http://www.iccdpp.orgRSS feeds for ICCDPP60http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/220/--------.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=220http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=220&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/219/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=219http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=219&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/218/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=218http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=218&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/214/Default.aspx#Comments6http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=214http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=214&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/210/BILDUNGSUND-BERUFSBERATUNG-IN-DEUTSCHLAND.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=210http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=210&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/210/BILDUNGSUND-BERUFSBERATUNG-IN-DEUTSCHLAND.aspxBildungs- und Berufsberatung in Deutschland  Diese Broschüre gibt den ausländischen Partnern in der Europäischen Union und darüber hinaus einen Überblick über die Grundstruktur des Systems der Bildungs- und  Berufsberatung in Deutschland. Für jeden Lebensabschnitt – sei es in Schule, Studium, Aus- und Weiterbildung, im Beruf oder bei Arbeitslosigkeit – bietet das deutsche Beratungssystem grundsätzlich allen Bürgerinnen und Bürgern Zugang zu Beratungsdiensten. Charakterisiert durch die geteilten Zuständigkeiten zwischen Bund, Ländern und Kommunen, die das deutsche Bildungs- und Beschäftigungssystem prägen, beruht das Beratungssystem traditionell auf der Unterscheidung zwischen Bildungs- und Weiterbildungsberatung im Bildungsbereich auf der einen und Berufsberatung für den Ausbildungs- und Beschäftigungssektor auf der anderen Seite. Bereichsübergreifende Kooperation und Vernetzung sind deshalb wesentlich. Nach einer kurzen Einführung in das deutsche Bildungssystem beschreibt die Broschüre die Beratungsangebote in Schule, Ausbildung und Hochschule, im Arbeitsleben und bei Weiterbildungsbedarf. Beratung für besondere Zielgruppen sowie Beratung über das Internet werden in eigenen Abschnitten näher betrachtet. Kapitel über Qualität und Professionalität und die europäische Kooperation in diesem Bereich berichten über die permanenten Bemühungen um die professionelle Weiterentwicklung des Beratungssystems. Denn der gesellschaftliche Wandel stellt eine kontinuierliche Herausforderung für die Verbesserung lebensbegleitender Beratungsangebote im Kontext lebenslangen Lernens dar.  iccdppadmThu, 20 Sep 2012 03:05:00 GMTf1397696-738c-4295-afcd-943feb885714:210http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/205/Default.aspx#Comments7http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=205http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=205&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/205/Default.aspxCe document etait préparé en vue de l’Examen de l’OCDE sur les politiques d’orientation professionnelle à la demande conjointe de la Commission européenne et de l’OCDE et publie en 2002. Il traite les thèmes suivants: De nouveaux besoins en matière d’information et d’orientation professionnelles La demande d’information et d’orientation professionnelles : la valorisation d’une marchandise abstraite L’offre d’information et d’orientation professionnelles : les incitations des différents prestataires Le « marché » de l’information et de l’orientation : équilibrer l’offre et la demande Les défaillances du marché dans le domaine de l’information et de l’orientation : les expériences de quelques pays: Demande latente et demande explicite Enregistrer les demandes des employeurs De l’information à l’orientation et à d’autres activités Accès équitable et financement Une information étendue et approfondie Créer des « marchés » cohérents de l’information et de l’orientation Conclusions : concrétiser le potentiel de l’information et de l’orientation professionnelles iccdppadmWed, 16 May 2012 00:30:00 GMTf1397696-738c-4295-afcd-943feb885714:205http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/204/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=204http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=204&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/204/Default.aspxCe document etait préparé en vue de l’Examen de l’OCDE sur les politiques d’orientation professionnelle à la demande conjointe de la Commission européenne et de l’OCDE et publie en 2002. Il est presente en quatre parties: Les conditions d'une decision rationnelle: approches economiques Autres facteurs de complication de la decision professionnelle Au-dela de l'information: activites de conseil et d'orientation professionnelle Conclusions: vers un approche constructiviste de l'orientation professionnelle iccdppadmWed, 16 May 2012 00:11:00 GMTf1397696-738c-4295-afcd-943feb885714:204http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/203/Default.aspx#Comments7http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=203http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=203&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/203/Default.aspxCe document etait préparé pour l’examen des politiques en faveur des services d’information, d’orientation et de conseil a la demande de la Commission européenne et de l’OCDE et publie en 2002. Il présente une analyse comparative des qualifications et des formations des conseillers d’orientation, afin de faire apparaître les problèmes qui se posent à l’orientation au début du 21e siècle.iccdppadmWed, 16 May 2012 00:02:00 GMTf1397696-738c-4295-afcd-943feb885714:203http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/185/Lifelong-Guidance-Across-Europe.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=185http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=185&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/185/Lifelong-Guidance-Across-Europe.aspxThis Cedefop 2011 publication examines progress by EU Member States in implementing the priority action areas of the 2008 European Council Resolution on Lifelong Guidance. These areas are: expanding access to careers services, the teaching and learning of career management skills, assuring the quality of career services, developing the evidence base for policy making, and strengthening cooperation and coordination of key stakeholders at national level. It covers the period 2007 to 2010.iccdppadmMon, 29 Aug 2011 13:05:00 GMTf1397696-738c-4295-afcd-943feb885714:185http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/178/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=178http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=178&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/178/Default.aspxThis study*, published in December 2010, was commissioned by the Departments of Education and of Business and Innovation of the State of Victoria, Australia. Victoria has a population of 5.5 million inhabitants living mainly in urban areas. The focus of the study was the effectiveness of career guidance provision for young people in secondary schools and in VET and ACE settings. Existing career development programmes and provision were reviewed and state, national and international best practice drawn on. Recommendations for improvements include: career guidance in the curriculum, school management of career guidance provision, the leadership role of the Department of Education, strategic support for career guidance in VET and ACE settings, external