضية الأوروبية. تم إنجاز الترجمة إلى اللغة العربية من قبل مؤسسة قطر. وتم تحرير النسخة العربية من قبل الدكتور أبو بكر بدوي (مصر). This handbook is a joint publication of the European Commission and of the OECD. Its aim is to inform policy makers in any country to decide on the most appropriate strategies for policies for career guidance in their countries in the education, employment and community sectors. The main part of the handbook is divided into 14 policy themes, organised in 4 sections: + Improving career guidance for young people + improving career guidance for adults + Improving access to career guidance + Improving policies and systems for career guidance. Each policy theme is addressed as follows: =Key problems/issues that need to be considered =Questions that policymakers should ask in addressing those issues =Options that policymakers can adopt to improve policies =Some examples of effective responses. The handbook was co-edited in 2004 by Richard Sweet, OECD, and John McCarthy, European Commission, based on material prepared by Prof Ronald Sultana and Prof Tony Watts. It is a staff working paper of the European Commission. The Arabic translation of the Handbook was kindly facilitated by the Qatar Foundation. The editing of the Arabic version was kindly undertaken by Dr Aboubakr Badawi (Egypt). This summary was translated by Dr Neruda Barakat, Skills and Career Centre, Tishreen University, Latakia, Syria.iccdppadmWed, 21 Nov 2012 04:15:00 GMTf1397696-738c-4295-afcd-943feb885714:220http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/219/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=219http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=219&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/219/Default.aspxThis report, prepared in 2011 by Deloitte Access Economics for the Australian government, examines the options presented in the report prepared by NOUS (see previous publication on this site) for a National Career Development Strategy for Australia. In its introduction the report cautions that it is impossible to conduct a fully-fledged cost benefit analysis because of the granularity of the available data on the benefits of career development services due to the incomplete nature of the current evidence base. Among its conclusions are the need for investment in strengthening the evidence base, especially on the benefits generated by career development services provision.iccdppadmTue, 25 Sep 2012 04:00:00 GMTf1397696-738c-4295-afcd-943feb885714:219http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/218/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=218http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=218&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/218/Default.aspxThis paper, prepared by the NOUS Group, was commissioned by the Australian government to help it to develop its national career development strategy. Published in 2011, it describes the components of such a strategy and suggests options for its implementation. The components of the strategy are as follows: vision goals leadership governance services - ICT services - face to face services - curriculum quality standards evidence communications and marketing. iccdppadmTue, 25 Sep 2012 03:44:00 GMTf1397696-738c-4295-afcd-943feb885714:218http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/217/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=217http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=217&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/217/Default.aspxThis recently published research report was compiled by Miles Morgan for the Australian government in order to inform future government strategy on policies for career development. It consists of a review of national and international career development research as well as consultations with experts and with States and Territories personnel. The review aimed to identify the evidence base for: best practice career development models the impacts and benefits of career development interventions on youth transitions the skills young people need to enable them to manage their learning and work lifepaths ways to address the needs of specific target groups. Criteria for effective career development practice were distilled from the literature review. These included characteristics of effective career development systems effective delivery mechanisms effective content. These criteria were in turn applied to what happens in Australia at the moment and significant gaps were identified and recommendations made. This document is a very useful synthesis and starting point for countries who wish to develop or to improve career guidance provision for its citizens. iccdppadmTue, 25 Sep 2012 03:22:00 GMTf1397696-738c-4295-afcd-943feb885714:217http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/216/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=216http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=216&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/215/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=215http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=215&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/214/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=214http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=214&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/213/CAREER-GUIDANCE-IN-GERMANY.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=213http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=213&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/213/CAREER-GUIDANCE-IN-GERMANY.aspxThis document published by the National Guidance Forum of Germany is a flyer/shortened version of the publication Career Guidance in Germany which can be found elsewhere on this website.iccdppadmThu, 20 Sep 2012 03:36:00 GMTf1397696-738c-4295-afcd-943feb885714:213http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/212/BILDUNGSUND-BERUFSBERATUNG-IN-DEUTSCHLAND.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=212http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=212&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/212/BILDUNGSUND-BERUFSBERATUNG-IN-DEUTSCHLAND.aspxThis document produced by the National Guidance Forum of Germany is a shortened form/flyer based on the complete description of Career Guidance in Germany given elsewhere on this website. This is the German language version.iccdppadmThu, 20 Sep 2012 03:28:00 GMTf1397696-738c-4295-afcd-943feb885714:212http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/211/CAREER-GUIDANCE-IN-GERMANY.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=211http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=211&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/211/CAREER-GUIDANCE-IN-GERMANY.aspxCareer Guidance in Germany   This brochure, published by the National Guidance Forum of Germany, gives an overview of the basic structure of the German guidance system especially for our partners in the European Union and beyond. In general, the German system provides access to educational and career guidance services for all citizens at any stage of their lives – whether they are in education or training, employed, unemployed or looking for continuing education. The structure of guidance provision reflects the German education and employment system with its shared responsibilities between the Federation, the Lander and the municipalities. Hence, the provision of career guidance is traditionally based on the distinction between educational guidance  (Bildungsberatung) in the educational sector and vocational guidance  (Berufsberatung) in the vocational training and employment sector. Cooperation across the sectors is in this context crucial. Beginning with an introduction into the German educational system, the brochure follows the life course describing guidance provisions in schools, vocational education, higher education, and for employment, unemployment and continuing education. Additional sections deal with guidance for special target groups and guidance through the internet. With chapters on quality and professionalism in guidance and on European cooperation, the brochure also considers systemic issues of professional development. Social and economic changes remain a permanent challenge for further developing lifelong guidance in the context of lifelong learning needs.iccdppadmThu, 20 Sep 2012 03:23:00 GMTf1397696-738c-4295-afcd-943feb885714:211http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/210/BILDUNGSUND-BERUFSBERATUNG-IN-DEUTSCHLAND.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=210http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=210&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/210/BILDUNGSUND-BERUFSBERATUNG-IN-DEUTSCHLAND.aspxBildungs- und Berufsberatung in Deutschland  Diese Broschüre gibt den ausländischen Partnern in der Europäischen Union und darüber hinaus einen Überblick über die Grundstruktur des Systems der Bildungs- und  Berufsberatung in Deutschland. Für jeden Lebensabschnitt – sei es in Schule, Studium, Aus- und Weiterbildung, im Beruf oder bei Arbeitslosigkeit – bietet das deutsche Beratungssystem grundsätzlich allen Bürgerinnen und Bürgern Zugang zu Beratungsdiensten. Charakterisiert durch die geteilten Zuständigkeiten zwischen Bund, Ländern und Kommunen, die das deutsche Bildungs- und Beschäftigungssystem prägen, beruht das Beratungssystem traditionell auf der Unterscheidung zwischen Bildungs- und Weiterbildungsberatung im Bildungsbereich auf der einen und Berufsberatung für den Ausbildungs- und Beschäftigungssektor auf der anderen Seite. Bereichsübergreifende Kooperation und Vernetzung sind deshalb wesentlich. Nach einer kurzen Einführung in das deutsche Bildungssystem beschreibt die Broschüre die Beratungsangebote in Schule, Ausbildung und Hochschule, im Arbeitsleben und bei Weiterbildungsbedarf. Beratung für besondere Zielgruppen sowie Beratung über das Internet werden in eigenen Abschnitten näher betrachtet. Kapitel über Qualität und Professionalität und die europäische Kooperation in diesem Bereich berichten über die permanenten Bemühungen um die professionelle Weiterentwicklung des Beratungssystems. Denn der gesellschaftliche Wandel stellt eine kontinuierliche Herausforderung für die Verbesserung lebensbegleitender Beratungsangebote im Kontext lebenslangen Lernens dar.  iccdppadmThu, 20 Sep 2012 03:05:00 GMTf1397696-738c-4295-afcd-943feb885714:210http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/207/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=207http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=207&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/207/Default.aspxThese benchmarks developed by Careers NZ through an iterative process are designed to help schools to evaluate their success in implementing careers education programmes and to improve their quality. They are presented as a self-review tool and consist of four sections: Student learning outcomes: career management skills, the competencies that students should develop by the time they leave compulsory education. These learning outcomes are presented at two levels: competent student; highly competent student. Inputs: school leadership, management and governance, creating a positive climate for career education. It includes providing sufficient resourcing and support, and ensuring that there are clear strategies and plans to enable a whole-school approach. Inputs: school's approach for planning, implementing, evaluating and improving career development programmes and services to ensure that the needs of all students are met Inputs: information systems - systems and processes for accessing, managing and evaluating information and resources. iccdppadmThu, 17 May 2012 00:31:00 GMTf1397696-738c-4295-afcd-943feb885714:207http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/206/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=206http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=206&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/206/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 2003. Le but était d’examiner différentes méthodes utilisées pour mesurer les résultats de la prestation du service d’information et d’orientation professionnelle, de fournir des modèles de ces méthodes, de résumer les études de synthèse appliquant ces méthodes à l’analyse des informations disponibles, et d’indiquer des orientations prioritaires pour la collecte de telles informations à l’avenir, ainsi que pour leur partage et leur diffusion efficace.iccdppadmWed, 16 May 2012 00:48:00 GMTf1397696-738c-4295-afcd-943feb885714:206http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/205/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=205http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=205&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/205/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 traite les thèmes suivants: De nouveaux besoins en matière d’information et d’orientation professionnelles La demande d’information et d’orientation professionnelles : la valorisation d’une marchandise abstraite L’offre d’information et d’orientation professionnelles : les incitations des différents prestataires Le « marché » de l’information et de l’orientation : équilibrer l’offre et la demande Les défaillances du marché dans le domaine de l’information et de l’orientation : les expériences de quelques pays: Demande latente et demande explicite Enregistrer les demandes des employeurs De l’information à l’orientation et à d’autres activités Accès équitable et financement Une information étendue et approfondie Créer des « marchés » cohérents de l’information et de l’orientation Conclusions : concrétiser le potentiel de l’information et de l’orientation professionnelles iccdppadmWed, 16 May 2012 00:30:00 GMTf1397696-738c-4295-afcd-943feb885714:205http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/204/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=204http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=204&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/203/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=203http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=203&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/202/Professionalisierung-der-Laufbahnberatung.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=202http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=202&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/201/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=201http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=201&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/198/Fostering-Career-and-College-Readiness.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=198http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=198&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/198/Fostering-Career-and-College-Readiness.aspxThis is a very useful summary of research results concerning the impact of career guidance for second level school students on their engagement, retention, academic achievement, transitions to tertiary education and the labour market, and career and life success. It draws significantly on school experience in the USA.iccdppadmWed, 07 Sep 2011 10:37:00 GMTf1397696-738c-4295-afcd-943feb885714:198http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/197/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=197http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=197&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/197/Default.aspxWhile not an expert paper on career guidance information, this is an interesting informational article (2008) that compares the US and Japan in terms of challenges facing the economy and the workforce, challenges for particular work groups in certain economic sectors, and job seeking support systems including careers information.iccdppadmWed, 07 Sep 2011 10:05:00 GMTf1397696-738c-4295-afcd-943feb885714:197http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/196/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=196http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=196&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/195/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=195http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=195&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/195/Default.aspxThis Order sets down the quality criteria that career services provided by one or by a group of organisations must meet in order to obtain official recognition for the provision of such services and the right to display the logo that indicates such recognition. The criteria are grouped into three categories: 1. Criteria pertaining to welcoming the user -Welcoming the individual and first meeting -Comprehensive and objective information -Personalised advice/guidance. 2. Criteria pertaining to public service user centred principles (access, attention, speed, responsiveness) -general principles of delivery -access. 