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.

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 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.

Recommendation 195 concerning human resource development - education, training and lifelong learning - has 11 chapters including:

• development and implementation of education and training policies
• education and pre-employment training
• development of competencies
• training for decent work and social inclusion
• framework for the recognition and certification of skills
• training roviders
• career guidance and training support
• research
• international and technical cooperation.

Members agreed through social dialogue to formulate, apply and review national human resource development, education and training, and lifelong learning policies which are consistent with economic, fiscal and social policies. Career guidance is positioned as central to national HRD policies.

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.

This document was drawn up and recently completed by a national working group consisting of university guidance experts and some representatives of the ministries of education and higher education. Its contents cover the following:

• Caracterization de la orientacion y del sistema nacional de orientacion
• Bases legales
• Mision, vision, objetivos, valores declarados
• Organizacion: subsistemas, programas y servicios
• Perfil del profesional de la orientacion.

It is the first such document received from Latin America, thanks to Dr Olga Oliveros of the University of Carabobo, a member of the working group.

School dropout prevention continues to exercise the mind of policy makers in many countries. The European Ministers of Education (2003), for example, established several reform targets for education systems in Europe for the year 2010 including increased participation in the upper end of second level schooling and the reduction of non-completion rates. In the USA the Department of Education established within its confines the Institute for Educational Sciences (IES), one of whose units is known as "What Works Clearing House" (WWC). The role of WWC is to be a central and trusted source of scientific evidence for what works in education. It reviews extant research about programs, policies or practices and assesses the "quality" of the research. Based on the research that meets particular standards, the WWC then reports on what the research indicates about the effectiveness of the program, policy or practice, which can be abbreviated as "the intervention".

The WWC produces three types of reports and a guide:

• intervention reports which assess all studies of a specific intervention within a topic area, rating each of them on WWC evidence standards;
• topic reports which compile the information from intervention reports within a topic area and enable WWC users to easily compare the ratings of effectiveness and sizes of effects for numerous interventions in one area;
• quick reviews designed to provide education practitioners with timely and objective assessments of the quality of the research evidence for recently released research papers and reports, and
• practice guides that contain practical recommendations for educators to address challenges in their classrooms and schools.

School dropout prevention is one of the topic areas of the WWC. Evidence for following three outcomes is rated for effectiveness:

• Staying in school
• Progressing in school
• Completing school.

Educational and vocational guidance are to be found as part of many dropout prevention strategies but they are only one element of a multidimensional approach to proving solutions to school dropout.

The WWC section on school dropout prevention is essential viewing for all policy makers, researchers and practitioners concerned with this problem.

Given the increasing policy importance being paid to the development of the skills to manage one's career, learning and work pathways in a lifelong learning context(Council of European Ministers of Education, 2008), this Australian publication is very timely to provide guidance on what exactly these skills look like. A joint initiative of the federal, state and territorial governments, and published by the Ministerial Council on Education, Employment, and Training and Youth Affairs, this recently released document provides a framework for the design, implementation and evaluation of career development rogrammes for young people and adults. It identifies the skills, attitudes, and knowledge that individuals need to make sound choices and to effectively manage careers.

It is divided into three sections:

• What are career management competency skills?
• Who uses the Blueprint?
• What is the Blueprint used for?

There is a very useful Blueprint toolkit included - a series of resources to be downloaded to inform and enhance career development programmes and activities.