ICCDPP > Articles Repository > Training and Qualifications

Current Articles | Categories | Search | Syndication

Articles from Training and Qualifications

Hungary - Guidance Services in Basic Education and VET: Issues and Trends

Published on Tuesday, May 12, 2009 @ 1:56 PM by Admin Account
2786 Views :: 0 Comments :: Career Development, Guidance in Schools and Training, Guidance for Young People at Risk, Expanding Access to Guidance, Training and Qualifications, European Union (EU), Hungary

This article wriiten by Tibor Bors Borbely provides the background to the present offer of guidance services in compulsory education and vocational education and training in Hungary. It describes the challenges facing the system and current developments.

Published on Sunday, February 15, 2009 @ 3:37 AM by Admin Account
3981 Views :: 0 Comments :: Public Policy, Developing Countries, Expanding Access to Guidance, Training and Qualifications, Co-ordination and Leadership, Ensuring Quality, Assessing Effectiveness, Africa, Middle East, European Training Foundation (ETF), Morocco, Turkey, Lebanon, Palestine: West Bank and Gaza Strip, Egypt, Israel, Algeria, Syria, Jordan, Tunisia

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.

Published on Sunday, February 15, 2009 @ 3:17 AM by Admin Account
3403 Views :: 0 Comments :: Improving Career Information, Training and Qualifications, Ensuring Quality, Assessing Effectiveness, Europe, European Training Foundation (ETF), Expanding Access to Guidance, Co-ordination and Leadership

In 2002 at the request of the European Commission, the ETF began information on policies for career guidance in 11 countries in the process of accession or who had candidate status to entry to the European Union. This is the first synthesis report produced by the ETF. The data collected focused on key goals and policy instruments, roles of stakeholders, targeting and access, staffing and financing, quality assurance, delivery settings and methods, and evidence base.

Published on Wednesday, November 14, 2007 @ 5:07 AM by Admin Account
3977 Views :: 0 Comments :: Training and Qualifications, United Kingdom

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.

Published on Monday, October 15, 2007 @ 7:26 AM by Admin Account
5427 Views :: 0 Comments :: Training and Qualifications, Co-ordination and Leadership, Ensuring Quality, EU, Ireland

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:

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

Published on Monday, September 17, 2007 @ 2:33 AM by Admin Account
3430 Views :: 0 Comments :: Training and Qualifications, OECD, European Commission (EC)

This expert paper was jointly commissioned by the OECD and the European Commission in 2001 as part of the OECD international review of policies for career guidance. It raises many questions on the existing training routes, on the pertinence of course content and methodology, on the lack of involvement and interest on the part of policy makers etc.

Published on Thursday, December 28, 2006 @ 2:19 PM by John McCarthy
4094 Views :: 0 Comments :: Training and Qualifications, Funding Career Guidance, Assessing Effectiveness

In response to a recommendation from the pan-Canadian Symposium, the CRWG launched, in the fall of 2004, a preliminary study to learn more about how Canadian providers of career services evaluate the impact of their services. The main goal of the research was to explore the current state of practice in Canada in order to create shared understandings of evaluation procedures currently being used as well as the desired outcomes for career development practices. Specifically, the CRWG set out to learn about:

􀁸

the service outcomes actually gathered and reported by front-line career practitioners;

􀁸

the service outcomes gathered and reported at the office, agency or school board levels;

􀁸

the service outcomes which are being achieved by front-line and office, agency, and/or school board levels but which are not reported;

􀁸

how policy makers (who fund services) evaluate the services, what they want back from the services, and the kinds of evaluation information and data they prefer to have about the services; and

􀁸

how employers evaluate career development services in the workplace, what outcomes they want from these services, whether the evaluation information is useful to them, and the kinds of evaluation information they would prefer to receive.

The products of this research are presented in this report, which contains five major sections. Chapter 2 provides a brief synthesis of recent research on the efficacy of career development interventions. In Chapter 3, the methods employed for collecting and analyzing the data are described. Chapter 4 provides a summary of the key findings for each of the research target groups. Conclusions, recommendations and an overview of the proposed research agenda to follow from this work are included in Chapter 5.