3. Organisational criteria -Terms of the Agreement to provide services -Management principles This Order also defines the contents of the dossier to be presented by an organisation/group of organisations seeking official recognition and the right to use the official logo. The Order is signed by the Prime Minister, the Minister for Labour and Employment, the Minister for Higher Education and Research, the Minister for Education, Youth and Community Life, and the Minister for Vocational Training.iccdppadmWed, 31 Aug 2011 09:40:00 GMTf1397696-738c-4295-afcd-943feb885714:195http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/194/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=194http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=194&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/194/Default.aspxThis Decree signed by the Prime Minister, the Minister for Labour and Employment, the Minister for Higher Education and Research, the Minister for Education, Youth and Community Life, and the Minister for Vocational Training, sets out the procedures to be followed and conditions for any organisation or group of organisations or virtual service to obtain official recognition to provide career guidance and information services to the public and to display the official logo of such recognition. This approval has a duration of 5 years and may be renewed upon re-application. It may also be withdrawn in certain circumstances. To obtain recognition, such services must conform to quality standards specified in a separate Order (arrete) of government also dated 4 mai 2011.iccdppadmWed, 31 Aug 2011 09:14:00 GMTf1397696-738c-4295-afcd-943feb885714:194http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=193http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=193&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/192/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=192http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=192&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/192/Default.aspxCeci est la version abrégée du rapport (2008-10) préparé par le Réseau européen pour les politiques d’orientation tout au long de la vie (ELGPN), un réseau d’Etats membres ayant bénéficié de financements européens dans le cadre du programme d’apprentissage tout au long de la vie. Sommaire Avant-propos............................................................................................................................................................................................5 Remerciements........................................................................................................................................................................................7 1 Vue d’ensemble............................................................................................................................................................... 9 2 Programme de travail d’ELGPN 2009–10....................................................................................................................11 3 La capacité à s’orienter tout au long de la vie (Programme de travail 1/WP1)................................................... 13 4 Elargir l’accès aux services d’orientation tout au long de la vie (Programme de travail 2/WP2)................... 16 5 Mécanismes de coopération et de coordination (Programme de travail 3/WP3)............................................. 19 6 L’assurance de la qualité et ses preuves (Programme de travail 4/WP4)............................................................. 22 7 Supervision de la politique de I’UE (Groupe de travail 1/Task Group 1).............................................................. 25 8 Projets financés par I’UE : Synergies et liens avec les politique (Groupe de travail 2/Task group 2)............ 28 9 Evaluation du travail d’ELGPN................................................................................................................................... 30 10 La prochaine phase........iccdppadmTue, 30 Aug 2011 09:21:00 GMTf1397696-738c-4295-afcd-943feb885714:192http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/191/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=191http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=191&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/191/Default.aspxEin Bericht über die Arbeit des Europäischen Netzwerks für eine Politik der lebensbegleitenden Beratung 2009–10 Inhalt Vorwort.......................................................................................................................................................................................................5 Danksagung..............................................................................................................................................................................................7 1 Überblick........................................................................................................................................................................... 9 2 ELGPN-Arbeitsprogramm 2009–10.............................................................................................................................11 3 Career Management Skills (WP1)............................................................................................................................... 13 4 Erweiterung des Zugangs (WP2)................................................................................................................................ 16 5 Mechanismen der Zusammenarbeit und Koordination (WP3)............................................................................. 19 6 Qualitätssicherung und Evidenz (WP4)..................................................................................................................... 22 7 Beobachtung der EU-Politik (TG1)............................................................................................................................. 24 8 EU-finanzierte Projekte: Synergien und Verbindungen mit Politik (TG2)........................................................... 27 9 Evaluierung der Arbeit des ELGPN............................................................................................................................. 29 10 Die nächste Phase................iccdppadmTue, 30 Aug 2011 09:14:00 GMTf1397696-738c-4295-afcd-943feb885714:191http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/190/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=190http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=190&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/190/Default.aspx“Red Europea sobre Políticas de Orientación a lo largo de la vida” (ELGPN), Índice Prólogo........................................................................................................................................................................................................5 Agradecimientos.....................................................................................................................................................................................7 1 Visión General.................................................................................................................................................................. 9 2 Programa de trabajo del ELGPN 2009–2010..............................................................................................................11 3 Habilidades para la gestión de la carrera (Paquete de Trabajo 1)........................................................................ 13 4 Acceso a los servicios de orientación (Paquete de Trabajo 2)............................................................................... 16 5 Mecanismos de cooperación y coordinación (Paquete de Trabajo 3)................................................................. 19 6 Garantía de calidad y recogida de datos (Paquete de Trabajo 4)......................................................................... 22 7 Seguimiento de las políticas de la UE (Grupo Transversal 1)................................................................................. 25 8 Proyectos financiados por la UE: sinergias y vínculos con las políticas de la UE (Grupo Transversal 2).................................................................................................................................................... 28 9 Evaluación del trabajo realizado por el ELGPN........................................................................................................ 30 10 Próxima fase.iccdppadmTue, 30 Aug 2011 09:06:00 GMTf1397696-738c-4295-afcd-943feb885714:190http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/189/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=189http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=189&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/189/Default.aspxRede Europeia para as Políticas de Orientação ao Longo da Vida (ELGPN) 2010 Índice Prefácio…………………………………………………………………………..…….3 Agradecimentos ..……………………………………………………………………...5 1. Visão global ……………………………………………………………..….…6 2. Programa de Trabalho 2009-10 da ELGPN …………………………………...7 3. Competências de Gestão da Carreira (Grupo de Trabalho 1) ..……………….9 4. Alargamento do Acesso (Grupo de Trabalho 2) .…………………..………..11 5. Mecanismos de Cooperação e de Coordenação (Grupo de Trabalho 3) .……13 6. Assegurar a Qualidade (Grupo de Trabalho 4) ………………15 7. Monitorização da Política da UE (TaskGroup 1) ...………………….17 8. Projectos Financiados pela UE: Sinergias e Ligações com a Política (TaskGroup 2) ...................................................................................…………..19 9. Avaliação do trabalho da ELGPN …………………………………………..21 10. A Próxima Fase .iccdppadmTue, 30 Aug 2011 09:00:00 GMTf1397696-738c-4295-afcd-943feb885714:189http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/188/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=188http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=188&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/188/Default.aspxThis is a shortened version of a report on the work of the European Lifelong Guidance Policy Network from 2008-2010. It covers: career management skills, widening access to careers services, cooperation and coordination of stakeholders, quality assurance of services, and developing the evidence base for policies. The full report has already been placed/referenced on this web site.iccdppadmTue, 30 Aug 2011 08:49:00 GMTf1397696-738c-4295-afcd-943feb885714:188http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/187/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=187http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=187&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/187/Default.aspxThis is the full report of the work of the European Lifelong Guidance Policy Network (ELGPN) 2009-10 in a very readable format as presented by the representatives of the EU Member States, and edited by Dr Vuorinen and Dr Watts. It describes the structures and processes of the ELGPN  and reports on its work in implementing the priority action areas of the Resolution (2008) of the EU Council of Education Ministers: expanding access to services, teaching and learning career management skills, assuring the quality of careers services, developing the evidence base for policy making, and stakeholder cooperation and coordination at national, regional and local levels. Country examples of actions for each of these are provided. It outlines the EU policy context for the work of the Network, examines links between policy and EU funded guidance projects, and considers the development of a Common European Reference Tool for lifelong guidance.iccdppadmMon, 29 Aug 2011 13:48:00 GMTf1397696-738c-4295-afcd-943feb885714:187http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/186/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=186http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=186&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/185/Lifelong-Guidance-Across-Europe.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=185http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=185&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/185/Lifelong-Guidance-Across-Europe.aspxThis Cedefop 2011 publication examines progress by EU Member States in implementing the priority action areas of the 2008 European Council Resolution on Lifelong Guidance. These areas are: expanding access to careers services, the teaching and learning of career management skills, assuring the quality of career services, developing the evidence base for policy making, and strengthening cooperation and coordination of key stakeholders at national level. It covers the period 2007 to 2010.iccdppadmMon, 29 Aug 2011 13:05:00 GMTf1397696-738c-4295-afcd-943feb885714:185http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/184/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=184http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=184&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/183/Career-Developments-Newsletter-from-Canada.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=183http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=183&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/183/Career-Developments-Newsletter-from-Canada.aspxThis is Volume 2 Issue 2 of Career Developments, a newsletter issued by the Canadian Council of Career Development Associations. It features: -Information about the Council of Associations -Do Career Development Interventions and Services Work? -A Provincial View from New Brunswick. Other issues may be accessed at: http://www.ccdf.ca/ccdf/index.php/careerdevelopments  iccdppadmThu, 23 Jun 2011 04:21:00 GMTf1397696-738c-4295-afcd-943feb885714:183http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/181/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=181http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=181&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/181/Default.aspxWritten in 2007 by Peter Tatham and Joyce Johnston, this report commissioned by the Tasmanian Department of Education, reviews the implementation of a pathways planning support programme for young Tasmanians in their post-school/compulsory education transitions. The aim of this support was to help young people plan, prepare, and make informed choices about post-school destinations within the overall Department policy of improving educational outcomes and retention and participation rates in education and training for young people aged 15 to 19 years. The review looks at the engagement of all stakeholders with the programme. Elements of the programme included work exploration, skills/attributes identification, and making future plans, delivered through class teaching and individual interview work. The report illustrates the challenges encountered by school management, teachers, parents and young people when new components are added on to the formal curriculum of the school.iccdppadmThu, 14 Apr 2011 00:31:00 GMTf1397696-738c-4295-afcd-943feb885714:181http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/180/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=180http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=180&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/180/Default.aspxThis paper was prepared in 2010 for the Career Development Services work group of the Forum for Labour Market Ministers. It provides a snapshot of current practice in quality assurance in Canada among government funded career and employment agencies, third party providers contracted by government, and large community based service providers. It also presents an outline of quality assurance systems used in the European Union and in New Zealand. Its recommendations include national sharing of promising practices in Canada, undertaking a study of Canadian public perception and satisfaction with career services, prioritising impact evidence collection in research, promoting a holistic approach to quality assurance in Canada.iccdppadmThu, 07 Apr 2011 23:44:00 GMTf1397696-738c-4295-afcd-943feb885714:180http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/179/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=179http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=179&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/179/Default.aspxThis is a power point presentation prepared by the Canadian Research Work Group to describe the back ground to the project, its preliminary results in the second phase, and next steps. It is one of Canada's contributions to the Forum and deliberations on the ICCDPP site which is concerned with the topic "Prove It Works", arising from an international Work Group established on the recommendation the 2009 International Symposium on Career Development and Public Policy. See the Forums section of this site.iccdppadmThu, 07 Apr 2011 03:53:00 GMTf1397696-738c-4295-afcd-943feb885714:179http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/178/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=178http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=178&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/177/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=177http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=177&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/176/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=176http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=176&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/175/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=175http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=175&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/174/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=174http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=174&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/173/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=173http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=173&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/172/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=172http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=172&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/171/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=171http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=171&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/170/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=170http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=170&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/167/PACIFIC-CAREERS-NETWORK-COMMUNIQUE-2009.