http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/220/--------.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=220http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=220&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/220/--------.aspxإن هذا الكتيب عبارة عن إحدى المطبوعات المشتركة بين المفوضية الأوربية والـ OECD. يهدف هذا الكتيب إلى إطلاع صناع السياسات في أي دولة على كيفية اتخاذ قرارات حول أفضل الاستراتيجيات لسياسات التوجيه المهني في بلادهم في قطاعات التعليم والتوظيف والمجتمع. يقسم الجزء الأساسي من الكتيب إلى أربع عشرة فكرة رئيسية للسياسات تم ترتيب كل منها في أربع محاور هي: + تطوير التوجيه المهني لليافعين. + تطوير التوجيه المهني للبالغين. + تطوير آلية الحصول على التوجيه المهني. + تطوير سياسات وأنظمة التوجيه المهني.   تم العمل في كل فكرة رئيسية للسياسات على النقاط التالية: = قضايا ومواضيع رئيسية بحاجة إلى الدراسة والمناقشة. = الأسئلة التي يجب على صناع السياسات أن يأخذوها بالاعتبار بالنسبة لتلك القضايا. = الخيارات التي يجب أن يعتمدها صناع السياسات لتطوير تلك السياسات. = بعض الأمثلة عن الاستجابات الفعالة. تم تحرير هذا الكتيب عام 2004 من قبل كل من /ريتشارد سويت Richard Sweet/ من OCED و /جون مكارثي John McCarthy/ من المفوضية الأوروبية ، انطلاقاً من أعمال كل من البروفسور /رونالد سلطانة Ronald Sultana/ و البروفسور /طوني واتس Tony Watts/ . يمثل هذا الكتيب مقالا ً للعاملين في المفوضية الأوروبية. تم إنجاز الترجمة إلى اللغة العربية من قبل مؤسسة قطر. وتم تحرير النسخة العربية من قبل الدكتور أبو بكر بدوي (مصر). This handbook is a joint publication of the European Commission and of the OECD. Its aim is to inform policy makers in any country to decide on the most appropriate strategies for policies for career guidance in their countries in the education, employment and community sectors. The main part of the handbook is divided into 14 policy themes, organised in 4 sections: + Improving career guidance for young people + improving career guidance for adults + Improving access to career guidance + Improving policies and systems for career guidance. Each policy theme is addressed as follows: =Key problems/issues that need to be considered =Questions that policymakers should ask in addressing those issues =Options that policymakers can adopt to improve policies =Some examples of effective responses. The handbook was co-edited in 2004 by Richard Sweet, OECD, and John McCarthy, European Commission, based on material prepared by Prof Ronald Sultana and Prof Tony Watts. It is a staff working paper of the European Commission. The Arabic translation of the Handbook was kindly facilitated by the Qatar Foundation. The editing of the Arabic version was kindly undertaken by Dr Aboubakr Badawi (Egypt). This summary was translated by Dr Neruda Barakat, Skills and Career Centre, Tishreen University, Latakia, Syria.iccdppadmWed, 21 Nov 2012 04:15:00 GMTf1397696-738c-4295-afcd-943feb885714:220http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/214/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=214http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=214&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/190/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=190http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=190&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/190/Default.aspx“Red Europea sobre Políticas de Orientación a lo largo de la vida” (ELGPN), Índice Prólogo........................................................................................................................................................................................................5 Agradecimientos.....................................................................................................................................................................................7 1 Visión General.................................................................................................................................................................. 9 2 Programa de trabajo del ELGPN 2009–2010..............................................................................................................11 3 Habilidades para la gestión de la carrera (Paquete de Trabajo 1)........................................................................ 13 4 Acceso a los servicios de orientación (Paquete de Trabajo 2)............................................................................... 16 5 Mecanismos de cooperación y coordinación (Paquete de Trabajo 3)................................................................. 19 6 Garantía de calidad y recogida de datos (Paquete de Trabajo 4)......................................................................... 22 7 Seguimiento de las políticas de la UE (Grupo Transversal 1)................................................................................. 25 8 Proyectos financiados por la UE: sinergias y vínculos con las políticas de la UE (Grupo Transversal 2).................................................................................................................................................... 28 9 Evaluación del trabajo realizado por el ELGPN........................................................................................................ 30 10 Próxima fase.iccdppadmTue, 30 Aug 2011 09:06:00 GMTf1397696-738c-4295-afcd-943feb885714:190http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/189/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=189http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=189&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/189/Default.aspxRede Europeia para as Políticas de Orientação ao Longo da Vida (ELGPN) 2010 Índice Prefácio…………………………………………………………………………..…….3 Agradecimentos ..……………………………………………………………………...5 1. Visão global ……………………………………………………………..….…6 2. Programa de Trabalho 2009-10 da ELGPN …………………………………...7 3. Competências de Gestão da Carreira (Grupo de Trabalho 1) ..……………….9 4. Alargamento do Acesso (Grupo de Trabalho 2) .…………………..………..11 5. Mecanismos de Cooperação e de Coordenação (Grupo de Trabalho 3) .……13 6. Assegurar a Qualidade (Grupo de Trabalho 4) ………………15 7. Monitorização da Política da UE (TaskGroup 1) ...………………….17 8. Projectos Financiados pela UE: Sinergias e Ligações com a Política (TaskGroup 2) ...................................................................................