ICCDPP

Professionalisierung der Laufbahnberatung

iccdppadm — Tue, 15 May 2012 23:54:00 GMT

Im vorliegenden Bericht werden die Ergebnisse einer europaweiten Studie
vorgestellt, die zwei Ziele verfolgte:
• Erfassung von Trends und Mustern in der Ausbildung von Laufbahnberatern;
• Erarbeitung eines gemeinsamen Kompetenzrahmens für Laufbahnberater in
der Europäischen Union (EU).
Die Abschnitte 1 bis 4 haben vorhandene Ausbildungs- und Qualifikationssysteme für Laufbahnberater in Europa zum Gegenstand. Untersucht werden die im Wandel begriffene Beratungslandschaft, nationale Ausbildungssysteme und
aufkommende Trends. Abschnitt 3 behandelt verschiedene Fragen, die bei der Entwicklung von Ausbildungsangeboten für Laufbahnberater zu berücksichtigen sind. In den Fallstudien in Abschnitt 4 werden die jüngsten Entwicklungen in
sechs Ländern näher beleuchtet.
Thema der Abschnitte 5 bis 7 ist der Kompetenzrahmen für Laufbahnberater. Es geht um den Begriff „Kompetenz“, den Aufbau des Kompetenzrahmens und Anwendungsempfehlungen. In Abschnitt 8 werden mögliche Vorgehensweisen sondiert und die beiden Projektkomponenten zusammengeführt; dabei werden aktuelle Probleme und vorgeschlagene Ausbildungsmaßnahmen den empfohlenen Verwendungszwecken des Kompetenzrahmens gegenübergestellt.

PROFESSIONALISING CAREER GUIDANCE: COMPETENCES AND QUALIFICATION ROUTES IN EUROPE

iccdppadm — Tue, 15 May 2012 23:43:00 GMT

This 2009 report, commissioned by CEDEFOP, presents the findings from a Europe-wide study with the following aims:
• to review trends and patterns in training provision for career guidance practitioners;
• to develop a common competence framework for career guidance practitioners in the
European Union (EU).
Sections 1 to 4 review current training and qualification systems for career guidance practitioners in Europe. These sections explore the current and changing context of career guidance services, national training systems and emerging trends across Europe. Section 4 contains case studies which explore, in some depth, recent developments in six countries.
Sections 5 to 7 focus on the competence framework of career guidance practitioners. They explore the concept of competence, the design of the competence framework and suggestions for its use. Section 8 explores ways of moving forward, and links the two strands of the study by relating current and proposed training issues to proposed uses of the
competence framework.

Lifelong Learning and Securing Career Paths: Proceedings of EU Presidency Conference Nov 2008

iccdppadm — Tue, 30 Jun 2009 12:40:00 GMT

This publication is a summary of the proceedings of a French Presidency of the EU conference supported by the European Commission's Directorates for Education and for Employment. The conference aimed to identify the challenges, to set out common findings, and to outline measures taken to make lifelong learning more effective. Lifelong learning was seen as at the heart of the flexicurity principle.

As you will see from the proceedings, most of the time was devoted to issues concerning initial and continuing vocational training: access by SMEs, by older, disabled, migrant, unskilled; employer or employee led; partnerships, motivation; costs and benefits.

The importance of career guidance and counselling was underlined by Heléne Clark, director of the EC's DG for Education, and was also underlined in the French Secretary of State for Employment's discourse on training system reform.

Looking at Guidance: a Report of the Inspectorate of the Department of Education and Science, Ireland

iccdppadm — Wed, 27 May 2009 07:54:00 GMT

Looking at Guidance is a report of the Guidance Inspectorate of the Department of Education and Science, Ireland. It consists of an analysis the findings of fifty-five reports on inspections of Guidance in second-level schools carried out from September 2006 to May 2007. The report comments on the quality of provision and whole-school support for Guidance, the quality of planning and preparation, the quality of teaching and learning, and the quality of assessment. The reports also draws on the outcomes of a questionnaire administered to over 1,100 students in the schools where inspections took place. The report discusses features of good practice and concerns identified in the inspections of Guidance.

Career Guidance Policies: Global Dynamics, Local Resonances

iccdppadm — Thu, 21 May 2009 13:35:00 GMT

This 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.

Developing Skills for Career Management (Unit 13)

iccdppadm — Fri, 23 Jan 2009 17:09:00 GMT

The acquisition and development of career management skills has become an EU policy priority in the field of education and training as evidenced in the Council of Education Ministers' Resolutions on lifelong guidance (2004, 2008). This atttached extract from the UK's Qualifications and Curriculum Authority provided by www.cegnet.co.uk outlines the

-learning objectives

-possible teaching activities

-learning outcomes

for use with 17 to 19 year olds in learning settings in England.

Quality Standards for Young People's Information, Advice and Guidance

iccdppadm — Fri, 23 Jan 2009 16:42:00 GMT

This publication (2007) of the Department for Schools, Children and Families of the United Kingdom sets out a framework for the planning, managing and reviewing of information, advice and guidance services for young people aged 11 to 19 years. The 12 standards were developed through a lengthy consultation process and their operation tested in the north west of England. They represent a set of recommendations to to all local authorities (municipalities) and guidance and learning providers working in a coordinated way at local level.

12 standards are presented together with evidence indicators.

Careers Scotland Quality Standards, Impact Measures, and Evidence of Standards Being Met (2007)

iccdppadm — Fri, 23 Jan 2009 15:49:00 GMT

This briefing document outlines key features of Careers Scotland's (now part of Skills Development Scotland) Quality Asurance Framework for its services and products. It describes:

-outcomes for individuals

-service delivery standards

-guidance standards.

It provides for measures of impact on individuals at four levels of evidence:

-satisfaction

-behaviour

-learning

-results.