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=167http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=167&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/167/PACIFIC-CAREERS-NETWORK-COMMUNIQUE-2009.aspxThis Communique is an output of the Pacific Careers Network (PCN) which was established at the International Symposium for Career Development and Public Policy held in Wellington, New Zealand, in November 2009. It outlines the background and aims of the Symposium, a vision for PCN and definition of career, how the network will function, whom its partners will be, and the next steps for action.iccdppadmWed, 30 Dec 2009 11:48:00 GMTf1397696-738c-4295-afcd-943feb885714:167http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/166/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=166http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=166&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/166/Default.aspx This is the direction setting document that emerged from the Fifth International Symposium for Career Development and Public Policy that was hosted by Career Services in Wellington, New Zealand from 14 to 17 November 2009. The themes for the Symposium were: -Transformational technology -Prove it works -Role of the citizen -Culture counts The document sets out the Key Outcomes of the Symposium. For each of the four themes the underlying policy principles are identified, as are the follow-up actions for countries and for the International Centre for Career Development and Public Policy (ICCDPP). Already Canada has offered to lead on the Theme Prove it works and New Zealand on Transformational technology. Countries who were unable to participate in the Symposium are encouraged to join these international collaborative actions. The invite-only Symposium was attended by 76 delegates representing policy, practice and research perspectives, comprising teams from 23 countries. In addition, there was senior representation from five international or regional bodies. For the first time there was significant representation from Pacific Island nations. The focus for these countries was on establishing a career development network in the Pacific region. The Symposium was opened by the Minister of Education, Hon. Anne Tolley. The Minister of Pacific Island Affairs, the Hon. Georgina Te Heuheu attended the initial meeting of the Pacific Careers Network, which took place during the Symposium. The Symposium was co-chaired by Lester Oakes (New Zealand) and Kaye Turner (New Zealand) and the work of the Symposium was synthesised by Professor Tony Watts (United Kingdom) and Lynne Bezanson (Canada). 1 For more information, visit  www.careers.govt.nz iccdppadmWed, 02 Dec 2009 15:31:00 GMTf1397696-738c-4295-afcd-943feb885714:166http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/165/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=165http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=165&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/165/Default.aspxThis article, written by Dr Jim Sampson of Florida State University and delivered as a presentation at the IAEVG conference in Jyvaskyla in June 2009, examines two elements of policies for career guidance: the effectiveness of career guidance interventions in relation to cost and access to such interventions by citizens. It commences by identifying the different elements of career guidance and proceeds to examine the translation of career theory to practice, the effectiveness of career guidance interventions, and the access people have to career guidance. Collaborative counselling is proposed as an intervention to improve access. The paper ends with a discussion on how to balance effectiveness and access in career guidance delivery. In his preparation of this paper, Prof Sampson noted the lack of a comprehensive and consistent evidence base for career guidance interventions and the little or no attention paid to integrating career theory, public policy, and the cost-effectiveness of career guidance interventions.iccdppadmFri, 07 Aug 2009 20:11:00 GMTf1397696-738c-4295-afcd-943feb885714:165http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/164/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=164http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=164&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/163/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=163http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=163&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/162/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=162http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=162&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/160/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=160http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=160&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/160/Default.aspxThis publication is a summary of the proceedings of a French Presidency of the EU conference supported by the European Commission's Directorates for Education and for Employment. The conference aimed to identify the challenges, to set out common findings, and to outline measures taken to make lifelong learning more effective. Lifelong learning was seen as at the heart of the flexicurity principle. As you will see from the proceedings, most of the time was devoted to issues concerning initial and continuing vocational training: access by SMEs, by older, disabled, migrant, unskilled; employer or employee led;  partnerships, motivation; costs and benefits. The importance of career guidance and counselling was underlined by Heléne Clark, director of the EC's DG for Education, and was also underlined in the French Secretary of State for Employment's discourse on training system reform.iccdppadmTue, 30 Jun 2009 12:40:00 GMTf1397696-738c-4295-afcd-943feb885714:160http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/159/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=159http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=159&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/158/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=158http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=158&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/158/Default.aspxThis paper produced by Helmut Zelloth of the European Training Foundation (ETF) traces the history of career guidance provision in the education, training and employment sectors in Kosovo particularly since 2001. Based on field visit observations and relevant documentation, the paper sets out the strengths, weaknesses, and policy and other recommendations for career guidance provision in Kosovo. Kosovo is a landlocked country with boundaries of 702 kms and a population of 1.8m people. Its population is aged mainly under 28 years. This paper is a useful description of one country's experience in charting the way forward to developing a policy and system for guidance provision where none existed previously.iccdppadmWed, 27 May 2009 08:48:00 GMTf1397696-738c-4295-afcd-943feb885714:158http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/156/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=156http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=156&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/156/Default.aspxThis is an example of a ministry inspection of the provision of career guidance of one second-level school in Ireland. It presents the findings of the evaluation and makes recommendations for the further development of guidance provision in the school. It shows the nature and condition of the linkages between the provision of career guidance and other school curricular and pastoral provision.iccdppadmWed, 27 May 2009 08:17:00 GMTf1397696-738c-4295-afcd-943feb885714:156http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/155/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=155http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=155&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/155/Default.aspxLooking at Guidance is a report of the Guidance Inspectorate of the Department of Education and Science, Ireland. It consists of an analysis the findings of fifty-five reports on inspections of Guidance in second-level schools carried out from September 2006 to May 2007. The report comments on the quality of provision and whole-school support for Guidance, the quality of planning and preparation, the quality of teaching and learning, and the quality of assessment. The reports also draws on the outcomes of a questionnaire administered to over 1,100 students in the schools where inspections took place. The report discusses features of good practice and concerns identified in the inspections of Guidance. iccdppadmWed, 27 May 2009 07:54:00 GMTf1397696-738c-4295-afcd-943feb885714:155http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/154/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=154http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=154&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/153/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=153http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=153&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/152/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=152http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=152&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/152/Default.aspxThis Occasional Paper, prepared by Prof Ronald Sultana for iCeGS, UK, in 2008, assesses the dynamics of international policy learning (policy lending and policy borrowing), its possible motives, and key mechanisms by which transfers of learning take place. It raises questions regarding the value and limitations of deterritorialised policy exchange, noting that career guidance practice is firmly rooted in a particular complex of values and meanings that are entwined in the social and economic environment of each country and region. The author draws on his work experiences in Malta, Palestine and Egypt, to illustrate the way transnational and globalised agendas are reconfigured and reinterpreted at the local level.iccdppadmThu, 21 May 2009 13:35:00 GMTf1397696-738c-4295-afcd-943feb885714:152http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/151/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=151http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=151&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/151/Default.aspxThe ministers for VET of the European Union , the European Social Partners and the European Commission met in Bordeaux, France under the French Presidency of the EU in 2008 to review priorities and strategies in European cooperation in VET. The outcome of their discussions is known as the Bordeaux Communique. The Communique outlines the process of cooperation since 2002, describes the key EU instruments created and their impact on national policies. It sets out a new strategic vision for 2008-2010, especially the challenges of globalisation. The Communique proposes four priority areas for future action: national implementation of cooperation instruments and agreements improving the quality and attractiveness of VET improving links between VET and the labour market strengthening European cooperation arrangements. The Communique makes very explicit the centrality of the provision of career guidance to VET and CVET policies for young people and adults. It calls for: facilitating access to information and lifelong guidance and counselling services through the successful implementation of the 2008 Council Resolution on Lifelong Guidance (which may be found elsewhere on this web site) action to be taken to promote guidance systems which help young people and adults to cope better with transitions within education and training and all along their career paths improve guidance and counselling services to ease transition from training to employment. iccdppadmMon, 18 May 2009 19:47:00 GMTf1397696-738c-4295-afcd-943feb885714:151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/150/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=150http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=150&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/150/Default.aspxRecommendation 195 concerning human resource development - education, training and lifelong learning - has 11 chapters including: development and implementation of education and training policies education and pre-employment training development of competencies training for decent work and social inclusion framework for the recognition and certification of skills training roviders career guidance and training support research international and technical cooperation. Members agreed through social dialogue to formulate, apply and review national human resource development, education and training, and lifelong learning policies which are consistent with economic, fiscal and social policies. Career guidance is positioned as central to national HRD policies.iccdppadmFri, 15 May 2009 13:50:00 GMTf1397696-738c-4295-afcd-943feb885714:150http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/149/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=149http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=149&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/148/Default.aspx#Comments13http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=148http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=148&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/148/Default.aspxThis is the first document published on this site in Hungarian. It is the policy statement adopted by the National Lifelong Guidance Council in July 2008, the English version of which can also be found on this site. It outlines reform measures required to develop an interlinked lifelong guidance system It provides an overview of guidance service developments in the last 30 years in Hungary set against the background of international developments The statement presents a set of proposals for building a nationally coordinated system - key tasks and specific steps for the policy areas of education, training and employment. iccdppadmTue, 12 May 2009 20:51:00 GMTf1397696-738c-4295-afcd-943feb885714:148http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/147/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=147http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=147&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/147/Default.aspxThis policy statement was adopted by the National Lifelong Guidance Council in July 2008. It outlines reform measures required to develop an interlinked lifelong guidance system It provides an overview of guidance service developments in the last 30 years in Hungary set against the background of international developments The statement presents a set of proposals for building a nationally coordinated system - key tasks and specific steps for the policy areas of education, training and employment. iccdppadmTue, 12 May 2009 20:40:00 GMTf1397696-738c-4295-afcd-943feb885714:147http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/146/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=146http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=146&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/146/Default.aspx Selon la directrice du CEDEFOP dans l'avant-propos de cette publication, la résolution du Conseil relative au renforcement des politiques, des systèmes et des pratiques dans le domaine de l’orientation tout au long de la vie en Europe (Conseil de l’Union européenne, 2004) invite les États membres à créer un environnement institutionnel adéquat et des instruments systémiques appropriés, afin de favoriser la convergence des stratégies vers la construction de systèmes nationaux et régionaux d’orientation tout au long de vie dans les divers secteurs, avec des niveaux élevés d’équité, d’efficacité et de qualité. Dans ce contexte, une meilleure coopération transsectorielle et multiprofessionnelle, un dialogue accru et des partenariats plus forts entre les principaux acteurs et les principales parties intéressées aideront l’orientation tout au long de la vie à devenir une réalité dans les États membres. Le présent guide s’inscrit dans le cadre du soutien apporté par le Cedefop aux États membres dans l’établissement et le renforcement de structures permettant une formulation et une mise en oeuvre plus efficaces de la politique d’orientation. Non seulement il identifie les initiatives marquantes et les bonnes pratiques, mais il donne également des indications sur les choix stratégiques que les États membres ont faits et les approches expérimentales qu’ils ont adoptées lors de l’établissement de leurs forums nationaux de l’orientation. Rédigé par Soren Kristensen, John McCarthy et Tony Watts, il est un outil idéal pour les décideurs politiques et pour les responsables des politiques, des pratiques et des systèmes nationaux et régionaux d’orientation dans les secteurs de l’éducation et de l’emploi. iccdppadmFri, 08 May 2009 12:32:00 GMTf1397696-738c-4295-afcd-943feb885714:146http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/145/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=145http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=145&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/144/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=144http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=144&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/144/Default.aspxLa guida practica è un documento realizzato dalla Commissione Europea e dall'OCSE per rispondere alla continua evoluzione delle politiche dell'instruzione, della formazione e dell'occupazione. L'obiettivo della guida è di aiutare i decisori dei Paesi dell'OCSE e dell'Unione Europea ad elaborare politiche efficaci di orientamento professionale nel campo dell'instruzione, della formazione e dell'occupazione.iccdppadmWed, 06 May 2009 09:38:00 GMTf1397696-738c-4295-afcd-943feb885714:144http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/143/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=143http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=143&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/143/Default.aspxThis review charts the progress reported by participants of the Fourth International Symposium on Career Development and Public Policy (UK, 2007) in the national implementation of key messages of the Communique that emanated from the Symposium. The theme of the Symposium was Growth, Groups and Geographies - the Social and Economic Impact of Career Development. The review also explores the personal learning value of the Symposium to the participants, assesses the process of the Symposium itself, and considers the role of the International Centre for Career Development and Public Policy between international symposia. For the symposium papers and proceedings, view the section on Symposia on this web site.iccdppadmTue, 05 May 2009 10:37:00 GMTf1397696-738c-4295-afcd-943feb885714:143http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/142/Venezuela-sistema-nacional-de-orientacion.