services support, school education region support, State-wide coordination in this field, cooperation and coordination between agencies that assist the career development of youth at risk, and support for families. The full list of contributors to this review were: Professor Richard Sweet, Dr Veronica Volkoff, Professor A.G. Watts, Sue Helme, Dr Suzanne Rice, Professor Jack Keating, Sujatha Pannell.iccdppadmTue, 05 Apr 2011 01:30:00 GMTf1397696-738c-4295-afcd-943feb885714:178http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/177/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=177http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=177&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/177/Default.aspxThis recently published paper from the Scottish government sets out the strategic directions for the future provision of career guidance services in Scotland. It supports the provision of an all-age, universal service, with appropriate targeting of those most at need. Skills Development Scotland is given a key leadership role working in partnership with a diverse range of providers and professional associations, including employers. The paper emphasises the use of ICT as part of integrated service delivery, the need to teach career management skills, the professionalisation of the services provided, and government expectations of providers.iccdppadmWed, 30 Mar 2011 02:59:00 GMTf1397696-738c-4295-afcd-943feb885714:177http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/176/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=176http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=176&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/176/Default.aspxThis document is the response of Leighton Andrews, Minister for Children, Education and Lifelong Learning, National Government of Wales, to the recommendations of the report: Future ambitions: developing careers services in Wales. It is a good example of how review report recommendations can be implemented within the statutory responsibilities of a minister, and taking into account other constraints. iccdppadmMon, 31 Jan 2011 01:16:00 GMTf1397696-738c-4295-afcd-943feb885714:176http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/174/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=174http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=174&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/174/Default.aspxThis report produced for the UK Commission for Employment and Skills addresses how technology is reshaping the career support market and the implications of this for policy makers and for the funding and delivery of services. The career support market is defined as the conceptual space within which individuals who desire career support transact with those who provide it. Technology contributes not only to increasing consumer choice and to improving the cost-effectiveness of services; it has also led to the development of new service paradigms, especially through social media applications.  It has changed how career support is being experienced by individuals and how the support services are managed, delivered and taken up.  The report describes different styles of government intervention in the career support market involving the use of technology, including some international comparisons, and the business models that underpin the market. It provides some conclusions on the role of the government in the market in general, and its roles in ensuring more creative and strategic use of the opportunities provided by technology.iccdppadmFri, 21 Jan 2011 03:20:00 GMTf1397696-738c-4295-afcd-943feb885714:174http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/172/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=172http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=172&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/172/Default.aspxWhile the context and content of this paper sit firmly within the expressed political positions of the three main UK political parties during the present year, 2010, Section 3 of the report demonstrates that career services and counselling support can and do make a difference in terms of learning outcomes such as increased self-confidence, self-esteem, motivation, and enhanced decision-making. They also support significant participation in learning and educational attainment. For progression to employment, the evidence is less clear though there is some evidence that highly intensive support for the unemployed can make a difference.iccdppadmMon, 06 Sep 2010 04:43:00 GMTf1397696-738c-4295-afcd-943feb885714:172http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/170/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=170http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=170&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/170/Default.aspxThis policy brief (2005) by Sarah Looney and Chris T King provides backround to the movement to develop a standard set of performance measures for publicly funded programmes that comprise the US workforce development system. It also reviews two prominent US proposals: common measures proposed by the Office of Management and Budget , and the measures of the Integrated Performance Information Project. While not specifically dealing with the performance indicators for career guidance/development services and programmes, the content of the policy brief has pertinence for such discussions in the USA and beyond. iccdppadmWed, 25 Aug 2010 03:35:00 GMTf1397696-738c-4295-afcd-943feb885714:170http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/167/PACIFIC-CAREERS-NETWORK-COMMUNIQUE-2009.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=167http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=167&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/166/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=166http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=166&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/165/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=165http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=165&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/164/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=164http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=164&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/161/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=161http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=161&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/161/Default.aspxTaking as its starting point the public demand for career guidance, this study by Helmut Zelloth of the European Training Foundation examines policy and practice of career guidance in 9 EU neighbouring countries: Montenegro, Macedonia, Turkey, Albania, Ukraine, Russia, Georgia, Egypt and Jordan through a comparative lense. It describes existing provision and innovation and addresses issues of policy and strategic leadership. It is another excellent ETF publication in this field that aims to facilitate international policy sharing and learning as well as to promote homegrown policy development and implementation. The methodology used included field study and desk and other research.jmcadminThu, 16 Jul 2009 16:13:00 GMTf1397696-738c-4295-afcd-943feb885714:161http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/159/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=159http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=159&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/159/Default.aspxThis 2008 report describes some of the definitional, conceptual and historical