…………..19 9. Avaliação do trabalho da ELGPN …………………………………………..21 10. A Próxima Fase .iccdppadmTue, 30 Aug 2011 09:00:00 GMTf1397696-738c-4295-afcd-943feb885714:189http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/188/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=188http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=188&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/188/Default.aspxThis is a shortened version of a report on the work of the European Lifelong Guidance Policy Network from 2008-2010. It covers: career management skills, widening access to careers services, cooperation and coordination of stakeholders, quality assurance of services, and developing the evidence base for policies. The full report has already been placed/referenced on this web site.iccdppadmTue, 30 Aug 2011 08:49:00 GMTf1397696-738c-4295-afcd-943feb885714:188http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/187/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=187http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=187&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/187/Default.aspxThis is the full report of the work of the European Lifelong Guidance Policy Network (ELGPN) 2009-10 in a very readable format as presented by the representatives of the EU Member States, and edited by Dr Vuorinen and Dr Watts. It describes the structures and processes of the ELGPN  and reports on its work in implementing the priority action areas of the Resolution (2008) of the EU Council of Education Ministers: expanding access to services, teaching and learning career management skills, assuring the quality of careers services, developing the evidence base for policy making, and stakeholder cooperation and coordination at national, regional and local levels. Country examples of actions for each of these are provided. It outlines the EU policy context for the work of the Network, examines links between policy and EU funded guidance projects, and considers the development of a Common European Reference Tool for lifelong guidance.iccdppadmMon, 29 Aug 2011 13:48:00 GMTf1397696-738c-4295-afcd-943feb885714:187http://www.iccdpp.org/PolicyResearch/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/154/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=154http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=154&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/154/Default.aspxThis review undertaken by Prof. Tony Watts for the Welsh Assembly Government, was part of a wider review of careers services in Wales, UK. Its aim was to review the work of Careers Wales in terms of strengths and challenges, including its links to other career guidance providers, in an international context, using benchmarks provided by the OECD Career Guidance Policy Review and drawing comparisons with other main all-age guidance providers in New Zealand, Northern Ireland and Scotland (with some reflections on comparisons with the adult careers services in England). The report is structured as follows: setting the direction (policy context, structure, resources, international context) shaping the service (including access, coherence, targeting, and marketing) improving performance (assuring quality) working with other guidance providers summary of strengths and challenges. The development of lifelong guidance delivery systems and access to such by citizens is a high political priority in Europe. In most countries segmented and dis-associated career guidance services exist; and one approach to overcome such boundaries is to develop a networked and linked approach to the provision of an all-age service. This report is essential reading on one country's experience of a network linked approach, enhanced with comparisons to other all-age models in other countries.  iccdppadmThu, 21 May 2009 20:36:00 GMTf1397696-738c-4295-afcd-943feb885714:154http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/152/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=152http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=152&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/152/Default.aspxThis Occasional Paper, prepared by Prof Ronald Sultana for iCeGS, UK, in 2008, assesses the dynamics of international policy learning (policy lending and policy borrowing), its possible motives, and key mechanisms by which transfers of learning take place. It raises questions regarding the value and limitations of deterritorialised policy exchange, noting that career guidance practice is firmly rooted in a particular complex of values and meanings that are entwined in the social and economic environment of each country and region. The author draws on his work experiences in Malta, Palestine and Egypt, to illustrate the way transnational and globalised agendas are reconfigured and reinterpreted at the local level.iccdppadmThu, 21 May 2009 13:35:00 GMTf1397696-738c-4295-afcd-943feb885714:152http://www.iccdpp.org/PolicyResearch/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/148/Default.aspx#Comments13http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=148http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=148&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/148/Default.aspxThis is the first document published on this site in Hungarian. It is the policy statement adopted by the National Lifelong Guidance Council in July 2008, the English version of which can also be found on this site. It outlines reform measures required to develop an interlinked lifelong guidance system It provides an overview of guidance service developments in the last 30 years in Hungary set against the background of international developments The statement presents a set of proposals for building a nationally coordinated system - key tasks and specific steps for the policy areas of education, training and employment. iccdppadmTue, 12 May 2009 20:51:00 GMTf1397696-738c-4295-afcd-943feb885714:148http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/147/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=147http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=147&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/147/Default.aspxThis policy statement was adopted by the National Lifelong Guidance Council in July 2008. It outlines reform measures required to develop an interlinked lifelong guidance system It provides an overview of guidance service developments in the last 30 years in Hungary set against the background of international developments The statement presents a set of proposals for building a nationally coordinated system - key tasks and specific steps for the policy areas of education, training and employment. iccdppadmTue, 12 May 2009 20:40:00 GMTf1397696-738c-4295-afcd-943feb885714:147http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/142/Venezuela-sistema-nacional-de-orientacion.