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=142http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=142&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/142/Venezuela-sistema-nacional-de-orientacion.aspxThis document was drawn up and recently completed by a national working group consisting of university guidance experts and some representatives of the ministries of education and higher education. Its contents cover the following: Caracterization de la orientacion y del sistema nacional de orientacion Bases legales Mision, vision, objetivos, valores declarados Organizacion: subsistemas, programas y servicios Perfil del profesional de la orientacion. It is the first such document received from Latin America, thanks to Dr Olga Oliveros of the University of Carabobo, a member of the working group.iccdppadmTue, 05 May 2009 09:26:00 GMTf1397696-738c-4295-afcd-943feb885714:142http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/141/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=141http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=141&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/141/Default.aspxCe rapport, redigé par Prof Ronald Sultana pour le CEDEFOP en 2007/8, fait le bilan des progrés accomplis par les pays européens dans la mise en oeuvre des priorités définies par la résolution du Conseil Education de mai 2004 concernant l'orientation tout au long de la vie. Ces priorités sont: mettre en oeuvre des systèmes d'orientation tout au long de la vie élargir l'accès à l'orientation renforcer les mécanismes d'assurance qualité renforcer les aptitudes des citoyens à gérer leur apprentissage et leur carrière renforcer les structures intervenant dans le développement des politiques et des systèmes au niveau national et régional. Prof Sultana a conclu que malgré les progrès importants accomplis, il reste beaucoup à faire pour développer et consolider les systèmes et politiques d'orientation tout au long de la vie. Les structures des Etats membres et de l'Union ont toutes leur role à jouer dans le réalisation de ce dernier objectif.iccdppadmMon, 04 May 2009 15:04:00 GMTf1397696-738c-4295-afcd-943feb885714:141http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/140/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=140http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=140&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/139/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=139http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=139&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/138/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=138http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=138&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/137/Default.aspx#Comments5http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=137http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=137&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/136/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=136http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=136&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/136/Default.aspx Arrimer les études et le travail : l’engagement de l’Alberta en matière de développement de carrière établit des liens plus solides entre l’éducation et le travail, et fournit un accès plus coordonné aux programmes de formation professionnelle et d’emploi, ainsi qu’aux services dans un marché du travail constamment en évolution. Arrimer les études et le travail démontre la façon dont les ministères provinciaux, particulièrement Advanced Education and Technology, Education et Employment and Immigration, collaborent afi n de soutenir le développement de carrière des Albertains, de la maternelle à la 12e année, aux études postsecondaires et en milieu de travail. La publication décrit: Pourquoi nous faut-il? Qui fait? Résultats, mesures prioritaires, effets sur les mesures de rendement Les forces sur lequelles nous misons Quelles stratégies du gouvernement de l'Alberta appuient Arrimer les études et le travail? iccdppadmThu, 16 Apr 2009 15:23:00 GMTf1397696-738c-4295-afcd-943feb885714:136http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/135/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=135http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=135&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/134/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=134http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=134&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/134/Default.aspxThis brochure outlines how the provincial ministries in Alberta: Education, Advanced Education and Technology, and Employment and Immigration are working together in hte Connecting Learning and Work strategy to support the career development of Albertans from kindergarten through grade 12, post-secondary, and the workplace. It defines the outcomes, priority actions and the expected impact on performance measures of the strategy adopted. The publication recalls the strengths of the career development and education, training and employment systems on which the strategy depends. It also shows the government strategies for other policy areas that Connecting Learning and Work contributes to.iccdppadmWed, 15 Apr 2009 08:25:00 GMTf1397696-738c-4295-afcd-943feb885714:134http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/133/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=133http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=133&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/132/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=132http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=132&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/131/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=131http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=131&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/130/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=130http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=130&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/129/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=129http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=129&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/128/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=128http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=128&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/127/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=127http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=127&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/127/Default.aspxThis is an interesting study of adult employees in France who took advantage of their legal right to further education and training by participating in training provided by AFPA, the government institution charged with the vocational training of adults. 12000 such adults were surveyed with a view to discovering their motivation for using their legal right and what happened to them within 6 months of completion of training. -66% of those surveyed wanted to change the type of work they were doing; -54% wished to obtain a qualification; -48% undertook a training programme that bore no relationship with their previous job. The results of this survey are a healthy reminder of the guidance needs of employed adults. AFPA is particularly good at guidance for adults who wish to enter training programmes.    iccdppadmThu, 05 Feb 2009 14:26:00 GMTf1397696-738c-4295-afcd-943feb885714:127http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/125/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=125http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=125&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/124/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=124http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=124&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/123/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=123http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=123&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/122/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=122http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=122&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/121/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=121http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=121&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/121/Default.aspxThis is the November 2008 Newsletter of the SAACDHE. It highlights the range of professional association activities taking place in higher education across South Africa. Its Guest Column  showcases a traditional African healthcare approach to therapeutic services for students in higher education in South Africa.iccdppadmFri, 30 Jan 2009 13:33:00 GMTf1397696-738c-4295-afcd-943feb885714:121http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/120/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=120http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=120&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/119/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=119http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=119&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/118/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=118http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=118&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/117/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=117http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=117&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/117/Default.aspxAFPA is the state institution in France charged with the vocational training of adults. It is unique in Europe and beyond in that it provides a professional career guidance service to trainees prior to course entry, during training and at exit. AFPA's course completion and qualifications rates are very impressive and taking into account that the people who attend their training often suffer multiple barriers to learning. This document developed  in the last quarter of 2008 is AFPA's contribution to an ongoing debate in France about the future organisation and management of career guidance services for all of the population. It identifies some of the key issues from an AFPA perspective, describes good practices developed by its dedicated guidance services and support unit (INOIP), and  feedback from its users.iccdppadmFri, 23 Jan 2009 14:33:00 GMTf1397696-738c-4295-afcd-943feb885714:117http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/116/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=116http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=116&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/115/TELEPHONE-GUIDANCE-PILOT-EVALUATION.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=115http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=115&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/115/TELEPHONE-GUIDANCE-PILOT-EVALUATION.aspxThis is the full external evaluation report of the career guidance telephone pilot evaluation tested by New Zealand Careers Service with young people aged 12 to 29 years of age. It identifies the advantages for the user and the challenges for an experienced guidance practitioner.iccdppadmThu, 22 Jan 2009 17:12:00 GMTf1397696-738c-4295-afcd-943feb885714:115http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/114/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=114http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=114&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/114/Default.aspxThis is a good example of a one page briefing paper giving highlights of the evaluation study of a career guidance telephone service pilot project of Careers Service New ZealandiccdppadmThu, 22 Jan 2009 17:06:00 GMTf1397696-738c-4295-afcd-943feb885714:114http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/113/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=113http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=113&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/113/Default.aspxThis report provides information and early findings on a telephone guidance pilot project in New Zealand that targeted young people aged 12 to 29 years of age. It forms part of a larger project testing new ways of making careers information and guidance available to this age group. The findings highlight the perceived advantages for the users of the service and the challenges presented to an experienced guidance practitioner.iccdppadmThu, 22 Jan 2009 16:56:00 GMTf1397696-738c-4295-afcd-943feb885714:113http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/112/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=112http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=112&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/112/Default.aspxThis report has been published by Human Resources Services of Price Waterhouse Saratoga. It is based on data collected from PwC Saratoga's database supplemented by secondary and external sources. The report data is organised under five headings: Human capital impact Human capital drivers Human capital foundations Human capital futures The Human Resource Function. Its particular focus is in financial results directly related to human capital performance, that is, human capital as value added business investment. It identifies a limited number of key issues that its authors consider will have impact significant impact on an organisation's future success in order to provide insight for management's attention. The focus on measurement and types of measurement and indicators on returns for human capital investment should be of interest to policy makers and researchers concerned with returns on investment for career guidance/development services. iccdppadmThu, 13 Nov 2008 10:23:00 GMTf1397696-738c-4295-afcd-943feb885714:112http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/111/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=111http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=111&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/110/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=110http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=110&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/110/Default.aspxThis report has been commissioned by the South Africa Qualifications Authority. It reports on navigational tools available to learners, workers, work-seekers in South Africa and to those helping them construct work and study paths for sustainable and meaningful livelihoods. The landscape of careers guidance in South Africa comprises many players, diverse and devolved information sources and services, and a policy and personnel infrastructure that suggests the situation of careers guidance has improved over the last few years. However, information exists in ‘thundershower’ initiatives for pockets of people. Changes in education and training make mastering information more complicated. The key voids in information and guidance provision are: lack of coordination; no comprehensive, national, independent, good-quality, publicly available information; no national strategic policy leadership in the field; no models for systemic careers guidance delivery; paltry funding to outreach organisations; and no public recognition that support and accessibility are intertwined. Needed are strategic leadership and coordination; comprehensive, national, independent accessible information for all linked to support services; and harnessing new technology to provide innovative services that increase accessibility dramatically. The learner needs to be at the centre of a radical rethink of careers services in a lifelong learning framework to ensure learners have access to navigational tools throughout a lifetime of work and study transitions.   