foundations of the concept of social inclusion. It summarises the strengths and limitations of Australian and international approaches to the topic so far, and sketches some of the scope of exclusion in terms of locational disadvantage, intergenerational disadvantage, children at risk, child poverty and jobless families, employment, mental health, disability and homelessness. It also discusses the relational dimension of exclusion. The report provides elements of policy approaches to move from exclusion to inclusion. Career guidance is often used as part of multidimensional strategies to address exclusion issues; indeed in its origins it was part of a social reform movement. In order to see where it may or can play a role, this report is essential background reading.iccdppadmThu, 28 May 2009 15:59:00 GMTf1397696-738c-4295-afcd-943feb885714:159http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/158/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=158http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=158&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/154/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=154http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=154&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/152/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=152http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=152&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/151/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=151http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=151&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/151/Default.aspxThe ministers for VET of the European Union , the European Social Partners and the European Commission met in Bordeaux, France under the French Presidency of the EU in 2008 to review priorities and strategies in European cooperation in VET. The outcome of their discussions is known as the Bordeaux Communique. The Communique outlines the process of cooperation since 2002, describes the key EU instruments created and their impact on national policies. It sets out a new strategic vision for 2008-2010, especially the challenges of globalisation. The Communique proposes four priority areas for future action: national implementation of cooperation instruments and agreements improving the quality and attractiveness of VET improving links between VET and the labour market strengthening European cooperation arrangements. The Communique makes very explicit the centrality of the provision of career guidance to VET and CVET policies for young people and adults. It calls for: facilitating access to information and lifelong guidance and counselling services through the successful implementation of the 2008 Council Resolution on Lifelong Guidance (which may be found elsewhere on this web site) action to be taken to promote guidance systems which help young people and adults to cope better with transitions within education and training and all along their career paths improve guidance and counselling services to ease transition from training to employment. iccdppadmMon, 18 May 2009 19:47:00 GMTf1397696-738c-4295-afcd-943feb885714:151http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/150/Default.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=150http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=150&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/148/Default.aspx#Comments13http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=148http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=148&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/147/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=147http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=147&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/146/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=146http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=146&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/146/Default.aspx Selon la directrice du CEDEFOP dans l'avant-propos de cette publication, la résolution du Conseil relative au renforcement des politiques, des systèmes et des pratiques dans le domaine de l’orientation tout au long de la vie en Europe (Conseil de l’Union européenne, 2004) invite les États membres à créer un environnement institutionnel adéquat et des instruments systémiques appropriés, afin de favoriser la convergence des stratégies vers la construction de systèmes nationaux et régionaux d’orientation tout au long de vie dans les divers secteurs, avec des niveaux élevés d’équité, d’efficacité et de qualité. Dans ce contexte, une meilleure coopération transsectorielle et multiprofessionnelle, un dialogue accru et des partenariats plus forts entre les principaux acteurs et les principales parties intéressées aideront l’orientation tout au long de la vie à devenir une réalité dans les États membres. Le présent guide s’inscrit dans le cadre du soutien apporté par le Cedefop aux États membres dans l’établissement et le renforcement de structures permettant une formulation et une mise en oeuvre plus efficaces de la politique d’orientation. Non seulement il identifie les initiatives marquantes et les bonnes pratiques, mais il donne également des indications sur les choix stratégiques que les États membres ont faits et les approches expérimentales qu’ils ont adoptées lors de l’établissement de leurs forums nationaux de l’orientation. Rédigé par Soren Kristensen, John McCarthy et Tony Watts, il est un outil idéal pour les décideurs politiques et pour les responsables des politiques, des pratiques et des systèmes nationaux et régionaux d’orientation dans les secteurs de l’éducation et de l’emploi. iccdppadmFri, 08 May 2009 12:32:00 GMTf1397696-738c-4295-afcd-943feb885714:146http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/145/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=145http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=145&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/144/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=144http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=144&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/143/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=143http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=143&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/142/Venezuela-sistema-nacional-de-orientacion.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=142http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=142&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/141/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=141http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=141&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/141/Default.aspxCe rapport, redigé par Prof Ronald Sultana pour le CEDEFOP en 2007/8, fait le bilan des progrés accomplis par les pays européens dans la mise en oeuvre des priorités définies par la résolution du Conseil Education de mai 2004 concernant l'orientation tout au long de la vie. Ces priorités sont: mettre en oeuvre des systèmes d'orientation tout au long de la vie élargir l'accès à l'orientation renforcer les mécanismes d'assurance qualité renforcer les aptitudes des citoyens à gérer leur apprentissage et leur carrière renforcer les structures intervenant dans le développement des politiques et des systèmes au niveau national et régional. Prof Sultana a conclu que malgré les progrès importants accomplis, il reste beaucoup à faire pour développer et consolider les systèmes et politiques d'orientation tout au long de la vie. Les structures des Etats membres et de l'Union ont toutes