http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/204/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=204http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=204&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=193http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=193&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/186/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=186http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=186&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/172/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=172http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=172&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/171/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=171http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=171&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/170/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=170http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=170&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/160/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=160http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=160&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/159/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=159http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=159&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/150/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=150http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=150&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/137/Default.aspx#Comments5http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=137http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=137&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/135/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=135http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=135&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/131/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=131http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=131&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/130/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=130http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=130&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/129/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=129http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=129&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/128/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=128http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=128&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/125/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=125http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=125&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/124/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=124http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=124&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/123/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=123http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=123&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/122/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=122http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=122&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/117/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=117http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=117&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/82/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=82http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=82&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/45/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=45http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=45&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/45/Default.aspxThis literature review undertaken (2005)for the Higher Education Careers Services Unit in the UK by the Institute of Employment Research at the University of Warwick, examined career-related interventions and their impact on students' career related decisions, career learning and progression towards the labour market. Although there is substantial literature in the English speaking world on different curricular and extra-curricular interventions, broadly defined, which may impact on a student's career learning, progression, and career decision-making, evidence related to the efficacy of these interventionsis limited. Six themes were identified from the literature for which research reports were assessed: career related interventions curricular interventions to support vocational trajectories curricular related interventions extra-curricular interventions pre-entry curricular interventions multi-cultural curricular interventions WebmasterFri, 24 Aug 2007 16:10:00 GMTf1397696-738c-4295-afcd-943feb885714:45http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/36/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=36http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=36&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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-943feb885714:36