A cellphone/telephone helpline is recommended and elaborated as a strategic and concrete point of entry to address many of these imperatives. The need for navigational tools is vast and a critical issue of access, redress and the efficiency of the education and labour market systems. SAQA, linked to both the Department of Education (DoE) and the DoL, is ideally placed to lead a partner initiative to set up a helpline for careers information and advice. iccdppadmTue, 04 Nov 2008 14:09:00 GMTf1397696-738c-4295-afcd-943feb885714:110http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/109/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=109http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=109&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/108/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=108http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=108&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/108/Default.aspxThis is a revised version of the four page summary document published by the British Columbia Career and Workforce Development Alliance. It calls on the career and employment services sector in that province to take an interest in demonstrating the impact of careers services, programmes and interventions. The publication strongly advocates the use of the Canadian Research Work Group (CRWG)Framework on evidence based practice in career development (see this document on this web site- open the section on Policy and Research and scroll down to Assessing Effectiveness; also visit the Assessing Effectiveness Forum for an inspiring article on measuring impact by Stu Conger and Bryan Hiebert).iccdppadmMon, 27 Oct 2008 14:22:00 GMTf1397696-738c-4295-afcd-943feb885714:108http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/107/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=107http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=107&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/107/Default.aspx El doble propósito de este OIT (Oficina Internacional de Trabajo) Manual es: (1) focalizar la atención hacia quienes formulan políticasy administran programas en países de bajos y medianos ingresos (PBMI) sobre los temas básicos de la reforma de los servicios de orientación profesional en dichos países; y (2) brindar a los planificadores y especialistas de los programas a nivel nacional y local una amplia variedad de ejemplos de diferentes países y herramientas prácticas de orientación profesional para emplear como modelos para su posible adaptación y uso. El Manual se divide en dos partes que abordan cada uno de estos objetivos. La primera parte comienza con una revisión de las tendencias internacionales actuales en materia de orientación profesional en los países de altos ingresos y comenta acerca de la pertinencia de esas tendencias en países de bajos y medianos ingresos. En segundo lugar, se presenta un marco de seis elementos clave que deben considerarse en el desarrollo de un sistema de orientación profesional. Estos elementos son: (1) comprensión del contexto de país; (2) desarrollo de la información profesional; (3) promoción de la elección, búsqueda y mantenimiento del trabajo; (4) organización de la oferta de servicios; (5) desarrollo del personal para apoyar la prestación de servicios; y (6) mejoramiento de la gobernabilidad y la coordinación. En tercer lugar, el Manual integra varias prácticas ilustrativas de países en el debate de cada uno de los seis elementos clave. Estas prácticas también sirven por sí solas como lecciones aplicables en la búsqueda de soluciones en la vida real a los desafíos de las políticas públicas. La segunda parte del Manual indica sitios web específicos de Internet sobre la orientación profesional. Estos sitios incluyen: (1) un inventario de las herramientas y recursos sobre orientación profesional disponibles en Internet de diversos países de altos, medianos y bajos ingresos; y (2) referencias más generales, tales como las normas de competencia internacionales para especialistas de la orientación profesional y normas para el desarrollo de información profesional. La información sobre orientación profesional y las herramientas para el desarrollo de competencias en Internet han proliferado durante los últimos diez años y la accesibilidad a esta información por parte de un público internacional proporciona una ventana sobre las prácticas actuales a nivel mundial. Se pone particular atención en la inclusión de recursos en uso en la actualidad en los países de bajos y medianos ingresos. 1 iccdppadmWed, 15 Oct 2008 09:13:00 GMTf1397696-738c-4295-afcd-943feb885714:107http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/106/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=106http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=106&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/106/Default.aspx The dual purpose of this ILO (International Labour Organisation) Handbook is: (1) to focus the attention of policy-makers and programme administrators in low- and middle-income countries upon the core issues in the reform of career guidance services in those countries; and (2) to provide programme planners and practitioners at the national and local levels with a wide variety of country examples and practical career guidance tools to use as models for possible adaptation and use. The Handbook is divided into two parts to address each of these objectives. Part I first reviews current international trends in career guidance in high-income countries and comments on the relevance of these trends in low- and middle-income countries. Second, a framework is presented of six key elements to be taken into account in the development of a career guidance system. These elements are: (1) understanding the country context; (2) development of career information; (3) promotion of work choice, search and maintenance skills development; (4) organization of service delivery; (5) staff development to support service delivery; and (6) improvement of governance and coordination. Third, the Handbook integrates a number of illustrative country practices into the discussion of each of the six key elements. These practices also stand on their own as applicable lessons in real-life solutions to public policy challenges. Part II of the Handbook indicates specific career guidance Internet web sites. These comprise: (1) an inventory of career guidance tools and resources available on the Internet from a variety of high-, middle- and low-income countries; and (2) more general references, such as international competency standards for career guidance professionals and standards for career information development. Career guidance information and skills development tools on the Internet have proliferated in the last ten years, and the accessibility to this information by an international audience provides a window on current practices worldwide. Particular attention is given to including resources currently in use in low- and middle-income countries (LMIC) iccdppadmWed, 15 Oct 2008 08:58:00 GMTf1397696-738c-4295-afcd-943feb885714:106http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/105/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=105http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=105&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/105/Default.aspx This report summarize the findings of seven case-studies of public policy in career guidance carried out in Chile, the Philippines, Poland, Romania, Russia, South Africa and Turkey. The objectives of this World Bank study were: to identify and describe the distinctive issues faced by developing and transition economies in forming effective policies in career guidance and counseling; to identify emerging examples of best practice, and suggest how such countries can form more effective policies and programs in this field; and to assist the World Bank and other development agencies in determining how they can best assist such efforts.  World Bank client countries are often faced with distinctive issues. These include limited public resources, high unemployment and poverty, large informal economies, need for community capacity building, and at times specific family and cultural factors which may have a major impact on career decision-making.   Current career guidance provision in the seven case-study countries is reviewed in terms of five main sectors: schools; tertiary education; public employment services; employer-based services; and the private and voluntary sectors. This provision reflects a traditional policy rationale in which career guidance is viewed in somewhat institutional and reactive terms, as a measure designed to lubricate the operation of the education system and its relationship to the labor market, and to combat such phenomena as unemployment or mismatch.   There are however signs of a more dynamic and proactive policy rationale emerging in middle-income countries, as is the case in developed countries. Career guidance is increasingly viewed as an integral part of a human resource development strategy designed to harness technological and economic change and enable the country to compete effectively in global markets. Under this view, career guidance has an important role to play in encouraging all individuals, including youth and adults, to engage in career planning and learning throughout life, so enabling them to respond more flexibly to the opportunities offered by a dynamic labor market. This view is supported by changing concepts of career development. It requires extending access to career guidance services, constructing more of these services on a self-help basis, strengthening career and educational information resources, and improving staffing in a more differentiated form. Based on this analysis of the case-studies, four general conclusions are reached to assist middle-income countries in developing services. First, provision of services needs to be viewed as a coherent system, with multiple stakeholders developing different elements of service delivery. Second, governments have a key role in developing the services, but should not be viewed as sole providers. Third, restrictions on public resources require priorities to be established: these include an initial focus on improving career and educational information, followed by investing in self-help services, exploiting the use of information and communications technology, improving staff training, and developing incentives to encourage the private and NGO sectors to develop and deliver services. Finally, an evidence base of client demand, service cost, and service impact needs to be developed to defend investments. iccdppadmWed, 15 Oct 2008 08:26:00 GMTf1397696-738c-4295-afcd-943feb885714:105http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/104/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=104http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=104&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/103/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=103http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=103&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/103/Default.aspxMalgré de nombreux exemples de bonnes pratiques, les services nationaux d'orientation professionnelle de nombreux pays présentent de grandes insuffisances. Cet ouvrage, publié conjointment par la Commission européenne (document de travail des services) et l'OCDE donne aux décideurs publics des outils pratiques pour s'attaquer à ces problémes et pour mettre en oeuvre des politiques de formation tout au long de la vie, des politiques actives d'employabilité et des politiques d'équité sociale. Dans un langage simple, qui n'a rien de technique, il traite d'une grande diversité de questions qui sont fondmentales du point de vue d'efficacité des services d'orientation professionnelle. Comment élargir l'accès à l'orientation professionnelle? Comment améliorer la qualité de l'information sur les métiers et les professions? Comment s'assurer que les qualifications du personnel correspondent aux objectifs de l'action gouvernmentale? Enfin, comment amélioere le pilotage strategique dans ce domaine?iccdppadmTue, 14 Oct 2008 15:59:00 GMTf1397696-738c-4295-afcd-943feb885714:103http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/102/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=102http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=102&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/102/Default.aspxThis report undertaken by NICEC researchers examines the public policy context in which workforce career development fits. It describes career practices of employers, trade unions, chambers of commerce, outplacement/coaching agencies, self-help and peer support, and specialised sources of information and expertise. It outlines the role of public policy and of publicly funded services and describes the policy challenges for policy makers and social partners in delivering career development services for the employed.iccdppadmTue, 30 Sep 2008 14:05:00 GMTf1397696-738c-4295-afcd-943feb885714:102http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/101/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=101http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=101&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/101/Default.aspxThis report is a review of the implementation of the EU Council Resolution on lifelong guidance (2004). Undertaken by Dr Ronald Sultana, the review examines progress in: the implementation of lifelong guidance systems broadening access to guidance strengthening quality assurance systems learning and career management strengthening structures for policy and systems development and presents good examples of practice which have emerged since 2004. It also suggests ways forward to progress these issues at national level and through European cooperation.iccdppadmTue, 30 Sep 2008 13:49:00 GMTf1397696-738c-4295-afcd-943feb885714:101http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/100/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=100http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=100&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/100/Default.aspxThis publication examines the policy context within which many European countries are establishing national committees or forums of policymakers, guidance association leaders, national delivery agencies, social partners and civil society to improve policies, systems and practices for lifelong guidance provision. It describes the tasks that such national forums undertake and how the forums are organised. It draws on examples from Member States of the European Union.iccdppadmTue, 30 Sep 2008 13:40:00 GMTf1397696-738c-4295-afcd-943feb885714:100http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/99/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=99http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=99&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/99/Default.aspxTento strategický materiál bol vypracovaný Ministerstvom školstva Slovenskej republiky a publikovaný v roku 2007. Opisuje ciele stratégie, analyzuje existujúce systémy vzdelávania, prípravy a poradenstva, navhnuje nové riešenie systémov a opisuje implementáciu a dopad opatrení.iccdppadmTue, 30 Sep 2008 13:17:00 GMTf1397696-738c-4295-afcd-943feb885714:99http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/98/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=98http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=98&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/98/Default.aspxThis strategy paper was developed by the Ministry of Education of the Slovak Republic and published in 2007. It describes the goals of the strategy, analyses the existing education, training and guidance system, proposes a new systems design and describes implementation and impact measures.iccdppadmTue, 30 Sep 2008 13:02:00 GMTf1397696-738c-4295-afcd-943feb885714:98http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/96/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=96http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=96&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/96/Default.aspxThis is the presentation of Dr Aboubakr Abdeen Badawi of Eygpt made at the CSEND Dialogue Forum in Geneva, July 2008. The presentation explored how career guidance can support education, training and employment policies that address the  the hot economic and social issues faced by Middle East and North African (MENA ) and European countries. The objectives of the presentation were to: 􀂃 Shed light on Career Guidance’s links with Human Resource Development (HRD) issues in the Middle Eastern and North African region (MENA); 􀂃 Discuss the possible role of career guidance in supporting development strategies in the MENA region; 􀂃 Define a forward looking role of MENA governments in introducing career guidance; 􀂃 Identify possible support for such developmental objectivesiccdppadmTue, 19 Aug 2008 14:08:00 GMTf1397696-738c-4295-afcd-943feb885714:96http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/95/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=95http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=95&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/95/Default.aspxThis document sets out proposals for an integrated guidance service provision approach in the autonomous region of Navarre in Spain aimed at developing a local networked approach to ensure more transparency, visibility of services and information for citizens, and to improve citizen access. iccdppadmWed, 06 Aug 2008 14:53:00 GMTf1397696-738c-4295-afcd-943feb885714:95http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/94/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=94http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=94&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/94/Default.aspxThis study undertaken of guidance services in the autonomous region of Navarre in Spain consists of two parts: - an analysis of local guidance provision and expectations - a comparative overview of guidance provision in other European countries.  