http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/204/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=204http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=204&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/197/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=197http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=197&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/197/Default.aspxWhile not an expert paper on career guidance information, this is an interesting informational article (2008) that compares the US and Japan in terms of challenges facing the economy and the workforce, challenges for particular work groups in certain economic sectors, and job seeking support systems including careers information.iccdppadmWed, 07 Sep 2011 10:05:00 GMTf1397696-738c-4295-afcd-943feb885714:197http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/163/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=163http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=163&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/162/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=162http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=162&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/160/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=160http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=160&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/160/Default.aspxThis publication is a summary of the proceedings of a French Presidency of the EU conference supported by the European Commission's Directorates for Education and for Employment. The conference aimed to identify the challenges, to set out common findings, and to outline measures taken to make lifelong learning more effective. Lifelong learning was seen as at the heart of the flexicurity principle. As you will see from the proceedings, most of the time was devoted to issues concerning initial and continuing vocational training: access by SMEs, by older, disabled, migrant, unskilled; employer or employee led;  partnerships, motivation; costs and benefits. The importance of career guidance and counselling was underlined by Heléne Clark, director of the EC's DG for Education, and was also underlined in the French Secretary of State for Employment's discourse on training system reform.iccdppadmTue, 30 Jun 2009 12:40:00 GMTf1397696-738c-4295-afcd-943feb885714:160http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/151/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=151http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=151&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/150/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=150http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=150&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/150/Default.aspxRecommendation 195 concerning human resource development - education, training and lifelong learning - has 11 chapters including: development and implementation of education and training policies education and pre-employment training development of competencies training for decent work and social inclusion framework for the recognition and certification of skills training roviders career guidance and training support research international and technical cooperation. Members agreed through social dialogue to formulate, apply and review national human resource development, education and training, and lifelong learning policies which are consistent with economic, fiscal and social policies. Career guidance is positioned as central to national HRD policies.iccdppadmFri, 15 May 2009 13:50:00 GMTf1397696-738c-4295-afcd-943feb885714:150http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/136/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=136http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=136&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/135/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=135http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=135&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/135/Default.aspxGiven the increasing policy importance being paid to the development of the skills to manage one's career, learning and work pathways in a lifelong learning context(Council of European Ministers of Education, 2008), this Australian publication is very timely to provide guidance on what exactly these skills look like. A joint initiative of the federal, state and territorial governments, and published by the Ministerial Council on Education, Employment, and Training and Youth Affairs, this recently released document provides a framework for the design, implementation and evaluation of career development rogrammes for young people and adults. It identifies the skills, attitudes, and knowledge that individuals need to make sound choices and to effectively manage careers. It is divided into three sections: What are career management competency skills? Who uses the Blueprint? What is the Blueprint used for? There is a very useful Blueprint toolkit included - a series of resources to be downloaded to inform and enhance career development programmes and activities.iccdppadmThu, 16 Apr 2009 14:06:00 GMTf1397696-738c-4295-afcd-943feb885714:135http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/134/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=134http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=134&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/131/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=131http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=131&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/130/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=130http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=130&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/129/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=129http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=129&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/128/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=128http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=128&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/127/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=127http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=127&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/127/Default.aspxThis is an interesting study of adult employees in France who took advantage of their legal right to further education and training by participating in training provided by AFPA, the government institution charged with the vocational training of adults. 12000 such adults were surveyed with a view to discovering their motivation for using their legal right and what happened to them within 6 months of completion of training. -66% of those surveyed wanted to change the type of work they were doing; -54% wished to obtain a qualification; -48% undertook a training programme that bore no relationship with their previous job. The results of this survey are a healthy reminder of the guidance needs of employed adults. AFPA is particularly good at guidance for adults who wish to enter training programmes.    