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=142http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=142&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/142/Venezuela-sistema-nacional-de-orientacion.aspxThis document was drawn up and recently completed by a national working group consisting of university guidance experts and some representatives of the ministries of education and higher education. Its contents cover the following: Caracterization de la orientacion y del sistema nacional de orientacion Bases legales Mision, vision, objetivos, valores declarados Organizacion: subsistemas, programas y servicios Perfil del profesional de la orientacion. It is the first such document received from Latin America, thanks to Dr Olga Oliveros of the University of Carabobo, a member of the working group.iccdppadmTue, 05 May 2009 09:26:00 GMTf1397696-738c-4295-afcd-943feb885714:142http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/137/Default.aspx#Comments5http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=137http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=137&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/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/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/133/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=133http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=133&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/133/Default.aspxAn examination of policies for career guidance was one component of a European Union programme (MEDA-ETE) being implemented by the European Training Foundation to support education and training for employment in the Mediterranean region. It involved 10 Mediterranean countries. The research on career guidance policies produced country reports on which this comparative analysis is based. The report covers: the socio-economic context the drivers for change current provision policy issues ways forward. It also presents country profiles and comparative statistics.iccdppadmSun, 15 Feb 2009 11:37:00 GMTf1397696-738c-4295-afcd-943feb885714:133http://www.iccdpp.org/PolicyResearch/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/101/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=101http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=101&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/101/Default.aspxThis report is a review of the implementation of the EU Council Resolution on lifelong guidance (2004). Undertaken by Dr Ronald Sultana, the review examines progress in: the implementation of lifelong guidance systems broadening access to guidance strengthening quality assurance systems learning and career management strengthening structures for policy and systems development and presents good examples of practice which have emerged since 2004. It also suggests ways forward to progress these issues at national level and through European cooperation.iccdppadmTue, 30 Sep 2008 13:49:00 GMTf1397696-738c-4295-afcd-943feb885714:101http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/100/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=100http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=100&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/100/Default.aspxThis publication examines the policy context within which many European countries are establishing national committees or forums of policymakers, guidance association leaders, national delivery agencies, social partners and civil society to improve policies, systems and practices for lifelong guidance provision. It describes the tasks that such national forums undertake and how the forums are organised. It draws on examples from Member States of the European Union.iccdppadmTue, 30 Sep 2008 13:40:00 GMTf1397696-738c-4295-afcd-943feb885714:100http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/99/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=99http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=99&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/99/Default.aspxTento strategický materiál bol vypracovaný Ministerstvom školstva Slovenskej republiky a publikovaný v roku 2007. Opisuje ciele stratégie, analyzuje existujúce systémy vzdelávania, prípravy a poradenstva, navhnuje nové riešenie systémov a opisuje implementáciu a dopad opatrení.iccdppadmTue, 30 Sep 2008 13:17:00 GMTf1397696-738c-4295-afcd-943feb885714:99http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/98/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=98http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=98&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/98/Default.aspxThis strategy paper was developed by the Ministry of Education of the Slovak Republic and published in 2007. It describes the goals of the strategy, analyses the existing education, training and guidance system, proposes a new systems design and describes implementation and impact measures.iccdppadmTue, 30 Sep 2008 13:02:00 GMTf1397696-738c-4295-afcd-943feb885714:98http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/86/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=86http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=86&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/86/Default.aspxCoordination of policies and the use of resources at national, regional and local levels is a necessary condition for the development of lifelong guidance systems. Countries in Europe are developing many different types of mechanisms to improve such coordination and at different levels. Networks both formal and informal have high potential for solving structural problems. They also play an important role in policy and practice learning. At the end of 2007, a European Lifelong Guidance Network (ELGPN) was