This 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.

This 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.

The Climbing Frame is an electronic tool developed by Unionlearn, an organisation established by the Trades Union Congress in the UK to help Union Learning Representatives to promote lifelong learning in the workplace and to assist members to access learning opportunities.

The Matrix Standard is a unique quality standard to support the effective delivery of information, advice and guidance wherever it takes place. It has been found useful by trade unions in benchmarking and developîng learner support initiatives in the workplace

This guide (2009) brings these two frameworks together, showing how they complement each other and the benefits of this complementarity in delivering high quality support to learners.

This Working Pâper by Bert Clough of Unionlearn, an organisation established by the Trades Union Congress in the UK, provides a historic review of the government skills strategy in the UK and of the partnership response of the trade union movement. It describes the rise of the Union Learning Representative (ULR), achieving national and statutory recognition. Their key role is to raise the demand for learning especially among workers with low or no qualifications. Their functions include:

• training needs analysis
• providing information and advice on training
• promoting the value of training
• arranging training
• consulting with employers.

In one recent survey, 85% reported offering information, advice and guidance.

The paper also describes the experience of trade unions in other countries in similar activities.

The proximity of the ULRs to the workforce is another example of how access to guidance at the workplace can be organised.

This 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.

The 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.