http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/221/CAREER-DEVELOPMENT-BENCHMARKS--TERTIARY.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=221http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=221&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/219/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=219http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=219&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/218/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=218http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=218&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/217/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=217http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=217&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/216/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=216http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=216&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/215/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=215http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=215&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/214/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=214http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=214&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/213/CAREER-GUIDANCE-IN-GERMANY.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=213http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=213&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/212/BILDUNGSUND-BERUFSBERATUNG-IN-DEUTSCHLAND.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=212http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=212&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/211/CAREER-GUIDANCE-IN-GERMANY.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=211http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=211&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/210/BILDUNGSUND-BERUFSBERATUNG-IN-DEUTSCHLAND.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=210http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=210&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/207/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=207http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=207&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/205/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=205http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=205&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/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/203/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=203http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=203&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/195/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=195http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=195&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/194/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=194http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=194&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/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/192/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=192http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=192&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/191/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=191http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=191&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/185/Lifelong-Guidance-Across-Europe.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=185http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=185&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/183/Career-Developments-Newsletter-from-Canada.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=183http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=183&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/178/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=178http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=178&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/177/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=177http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=177&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/176/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=176http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=176&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/175/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=175http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=175&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/167/PACIFIC-CAREERS-NETWORK-COMMUNIQUE-2009.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=167http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=167&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/166/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=166http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=166&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/165/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=165http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=165&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/164/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=164http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=164&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/163/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=163http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=163&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/162/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=162http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=162&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/161/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=161http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=161&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/161/Default.aspxTaking as its starting point the public demand for career guidance, this study by Helmut Zelloth of the European Training Foundation examines policy and practice of career guidance in 9 EU neighbouring countries: Montenegro, Macedonia, Turkey, Albania, Ukraine, Russia, Georgia, Egypt and Jordan through a comparative lense. It describes existing provision and innovation and addresses issues of policy and strategic leadership. It is another excellent ETF publication in this field that aims to facilitate international policy sharing and learning as well as to promote homegrown policy development and implementation. The methodology used included field study and desk and other research.jmcadminThu, 16 Jul 2009 16:13:00 GMTf1397696-738c-4295-afcd-943feb885714:161http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/158/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=158http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=158&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/151/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=151http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=151&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/146/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=146http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=146&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/144/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=144http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=144&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/143/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=143http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=143&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/141/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=141http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=141&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/140/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=140http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=140&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/132/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=132http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=132&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/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/110/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=110http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=110&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/108/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=108http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=108&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/107/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=107http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=107&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/106/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=106http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=106&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/105/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=105http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=105&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/95/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=95http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=95&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/94/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=94http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=94&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/93/PROGRAMA-DE-ORIENTACION-PROFESIONAL-ANDALUCIA.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=93http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=93&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/92/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=92http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=92&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/91/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=91http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=91&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/90/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=90http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=90&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/77/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=77http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=77&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/76/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=76http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=76&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/70/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=70http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=70&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/49/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=49http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=49&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/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-943feb885714:49