established for policy learning purposes. This publication based on the experience of European level education networks has many lessons in it for policy makers and managers in the field of lifelong guidance at national, regional and local levels. It addresses the following themes: Network theory European networks in education Establishing and setting up a network Managing a network Evaluating a network Making a network sustainable iccdppadmFri, 04 Apr 2008 17:42:00 GMTf1397696-738c-4295-afcd-943feb885714:86http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/85/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=85http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=85&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/85/Default.aspxCoordination of policies and the use of resources at national, regional and local levels is a necessary condition for the development of lifelong guidance systems. Countries in Europe are developing many different types of mechanisms to improve such coordination and at different levels. Networks both formal and informal have high potential for solving structural problems. They also play an important role in policy and practice learning. At the end of 2007, a European Lifelong Guidance Network (ELGPN) was established for policy learning purposes. This publication based on the experience of European level education networks has many lessons in it for policy makers and managers in the field of lifelong guidance at national, regional and local levels. It addresses the following themes: Network theory European networks in education Establishing and setting up a network Managing a network Evaluating a network Making a network sustainable iccdppadmFri, 04 Apr 2008 16:40:00 GMTf1397696-738c-4295-afcd-943feb885714:85http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/83/---------translation-by-Dave-Kass.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=83http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=83&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/83/---------translation-by-Dave-Kass.aspxThis is a Hebrew translation of the Communique of the Fourth International Symposium on Career Development and Public Policy held in the UK October 2007.  The Communique is based on the background preparation papers, presentations and deliberations of the Symposium. Twenty six countries and 5 international organisations attended the Symposium. The background papers for and the presentations at the symposium may be found on the Symposia section of this web site. Our thanks to Dave Kass for this translation.iccdppadmFri, 04 Apr 2008 14:07:00 GMTf1397696-738c-4295-afcd-943feb885714:83http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/62/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=62http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=62&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/62/Default.aspxThis well constructed study and report had several aims: To establish users' preferences for and usage of different careers information types and sources To catalogue existing careers information resources To assess both guidance practitioners' and the general public's knowledge of labour market information To determine the best means to reach different population target groups  To make recommendations for practical improvements in career and labour market information dissemination, particumarly from a user perspective. The study was undertaken through a combination of desk and field research and involving quantitative and qualitative methods. Policy literature and good examples of practice from other countries were collected. Existing Irish resources were searched, catalogued, and appraised according to the criteria of (i) up to date, (ii) user friendly, (iii) comprehensiveness, and (iv) relevance. A matrix exercise, a statistical analysis, and focus group conversations were other parts of the methodology. In general, there was very low awareness and usage of existing labour market information resources. Recommendations include the need for improved access to such information and the need to make such resources more user friendly.iccdppadmMon, 15 Oct 2007 15:41:00 GMTf1397696-738c-4295-afcd-943feb885714:62http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/61/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=61http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=61&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/61/Default.aspxThis Competency Framework for Guidance Practitioners, developed by a sub-committee of the National Guidance Forum, is designed to inform the trainers and training of guidance practioners in order to provide practitioners with the competences to assist citizens to acquire the knowledge, skills and competences to manage their learning and work (see National Lifelong Guidance Framework in the relevant theme categories on this web site). The Competency Framerwork is divided into five parts: Theory and practice of vocational, educational and personal and social guidance across the lifespan Labour market education and training Counselling Information and resource management Professional practice. It is also designed to fit the Irish National Framework of Qualifications which facilitates the accreditation of prior learning and the mutual recognition of qualifications between the education and labour market sectors.  