http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/184/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=184http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=184&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/184/Default.aspx This report prepared by the Centre for Educational Sociology at the University of  Edinburgh, describes a trial of possible measures of young people’s career self management skills and decision-making. The research considered pupils’ use of self-help services, in particular career development websites, and the impact of these websites on pupils’ career related learning and skills. The main findings include: the use of career development websites in Scotland has had a very limited impact on pupils' career related learning and skills; the only positive discernible impact on career related learning and skills was from an interview with a careers adviser the use of the school's career library had a greater impact on pupils' career management skills than did the use of the main Scottish career development websites for school-pupils, self-help provision is only one element that is used alongside other career service provision truancy, having a negative attitude to school, and lower attainment were associated with a lower usage of self-help services including career websites. These factors, however, did not make a difference to the chances of pupils having direct contact with a careers advisor (both on a group and an individual basis) pupils from a minority ethnic background were more likely to seek direct contact with a careers advisor than to use self-help services family and friends are considered by pupils to be their most important source of career information and advice. These findings are important in the light of the central role envisaged for career development websites (as well as other ICT) in government strategies for careers related learning and skills. iccdppadmThu, 23 Jun 2011 04:39:00 GMTf1397696-738c-4295-afcd-943feb885714:184http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/137/Default.aspx#Comments5http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=137http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=137&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/137/Default.aspxSchool dropout prevention continues to exercise the mind of policy makers in many countries. The European Ministers of Education (2003), for example, established several reform targets for education systems in Europe for the year 2010 including increased participation in the upper end of second level schooling and the reduction of non-completion rates. In the USA the Department of Education established within its confines the Institute for Educational Sciences (IES), one of whose units is known as "What Works Clearing House" (WWC). The role of WWC is to be a central and trusted source of scientific evidence for what works in education. It reviews extant research about programs, policies or practices and assesses the "quality" of the research. Based on the research that meets particular standards, the WWC then reports on what the research indicates about the effectiveness of the program, policy or practice, which can be abbreviated as "the intervention". The WWC produces three types of reports and a guide: intervention reports which assess all studies of a specific intervention within a topic area, rating each of them on WWC evidence standards; topic reports which compile the information from intervention reports within a topic area and enable WWC users to easily compare the ratings of effectiveness and sizes of effects for numerous interventions in one area; quick reviews designed to provide education practitioners with timely and objective assessments of the quality of the research evidence for recently released research papers and reports, and practice guides that contain practical recommendations for educators to address challenges in their classrooms and schools. School dropout prevention is one of the topic areas of the WWC. Evidence for following three outcomes is rated for effectiveness: Staying in school Progressing in school Completing school. Educational and vocational guidance are to be found as part of many dropout prevention strategies but they are only one element of a multidimensional approach to proving solutions to school dropout. The WWC section on school dropout prevention is essential viewing for all policy makers, researchers and practitioners concerned with this problem.  iccdppadmFri, 17 Apr 2009 10:27:00 GMTf1397696-738c-4295-afcd-943feb885714:137http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/136/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=136http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=136&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/136/Default.aspx Arrimer les études et le travail : l’engagement de l’Alberta en matière de développement de carrière établit des liens plus solides entre l’éducation et le travail, et fournit un accès plus coordonné aux programmes de formation professionnelle et d’emploi, ainsi qu’aux services dans un marché du travail constamment en évolution. Arrimer les études et le travail démontre la façon dont les ministères provinciaux, particulièrement Advanced Education and Technology, Education et Employment and Immigration, collaborent afi n de soutenir le développement de carrière des Albertains, de la maternelle à la 12e année, aux études postsecondaires et en milieu de travail. La publication décrit: Pourquoi nous faut-il? Qui fait? Résultats, mesures prioritaires, effets sur les mesures de rendement Les forces sur lequelles nous misons Quelles stratégies du gouvernement de l'Alberta appuient Arrimer les études et le travail? iccdppadmThu, 16 Apr 2009 15:23:00 GMTf1397696-738c-4295-afcd-943feb885714:136http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/134/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=134http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=134&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/134/Default.aspxThis brochure outlines how the provincial ministries in Alberta: Education, Advanced Education and Technology, and Employment and Immigration are working together in hte Connecting Learning and Work strategy to support the career development of Albertans from kindergarten through grade 12, post-secondary, and the workplace. It defines the outcomes, priority actions and the expected impact on performance measures of the strategy adopted. The publication recalls the strengths of the career development and education, training and employment systems on which the strategy depends. It also shows the government strategies for other policy areas that Connecting Learning and Work contributes to.iccdppadmWed, 15 Apr 2009 08:25:00 