leur role à jouer dans le réalisation de ce dernier objectif.iccdppadmMon, 04 May 2009 15:04:00 GMTf1397696-738c-4295-afcd-943feb885714:141http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/134/Default.aspx#Comments5http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=134http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=134&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/133/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=133http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=133&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/131/Default.aspx#Comments4http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=131http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=131&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/131/Default.aspxThis is a joint strategy and implementation plan for career guidance services in Northern Ireland of two government ministries/ the Department of Education and the Department for Employment and Learning. Based on extensive consultation exercises on its proposals of 2007, the document outlines a new comprehensive strategy for the delivery of career guidance services and the challenges involved. It articulates a vision for the future and maps the actions required to deliver it. The vision is subdivided into five themes: Careers education Access to careers information Improving careers advice and guidance Improving quality Improving professional development.    iccdppadmTue, 10 Feb 2009 14:24:00 GMTf1397696-738c-4295-afcd-943feb885714:131http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/130/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=130http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=130&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/130/Default.aspxThis is the Danish translation of the European Council of Education Ministers' Resolution (2008) on better integrating lifelong guidance in strategies for lifelong learning. The Resolution defined four key areas/axes to guide national reforms of policies and systems: 1) fremme af evnen til selv at orientere sig gennem hele livet 2) lettelse af adgangen til vejledningstjenester for alle borgere 3) udvikling af kvalitetssikringen af vejledningstjenester 4) fremme af koordineringen af og samarbejdet mellem de forskellige aktører på nationalt, regionalt og lokalt plan iccdppadmTue, 10 Feb 2009 13:57:00 GMTf1397696-738c-4295-afcd-943feb885714:130http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/129/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=129http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=129&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/129/Default.aspxThis is the German translation of the Council of Education Ministers' Resolution (2008) on better integrating lifelong guidance into lifelong learning strategies. It defines 4 key axes of action for the reform of guidance services in Member States: 1. Förderung der Fähigkeit zur Planung der beruflichen Laufbahn in jedem Lebensabschnitt; 2. Erleichterung des Zugangs aller Bürger zu den Beratungsdiensten; 3. Entwicklung der Qualitätssicherung in den Beratungsdiensten; 4. Förderung von Koordinierung und Zusammenarbeit zwischen den verschiedenen Akteuren auf nationaler, regionaler und lokaler Ebene, iccdppadmTue, 10 Feb 2009 13:43:00 GMTf1397696-738c-4295-afcd-943feb885714:129http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/125/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=125http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=125&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/125/Default.aspxO Conselho da Uniao Europeia de Novembro de 2008 convidam os estados-membros a: favorecer a aquisicao da capacidade de orientacao ao longo da vida facilitar o acesso de todos os cidados aos servicos de orientacao desenvolve a garantia de qualidade dos sericos de orientacao incentivar a coordenacao e cooperacao dos diversos intervenientes a nivel nacional, regional e local. iccdppadmThu, 05 Feb 2009 10:25:00 GMTf1397696-738c-4295-afcd-943feb885714:125http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/123/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=123http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=123&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/123/Default.aspxLe Conseil des ministres d'éducation de l'Union européenne ont adoptés cette Résolution en novembre 2008 afin de aider les états membres a réformer leur politiques, systémés et pratiques de l'orientation tout au long de la vie et de donner un soutien communtaire au travail de la European Lifelong Guidance Policy Network (ELGPN). La Résolution invite les états membres a appliquer les principes directeurs ci-aprés dans leurs efforts de réforme: favoriser l'acquisition de la capacité à s'orienter tout au long de la vie faciliter l'accés de tous les citoyens aux services d'orientation dévelloper l'assurance qualité des services d'orientation encourager la coordination et la cooperation des différents acteurs aux niveaux national, régional et local.  iccdppadmThu, 05 Feb 2009 09:52:00 GMTf1397696-738c-4295-afcd-943feb885714:123http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/122/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=122http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=122&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/122/Default.aspxThis November 2008 Resolution of the EU Council of Ministers is an instrument to assist Member States to implement reform of career guidance services within their national strategies for lifelong learning. It highlights four areas for reform: Encouraging the acquisition of career management skills Facilitating access to guidance services by all sections of the population Developing the quality assurance of guidance provision Encouraging coordination and cooperation between all the stakeholders at national, regional and local levels. It provides a political mandate for the work of the European Lifelong Guidance Policy Network (ELGPN) for the next 4 years.iccdppadmThu, 05 Feb 2009 09:37:00 GMTf1397696-738c-4295-afcd-943feb885714:122http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/116/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=116http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=116&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/116/Default.aspxThis prospectus is a summary of government plans for England to create an adult advancement and careers service by Autumn 2010. The service will combine skills and training advice with practical guidance on how to overcome the full range of barriers people face in getting on in life. The service linked to national web and phone services will be driven by local innovation and partnership in which the public employment service, Job Centre Plus, and  further education institutes will be key partners. The local partnership will operate as a flexible network, sharing information and expertise to deliver a personalised offer of advice and ongoing support to citizens. It will be a universal service, open to employed and unemployed alike. The Skills Account will be an integral part of the service. Ten prototypes of the service are being trialled to enable government to draw from the innovative practice of those who deliver the service with a wide range of partners. The prospectus is divided into five sections: -brief summary of the service -prototypes -policy and operational issues -links to other advisory services in the education and training system -innovation and partnership.iccdppadmFri, 23 Jan 2009 13:15:00 GMTf1397696-738c-4295-afcd-943feb885714:116http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/111/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=111http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=111&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/111/Default.aspx This study, commissioned by the Educational Guidance Service for Adults (EGSA) in Northern Ireland (NI), attempts to capture the current return to the economy of the investment in career/educational guidance services provided to the adult population by EGSA.