The Framework will enable practitioners to progress from one level of qualification to another and to take on new guidance roles.iccdppadmMon, 15 Oct 2007 14:26:00 GMTf1397696-738c-4295-afcd-943feb885714:61http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/60/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=60http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=60&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/60/Default.aspxThis report was developed by a sub-committee of the National Guidance Forum. It is designed to support the effective implementation of lifelong guidance policies and services. Quality Guidelines are formulated as a Code of Principles, general in nature and incremental in application. Guidelines are also provided for the evaluation of guidance services.iccdppadmMon, 15 Oct 2007 13:16:00 GMTf1397696-738c-4295-afcd-943feb885714:60http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/59/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=59http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=59&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/59/Default.aspxThis study was commissioned by the National Guidance Forum of Ireland in 2006 to ascertain the views and experiences of citizens on their experiences of the guidance services that were available to them. Such information as gathered from users and potential users informed the recommendations of the National Guidance Forum as to a future lifelong guidance service provision. The methodology of the study consisted of: an extensive review of Irish and international literature to give context to the study and to give a platform for the interpretation of the findings; a questionnaire used with individual citizens and organisations; and focus groups which targeted the views of older adults, persons of different nationalities, persons with disabilities, unemployed, and persons with low incomes. The findings showed a keen awareness of respondents of the value of career guidance services, a wide range of opinions on the existing services, and support for increased public investment in the services. Many had difficulty in accessing the services, especially young people and employed people, and needed "guidance" on how to obtain guidance!iccdppadmMon, 15 Oct 2007 12:48:00 GMTf1397696-738c-4295-afcd-943feb885714:59http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/58/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=58http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=58&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/58/Default.aspxThis Background Scoping Report describes existing career guidance services for citizens in Ireland and also identifies groups of the population in Ireland for whom no guidance services are currently provided. The Scoping Report was developed by a sub-committee of the National Guidance Forum of Ireland. The Report informed the proposals of the National Forum on national policy development and coordination.iccdppadmMon, 15 Oct 2007 10:00:00 GMTf1397696-738c-4295-afcd-943feb885714:58http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/57/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=57http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=57&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/57/Default.aspxThis Report covers the first two years' work of the National Guidance Forum of Ireland that was established in 2004. It explains the background and work methods of the Forum and provides an overview of relevant research that informed its deliberations and conclusions/recommendations. The Report sets out:  a framework of the knowledge, skills and competences that enable citizens to manage their learning and work over their lifespan; a competence framework for guidance practitioners that enable them to assist citizens to acquire the knowledge, skills and competences to manage their learning and work; a code of principles to assure the quality of the guidance services provided and guidelines for the evaluation of such services; and proposals for national and local structures to ensure that there is a "joined-up" delivery of a lifelong guidance framework. The Report also provides a summary of key national and EU policies for education, training and employment and of national and international reviews of policies for career guidance that provide a context for the Forum's deliberations and conclusions. Full details of the code of principles, of the competency framework, and of the research of Irish public perceptions of the existing guidance services can be found in the appropriate policy theme categories on the ICCDPP site.  iccdppadmMon, 15 Oct 2007 09:10:00 GMTf1397696-738c-4295-afcd-943feb885714:57http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/56/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=56http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=56&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/56/Default.aspxThis is an expert paper jointly commissioned by the EC and OECD as part of the international review of policies for career guidance initiated by the OECD in 2001. The paper considers the contextual issues that impinge on career guidance activities and their outcomes and considers the the types of outcomes that can be viewed as desirable and identifiable. It assesses the various methods of measuring outcomes which are or might be employed. Existing evidence on the outcomes of guidance is reviewed and the implications for policy and research future agendas are addressed.iccdppadmMon, 17 Sep 2007 14:53:00 GMTf1397696-738c-4295-afcd-943feb885714:56http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/55/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=55http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=55&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/55/Default.aspx This is an expert paper commissioned jointly by the EC and OECD for the international review of policies for career guidance initiated by the OECD in 2001. The author examines the demand for career guidance and  the nature of supply and incentives to enhance both the quantity and the quality of supply of career guidance.   Market-making examines how markets function. The ways they are likely to fail in the provision of certain types of career guidance leads to the identification of a series of market failures - ways in which laissez-faire policies are likely to lead to inadequate or inaccurate career guidance, or to inequities in access, or to an absence of markets where potential demanders and suppliers can come to some agreement. Different countries have developed policies to counteract such failures.  In the end, career guidance may be perceived as an adjunct to career-oriented forms of education and training, including professional forms of higher education, and more broadly to policies intended to improve the flexibility and efficiency of labor markets. This is just as true for emerging countries, or countries just moving to market-oriented labor markets and to educational institutions operating in markets such as China. iccdppadmMon, 17 Sep 2007 14:14:00 GMTf1397696-738c-4295-afcd-943feb885714:55http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/48/Career-guidance-a-handbook-for-policy-makers.