Réflexions sur un service public d'orientation tout au long de la vie en France: contribution de AFPA

iccdppadm — Fri, 23 Jan 2009 14:33:00 GMT

AFPA is the state institution in France charged with the vocational training of adults. It is unique in Europe and beyond in that it provides a professional career guidance service to trainees prior to course entry, during training and at exit. AFPA's course completion and qualifications rates are very impressive and taking into account that the people who attend their training often suffer multiple barriers to learning.

This document developed in the last quarter of 2008 is AFPA's contribution to an ongoing debate in France about the future organisation and management of career guidance services for all of the population. It identifies some of the key issues from an AFPA perspective, describes good practices developed by its dedicated guidance services and support unit (INOIP), and feedback from its users.

Examining the Impact and Value of EGSA to the North of Ireland Economy

iccdppadm — Thu, 13 Nov 2008 09:07:00 GMT

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.

Guidance in Europe: Comparative analysis of services for unemployed adults in 5 EU countries

iccdppadm — Thu, 13 Mar 2008 15:30:00 GMT

This is a research based project that aimed to provide a comprehensive comparative and evaluative analysis of the function and outcomes of labour market and career advice and guidance programmes and services for out-of-work individuals and workers at risk, in five European countries (France, Germany, Spain, Slovenia, and the UK).

Advice and guidance programmes and services for adults are defined in this study as mediating services aimed at increasing the employability and the mobility of individuals, not only geographical or occupational mobility, but also mobility between different statuses (unemployed/inactive, trainee, learner, volunteer, precarious job-holder, stable job-holder, qualified job-holder).

The three key results of the project were the development of criteria for assessing the outcomes of advice and guidance programmes and services (as transitions for individuals), a typology of these services across different institutional, legal and funding contexts, and an analysis of the functions of these services as agencies for transitions.

The results of the project could thus lead to an increased attention in the policy but also in the practitioner and in the research communities to different and relatively contrasted frameworks of implementation of advice and guidance services and programmes and to their implications for individuals. They also provide the basis for reviewing the way in which advice and guidance services are assessed and evaluated.

A Career Guidance Policy and Strategy for Compulsory Schooling in Malta (2007)

iccdppadm — Tue, 18 Dec 2007 21:43:00 GMT

This report by the Career Guidance Taskforce of Malta (Manwel Debono, Stephen Camilleri, Joseph Galea, and Davianne Gravina) is intended to relaunch career guidance within the Malta compulsory education system by clarifying the role of career guidance, making recommendations on establishing an adequate career guidance infrastructure, and describing how career guidance services can be carried out in a more professional way. The report is based on a range of sources, including secondary data and quantitative and qualitative research.

Preparing for Success: A Careers Guidance Strategy for Northern Ireland

iccdppadm — Thu, 15 Nov 2007 13:41:00 GMT

The 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 decision
making, 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.

A Promocao do Desenvolvimento Vocacional em Contexto Escolar: O(s) Tempos e O(s) Modos by Pedro Leao

iccdppadm — Wed, 17 Oct 2007 20:16:00 GMT

This article, the first in the Portugese language on this site, traces historical and political developments in school based guidance delivery, drawing on international, EU and national (Portugese) policy developments and contexts, and makes proposals for change in Portugal.

Matching Supply and Demand in Enterprise Based Training: The Role of Training Consultation by Dr Bernd Kapplinger

iccdppadm — Wed, 17 Oct 2007 19:35:00 GMT

The role of career guidance in supporting continuing vocational training and formal adult learning has received little attention in both research and publications. The terms "career guidance" are rarely associated with such activity though elements of information, advice, guidance, and career counselling are integral parts of efficient investment in such training and learning for training providers, for employers, and for individual workers. In this article Dr Bernd Kapplinger examines the role of "training consultation" in matching supply and demand in enterprise based learning drawing on the experiences of 7 EU countries. Continuing vocational training is a key part of strategies for workforce development and lifelong learning.

A Review of Guidance in Second Level Schools 2006 by the Inspectorate of the Department of Education and Science, Ireland

iccdppadm — Tue, 16 Oct 2007 09:56:00 GMT

This report comprises the first comprehensive review of guidance services in second level schools (students aged 12 to 18 years) since the establishment of such services in the 1960s in Ireland. It was carried out in four parts:

A survey of the existing use of resources (personnel, capital) allocated for guidance in all 738 second level schools in Ireland by the Department of Education and Science
An in-depth survey of 260 of those schools
Case studies of guidance provision in 15 of those schools
Individual and group interviews with stakeholders (school management, parents, students, guidance counsellors).

Wide variation of experiences of guidance provision, both across schools and within schools, was reported by the stakeholders. The value of certain guidance activities was confirmed but issues of access to and resources for guidance provision were strongly emphasised by all stakeholders.

A Competency Framework for Guidance Practitioners-National Guidance Forum Ireland 2007

iccdppadm — Mon, 15 Oct 2007 14:26:00 GMT

This Competency Framework for Guidance Practitioners, developed by a sub-committee of the National Guidance Forum, is designed to inform the trainers and training of guidance practioners in order to provide practitioners with the competences to assist citizens to acquire the knowledge, skills and competences to manage their learning and work (see National Lifelong Guidance Framework in the relevant theme categories on this web site).

The Competency Framerwork is divided into five parts:

Theory and practice of vocational, educational and personal and social guidance across the lifespan
Labour market education and training
Counselling
Information and resource management
Professional practice.

It is also designed to fit the Irish National Framework of Qualifications which facilitates the accreditation of prior learning and the mutual recognition of qualifications between the education and labour market sectors. The Framework will enable practitioners to progress from one level of qualification to another and to take on new guidance roles.