(EGSA has been in existence in Northern Ireland for 40 years). This report explores EGSA and the services it provides. The research results clearly show the significant positive contribution that EGSA makes to Northern Ireland both in terms of labour market outcomes and economic impact. EGSA's headline annual economic contribution is estimated to be: Labour market outcomes: 580 clients progressing in work/being promoted • 270 clients not being promoted but having higher productivity due to enrolling on a course • 20 clients from full-time education starting a new job • 770 clients not in employment or full-time education starting a new job. Economic impact: 800 more people in employment, contributing £26m in wages and profits (GVA) and £12m in net tax revenue (sum of income tax, national insurance, corporation tax and social security benefits saved). This translates into £9.02 net additional tax revenue for every £1 of public money invested in guidance services today. In terms of relativities to NI aggregates, the economic impact equates to 0.10% of both NI total employment and GVA. One of the key targets of the Programme for Government, which the authors can relate to EGSA impacts, is the target for raising NI’s overall employment rate by 5% (by 2020). If EGSA’s current contribution is maintained, EGSA will contribute to assisting 1 in 10 people into employment of the overall additional jobs needed to meet the employment rate target.   The labour market and economic returns are based on the assumption of EGSA's current annual 10,000 interventions (combination of individual clients and persons assisted by advocates to EGSA) and the current economic activity status of clients since the Client Relationship Management Information System was set up in 2006.  The authors point out that the analysis and scenarios used in the study have been based on the response rates to EGSA's tracking process of which returns have been around 10%.  Actual outcomes may be higher than what has been measured. iccdppadmThu, 13 Nov 2008 09:07:00 GMTf1397696-738c-4295-afcd-943feb885714:111http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/110/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=110http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=110&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/110/Default.aspxThis report has been commissioned by the South Africa Qualifications Authority. It reports on navigational tools available to learners, workers, work-seekers in South Africa and to those helping them construct work and study paths for sustainable and meaningful livelihoods. The landscape of careers guidance in South Africa comprises many players, diverse and devolved information sources and services, and a policy and personnel infrastructure that suggests the situation of careers guidance has improved over the last few years. However, information exists in ‘thundershower’ initiatives for pockets of people. Changes in education and training make mastering information more complicated. The key voids in information and guidance provision are: lack of coordination; no comprehensive, national, independent, good-quality, publicly available information; no national strategic policy leadership in the field; no models for systemic careers guidance delivery; paltry funding to outreach organisations; and no public recognition that support and accessibility are intertwined. Needed are strategic leadership and coordination; comprehensive, national, independent accessible information for all linked to support services; and harnessing new technology to provide innovative services that increase accessibility dramatically. The learner needs to be at the centre of a radical rethink of careers services in a lifelong learning framework to ensure learners have access to navigational tools throughout a lifetime of work and study transitions.   A cellphone/telephone helpline is recommended and elaborated as a strategic and concrete point of entry to address many of these imperatives. The need for navigational tools is vast and a critical issue of access, redress and the efficiency of the education and labour market systems. SAQA, linked to both the Department of Education (DoE) and the DoL, is ideally placed to lead a partner initiative to set up a helpline for careers information and advice. iccdppadmTue, 04 Nov 2008 14:09:00 GMTf1397696-738c-4295-afcd-943feb885714:110http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/105/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=105http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=105&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/105/Default.aspx This report summarize the findings of seven case-studies of public policy in career guidance carried out in Chile, the Philippines, Poland, Romania, Russia, South Africa and Turkey. The objectives of this World Bank study were: to identify and describe the distinctive issues faced by developing and transition economies in forming effective policies in career guidance and counseling; to identify emerging examples of best practice, and suggest how such countries can form more effective policies and programs in this field; and to assist the World Bank and other development agencies in determining how they can best assist such efforts.  World Bank client countries are often faced with distinctive issues. These include limited public resources, high unemployment and poverty, large informal economies, need for community capacity building, and at times specific family and cultural factors which may have a major impact on career decision-making.   Current career guidance provision in the seven case-study countries is reviewed in terms of five main sectors: schools; tertiary education; public employment services; employer-based services; and the private and voluntary sectors. This provision reflects a traditional policy rationale in which career guidance is viewed in somewhat institutional and reactive terms, as a measure designed to lubricate the operation of the education system and its relationship to the labor market, and to combat such phenomena as unemployment or mismatch.   