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=48http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=48&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/48/Career-guidance-a-handbook-for-policy-makers.aspxThis handbook was initiated by the European Commission in response to perceived weaknesses in strategic leadership in EU Member States in the country reviews of policies for career guidance undertaken by CEDEFOP, ETF and the OECD. Edited and published jointly by the EC and the OECD, the handbook addresses a broad range of policy issues that are central to the effective delivery of career guidance services. Thses include: how to widen access to career guidance; ways of improving the quality of careers information; ensuring that staff qualifications meet policy objectives; assessing the effectiveness of career guidance; and improving strategic leadership. The publication is essential reading for all policy makers, especially those in education and employment, who are responsible for planning, managing and delivering career guidance services, and for leaders, trainers and researchers in the career guidance field.iccdppadmMon, 17 Sep 2007 09:46:00 GMTf1397696-738c-4295-afcd-943feb885714:48http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/43/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=43http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=43&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/43/Default.aspxThis is an important paper for policy developers in the fields of education, training and employment, and for researchers. It was commissioned by the Careers Industry Council of Australia and written by Professor Richard Sweet who had responsibility for the OECD review of policies for career guidance in 2001-03. While its context is Australia, its content is valid for all countries. The paper addresses the following questions: Why is a national research strategy needed? What is the current state of career development research in Australia? How might a national research strategy be delivered? How should a national research strategy be funded? How should a national research strategy be managed? What should the focus of the national research strategy be? WebmasterFri, 24 Aug 2007 16:04:00 GMTf1397696-738c-4295-afcd-943feb885714:43http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/42/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=42http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=42&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/42/Default.aspxThis is a key paper for policy developers in the fields of education, training and employment. It was commissioned by the Careers Industry Council of Australia, an umbrella organisation for many organisations providing career development services in Australia and written by Professor Richard Sweet who was responsible for the career guidance policy reviews undertaken by the OECD in the period 2001-2003. The paper addresses the following questions: What do the terms career development services mean? Why are such services important for public policy? What evidence exists on the benefits of such services to different publics? What steps need to be taken to make sure that career development services assist governments to achieve public policy goals? WebmasterFri, 24 Aug 2007 15:53:00 GMTf1397696-738c-4295-afcd-943feb885714:42http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/41/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=41http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=41&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/41/Default.aspxThis short paper addresses the main arguments for and against the provision of all-age services. It explores the alternative of adopting an all-age strategy without necessarily integrating services on an all-age basis, and the various forms such a strategy might take. While the context of the proposals concerns the reform of guidance provision in England as part of the UK, the arguments for and against an all-age provision have universal relevance.WebmasterFri, 24 Aug 2007 15:51:00 GMTf1397696-738c-4295-afcd-943feb885714:41http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/24/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=24http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=24&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/24/Default.aspxThis report was produced as part of the work activities of a European Union funded project entitled Developing National Forums for Guidance in Six Member States that concluded in November 2006. The issue of the role of the beneficiary of guidance services in the design, monitoring, and evaluation of such services was first raised in the Council of Ministers of Education Resolution on Lifelong Guidance (2004) whose text can be found also in the Articles Repository of this site. The following themes are examined in the report: Why involve users in policy development? Defining user involvement Principles of user involvement Possible approaches to user involvement. This is the first report of its kind worldwide and is highly recommended reading.jmcadminFri, 29 Dec 2006 22:00:00 GMTf1397696-738c-4295-afcd-943feb885714:24http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/20/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=20http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=20&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/20/Default.aspxThis report was presented at the Finnish EU Presidency Conference on Lifelong Guidance in November 2006. It is a synthesis report on progress across the European Union Member States in implementing the priorities of the Council of Ministers of Education Resolution on Lifelong Guidance of May 2004, as evidenced by country responses to a survey in summer 2006 and the results from mutual learning focus meetings organised by CEDEFOP in 2005/6. The following priorities of the Council Resolution are covered by the report: implementing lifelong guidance systems broadening access to career guidance strengthening quality assurance systems learning career management skills strengthening structures for policy and systems development. jmcadminThu, 28 Dec 2006 18:55:00 