http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/221/CAREER-DEVELOPMENT-BENCHMARKS--TERTIARY.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=221http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=221&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/221/CAREER-DEVELOPMENT-BENCHMARKS--TERTIARY.aspxThis recent publication by Careers New Zealand provides a set of quality benchmarks for career development programmes and services in tertiary/post-secondary further and higher education and training in New Zealand. It outlines a clear and consistent framework to enable tertiary organisations and external bodies to review the effectiveness of their career development programmes and services. The benchmarks focus on the career management competencies/needs of students. The benchmarks are presented in three categories: -Student engagement -Employer and industry engagement -Tertiary organisation engagement. A four point descriptive scale is used for each benchmark: -Ineffective -Adequate -Consolidating effectiveness -Highly effective. A very useful Glossary is provided. This publication is highly recommended for tertiary education and training organisations.iccdppadmFri, 14 Dec 2012 17:13:00 GMTf1397696-738c-4295-afcd-943feb885714:221http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/220/--------.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=220http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=220&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/219/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=219http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=219&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/219/Default.aspxThis report, prepared in 2011 by Deloitte Access Economics for the Australian government, examines the options presented in the report prepared by NOUS (see previous publication on this site) for a National Career Development Strategy for Australia. In its introduction the report cautions that it is impossible to conduct a fully-fledged cost benefit analysis because of the granularity of the available data on the benefits of career development services due to the incomplete nature of the current evidence base. Among its conclusions are the need for investment in strengthening the evidence base, especially on the benefits generated by career development services provision.iccdppadmTue, 25 Sep 2012 04:00:00 GMTf1397696-738c-4295-afcd-943feb885714:219http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/218/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=218http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=218&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/218/Default.aspxThis paper, prepared by the NOUS Group, was commissioned by the Australian government to help it to develop its national career development strategy. Published in 2011, it describes the components of such a strategy and suggests options for its implementation. The components of the strategy are as follows: vision goals leadership governance services - ICT services - face to face services - curriculum quality standards evidence communications and marketing. iccdppadmTue, 25 Sep 2012 03:44:00 GMTf1397696-738c-4295-afcd-943feb885714:218http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/217/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=217http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=217&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/217/Default.aspxThis recently published research report was compiled by Miles Morgan for the Australian government in order to inform future government strategy on policies for career development. It consists of a review of national and international career development research as well as consultations with experts and with States and Territories personnel. The review aimed to identify the evidence base for: best practice career development models the impacts and benefits of career development interventions on youth transitions the skills young people need to enable them to manage their learning and work lifepaths ways to address the needs of specific target groups. Criteria for effective career development practice were distilled from the literature review. These included characteristics of effective career development systems effective delivery mechanisms effective content. These criteria were in turn applied to what happens in Australia at the moment and significant gaps were identified and recommendations made. This document is a very useful synthesis and starting point for countries who wish to develop or to improve career guidance provision for its citizens. iccdppadmTue, 25 Sep 2012 03:22:00 GMTf1397696-738c-4295-afcd-943feb885714:217http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/214/Default.aspx#Comments6http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=214http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=214&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspx#Comments6http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=193http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=193&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/193/Scottish-Review-of-Employment-and-Skills-2011.aspxThe employment and skills systems need to work together to support individuals into employment with the skills to progress, and in turn, to provide the skills employers demand through responsive workforce development. The Skills for Scotland Strategy and its subsequent refresh in 2010 encourages the integration of employment and skills services to facilitate the journey individuals make from long term unemployment to sustained employment and in work progression. A pilot to match employment services with career guidance services was rolled out through all Skills Development Scotland and Jobcentre Plus public offices in Scotland and is now operational in all areas. However, integration of employment and skills services has not yet been achieved systemically in Scotland. What has occurred is joint working at a local level, driven by the ambition to deliver better outcomes for customers, which often takes place despite inflexibilities of the systems. This report recommends 4 areas for action: -coherent information: collection, sharing, understanding, and usage -collaboration between partners: more inclusive partnership arrangements, identify and work towards common goals -customer focus: involvement in design, delivery and evaluation of services -progression: support sustainable employment and progression in work; explore a careers cluster approach to support individual progression at local level.iccdppadmTue, 30 Aug 2011 12:05:00 GMTf1397696-738c-4295-afcd-943feb885714:193http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/175/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=175http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=175&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/175/Default.aspxWales, bounded by land and sea, with a good mix of urban centres and rural aspects, is a part of the United Kingdom, with a population of 3 million people. It has its government and own parliament, the National Assembly of Wales, its own language, Welsh, and many people living in Wales are bi-lingual (English-Welsh). This 2010 report, published by the Careers Policy Branch of the Welsh Assembly Government, is an externally led review of career services in Wales, comprising a wide range of service providers: schools, further education colleges, higher education, and Careers Wales and its constituent careers companies. People living in Wales are able to access career services through a mix of national telephone helpline, web and face to face services. The report identifies the need for services to be more clearly defined and the quality of leadership improved. It offers pointers as to how relationships between providers may be improved in the interests of service users by building a more flexible, efficient, coherent and effective system of careers provision. These pointers form a medium term strategy for service development over the next 3 to 5 years. This report is to be commended especially to viewers interested in how a small size country caters for the career development needs of its population.iccdppadmSun, 30 Jan 2011 23:36:00 GMTf1397696-738c-4295-afcd-943feb885714:175http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/167/PACIFIC-CAREERS-NETWORK-COMMUNIQUE-2009.