iccdppadmWed, 06 Aug 2008 14:47:00 GMTf1397696-738c-4295-afcd-943feb885714:94http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/93/PROGRAMA-DE-ORIENTACION-PROFESIONAL-ANDALUCIA.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=93http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=93&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/93/PROGRAMA-DE-ORIENTACION-PROFESIONAL-ANDALUCIA.aspxThis document describes proposals for the development of career guidance provision in the autonomous region of Andalucia in Spain. They include proposals for a local network of guidance providers to make the services more transparent and accessible for citizens.iccdppadmWed, 06 Aug 2008 14:39:00 GMTf1397696-738c-4295-afcd-943feb885714:93http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/92/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=92http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=92&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/92/Default.aspxThis document outlines proposals for the development of career guidance provision in the autonomous region of Aragon in Spain.iccdppadmWed, 06 Aug 2008 14:26:00 GMTf1397696-738c-4295-afcd-943feb885714:92http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/91/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=91http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=91&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/91/Default.aspx O guia fundamenta-se em revisões internacionais sobre políticas e práticas da Orientação, efectuadas pela OCDE, pelo Centro Europeu para o Desenvolvimento da Formação Profissional (European Centre for the Development of Vocational Training - CEDEFOP), pela Fundação para a Formação Europeia (European Training Foundation - ETF) e pelo Banco Mundial. Numa linguagem simples e clara, apresenta aos decisores políticos e aos técnicos nos campos da educação, da formação e do emprego: • desafios que enfrentam ao procurar assegurar que os serviços de Orientação Escolar e Profissional correspondam aos objectivos das políticas públicas; • perguntas que devem fazer a si próprios na procura de resposta a esses desafios; • algumas das opções possíveis quanto a medidas de política visando a oferta da Orientação, numa perspectiva de aprendizagem ao longo da vida e de empregabilidade activa; e • alguns exemplos de respostas eficientes, delineadas pelos países da OCDE e da União Europeia. O guia incide em quatro amplos domínios de acção: promover a Orientação Escolar e Profissional em jovens; promover a Orientação em adultos; promover o acesso à Orientação; e promover políticas e sistemas de apoio à Orientação. iccdppadmWed, 06 Aug 2008 14:05:00 GMTf1397696-738c-4295-afcd-943feb885714:91http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/90/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=90http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=90&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/90/Default.aspxEsta guía esta basada en estudios internacionales sobre políticas de orientación profesional llevados a cabo por la OCDE, por el Centro Europeo para el Desarrollo de la Formación Profesional, por la Fundación Europea para la Formación y por el Banco Mundial. Escrita con un lenguaje claro y sencillo, ofrece a los responsables políticos en temas de educación, formación y empleo:   ·         los desafíos a los que se enfrentan para asegurarse que los servicios de orientación profesional puedan responder a los objetivos de las políticas públicas;   ·         las preguntas que necesitan formularse para responder a esos desafíos;   ·         algunas de las opciones que pueden adoptarse para ofrecer orientación profesional dentro de un marco de aprendizaje a lo largo de la vida y empleo activo; y   ·         algunos ejemplos de respuestas eficaces extraídas de los países de la Unión Europea y de la OCDE.   La guía cubre cuatro amplios temas políticos: Mejorar la orientación profesional para los jóvenes; Mejorar la orientación profesional para los adultos; Mejorar el acceso a la orientación profesional; Mejorar los sistemas que apoyan a la orientación profesional.  iccdppadmWed, 06 Aug 2008 13:46:00 GMTf1397696-738c-4295-afcd-943feb885714:90http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/89/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=89http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=89&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/89/Default.aspxThis paper sets out the background to the discussion and consultative process that the New Zealand government has embarked on to address medium to long-term anticipated skills shortages. Key aspects of the proposed strategy include developing management and leadership capacity in the workplace, supporting workers to better influence skills development, and strong partnerships between the workplace and formal education and training systems. Of the four priority areas proposed for action for 2008, improving access to careers information, advice and guidance for employed adults and young people is central to two of these: supply, demand, and measurement of skill acquisition and retention; and young people at work. The role of the New Zealand Careers Service in leading this component of the skills strategy and action plan is highlighted.iccdppadmWed, 06 Aug 2008 13:16:00 GMTf1397696-738c-4295-afcd-943feb885714:89http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/88/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=88http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=88&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/88/Default.aspx This is the first major report from the Pathways and Prospects research study about pathway and career-related experiences and perspectives of young people after leaving school. Undertaken by the New Zealand Council for Educational Research, it investigates how young people make decisions about their careers and working life, including any part that indecision and “changes of heart” might play in that. This investigation raises some issues about the framework used in thinking about how to support young people in transition. It suggests we take more of a focus on career and identity production. Pathways and Prospects is a 4-year longitudinal study that asks: How do young people describe they are doing and what it means in their lives? How do they see themselves in relation to their pathways? What can we learn in relation to policies and practices? And where they might usefully go from here? This report focuses on the processes and meaning of pathways choices. To see patterns around this more clearly, the researchers took an innovative approach to analysing the interviews narratives. They used a combination of quantitative and qualitative methods to analyse the interviews in terms of the major choice themes of security and exploration. Through quantitative analysis, the dimensions of security and exploration were clustered into Exploration, Contingent Security, and Secure Commitment factors, and the interviews clustered into four groups with distinct profiles: Hopeful Reactors, Confident Explorers, Anxious Seekers, and Passion Honers.iccdppadmTue, 06 May 2008 19:29:00 GMTf1397696-738c-4295-afcd-943feb885714:88http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/87/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=87http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=87&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/87/Default.aspxThis research was undertaken in 2006/7 by the New Zealand Council for Educational Research on behalf of the Ministry of Education. The overall aim of this research is to contribute insight that will guide and support decisions about the direction, focus, and resourcing of careers education in New Zealand schools. It stands alone as baseline information about how schools organise careers education, how school principals view careers education, what careers staff think about their role and the purposes behind what they do, and the range of activities in which they engage students. iccdppadmTue, 06 May 2008 19:10:00 GMTf1397696-738c-4295-afcd-943feb885714:87http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/86/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=86http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=86&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/86/Default.aspxCoordination of policies and the use of resources at national, regional and local levels is a necessary condition for the development of lifelong guidance systems. Countries in Europe are developing many different types of mechanisms to improve such coordination and at different levels. Networks both formal and informal have high potential for solving structural problems. They also play an important role in policy and practice learning. At the end of 2007, a European Lifelong Guidance Network (ELGPN) was established for policy learning purposes. This publication based on the experience of European level education networks has many lessons in it for policy makers and managers in the field of lifelong guidance at national, regional and local levels. It addresses the following themes: Network theory European networks in education Establishing and setting up a network Managing a network Evaluating a network Making a network sustainable iccdppadmFri, 04 Apr 2008 17:42:00 GMTf1397696-738c-4295-afcd-943feb885714:86http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/85/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=85http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=85&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/85/Default.aspxCoordination of policies and the use of resources at national, regional and local levels is a necessary condition for the development of lifelong guidance systems. Countries in Europe are developing many different types of mechanisms to improve such coordination and at different levels. Networks both formal and informal have high potential for solving structural problems. They also play an important role in policy and practice learning. At the end of 2007, a European Lifelong Guidance Network (ELGPN) was established for policy learning purposes. This publication based on the experience of European level education networks has many lessons in it for policy makers and managers in the field of lifelong guidance at national, regional and local levels. It addresses the following themes: Network theory European networks in education Establishing and setting up a network Managing a network Evaluating a network Making a network sustainable iccdppadmFri, 04 Apr 2008 16:40:00 GMTf1397696-738c-4295-afcd-943feb885714:85http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/84/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=84http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=84&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/84/Default.aspx Labour market information is a very important resource for education and employment policy developers. It is equally important for careers information specialists and guidance practitioners as it is an essential ingredient of good careers information. This CEDEFOP publication presents – for the first time – a consistent and comprehensive medium-term forecast of employment and skill needs across the whole of Europe. It develops macroeconomic projections and alternative scenarios for each Member State and aggregate results at European level. It provides data on future employment developments by economic sector, occupation and qualification until 2015 and uses comparative data for all Member States.iccdppadmFri, 04 Apr 2008 16:20:00 GMTf1397696-738c-4295-afcd-943feb885714:84http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/83/---------translation-by-Dave-Kass.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=83http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=83&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/83/---------translation-by-Dave-Kass.aspxThis is a Hebrew translation of the Communique of the Fourth International Symposium on Career Development and Public Policy held in the UK October 2007.  The Communique is based on the background preparation papers, presentations and deliberations of the Symposium. Twenty six countries and 5 international organisations attended the Symposium. The background papers for and the presentations at the symposium may be found on the Symposia section of this web site. Our thanks to Dave Kass for this translation.iccdppadmFri, 04 Apr 2008 14:07:00 GMTf1397696-738c-4295-afcd-943feb885714:83http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/82/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=82http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=82&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/81/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=81http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=81&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/81/Default.aspx Title: What choice? An evaluation of career development services for young people Authors: Linda Rainey, Michele Simons, Val Pudney, Elvie Hughes Publication date:  18 February 2008 Publication type: Formal report Themes: Students and individuals > Careers and pathways > Career development   Students and individuals > Learner groups > Young people ISBN: 978 1 921170 11 9 print; 978 1 921170 17 1 web This study evaluates a selection of career development services available for young people. It examines the characteristics of the services provided, with a focus on career decision-making and the provision of information about vocational education and training (VET) options. The education providers and young people surveyed were generally satisfied with the services provided. However, it was agreed that information about VET options could be improved. A better understanding of the ways in which young people seek help will enhance accessibility to services. iccdppadmMon, 03 Mar 2008 04:01:00 GMTf1397696-738c-4295-afcd-943feb885714:81http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/80/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=80http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=80&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/80/Default.aspxCe document était préparé a la demande de la CE et de l'OCDE pour un examen international des politiques de l'orientation professionnelle. Pour améliorer l’information sur les métiers, il faut être capable de définir ce qu’est une information et ce qu’est une bonne information. Il faut ensuite examiner les spécificités de l’information dans le domaine de l’orientation professionnelle. Cela permet de définir des critères et d’examiner à partir de l’existant ce qui pourrait être amélioré et comment. "Bref, être pédagogique dans la conception de l’information, voire envisager une véritable « éducation à l’information » des usagers ..." iccdppadmThu, 14 Feb 2008 16:36:00 GMTf1397696-738c-4295-afcd-943feb885714:80http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/79/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=79http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=79&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/79/Default.aspxThis expert paper was prepared by André Tricot as part of the OECD international review of policies for career guidance. It outlines seven characteristics/criteria of good occupational information and 10 ways to improve occupational information design. He concludes on the importance of a pedagogical approach to occupational information design, including how to educate users of occupational information.iccdppadmThu, 14 Feb 2008 15:33:00 GMTf1397696-738c-4295-afcd-943feb885714:79http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/77/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=77http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=77&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/77/Default.aspx Cette publication présente les résultats d’un examen des politiques d’orientation professionnelle entrepris à partir du début de l’année 2001 dans 14 pays de l’OCDE sur deux continents. Il s’agissait de voir comment