GMTf1397696-738c-4295-afcd-943feb885714:20http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/19/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=19http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=19&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/19/Default.aspxIn May 2004 the Council of Ministers of Education of the European Union adopted a position paper/Resolution on the need to strengthen policies, systems and practices for guidance throughout life in Europe. The Resolution provides a political definion of guidance; lists the added value of guidance to individuals, institutions and its contributions to the achievement of public policy goals; notes that current policies, systems and practices in Europe do not respond to the knowledge based society and economy, and invites Member States and the European Commission to undertake a series of actions to reform policies, systems and practices through both individual and collaborative effort. Copies of the text of the Resolution can be found in 10 other European Union Member State languages on EUROPA, the European Commission's web site: http://ec.europa.eu/education/policies/2010/objectives_en.html#reforming  jmcadminThu, 28 Dec 2006 18:26:00 GMTf1397696-738c-4295-afcd-943feb885714:19http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/18/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=18http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=18&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/18/Default.aspxIn May 2004 the Ministers of Education of the European Union meeting in Council adopted a position paper/Resolution on the need to strengthen policies, systems and practices for guidance provision throughout life in the context of the European Union's Education and Training 2010 work programme. They invited the Member States and the European Commission to undertake a series of actions to implement the Resolution. In November 2006, the Finnish Presidency of the European Union held a conference in Jyvaskala to review progress to date in the implementation of the Resolution. Representatives from the United States, Australia, and New Zealand also attended. The report provided below presents the recommendations from the Conference workshops for the next stage of implementation of the Resolution, including the development of a European Union Guidance Network for policy makers in 2007.jmcadminThu, 28 Dec 2006 17:47:00 GMTf1397696-738c-4295-afcd-943feb885714:18http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/17/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=17http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=17&PortalID=1&TabID=153http://www.iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/17/Default.aspxCommissioned by the Careers Industry Council of Australia and published in November 2006,   this scoping study looks at possible areas of research on the economic benefits from career development services. Career development services refer to vocational and educational advice provided by career development practitioners. School-based advice currently dominates career development services, though advice is also provided in universities, TAFEs, via Job Network and related programs, and via private agencies. The key benefit from career development services is better informed decision-making in education and career choice that should assist over the longer term in achieving higher workforce participation, lower unemployment (less job search time and less skill mismatch), greater skill development on average (and so higher earnings) and higher career satisfaction. These benefits accrue to the individual, but are also benefits to society as a whole (for example, through the tax/transfer system – higher productivity and participation and lower unemployment translate into higher tax revenues and less welfare payments – with those savings then able to be spent on other things or handed back as tax cuts). While it makes sense that more informed decision-making should lead to improved labour market outcomes of the kind noted above, proving the case is a more difficult proposition. Thus far in Australia there appears to have been very little research along these lines. This scoping study outlines potential avenues of research which may be available to help inform on the benefits of career development services:  A stocktake of current usage of career development services, compiling data which may be currently collected on usage of services, what sort of services are being accessed and characteristics of users.  Post-consultation surveys, examining how satisfied people were of the service provided to them. This could also include interrogation of existing career development related questions in the likes of LSAY, Young Visions and other longitudinal datasets. A stocktake of performance of career development services. A detailed literature review of the benefits of career development services, building such as via on the material presented in this paper. A survey-based approach, preferably via a longitudinal study of users of career development services, to help track longer term outcomes for individuals. The key questions would relate to future employment, wages, further education and career satisfaction. Such a study should contain a well defined target group and a control group. A cost-effective method may be to include questions on career development services as part of other surveys, such as graduate destination surveys and LSAY. An outcomes-based approach using research other than surveys – key outcomes which career development services are hoping to influence could be monitored over time at a macro level, such as monitoring the average length of job search, levels of job mis-match and measures of skill shortage. Economic benefits of career development services if appropriate, and evaluating economic benefits with the assistance of a well specified macroeconomic model. Terms of reference for future research into the economic benefits of career development services could be developed with these research strands in mind. Finally, any evidence on improved outcomes could be translated into broaderby extrapolating survey results to the broader population of usersjmcadminSat, 23 Dec 2006 19:37:00 GMTf1397696-738c-4295-afcd-943feb885714:17