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=167http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=167&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/167/PACIFIC-CAREERS-NETWORK-COMMUNIQUE-2009.aspxThis Communique is an output of the Pacific Careers Network (PCN) which was established at the International Symposium for Career Development and Public Policy held in Wellington, New Zealand, in November 2009. It outlines the background and aims of the Symposium, a vision for PCN and definition of career, how the network will function, whom its partners will be, and the next steps for action.iccdppadmWed, 30 Dec 2009 11:48:00 GMTf1397696-738c-4295-afcd-943feb885714:167http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/166/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=166http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=166&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/166/Default.aspx This is the direction setting document that emerged from the Fifth International Symposium for Career Development and Public Policy that was hosted by Career Services in Wellington, New Zealand from 14 to 17 November 2009. The themes for the Symposium were: -Transformational technology -Prove it works -Role of the citizen -Culture counts The document sets out the Key Outcomes of the Symposium. For each of the four themes the underlying policy principles are identified, as are the follow-up actions for countries and for the International Centre for Career Development and Public Policy (ICCDPP). Already Canada has offered to lead on the Theme Prove it works and New Zealand on Transformational technology. Countries who were unable to participate in the Symposium are encouraged to join these international collaborative actions. The invite-only Symposium was attended by 76 delegates representing policy, practice and research perspectives, comprising teams from 23 countries. In addition, there was senior representation from five international or regional bodies. For the first time there was significant representation from Pacific Island nations. The focus for these countries was on establishing a career development network in the Pacific region. The Symposium was opened by the Minister of Education, Hon. Anne Tolley. The Minister of Pacific Island Affairs, the Hon. Georgina Te Heuheu attended the initial meeting of the Pacific Careers Network, which took place during the Symposium. The Symposium was co-chaired by Lester Oakes (New Zealand) and Kaye Turner (New Zealand) and the work of the Symposium was synthesised by Professor Tony Watts (United Kingdom) and Lynne Bezanson (Canada). 1 For more information, visit  www.careers.govt.nz iccdppadmWed, 02 Dec 2009 15:31:00 GMTf1397696-738c-4295-afcd-943feb885714:166http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/165/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=165http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=165&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/165/Default.aspxThis article, written by Dr Jim Sampson of Florida State University and delivered as a presentation at the IAEVG conference in Jyvaskyla in June 2009, examines two elements of policies for career guidance: the effectiveness of career guidance interventions in relation to cost and access to such interventions by citizens. It commences by identifying the different elements of career guidance and proceeds to examine the translation of career theory to practice, the effectiveness of career guidance interventions, and the access people have to career guidance. Collaborative counselling is proposed as an intervention to improve access. The paper ends with a discussion on how to balance effectiveness and access in career guidance delivery. In his preparation of this paper, Prof Sampson noted the lack of a comprehensive and consistent evidence base for career guidance interventions and the little or no attention paid to integrating career theory, public policy, and the cost-effectiveness of career guidance interventions.iccdppadmFri, 07 Aug 2009 20:11:00 GMTf1397696-738c-4295-afcd-943feb885714:165http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/164/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=164http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=164&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/164/Default.aspxThis is a recently signed agreement between the Australian federal government and the States and Territories of Australia. It is designed to address the objectives of the National Education Agreement and the National Agreement for Skills and Workforce Development already signed by the same parties. The new agreement covers the engagement of young people aged 15 to 24 with learning, work, employment and the transitions involved, particulary to improve outcomes in educational attainment. There is special reference to social inclusion aims, especially for the indigenuous disadvantaged. Its overall aim is to better align federal, State and Territory programmes and services related to youth, career and transitions. Under the agreement the States and Territories will gradually assume primary responsibility for career guidance activities. The agreement sets out indicative actions and outcomes for the following reform areas: multiple learning paths career development mentoring school, business, community partnerships individualised, personalised support for young people at risk. It also sets out performance indicators and benchmarks for the agreement. This Agreement is one example of how federal and regional governments can share the responsibility of career guidance provision and of the devolution of power to the regions with performance indicators.iccdppadmTue, 28 Jul 2009 09:16:00 GMTf1397696-738c-4295-afcd-943feb885714:164http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/160/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=160http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=160&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/158/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=158http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=158&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/158/Default.aspxThis paper produced by Helmut Zelloth of the European Training Foundation (ETF) traces the history of career guidance provision in the education, training and employment sectors in Kosovo particularly since 2001. Based on field visit observations and relevant documentation, the paper sets out the strengths, weaknesses, and policy and other recommendations for career guidance provision in Kosovo. Kosovo is a landlocked country with boundaries of 702 kms and a population of 1.8m people. Its population is aged mainly under 28 years. This paper is a useful description of one country's experience in charting the way forward to developing a policy and system for guidance provision where none existed previously.iccdppadmWed, 27 May 2009 08:48:00 GMTf1397696-738c-4295-afcd-943feb885714:158http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/154/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=154http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=154&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/152/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=152http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=152&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/150/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=150http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=150&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/149/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=149http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=149&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/149/Default.aspxThis article wriiten by Tibor Bors Borbely provides the background to the present