l’organisation, la gestion et le fonctionnement des services d’orientation professionnelle pouvaient contribuer à la réalisation de certains objectifs essentiels des politiques publiques. Il a porté en particulier sur la manière dont ces services peuvent aider les pays à progresser dans la voie de l’apprentissage tout au long de la vie et à mettre en oeuvre des politiques actives d’emploi. Il s’est intéressé aux services d’orientation qui se situent tout au long de la vie et qui s’adressent aussi bien aux adultes et au troisième âge qu’aux jeunes. Il étudie ces services dans des contextes très variés : l’enseignement obligatoire, le deuxième cycle secondaire, l’enseignement tertiaire, les services locaux, le service public de l’emploi et l’entreprise. Il prend également en compte de manière très large les acteurs de l’orientation, non seulement les administrations, mais aussi les employeurs, les syndicats, les organisations locales, les institutions éducatives, les parents, les élèves/étudiants et les praticiens de l’orientation. Les analyses de l’examen portent sur quatre questions principales : Pourquoi l’orientation professionnelle a-t-elle une importance pour les politiques publiques? (chapitres 1 à 2)  Comment l’orientation peut-elle être organisée plus efficacement ? (chapitres 3 à 6). Quelles ressources faut-il affecter à l’orientation ? (chapitres 7 et 8) Comment améliorer les politiques publiques (chapitres 9 et 10)       iccdppadmFri, 01 Feb 2008 20:46:00 GMTf1397696-738c-4295-afcd-943feb885714:77http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/76/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=76http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=76&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/76/Default.aspxThis publication reports the findings of a review that was begun in early 2001 of career guidance policies in 14 OECD countries in two continents. It has looked at how the organisation, management and delivery of career guidance can assist countries to advance lifelong learning goals, and at how career guidance can help in the implementation of active labour market policies. The review focused on career guidance services throughout the lifespan: for young people; for adults; and for the "third age". It examined career guidance services in a wide range of settings: compulsory schooling; upper secondary education; tertiary education; community settings; public employment services; and the workplace. It also examined the role of a broad range of stakeholder of career guidance services: governments, employers, trade unions, community organisations, educational institutions, parents, students, and career guidance practitioners. The findings of the review are organised around four main questions: Why does career guidance matter for public policy? (chapters 1 and 2) How can career guidance be delivered more effectively? (chapters 3 to 6) How should career guidance be resourced? (chapters 7 and 8) How can strategic leadership be improved? (chapters 9 and 10) iccdppadmFri, 01 Feb 2008 11:23:00 GMTf1397696-738c-4295-afcd-943feb885714:76http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/74/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=74http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=74&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/74/Default.aspxBrisish Columbia finds itself at a crossroads concerning supply driven and demand driven careers and employment services according to a document prepared by the Social and Planning Research Council of British Columbia for ASPECT and for the British Columbia Career and Workforce Alliance. A booming economy has led to skills shortages and the need for demand driven career and employment services. The overall policy context is that from 2007 there is full devolution of labour market funding and responsibilities from federal to provincial level (including British Columbia) with a new Labour Market Development Agreement to be negotiated. Evaluations of supply driven career and employment programmes and services in 2001showed the lack of a strong connection to employers and employment. Demand driven services also have limitations especially as they have narrowly defined economic goals and a limited set of indicators for effective programme delivery. Neither do they address the issue of persistent unemployment for particular sections of the population. The authors argue the need for a comprehensive approach involving supply and demand driven approaches with a significant focus on skills development. Cost - Benefit Analysis should have appropriate and complete measures embracing measures of employment and earnings as well as social development indicators. The document provides advice on best practice in careers and employment service delivery and on labour market policy evaluation. They advocate the use of local and community based guidance provision than the use of large private non-local and international firms to deliver the service. iccdppadmTue, 18 Dec 2007 22:56:00 GMTf1397696-738c-4295-afcd-943feb885714:74http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/73/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=73http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=73&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/73/Default.aspxThis 4 page briefing document published by the British Columbia Career and Workforce Development Alliance calls on the career and employment services sector in that province to take an interest in demonstrating the impact of careers services, programmes and interventions. It strongly advocates the use of the Canadian Research Work Group (CRWG)Framework on evidence based practice in career development (see this document on this web site- open the section on Policy and Research and scroll down to Assessing Effectiveness; also visit the Assessing Effectiveness Forum for an inspiring article on measuring impact by Stu Conger and Bryan Hiebert).iccdppadmTue, 18 Dec 2007 22:44:00 GMTf1397696-738c-4295-afcd-943feb885714:73http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/72/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=72http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=72&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/72/Default.aspxThis report by the Career Guidance Taskforce of Malta (Manwel Debono, Stephen Camilleri, Joseph Galea, and Davianne Gravina) is intended to relaunch career guidance within the Malta compulsory education system by clarifying the role of career guidance, making recommendations on establishing an adequate career guidance infrastructure, and describing how career guidance services can be carried out in a more professional way. The report is based on a range of sources, including secondary data and quantitative and qualitative research.iccdppadmTue, 18 Dec 2007 21:43:00 GMTf1397696-738c-4295-afcd-943feb885714:72http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/70/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=70http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=70&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/69/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=69http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=69&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/69/Default.aspxThis is the French translation of the Theme Syntheses Report of the Fourth International Symposium on Career Development and Public Policy. The 26 participating countries and 5 international organisations attending the symposium were asked for national perspectives on three of the five subthemes connecting career development to the achievement of economic and social goals. The Theme Syntheses Report is based on their responses.iccdppadmThu, 15 Nov 2007 11:25:00 GMTf1397696-738c-4295-afcd-943feb885714:69http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/68/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=68http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=68&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/68/Default.aspxThis is the Finnish translation of the Communique that emanated from the Fourth International Symposium on Career Development and Public Policy held in Scotland, UK, October 22-25, 2007, on the relationship between career development and national economic and social policies.iccdppadmThu, 15 Nov 2007 10:56:00 GMTf1397696-738c-4295-afcd-943feb885714:68http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/67/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=67http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=67&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/65/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=65http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=65&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/65/Default.aspxThis article, the first in the Portugese language on this site, traces historical and political developments in school based guidance delivery, drawing on international, EU and national (Portugese) policy developments and contexts, and makes proposals for change in Portugal. iccdppadmWed, 17 Oct 2007 20:16:00 GMTf1397696-738c-4295-afcd-943feb885714:65http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/64/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=64http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=64&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/64/Default.aspxThe role of career guidance in supporting continuing vocational training and formal adult learning has received little attention in both research and publications. The terms "career guidance" are rarely associated with such activity though elements of information, advice, guidance, and career counselling are integral parts of efficient investment in such training and learning for training providers, for employers, and for individual workers. In this article Dr Bernd Kapplinger examines the role of "training consultation" in matching supply and demand in enterprise based learning drawing on the experiences of 7 EU countries. Continuing vocational training is a key part of strategies for workforce development and lifelong learning.iccdppadmWed, 17 Oct 2007 19:35:00 GMTf1397696-738c-4295-afcd-943feb885714:64http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/63/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=63http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=63&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/63/Default.aspxThis report comprises the first comprehensive review of guidance services in second level schools (students aged 12 to 18 years) since the establishment of such services in the 1960s in Ireland. It was carried out in four parts: A survey of the existing use of resources (personnel, capital) allocated for guidance in all 738 second level schools in Ireland by the Department of Education and Science An in-depth survey of 260 of those schools Case studies of guidance provision in 15 of those schools Individual and group interviews with stakeholders (school management, parents, students, guidance counsellors). Wide variation of experiences of guidance provision, both across schools and within schools, was reported by the stakeholders. The value of certain guidance activities was confirmed but issues of access to and resources for guidance provision were strongly emphasised by all stakeholders.iccdppadmTue, 16 Oct 2007 09:56:00 GMTf1397696-738c-4295-afcd-943feb885714:63http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/62/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=62http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=62&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/62/Default.aspxThis well constructed study and report had several aims: To establish users' preferences for and usage of different careers information types and sources To catalogue existing careers information resources To assess both guidance practitioners' and the general public's knowledge of labour market information To determine the best means to reach different population target groups  To make recommendations for practical improvements in career and labour market information dissemination, particumarly from a user perspective. The study was undertaken through a combination of desk and field research and involving quantitative and qualitative methods. Policy literature and good examples of practice from other countries were collected. Existing Irish resources were searched, catalogued, and appraised according to the criteria of (i) up to date, (ii) user friendly, (iii) comprehensiveness, and (iv) relevance. A matrix exercise, a statistical analysis, and focus group conversations were other parts of the methodology. In general, there was very low awareness and usage of existing labour market information resources. Recommendations include the need for improved access to such information and the need to make such resources more user friendly.iccdppadmMon, 15 Oct 2007 15:41:00 GMTf1397696-738c-4295-afcd-943feb885714:62http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/61/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=61http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=61&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/60/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=60http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=60&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/60/Default.aspxThis report was developed by a sub-committee of the National Guidance Forum. It is designed to support the effective implementation of lifelong guidance policies and services. Quality Guidelines are formulated as a Code of Principles, general in nature and incremental in application. Guidelines are also provided for the evaluation of guidance services.iccdppadmMon, 15 Oct 2007 13:16:00 GMTf1397696-738c-4295-afcd-943feb885714:60http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/59/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=59http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=59&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/59/Default.aspxThis study was commissioned by the National Guidance Forum of Ireland in 2006 to ascertain the views and experiences of citizens on their experiences of the guidance services that were available to them. Such information as gathered from users and potential users informed the recommendations of the National Guidance Forum as to a future lifelong guidance service provision. The methodology of the study consisted of: an extensive review of Irish and international literature to give context to the study and to give a platform for the interpretation of the findings; a questionnaire used with individual citizens and organisations; and focus groups which targeted the views of older adults, persons of different nationalities, persons with disabilities, unemployed, and persons with low incomes. The findings showed a keen awareness of respondents of the value of career guidance services, a wide range of opinions on the existing services, and support for increased public investment in the services. Many had difficulty in accessing the services, especially young people and employed people, and needed "guidance" on how to obtain guidance!iccdppadmMon, 15 Oct 2007 12:48:00 GMTf1397696-738c-4295-afcd-943feb885714:59http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/58/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=58http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=58&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/58/Default.aspxThis Background Scoping Report describes existing career guidance services for citizens in Ireland and also identifies groups of the population in Ireland for whom no guidance services are currently provided. The Scoping Report was developed by a sub-committee of the National Guidance Forum of Ireland. The Report informed the proposals of the National Forum on national policy development and coordination.iccdppadmMon, 15 Oct 2007 10:00:00 GMTf1397696-738c-4295-afcd-943feb885714:58http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/57/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=57http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=57&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/57/Default.aspxThis Report covers the first two years' work of the National Guidance Forum of Ireland that was established in 2004. It explains the background and work methods of the Forum and provides an overview of relevant research that informed its deliberations and conclusions/recommendations. The Report sets out:  a framework of the knowledge, skills and competences that enable citizens to manage their learning and work over their lifespan; a competence framework for guidance practitioners that enable them to assist citizens to acquire the knowledge, skills and competences to manage their learning and work; a code of principles to assure the quality of the guidance services provided and guidelines for the evaluation of such services; and proposals for national and local structures to ensure that there is a "joined-up" delivery of a lifelong guidance framework. The Report also provides a summary of key national and EU policies for education, training and employment and of national and international reviews of policies for career guidance that provide a context for the Forum's deliberations and conclusions. Full details of the code of principles, of the competency framework, and of the research of Irish public perceptions of the existing guidance services can be found in the appropriate policy theme categories on the ICCDPP site.  iccdppadmMon, 15 Oct 2007 09:10:00 GMTf1397696-738c-4295-afcd-943feb885714:57http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/56/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=56http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=56&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/56/Default.aspxThis is an expert paper jointly commissioned by the EC and OECD as part of the international review of policies for career guidance initiated by the OECD in 2001. The paper considers the contextual issues that impinge on career guidance activities and their outcomes and considers the the types of outcomes that can be viewed as desirable and identifiable. It assesses the various methods of measuring outcomes which are or might be employed. Existing evidence on the outcomes of guidance is reviewed and the implications for policy and research future agendas are addressed.iccdppadmMon, 17 Sep 2007 14:53:00 GMTf1397696-738c-4295-afcd-943feb885714:56http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/55/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=55http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=55&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/55/Default.aspx This is an expert paper commissioned jointly by the EC and OECD for the international review of policies for career guidance initiated by the OECD in 2001. The author examines the demand for career guidance and  the nature of supply and incentives to enhance both the quantity and the quality of supply of career guidance.   