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 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. 

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.

This 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.

1. It outlines reform measures required to develop an interlinked lifelong guidance system
2. It provides an overview of guidance service developments in the last 30 years in Hungary set against the background of international developments
3. 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.

This policy statement was adopted by the National Lifelong Guidance Council in July 2008.

1. It outlines reform measures required to develop an interlinked lifelong guidance system
2. It provides an overview of guidance service developments in the last 30 years in Hungary set against the background of international developments
3. 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.