iccdppadmThu, 05 Feb 2009 14:26:00 GMTf1397696-738c-4295-afcd-943feb885714:127http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/125/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=125http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=125&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/124/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=124http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=124&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/123/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=123http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=123&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/122/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=122http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=122&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/117/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=117http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=117&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/117/Default.aspxAFPA is the state institution in France charged with the vocational training of adults. It is unique in Europe and beyond in that it provides a professional career guidance service to trainees prior to course entry, during training and at exit. AFPA's course completion and qualifications rates are very impressive and taking into account that the people who attend their training often suffer multiple barriers to learning. This document developed  in the last quarter of 2008 is AFPA's contribution to an ongoing debate in France about the future organisation and management of career guidance services for all of the population. It identifies some of the key issues from an AFPA perspective, describes good practices developed by its dedicated guidance services and support unit (INOIP), and  feedback from its users.iccdppadmFri, 23 Jan 2009 14:33:00 GMTf1397696-738c-4295-afcd-943feb885714:117http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/116/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=116http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=116&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/116/Default.aspxThis prospectus is a summary of government plans for England to create an adult advancement and careers service by Autumn 2010. The service will combine skills and training advice with practical guidance on how to overcome the full range of barriers people face in getting on in life. The service linked to national web and phone services will be driven by local innovation and partnership in which the public employment service, Job Centre Plus, and  further education institutes will be key partners. The local partnership will operate as a flexible network, sharing information and expertise to deliver a personalised offer of advice and ongoing support to citizens. It will be a universal service, open to employed and unemployed alike. The Skills Account will be an integral part of the service. Ten prototypes of the service are being trialled to enable government to draw from the innovative practice of those who deliver the service with a wide range of partners. The prospectus is divided into five sections: -brief summary of the service -prototypes -policy and operational issues -links to other advisory services in the education and training system -innovation and partnership.iccdppadmFri, 23 Jan 2009 13:15:00 GMTf1397696-738c-4295-afcd-943feb885714:116http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/112/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=112http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=112&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/112/Default.aspxThis report has been published by Human Resources Services of Price Waterhouse Saratoga. It is based on data collected from PwC Saratoga's database supplemented by secondary and external sources. The report data is organised under five headings: Human capital impact Human capital drivers Human capital foundations Human capital futures The Human Resource Function. Its particular focus is in financial results directly related to human capital performance, that is, human capital as value added business investment. It identifies a limited number of key issues that its authors consider will have impact significant impact on an organisation's future success in order to provide insight for management's attention. The focus on measurement and types of measurement and indicators on returns for human capital investment should be of interest to policy makers and researchers concerned with returns on investment for career guidance/development services. iccdppadmThu, 13 Nov 2008 10:23:00 GMTf1397696-738c-4295-afcd-943feb885714:112http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/111/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=111http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=111&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/111/Default.aspx This study, commissioned by the Educational Guidance Service for Adults (EGSA) in Northern Ireland (NI), attempts to capture the current return to the economy of the investment in career/educational guidance services provided to the adult population by EGSA.(EGSA has been in existence in Northern Ireland for 40 years). This report explores EGSA and the services it provides. The research results clearly show the significant positive contribution that EGSA makes to Northern Ireland both in terms of labour market outcomes and economic impact. EGSA's headline annual economic contribution is estimated to be: Labour market outcomes: 580 clients progressing in work/being promoted • 270 clients not being promoted but having higher productivity due to enrolling on a course • 20 clients from full-time education starting a new job • 770 clients not in employment or full-time education starting a new job. Economic impact: 800 more people in employment, contributing £26m in wages and profits (GVA) and £12m in net tax revenue (sum of income tax, national insurance, corporation tax and social security benefits saved). This translates into £9.02 net additional tax revenue for every £1 of public money invested in guidance services today. In terms of relativities to NI aggregates, the economic impact equates to 0.10% of both NI total employment and GVA. One of the key targets of the Programme for Government, which the authors can relate to EGSA impacts, is the target for raising NI’s overall employment rate by 5% (by 2020). If EGSA’s current contribution is maintained, EGSA will contribute to assisting 1 in 10 people into employment of the overall additional jobs needed to meet the employment rate target.   The labour market and economic returns are based on the assumption of EGSA's current annual 10,000 interventions (combination of individual clients and persons assisted by advocates to EGSA) and the current economic activity status of clients since the Client Relationship Management Information System was set up in 2006.  The authors point out that the analysis and scenarios used in the study have been based on the response rates to EGSA's tracking process of which returns have been around 10%.  