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.

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.

This 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.

This is the contribution of ESTYN, Her Majesty's Inspectorate for Education and Training in Wales, to a review of careers services undertaken in the context of the Welsh Assembly Government's Action Plan "Skills that Work for Wales". The review was to determine how Careers Wales was in a position to respond to dynamic factors arising from policy developments, demographic changes, and economic conditions.

ESTYN analysed its inspection and thematic surveys across the 6 career companies that comprise Careers Wales, addressing issues of standards, the quality of education and training, and leadership and management. The inspections involved direct observation of the work of guidance practitioners, interaction with the clients, and discussions with staff and management.

This is an interesting example of how

• an inspectorate undertakes an assessment of a career guidance service
• an inspectorate can operate in a network model of guidance delivery so as to improve performance across the network of partners  (six different career companies were involved)
• the practice of group and individual guidance can be assessed through observation. 

La 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.

Ce 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.

Funded by CfBT Education Trust, this research examined the impact on career guidance provision for young people of new arrangements for budget and management responsibilities by all local authorities in England since such changes came into effect in April 2008.

The authors concluded that there is a need for a stronger and more coherent national policy framework to be implemented so that young people may benefit from career guidance services of comparable quality regardless of their geographic location in England. Such a framework should be based on a detailed clarification of (i) the nature and relationships of key concepts; (ii) whether or not the distinctive expertise of the professional practitioner is recognised; and (iii) the extent of young people's entitlement to professional career guidance from an external source.