European Lifelong Guidance Policy Network Database, ELGPN Database

Name of the good/interesting practice/initiative/policy

Developing CMS in companies undergoing restructuring in Portugal

Country

Portugal

I am proposing that this example will be published also in the KSLLL database

1. Background

What makes this an example of good/interesting practice/initiative/policy?

- The motivation of the initiative (What is the history/background of the policy?)

- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)

- Participants

The Portuguese Public Employment Service has developed a programme addressed to companies undergoing restructuring.

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

This programme has two main goals, in one hand to decrease the impact of these changes in the workers and in other hand to have workers with the skills to face new challenges and in adjusting the availability of their workforce.

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

The first step is to realize the skills profile of employees that the company needs, after this the work with the employees begin with an interview to evaluate expectations of workers and to explain all the process. Mainly the intervention is developed inside the company.

This initiative is in the hands of guidance practitioners, who operate as part of a wider technical team (counselors, social workers and jobs technicians) that works closely with diverse entities. The goal is to support worker retraining while enhancing employability, largely by fostering the CMS that enable them to face not only this transition, but also the future management of their careers in an autonomous way.
Workers typically accumulate knowledge that can be transferred to other work contexts.

The first intervention is a ‘balance of competences’ to support identify, assess and enhance the skills acquired throughout life in various contexts, as well as to detect skills gaps. After the ‘balance of competences’ is completed, an individual plan is drawn up. This may include the development of CMS (relational skills, as well as problem-solving, information management, learning skills, and teamwork), training (tailor made, according company needs and workers skills after a validation of all knowledge and skills , or other aspects that include attitudes towards change, self-esteem and entrepreneurship. Job seeking strategies are also often part of the plan when it is not possible the worker to remain on the same company or to be placed on one of the employee offers available on the employment center.
Depending on the included actions on the individual plan, small groups, of 10-12 elements that participated on the developing CMS interventions, are constituted. They can participate on a complete program, with an average duration of 60 hours or in specific modules according to the specific needs of each candidate.


This supports efforts to re-integrate workers in employment, in the same company, in another or as a self employee, linked to the needs of the company and the labour market is more and more helpful in times of high rates of unemployment .

Monitoring and evaluation

- What has been put in place for monitoring and evaluation?

- What actors are involved?

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

Strengths and weaknesses

- What areas of the policy can we learn lessons from?

- Are there still challenges ahead?

4. Additional narrative description of the policy/practice/initiative

Additional information

Name of contact

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Marjo Halmiala

No comments by users.

good practice, initiative, interesting practice, policy, employability, transition, comptences, career management skills, learning skills, problem-solving, information management, teamwork, self-esteem, employment, unemployed, employed, career information, Portugal

Subject of the Policy document

Towards Common Principles of Flexicurity - Draft Council Conclusions

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2007

Reference number 15497/07

Available at http:// http://ec.europa.eu/social/main.jsp?catId=102&langId=en

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Draft Council conclusion, which sets out the key principles of flexicurity. While the document makes no direct reference to lifelong guidance, it is an underlying assumption in one of the four policy components of flexicurity, Comprehensive lifelong learning strategies.

Please also see the Commission Communication (Towards Common Principles of Flexicurity) and the Council Secretariat's Report by the "flexicurity" mission on the implementation of the flexicurity, both availabe in this database.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

ELGPN, legislation, policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, European union, Conclusion, social inclusion

Subject of the Policy document

Implementation of the common principles of flexicurity within the framework of the 2008-2010 round of the Lisbon Strategy - Report by the "flexicurity" mission

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2008

Reference number 17047/1/08 REV 1 (en)

Available at http:// http://ec.europa.eu/social/main.jsp?catId=102&langId=en

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

A report by the Flexicurity mission to facilitate mutual learning in implementation of flexicurity policies.

Through examples from member countries, the report emphasises the role of public employment services in providing guidance services (p. 6 & 9).

The report also points to the importance of the dialogue between the social partners and stakeholder in order to provide approriate occupation guidance (p. 10).

Please also see the Commission Communication (Towards Common Principles of Flexicurity) and the Draft Council Conclusions by the same name, both availabe in this database.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, guidance, European union, Report, Finland, France, Poland, Spain, Sweden, social inclusion

Subject of the Policy document

Towards Common Principles of Flexicurity: More and better jobs through flexibility and security

Reference data

Adopted/Released by European Commission

Year of adoption 2007

Reference number COM(2007) 359 final

Available at http:// http://ec.europa.eu/social/main.jsp?catId=102&langId=en

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Commission communication, which sets out the key principles of flexicurity. While the document makes no direct reference to lifelong guidance, it is an underlying assumption in one of the four policy components of flexicurity, Comprehensive lifelong learning strategies.

Please also see the Council Conclusions (Towards Common Principles of Flexicurity) and the Council Secretariat's Report by the "flexicurity" mission on the implementation of the flexicurity, both availabe in this database.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

ELGPN, legislation, policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, European union, communication, strategy, social inclusion

Subject of the Policy document

The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020

Reference data

Adopted/Released by European Ministers of Vocational Education and Training, European Social Partners, and the European Commission

Year of adoption 2010

Reference number

Available at http:// http://europa.eu/rapid/pressReleasesAction.do?reference=IP/10/1673&format=HTML&aged=0&language=EN&guiLanguage=en

Available in English at http:// http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bruges_en.pdf

1. Additional narrative description of the reference to Lifelong Guidance

The role of “easily accessible and high-quality lifelong information, guidance and counselling
services” as a part of European VET systems is highlighted in a global vision for VET in 2020. The importance of guidance is emphasised in enabling citizens to make sound decisions and in helping them to manage their learning and career (p. 6).

The document notes the role of guidance in promoting international mobility among VET learners, which has remained low despite the emergence of the European area of education and training (p. 4).

To enhance the attractiveness of VET, a provision of high quality guidance is needed to introduce different vocational trades and career opportunities to young pupils in compulsory education (p. 7).

In improving the quality and relevance of VET, participating countries and providers of vocational education and training are encouraged to make use of data guidance service provide on the transition from VET to work or further learning (p. 9).

The document highlights the importance of integrated guidance services, encompassing both employment and counselling services, in facilitating transitions from education and training to work and between jobs (p. 11).

One of the short term deliverables at the national level concerning strategic objectives 3 and 4 is the provision of ”integrated guidance services closely related with labour market needs” (p. 12).

Guidance services are noted as one of the measures which can help to maximise the contribution of VET in reducing early school leaving to below 10 per cent (p. 15).

Actors at the national level are encouraged to consider specific measures, such as using appropriate guidance and support services, to raise the participation levels of “at risk” groups in education and training (p. 16).

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

policy, adult education, apprenticeship, continuing VET, companies, Copenhagen process, C-VET, European Education and Training Area, Europe 2020, flexible pathways, initial VET, integrated guidance services, I-VET, key competences, mobility, national qualifications framework, permeability, quality assurance, transition, transnational mobility, validation of non-formal and informal learning, VET, VET professionals, vocational education and training, work-based learning, European union, communication, career management skills, quality assurance and evidence-base, social inclusion