An 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.

This joint publication of  the Quality Assurance Agency for Higher Education (QAA) in Scotland and of Careers Scotland was produced after extensive consultation with key stakeholders such as Qualification in Career Guidance (QCG) course centres, professional bodies and associations, and potential employing organisations. The Subject Statement represents general expectations about standards for the award of qualifications at post-graduate level and articulates the attributes and competences that those possessing such qualifications should be able to demonstrate. Key principles underpinning the statement were that career planning should support lifelong learning, and that practitioners should be equipped to assist individuals to develop effective career planning skills, with resulting "career resilience" throughout life. This dovetails very much with the priorities of the EU Council of Ministers' Resolution on Lifelong Guidance 2004.

The Subject Statement is to be used to inform and ensure consistency of approach in the initial and continuing training of guidance practitioners. While it has been devised for a professional qualification at post-graduate level in higher education, it may also be used to develop training programmes within the context of the Scottish Credit and Qualifications Framework The standard for the award outlines the key inter-related knowledge, skills and attitudes expected of students in seven areas of learning :

• ethical and reflective practice
• career guidance theory and policy
• career guidance practice
• career-related learning
• career-related information
• partnership working
• labour and learning markets.

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:

1. Theory and practice of vocational, educational and personal and social guidance across the lifespan
2. Labour market education and training
3. Counselling
4. Information and resource management
5. 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.

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