Actual outcomes may be higher than what has been measured. iccdppadmThu, 13 Nov 2008 09:07:00 GMTf1397696-738c-4295-afcd-943feb885714:111http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/102/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=102http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=102&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/102/Default.aspxThis report undertaken by NICEC researchers examines the public policy context in which workforce career development fits. It describes career practices of employers, trade unions, chambers of commerce, outplacement/coaching agencies, self-help and peer support, and specialised sources of information and expertise. It outlines the role of public policy and of publicly funded services and describes the policy challenges for policy makers and social partners in delivering career development services for the employed.iccdppadmTue, 30 Sep 2008 14:05:00 GMTf1397696-738c-4295-afcd-943feb885714:102http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/89/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=89http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=89&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/89/Default.aspxThis paper sets out the background to the discussion and consultative process that the New Zealand government has embarked on to address medium to long-term anticipated skills shortages. Key aspects of the proposed strategy include developing management and leadership capacity in the workplace, supporting workers to better influence skills development, and strong partnerships between the workplace and formal education and training systems. Of the four priority areas proposed for action for 2008, improving access to careers information, advice and guidance for employed adults and young people is central to two of these: supply, demand, and measurement of skill acquisition and retention; and young people at work. The role of the New Zealand Careers Service in leading this component of the skills strategy and action plan is highlighted.iccdppadmWed, 06 Aug 2008 13:16:00 GMTf1397696-738c-4295-afcd-943feb885714:89http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/64/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=64http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=64&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/64/Default.aspxThe role of career guidance in supporting continuing vocational training and formal adult learning has received little attention in both research and publications. The terms "career guidance" are rarely associated with such activity though elements of information, advice, guidance, and career counselling are integral parts of efficient investment in such training and learning for training providers, for employers, and for individual workers. In this article Dr Bernd Kapplinger examines the role of "training consultation" in matching supply and demand in enterprise based learning drawing on the experiences of 7 EU countries. Continuing vocational training is a key part of strategies for workforce development and lifelong learning.iccdppadmWed, 17 Oct 2007 19:35:00 GMTf1397696-738c-4295-afcd-943feb885714:64http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/51/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=51http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=51&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/51/Default.aspxThis expert paper was jointly commissioned by the EC and OECD as part of the international review of policies for career guidance initiated by the OECD in 2001. The author argues that while information may be necessary for career decision-making, it is not by itself sufficient. Rational decision making models in economics such as the "expected utility model" demand more of consumers than simply information absorption. Career decision making is a complex phenomenon. There are many ways in which career education and learning can be enhanced.iccdppadmMon, 17 Sep 2007 10:27:00 GMTf1397696-738c-4295-afcd-943feb885714:51http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=46http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=46&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspxThe Leitch review examined the existing skills base of the adult population in the UK in the context of a global economy and made recommendations on how this base should be improved to enable the UK to successfully compete in the world economy in 2020 as well as to have a prosperous society for all. Chapter 6 entitled "Embedding a Learning Culture" considers how the existing careers advice and information services support national learning strategies, and how they can be improved to provide better support for such strategies, especially demand or citizen led training provision in a Learner Account approach..iccdppadmMon, 17 Sep 2007 09:10:00 GMTf1397696-738c-4295-afcd-943feb885714:46http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/36/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=36http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=36&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/36/Default.aspxThis report presents the results of the third and final stage of research commissioned by the New Zealand Department of Labour (DoL) to identify: the reasons for the non-participation in paid employment of those aged 45 years and over; the potential role of career information, advice and guidance (CIAG) in assisting that group; and what options for targeted CIAG would be most beneficial to this group. Using a qualitative research approach, this research stage focused on subgroups of mature non-participants identified in the survey. Subgroups included people who were actively looking for paid employment and those who were not, and groups based on age, gender, ethnicity and carer responsibilities and/or disability.  The level of importance paid employment played in their emotional and financial well-being were the main drivers in underpinning their interest in entering/re-entering the workforce rather than demographic and situational characteristics.  Knowing how to gain job-seeking assistance depended on how motivated mature non-participants were to re-enter the workforce, and how recently they had looked for work. The research also explored the satisfaction of mature non-participants with existing career information, advice and guidance services and how they conceptualise an ideal careers service for their age group. iccdppadmFri, 30 Mar 2007 23:03:00 GMTf1397696-738c-4295-afcd-943feb885714:36http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/35/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=35http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=35&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/35/Default.aspx  This is a Research Report, RR833, published by the Department of Education and Skills in the United Kingdom. The research was undertaken as part of a government review of advice, information and guidance services for adults. It specifically sought to evaluate a trial extension of Ufi/learndirect telephone guidance service for adults to handle a substantially larger volume of calls, and to test a three stage call back and action planning model of such provision. The research also examined issues such as the generation of demand for telephone guidance versus the capacity to meet such demand, the short-term positive outcomes achieved, and the cost-effectiveness of telephone guidance versus face to face guidance. The results show high demand, less use of the three stage model, more positive outcomes related to action planning by users including user satisfaction, and similar costs for telephone guidance as per face to face interviews. iccdppadmFri, 30 Mar 2007 22:28:00 GMTf1397696-738c-4295-afcd-943feb885714:35