There are however signs of a more dynamic and proactive policy rationale emerging in middle-income countries, as is the case in developed countries. Career guidance is increasingly viewed as an integral part of a human resource development strategy designed to harness technological and economic change and enable the country to compete effectively in global markets. Under this view, career guidance has an important role to play in encouraging all individuals, including youth and adults, to engage in career planning and learning throughout life, so enabling them to respond more flexibly to the opportunities offered by a dynamic labor market. This view is supported by changing concepts of career development. It requires extending access to career guidance services, constructing more of these services on a self-help basis, strengthening career and educational information resources, and improving staffing in a more differentiated form. Based on this analysis of the case-studies, four general conclusions are reached to assist middle-income countries in developing services. First, provision of services needs to be viewed as a coherent system, with multiple stakeholders developing different elements of service delivery. Second, governments have a key role in developing the services, but should not be viewed as sole providers. Third, restrictions on public resources require priorities to be established: these include an initial focus on improving career and educational information, followed by investing in self-help services, exploiting the use of information and communications technology, improving staff training, and developing incentives to encourage the private and NGO sectors to develop and deliver services. Finally, an evidence base of client demand, service cost, and service impact needs to be developed to defend investments. iccdppadmWed, 15 Oct 2008 08:26:00 GMTf1397696-738c-4295-afcd-943feb885714:105http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/103/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=103http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=103&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/103/Default.aspxMalgré de nombreux exemples de bonnes pratiques, les services nationaux d'orientation professionnelle de nombreux pays présentent de grandes insuffisances. Cet ouvrage, publié conjointment par la Commission européenne (document de travail des services) et l'OCDE donne aux décideurs publics des outils pratiques pour s'attaquer à ces problémes et pour mettre en oeuvre des politiques de formation tout au long de la vie, des politiques actives d'employabilité et des politiques d'équité sociale. Dans un langage simple, qui n'a rien de technique, il traite d'une grande diversité de questions qui sont fondmentales du point de vue d'efficacité des services d'orientation professionnelle. Comment élargir l'accès à l'orientation professionnelle? Comment améliorer la qualité de l'information sur les métiers et les professions? Comment s'assurer que les qualifications du personnel correspondent aux objectifs de l'action gouvernmentale? Enfin, comment amélioere le pilotage strategique dans ce domaine?iccdppadmTue, 14 Oct 2008 15:59:00 GMTf1397696-738c-4295-afcd-943feb885714:103http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/102/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=102http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=102&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/101/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=101http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=101&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/100/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=100http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=100&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/99/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=99http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=99&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/98/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=98http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=98&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/96/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=96http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=96&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/96/Default.aspxThis is the presentation of Dr Aboubakr Abdeen Badawi of Eygpt made at the CSEND Dialogue Forum in Geneva, July 2008. The presentation explored how career guidance can support education, training and employment policies that address the  the hot economic and social issues faced by Middle East and North African (MENA ) and European countries. The objectives of the presentation were to: 􀂃 Shed light on Career Guidance’s links with Human Resource Development (HRD) issues in the Middle Eastern and North African region (MENA); 􀂃 Discuss the possible role of career guidance in supporting development strategies in the MENA region; 􀂃 Define a forward looking role of MENA governments in introducing career guidance; 􀂃 Identify possible support for such developmental objectivesiccdppadmTue, 19 Aug 2008 14:08:00 GMTf1397696-738c-4295-afcd-943feb885714:96http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/95/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=95http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=95&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/95/Default.aspxThis document sets out proposals for an integrated guidance service provision approach in the autonomous region of Navarre in Spain aimed at developing a local networked approach to ensure more transparency, visibility of services and information for citizens, and to improve citizen access. iccdppadmWed, 06 Aug 2008 14:53:00 GMTf1397696-738c-4295-afcd-943feb885714:95http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/91/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=91http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=91&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/91/Default.aspx O guia fundamenta-se em revisões internacionais sobre políticas e práticas da Orientação, efectuadas pela OCDE, pelo Centro Europeu para o Desenvolvimento da Formação Profissional (European Centre for the Development of Vocational Training - CEDEFOP), pela Fundação para a Formação Europeia (European Training Foundation - ETF) e pelo Banco Mundial. Numa linguagem simples e clara, apresenta aos decisores políticos e aos técnicos nos campos da educação, da formação e do emprego: • desafios que enfrentam ao procurar assegurar que os serviços de Orientação Escolar e Profissional correspondam aos objectivos das políticas públicas; • perguntas que devem fazer a si próprios na procura de resposta a esses desafios; • algumas das opções possíveis quanto a medidas de política visando a oferta da Orientação, numa perspectiva de aprendizagem ao longo da vida e de empregabilidade activa; e • alguns exemplos de respostas eficientes, delineadas pelos países da OCDE e da União Europeia. O guia incide em quatro amplos domínios de acção: promover a Orientação Escolar e Profissional em jovens; promover a Orientação em adultos; promover o acesso à Orientação; e promover políticas e sistemas de apoio à Orientação. iccdppadmWed, 06 Aug 2008 14:05:00 GMTf1397696-738c-4295-afcd-943feb885714:91http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/90/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=90http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=90&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/90/Default.aspxEsta guía esta basada en estudios internacionales sobre políticas de orientación profesional llevados a cabo por la OCDE, por el Centro Europeo para el Desarrollo de la Formación Profesional, por la Fundación Europea para la Formación y por el Banco Mundial. Escrita con un lenguaje claro y sencillo, ofrece a los responsables políticos en temas de educación, formación y empleo:   ·         los desafíos a los que se enfrentan para asegurarse que los servicios de orientación profesional puedan responder a los objetivos de las políticas públicas;   ·         las preguntas que necesitan formularse para responder a esos desafíos;   ·         algunas de las opciones que pueden adoptarse para ofrecer orientación profesional dentro de un marco de aprendizaje a lo largo de la vida y empleo activo; y   ·         algunos ejemplos de respuestas eficaces extraídas de los países de la Unión Europea y de la OCDE.   