offer of guidance services in compulsory education and vocational education and training in Hungary. It describes the challenges facing the system and current developments.iccdppadmTue, 12 May 2009 20:56:00 GMTf1397696-738c-4295-afcd-943feb885714:149http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/148/Default.aspx#Comments13http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=148http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=148&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/147/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=147http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=147&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/145/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=145http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=145&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/145/Default.aspxIn the current economic climate, it is essential that graduates are prepared to enter the workplace, possessing key employability skills which will enable them to compete in today's job market. Universities and employers both have an important role to play in providing work placements, internships and opportunities which can assist in the development of these skills such as campus talks from employers and specific employability modules. Future fit , produced and published by the Confederation of Brirish Industry, highlights some of the positive work being done by universities and employers to provide these opportunities but as the report suggests there is still scope for universities, employers and indeed students to do more to address employability. Where business-university links are not yet established, engagement must be encouraged – particularly for SMEs who may be less confident in establishing these links having fewer resources with which to provide work placements. Businesses of all sizes and sectors must get involved with the employability agenda not least because doing so will provide them with a better pool of graduates from which to recruit. A survey of undergraduates conducted for the report, found that 35% of students would have liked to have taken part in a special programme to develop their employability skills but this was not offered.  This suggests that there is unmet demand among students in the provision of these opportunities. One of the key messages to come out of the report was the need for universities and businesses to 'up their game' in the development of employability skills in students – both in terms of the number of placements on offer and in terms of course content. Both universities and students need to recognise that employability skills should not be treated as an 'add on' but as an essential part of the university curriculum. This report features 13 case studies from both employers and universities which highlight the constructive work already being done on employability. With findings from surveys of employers, universities and students – the report goes on to present some 'key lessons' for all three groups as to how they can better address this area and ensure our graduates are equipped with the skills they need in the workplace. iccdppadmFri, 08 May 2009 12:24:00 GMTf1397696-738c-4295-afcd-943feb885714:145http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/144/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=144http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=144&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/144/Default.aspxLa guida practica è un documento realizzato dalla Commissione Europea e dall'OCSE per rispondere alla continua evoluzione delle politiche dell'instruzione, della formazione e dell'occupazione. L'obiettivo della guida è di aiutare i decisori dei Paesi dell'OCSE e dell'Unione Europea ad elaborare politiche efficaci di orientamento professionale nel campo dell'instruzione, della formazione e dell'occupazione.iccdppadmWed, 06 May 2009 09:38:00 GMTf1397696-738c-4295-afcd-943feb885714:144http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/143/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=143http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=143&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/143/Default.aspxThis review charts the progress reported by participants of the Fourth International Symposium on Career Development and Public Policy (UK, 2007) in the national implementation of key messages of the Communique that emanated from the Symposium. The theme of the Symposium was Growth, Groups and Geographies - the Social and Economic Impact of Career Development. The review also explores the personal learning value of the Symposium to the participants, assesses the process of the Symposium itself, and considers the role of the International Centre for Career Development and Public Policy between international symposia. For the symposium papers and proceedings, view the section on Symposia on this web site.iccdppadmTue, 05 May 2009 10:37:00 GMTf1397696-738c-4295-afcd-943feb885714:143http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/142/Venezuela-sistema-nacional-de-orientacion.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=142http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=142&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/137/Default.aspx#Comments8http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=137http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=137&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/136/Default.aspx#Comments5http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=136http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=136&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/135/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=135http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=135&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/134/Default.aspx#Comments5http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=134http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=134&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/112/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=112http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=112&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/83/---------translation-by-Dave-Kass.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=83http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=83&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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/Ensuringquality/tabid/155/articleType/ArticleView/articleId/69/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=69http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=69&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/69/Default.aspxThis is the French translation of the Theme Syntheses Report of the Fourth International Symposium on Career Development and Public Policy. The 26 participating countries and 5 international organisations attending the symposium were asked for national perspectives on three of the five subthemes connecting career development to the achievement of economic and social goals. The Theme Syntheses Report is based on their responses.iccdppadmThu, 15 Nov 2007 11:25:00 GMTf1397696-738c-4295-afcd-943feb885714:69http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/68/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=68http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=68&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/68/Default.aspxThis is the Finnish translation of the Communique that emanated from the Fourth International Symposium on Career Development and Public Policy held in Scotland, UK, October 22-25, 2007, on the relationship between career development and national economic and social policies.iccdppadmThu, 15 Nov 2007 10:56:00 GMTf1397696-738c-4295-afcd-943feb885714:68http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=155&ModuleID=458&ArticleID=46http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=46&PortalID=1&TabID=155http://www.iccdpp.org/PolicyResearch/Ensuringquality/tabid/155/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-943feb885714:46