Market-making examines how markets function. The ways they are likely to fail in the provision of certain types of career guidance leads to the identification of a series of market failures - ways in which laissez-faire policies are likely to lead to inadequate or inaccurate career guidance, or to inequities in access, or to an absence of markets where potential demanders and suppliers can come to some agreement. Different countries have developed policies to counteract such failures.  In the end, career guidance may be perceived as an adjunct to career-oriented forms of education and training, including professional forms of higher education, and more broadly to policies intended to improve the flexibility and efficiency of labor markets. This is just as true for emerging countries, or countries just moving to market-oriented labor markets and to educational institutions operating in markets such as China. iccdppadmMon, 17 Sep 2007 14:14:00 GMTf1397696-738c-4295-afcd-943feb885714:55http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/54/Quality-in-Career-Guidance-by-Dr-Peter-Plant.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=54http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=54&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/54/Quality-in-Career-Guidance-by-Dr-Peter-Plant.aspx Quality issues in careers guidance, counselling and information services are tackled from a range of different perspectives, related to economic, ethical, and/or effectiveness criteria. With selected examples mainly from the USA, Canada, and the EU Member States, this report highlights how quality is described and measured in terms of statements, guidelines, standards or even hidden customers. Some guidelines or standards are aimed at the consumer, i.e. the general public; some are directed towards the guidance professionals and their competencies; others deal with the quality of the information provided in careers guidance and counselling. Power issues lie embedded in such efforts: who defines, maintains and, in particular, controls such guidelines or standards? Finally, possible future quality prospects are outlined in terms of green, ethical and knowledge-based quality criteria. iccdppadmMon, 17 Sep 2007 14:09:00 GMTf1397696-738c-4295-afcd-943feb885714:54http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/53/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=53http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=53&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/52/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=52http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=52&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/52/Default.aspxIn the evaluator's opinion, New Zealand Careers Services represents the most fully integrated example in the world of an all-age career guidance delivery structure. The report (2007) describes the key features of the service and sets down five challenges to be addressed: public awareness/market penetration the guidance needs of adults relationships with other guidance service providers a stronger evidence base strategic leadership. iccdppadmMon, 17 Sep 2007 10:45:00 GMTf1397696-738c-4295-afcd-943feb885714:52http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/51/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=51http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=51&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/51/Default.aspxThis expert paper was jointly commissioned by the EC and OECD as part of the international review of policies for career guidance initiated by the OECD in 2001. The author argues that while information may be necessary for career decision-making, it is not by itself sufficient. Rational decision making models in economics such as the "expected utility model" demand more of consumers than simply information absorption. Career decision making is a complex phenomenon. There are many ways in which career education and learning can be enhanced.iccdppadmMon, 17 Sep 2007 10:27:00 GMTf1397696-738c-4295-afcd-943feb885714:51http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/50/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=50http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=50&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/50/Default.aspxThis is an expert paper commissioned by the OECD and the European Commission as part of the international review of policies for career guidance in 2002. The paper sets down 7 criteria by which occupational information should be assessed and suggests a pedagogic approach to career information learning, including how to educate users.iccdppadmMon, 17 Sep 2007 10:20:00 GMTf1397696-738c-4295-afcd-943feb885714:50http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/49/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=49http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=49&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/48/Career-guidance-a-handbook-for-policy-makers.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=48http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=48&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/48/Career-guidance-a-handbook-for-policy-makers.aspxThis handbook was initiated by the European Commission in response to perceived weaknesses in strategic leadership in EU Member States in the country reviews of policies for career guidance undertaken by CEDEFOP, ETF and the OECD. Edited and published jointly by the EC and the OECD, the handbook addresses a broad range of policy issues that are central to the effective delivery of career guidance services. Thses include: how to widen access to career guidance; ways of improving the quality of careers information; ensuring that staff qualifications meet policy objectives; assessing the effectiveness of career guidance; and improving strategic leadership. The publication is essential reading for all policy makers, especially those in education and employment, who are responsible for planning, managing and delivering career guidance services, and for leaders, trainers and researchers in the career guidance field.iccdppadmMon, 17 Sep 2007 09:46:00 GMTf1397696-738c-4295-afcd-943feb885714:48http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/47/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=47http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=47&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=46http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=46&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/40/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=40http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=40&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/40/Default.aspxThis Charter adopted by FEDORA, Forum Europeén de l'Orientation Academique, is a statement of the value of guidance and counselling provision in higher education in Europe that seeks the support of policy makers, higher education institutions and international organisations to have such provision implemented. FEDORA is a European Association whose members work as guidance practitioners in a variety of roles in higher education institutions. It has a promotional and important lobby role at European level with respect to guidance provision in higher education; a professional development role for its members through training, networking; and a statement of ethical principles to support the practice of its members. The Charter also calls for high quality provision.iccdppadmWed, 25 Apr 2007 22:19:00 GMTf1397696-738c-4295-afcd-943feb885714:40http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/39/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=39http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=39&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/39/Default.aspxThis is a study of the potential economic and fiscal impacts of the National Reform Agenda of the Council of Australian Governments. The National Reform Agenda includes an interlinked  human capital stream covering health, education and training, and work incentives with benefits from each area feeding into the other. The results of the study are exploratory and indicative of potential benefits. The education and training element seeks to equip more people with the skills needed to increase workforce participation and productivity. The four areas targeted are: early childhood development; literacy and numeracy; transitions to further education and work; and adult learning. For each of the areas, discrete groups of potentially at risk individuals were selected. Indicative high-level outcomes for the transition component included increasing the proportion of young people making a smooth transition from school to work and higher education, retention in education, and higher participation in upper secondary education. General improvements in educational attainment were seen as important also for workforce participation and for health. From both a policy and career development perspective, the study is a very useful introduction for policy makers, researchers and career guidance community leaders to interlinks between policy areas, to macro-level indicators, and to the potential benefits of smooth transitions to further education or work to which career development interventions contribute.iccdppadmWed, 25 Apr 2007 18:55:00 GMTf1397696-738c-4295-afcd-943feb885714:39http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/38/NATIONAL-SKILLS-BULLETIN-2006-IRELAND.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=38http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=38&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/38/NATIONAL-SKILLS-BULLETIN-2006-IRELAND.aspxThe National Skills Bulletin 2006 was developed by the Skills and Labour Market Research Unit of FAS, the National Training Authority in Ireland. It provides a snapshot of the current labour market situation in Ireland, referring to recent and current shortages where insufficiency of skills or labour existed within the Irish labour force to meet the demand for particular occupations. Its methodology may be useful for policy makers in those countries who are attempting to build labour market information systems. Good labour market information is a key component of good careers information for citizens.iccdppadmTue, 24 Apr 2007 00:28:00 GMTf1397696-738c-4295-afcd-943feb885714:38http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/37/10-RULES-FOR-POLICY-ADVISERS.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=37http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=37&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/37/10-RULES-FOR-POLICY-ADVISERS.aspxThe world of policy is at the intersection between the world of natural and social sciences and world of public opinion. Geoff Gallop, director of the Graduate School of Government at the University of Sydney, provides some sound advice to would-be policy advisers to governments, for those who aspire to move from theory to practice. His article entitled "Acid Test for Policy Advisers" is essential reading also for guidance practitioners, researchers and delivery agencies. iccdppadmMon, 23 Apr 2007 23:41:00 GMTf1397696-738c-4295-afcd-943feb885714:37http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/36/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=36http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=36&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/36/Default.aspxThis report presents the results of the third and final stage of research commissioned by the New Zealand Department of Labour (DoL) to identify: the reasons for the non-participation in paid employment of those aged 45 years and over; the potential role of career information, advice and guidance (CIAG) in assisting that group; and what options for targeted CIAG would be most beneficial to this group. Using a qualitative research approach, this research stage focused on subgroups of mature non-participants identified in the survey. Subgroups included people who were actively looking for paid employment and those who were not, and groups based on age, gender, ethnicity and carer responsibilities and/or disability.  The level of importance paid employment played in their emotional and financial well-being were the main drivers in underpinning their interest in entering/re-entering the workforce rather than demographic and situational characteristics.  Knowing how to gain job-seeking assistance depended on how motivated mature non-participants were to re-enter the workforce, and how recently they had looked for work. The research also explored the satisfaction of mature non-participants with existing career information, advice and guidance services and how they conceptualise an ideal careers service for their age group. iccdppadmFri, 30 Mar 2007 23:03:00 GMTf1397696-738c-4295-afcd-943feb885714:36http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/35/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=35http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=35&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/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-943feb885714:35http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/28/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=28http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=28&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/28/Default.aspxThis is a gem of creative thinking on how equivalence to employment status could be ascertained in the measurement of outcomes from career development interventions. Employment status is perhaps the most common statistic that interests policy makers in terms of measurement of outcomes of career development interventions. But does it and can it have equivalence and in which ways? How can participation in training be regarded as equivalent? How can the completion of training contribute to such equivalence? Read on. Well done to Stu Conger, retired Director of the Canadian Career Development Foundation and to Bryan Hiebert of the University of Calgary, who have combined policy making and research and practice expertise for this provocative article. A downloadable copy can be accessed through the Policy Points downloads section on the Home Page.iccdppadmWed, 07 Feb 2007 00:21:00 GMTf1397696-738c-4295-afcd-943feb885714:28http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/27/Careers-Scotland-Creating-the-Evidence-Base.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=27http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=27&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/27/Careers-Scotland-Creating-the-Evidence-Base.aspxThis Report provided by Careers Scotland narrates the approach taken by it from the outset to create the evidence base to support its business case. Elements of its approach have included: Performance Management Stakeholder Surveys Evaluation Studies Research and Development Reflective Practice School Leaver Destination Returns iccdppadmThu, 18 Jan 2007 00:19:00 GMTf1397696-738c-4295-afcd-943feb885714:27http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/26/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=151&ModuleID=458&ArticleID=26http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=26&PortalID=1&TabID=151http://www.iccdpp.org/PolicyResearch/Improvingcareerinformation/tabid/151/articleType/ArticleView/articleId/26/Default.aspxThis Report set out in tabular format shows the sources of data that Careers Scotland use to manage three aspects of their service: 1. Routine administration 2. Improving quality 3. Measurement of efficacy and impact Our thanks to Liz Galashan, Agnes O Donnell, Anne Aitken and John Eddyshaw of Careers Scotland.iccdppadmWed, 17 Jan 2007 23:06:00 GMTf1397696-738c-4295-afcd-943feb885714:26