La guía cubre cuatro amplios temas políticos: Mejorar la orientación profesional para los jóvenes; Mejorar la orientación profesional para los adultos; Mejorar el acceso a la orientación profesional; Mejorar los sistemas que apoyan a la orientación profesional.  iccdppadmWed, 06 Aug 2008 13:46:00 GMTf1397696-738c-4295-afcd-943feb885714:90http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/84/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=84http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=84&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/84/Default.aspx Labour market information is a very important resource for education and employment policy developers. It is equally important for careers information specialists and guidance practitioners as it is an essential ingredient of good careers information. This CEDEFOP publication presents – for the first time – a consistent and comprehensive medium-term forecast of employment and skill needs across the whole of Europe. It develops macroeconomic projections and alternative scenarios for each Member State and aggregate results at European level. It provides data on future employment developments by economic sector, occupation and qualification until 2015 and uses comparative data for all Member States.iccdppadmFri, 04 Apr 2008 16:20:00 GMTf1397696-738c-4295-afcd-943feb885714:84http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/83/---------translation-by-Dave-Kass.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=83http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=83&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/77/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=77http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=77&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/77/Default.aspx Cette publication présente les résultats d’un examen des politiques d’orientation professionnelle entrepris à partir du début de l’année 2001 dans 14 pays de l’OCDE sur deux continents. Il s’agissait de voir comment l’organisation, la gestion et le fonctionnement des services d’orientation professionnelle pouvaient contribuer à la réalisation de certains objectifs essentiels des politiques publiques. Il a porté en particulier sur la manière dont ces services peuvent aider les pays à progresser dans la voie de l’apprentissage tout au long de la vie et à mettre en oeuvre des politiques actives d’emploi. Il s’est intéressé aux services d’orientation qui se situent tout au long de la vie et qui s’adressent aussi bien aux adultes et au troisième âge qu’aux jeunes. Il étudie ces services dans des contextes très variés : l’enseignement obligatoire, le deuxième cycle secondaire, l’enseignement tertiaire, les services locaux, le service public de l’emploi et l’entreprise. Il prend également en compte de manière très large les acteurs de l’orientation, non seulement les administrations, mais aussi les employeurs, les syndicats, les organisations locales, les institutions éducatives, les parents, les élèves/étudiants et les praticiens de l’orientation. Les analyses de l’examen portent sur quatre questions principales : Pourquoi l’orientation professionnelle a-t-elle une importance pour les politiques publiques? (chapitres 1 à 2)  Comment l’orientation peut-elle être organisée plus efficacement ? (chapitres 3 à 6). Quelles ressources faut-il affecter à l’orientation ? (chapitres 7 et 8) Comment améliorer les politiques publiques (chapitres 9 et 10)       iccdppadmFri, 01 Feb 2008 20:46:00 GMTf1397696-738c-4295-afcd-943feb885714:77http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/76/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=76http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=76&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/76/Default.aspxThis publication reports the findings of a review that was begun in early 2001 of career guidance policies in 14 OECD countries in two continents. It has looked at how the organisation, management and delivery of career guidance can assist countries to advance lifelong learning goals, and at how career guidance can help in the implementation of active labour market policies. The review focused on career guidance services throughout the lifespan: for young people; for adults; and for the "third age". It examined career guidance services in a wide range of settings: compulsory schooling; upper secondary education; tertiary education; community settings; public employment services; and the workplace. It also examined the role of a broad range of stakeholder of career guidance services: governments, employers, trade unions, community organisations, educational institutions, parents, students, and career guidance practitioners. The findings of the review are organised around four main questions: Why does career guidance matter for public policy? (chapters 1 and 2) How can career guidance be delivered more effectively? (chapters 3 to 6) How should career guidance be resourced? (chapters 7 and 8) How can strategic leadership be improved? (chapters 9 and 10) iccdppadmFri, 01 Feb 2008 11:23:00 GMTf1397696-738c-4295-afcd-943feb885714:76http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/74/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=74http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=74&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/74/Default.aspxBrisish Columbia finds itself at a crossroads concerning supply driven and demand driven careers and employment services according to a document prepared by the Social and Planning Research Council of British Columbia for ASPECT and for the British Columbia Career and Workforce Alliance. A booming economy has led to skills shortages and the need for demand driven career and employment services. The overall policy context is that from 2007 there is full devolution of labour market funding and responsibilities from federal to provincial level (including British Columbia) with a new Labour Market Development Agreement to be negotiated. Evaluations of supply driven career and employment programmes and services in 2001showed the lack of a strong connection to employers and employment. Demand driven services also have limitations especially as they have narrowly defined economic goals and a limited set of indicators for effective programme delivery. Neither do they address the issue of persistent unemployment for particular sections of the population. The authors argue the need for a comprehensive approach involving supply and demand driven approaches with a significant focus on skills development. Cost - Benefit Analysis should have appropriate and complete measures embracing measures of employment and earnings as well as social development indicators. The document provides advice on best practice in careers and employment service delivery and on labour market policy evaluation. They advocate the use of local and community based guidance provision than the use of large private non-local and international firms to deliver the service. iccdppadmTue, 18 Dec 2007 22:56:00 GMTf1397696-738c-4295-afcd-943feb885714:74http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/70/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=70http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=70&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/70/Default.aspxThe overall purpose of this Consultation Paper is to make policy proposals for the future development of Careers Education, Information, Advice and Guidance (CEIAG) and to set out a strategy that will address the CEIAG needs of individuals of all ages.CEIAG is an integral part of the Department of Education's Entitled 2 Succeed Programme and the Department of Employment and Learning's Success Through Skills Strategy which highlight the need for an independent all-age strategy for CEIAG. The proposed strategy aims to support young people and adults in better-informed decisionmaking, leading to more effective career planning and increased participation in education, training and employment. Stakeholder perspectives for this strategy were gathered through use of the Futuresearch methodology.This strategy paper proposes a VISION for the future of careers services for the citizens of Northern Ireland and makes KEY RECOMMENDATIONS on how such a vision can be implemented.iccdppadmThu, 15 Nov 2007 13:41:00 GMTf1397696-738c-4295-afcd-943feb885714:70http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/69/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=69http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=69&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/68/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=68http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=68&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/48/Career-guidance-a-handbook-for-policy-makers.