GMTf1397696-738c-4295-afcd-943feb885714:134http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/104/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=104http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=104&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/104/Default.aspxRecently published by le Haut Conseil de l'Education in France, this report highlights how the organisation of education programmes and of learning opportunities in second level schools (colleges, lyceés) in France has a negative impact on young people's choices and consequently on the provision of career guidance, and how it contributes to both social reproduction and social inequities. It sets out four priorities for future actions: The transfer of responsibilities for guidance provision to the regions The redefining of the role and function of guidance Giving teachers a proper guidance role Strengthening careers education to assist pupils to make choices. iccdppadmTue, 14 Oct 2008 16:22:00 GMTf1397696-738c-4295-afcd-943feb885714:104http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/63/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=63http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=63&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/63/Default.aspxThis report comprises the first comprehensive review of guidance services in second level schools (students aged 12 to 18 years) since the establishment of such services in the 1960s in Ireland. It was carried out in four parts: A survey of the existing use of resources (personnel, capital) allocated for guidance in all 738 second level schools in Ireland by the Department of Education and Science An in-depth survey of 260 of those schools Case studies of guidance provision in 15 of those schools Individual and group interviews with stakeholders (school management, parents, students, guidance counsellors). Wide variation of experiences of guidance provision, both across schools and within schools, was reported by the stakeholders. The value of certain guidance activities was confirmed but issues of access to and resources for guidance provision were strongly emphasised by all stakeholders.iccdppadmTue, 16 Oct 2007 09:56:00 GMTf1397696-738c-4295-afcd-943feb885714:63http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/44/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=44http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=44&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/44/Default.aspxThis article is a summary of the first report of Future Track, a study of 130,000 higher education applicants in the UK in 2006. Commissioned by the Higher Education Careers Services Unit, the study will track these applicants for the next 6 years and on through their early careers, including unsuccessful HE applicants and also successful applicants who chose to pursue non-HE opportunities. Some of the findings of the first report (the study is being undertaken by the Employment Studies Unit of the University of Warwick) are somewhat expected while others are not. Here is a selection: Applicants from families where one parent had already participated in higher education had greater expectations of attending higher education than those from families who did not have such experience. 73% reported that they had not received enough or no information on the career implications of post-age 16 subject choice 60%had notreceived enough or no information on the relationship between HE courses and employment. 51% had not enough or no information on possible alternatives to higher education 57% had not enough or no information on the range of degrees on offer WebmasterFri, 24 Aug 2007 16:07:00 GMTf1397696-738c-4295-afcd-943feb885714:44http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/25/Career-goals-and-educational-attainment.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=25http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=25&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/25/Career-goals-and-educational-attainment.aspxThis report produced by Careers Scotland addresses the links between career maturity (stage of development of career decision-making) of young people in school and their educational attainments. Positive links between both were found. The results have implications on how guidance should be delivered within schools and respond to those young people who make early decisions to leave school without having clearly thought through their next steps. The report is pertinent to policy makers, school staff, career guidance delivery agencies, young people, and their parents.jmcadminFri, 29 Dec 2006 22:36:00 GMTf1397696-738c-4295-afcd-943feb885714:25http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/15/Default.aspx#Comments25http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=152&ModuleID=458&ArticleID=15http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=15&PortalID=1&TabID=152http://www.iccdpp.org/PolicyResearch/Trainingandqualifications/tabid/152/articleType/ArticleView/articleId/15/Default.aspxThe Western Australia Department of Education and Training (WA DET) commissioned this report that identifies and suggests initiatives that the WA Department of Education and Training can take to assist parents in their efforts to support the career development of their teenage children. The report emphasises practical and helpful strategies to further engage parents of mainstream and “at risk’ young people, rather than presenting itself as a policy paper or summary of career development theory. International and Australian research clearly indicates that parents are important to, and can make a positive impact upon the career development of their children. Although the report briefly summarises the key messages sent to parents by education and career development experts, the focus of the report  is about how one can reach and engage parents in this endeavour. Educational and training systems supporting parents in the career development of their children is an emerging field of work. Some policy makers (including officials of DfES (UK)) argue that recent youth policy development has overlooked the role of parents in the career development and transition support of the current (Y) generation. For this reason, the research has not only needed to analyse learning from a major Scottish initiative taken in the 1990s, but also investigate emerging initiatives, some of which have not yet been fully tested and evaluated. The Western Australian Department of Education and Training is seen as an Australian leader in this agenda. Although it has built upon work in Canada and New Zealand, the Parents as Career Partners workshop has received strong interest from other states. DET desires to build upon its momentum and has commissioned this research in order to; ·               improve the spread and quality of the impact of the Parents as Career Partners workshops and ·               consider other measures that are complementary.jmcadminThu, 21 Dec 2006 22:41:00 GMTf1397696-738c-4295-afcd-943feb885714:15