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=48http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=48&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/43/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=43http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=43&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/42/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=42http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=42&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/39/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=39http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=39&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/39/Default.aspxThis is a study of the potential economic and fiscal impacts of the National Reform Agenda of the Council of Australian Governments. The National Reform Agenda includes an interlinked  human capital stream covering health, education and training, and work incentives with benefits from each area feeding into the other. The results of the study are exploratory and indicative of potential benefits. The education and training element seeks to equip more people with the skills needed to increase workforce participation and productivity. The four areas targeted are: early childhood development; literacy and numeracy; transitions to further education and work; and adult learning. For each of the areas, discrete groups of potentially at risk individuals were selected. Indicative high-level outcomes for the transition component included increasing the proportion of young people making a smooth transition from school to work and higher education, retention in education, and higher participation in upper secondary education. General improvements in educational attainment were seen as important also for workforce participation and for health. From both a policy and career development perspective, the study is a very useful introduction for policy makers, researchers and career guidance community leaders to interlinks between policy areas, to macro-level indicators, and to the potential benefits of smooth transitions to further education or work to which career development interventions contribute.iccdppadmWed, 25 Apr 2007 18:55:00 GMTf1397696-738c-4295-afcd-943feb885714:39http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/37/10-RULES-FOR-POLICY-ADVISERS.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=37http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=37&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/37/10-RULES-FOR-POLICY-ADVISERS.aspxThe world of policy is at the intersection between the world of natural and social sciences and world of public opinion. Geoff Gallop, director of the Graduate School of Government at the University of Sydney, provides some sound advice to would-be policy advisers to governments, for those who aspire to move from theory to practice. His article entitled "Acid Test for Policy Advisers" is essential reading also for guidance practitioners, researchers and delivery agencies. iccdppadmMon, 23 Apr 2007 23:41:00 GMTf1397696-738c-4295-afcd-943feb885714:37http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/28/Default.aspx#Comments2http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=28http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=28&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/28/Default.aspxThis is a gem of creative thinking on how equivalence to employment status could be ascertained in the measurement of outcomes from career development interventions. Employment status is perhaps the most common statistic that interests policy makers in terms of measurement of outcomes of career development interventions. But does it and can it have equivalence and in which ways? How can participation in training be regarded as equivalent? How can the completion of training contribute to such equivalence? Read on. Well done to Stu Conger, retired Director of the Canadian Career Development Foundation and to Bryan Hiebert of the University of Calgary, who have combined policy making and research and practice expertise for this provocative article. A downloadable copy can be accessed through the Policy Points downloads section on the Home Page.iccdppadmWed, 07 Feb 2007 00:21:00 GMTf1397696-738c-4295-afcd-943feb885714:28http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/25/Career-goals-and-educational-attainment.aspx#Comments3http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=25http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=25&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/25/Career-goals-and-educational-attainment.aspxThis report produced by Careers Scotland addresses the links between career maturity (stage of development of career decision-making) of young people in school and their educational attainments. Positive links between both were found. The results have implications on how guidance should be delivered within schools and respond to those young people who make early decisions to leave school without having clearly thought through their next steps. The report is pertinent to policy makers, school staff, career guidance delivery agencies, young people, and their parents.jmcadminFri, 29 Dec 2006 22:36:00 GMTf1397696-738c-4295-afcd-943feb885714:25http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/24/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=24http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=24&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/20/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=20http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=20&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/19/Default.aspx#Comments0http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=19http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=19&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/18/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=18http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=18&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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/Assessingeffectiveness/tabid/156/articleType/ArticleView/articleId/17/Default.aspx#Comments1http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=156&ModuleID=458&ArticleID=17http://www.iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=17&PortalID=1&TabID=156http://www.iccdpp.org/PolicyResearch/Assessingeffectiveness/tabid/156/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