European Lifelong Guidance Policy Network Database, ELGPN Database

Subject of the Policy document

Quality Standards For The Vocational Guidance and Selection Services At The Croatian Employment Service

Reference data

Adopted/Released by Croatian Employment Service

Year of adoption 2005

Reference number

Available at http:// http://www.hzz.hr/docslike/Standardi_kvalitete_usluga_profesionalnog_usmjeravanja_i_slekecije_u_HZZ-u.pdf

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

The material describes how career guidance services are provided in regional offices as well as those possible activities now provided in only some of the offices. Improving the career guidance system presumes introduction of new types of services for specific groups of users and ensures co-ordinated action between different departments of the CES. Precondition for introduction of new services is a continuous investment into upgrading of counsellors’ competences.

The overall goal in the quality management system is:
• CES services quality standardisation
• That the activities of the Employment Service are more visible and transparent to the users and public
• That the services provided are within the resources allocated and the legislation framed, that they match best the needs of the users
• Permanent training for the CES employees in order to gain needed competences
• That the changes i.e. adjustments are made in accordance with users’ needs and potential
• To ensure a nation wide concept in delivering services, with possibilities for regional variations

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, access, administration, adult education, advisory services, apprenticeship, availability, career counselling, career guidance, career information, career management skills, career planning, co-operation and co-ordination, competence assessment, counsellor training, Croatia, guidance services, development plan, disadvantaged groups, education planning, education provision, effectiveness, employees, employer, employment services, evaluation criteria, evaluation data, evaluation guidelines, evaluation outcome, evidence-based, group counselling, guidance provision, human resource management, implementation, in-company training, individual counselling, information services, labour market, standard development, people at risk, people with disabilities, personality assessment, PES, quality assurance, quality evaluation, student counseling, young people, Staff working document, Regional level, quality assurance and evidence-base, schools, VET, higher education, employment, social inclusion

Subject of the Policy document

Ordinance On The Composition And Operation Of Expert Bodies In The Procedure Of Achieving Social Welfare Rights And Other Rights According To Special Regulations

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2002/2011

Reference number Official Gazette 64/02, 145/11

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2011_12_145_2950.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Form No. 1: SOCIAL WORKER'S SHEET
10. SOCIAL AND FAMILY HISTORY INFORMATION (place, duration and reason for temporary stay, previous expert analysis, previously achieved rights, information on household members, housing conditions, financial situation, circumstances and progress of education, career guidance and rehabilitation, work status, marital status, situation in the marriage or parents' marriage, description of behaviour, respondent's opinion or the opinion of his/her legal representative on the abilities and needs of the respondent).

Form No. 8: PHYSIATRIST – ORTHOPAEDIC SHEET
13. Use of aids (appliances):
13.1. Which aids are used
13.2. Is the aid used throughout the day or a portion of the day
13.3. Does the aid effect career guidance and does it improve work and everyday activities
14. Assessment of:
14.1. Ability to stand, move, sit, balance (sitting down and standing)
14.2. Conditions to attend school – go to workplace
14.3. Posture at the workplace
14.4. Body position when lying down for persons over 65
14.5. Ability to move arms
- dominant
- non-dominant
14.6. Contraindications for career guidance considering work conditions and surroundings.

Form No. 13e: DEFECTOLOGIST'S SHEET FOR PERSONS WITH MENTAL RETARDATION INDICATION
If the person is going to school or has gone to school, list:
- if the person was diagnosed according to educational standards (yes/no),
- if the person was diagnosed for the purposes of career guidance (yes/no); if yes: where the diagnosis was carried out (CES career guidance service, career guidance team at the special educational or rehabilitation institution, elsewhere).

Form No. 16: SOCIAL AND FAMILY HISTORY INFORMATION ON THE PERSON REFERRED TO EXPERT ANALYSIS
17. Career guidance, training and rehabilitation, work status, workplace, tasks carried out or being carried out, years of employment

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career guidance, social inclusion, social and family history information, PES career guidance service, special educational institution, rehabilitation institution, training, disability, disabled, disadvantaged groups, workplace learning, National level, Croatia, legislation, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, higher education, adult education, employment

Subject of the Policy document

National Strategy For Entrepreneurial Learning

Reference data

Adopted/Released by Government of the Republic of Croatia

Year of adoption 2010

Reference number 60th session of the Croatian Government

Available at http:// www.e4e.com.hr/pdf/60_sjednica_vlade_rh_1.1_strategija.pdf

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

• Objective 1: Develop a more positive attitude of wider public towards entrepreneurship, as well as encourage a positive attitude towards life-long learning for entrepreneurship

The goal of the strategy for entrepreneurial learning sets the following, concrete tasks:
a) recognise the importance of building entrepreneurial attitudes, knowledge and skills of all citizens of Croatia,
b) better understanding of entrepreneurship in the wider sense,
c) better understanding of youth about the role and importance of developing entrepreneurial attitudes, knowledge and skills for future personal and professional development,
d) increase the interest of members of different target groups for training to develop entrepreneurial attitude, knowledge and skills;

• Objective 2: Introduce learning and training for entrepreneurship as key competencies into all forms, types and levels of formal and informal education and learning

One of the 22 activities listed for the purpose of achieving Objective 2 is: "Implement entrepreneurial competence in professional informing and guidance, and career planning and development."

• Chapter 6. REASONS FOR ENTREPRENEURIAL LEARNING includes the following:

"Every man is also a homo economicus, who is competitive on the labour market with his business abilities, and it is precisely these abilities, if entrepreneurial competences are also implemented in it, that can achieve higher value. This enables higher and permanent employability and competitiveness of the individual, and easier professional orientation when choosing the first occupation and later, in career development."
…
Later sections of the same chapter (6), include the following:
"The Council of Ministers has passed the Resolution on Lifelong guidance in May 2004, which emphasises the following:

1. Career guidance refers to a range of activities that enable individuals of any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their own professional career.
2. Priority 1 is important for entrepreneurship development, as it says that it is necessary to encourage lifelong development of career management skills. Career management skills are the decisive factor in empowering people for active participation and assuming responsibility in crating their own learning, education and career development.
3. Such skills, which should be nurtured throughout life, are based on key competences (especially 'to learn how to learn'), social and civil competences, including intercultural competences, and on initiative and entrepreneurship."

• Within the Action Plan, in measure 10: INCREASE THE NUMBER OF SUCCESSFUL SMALL ENTERPRISES ESTABLISHED OUT OF A BUSINESS OPPORTUNITY, lists the following activities:

1. Implementing entrepreneurial competence in career planning and development,
2. Improving training programmes to establish and develop enterprises
3. Increased availability of training programmes for entrepreneurship.
4. Development of entrepreneurial centres and incubators.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career management skills, career guidance, professional orientation, career development, employability, competitiveness, competences and interests, formal education, informal education, entrepreneurial competence, career planning, training programmes, enterprises development, Croatia, lifelong learning, social entrepreneurship, National level, Regional level, strategy, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

EUROPE 2020: A strategy for smart, sustainable and inclusive growth

Reference data

Adopted/Released by European Commission

Year of adoption 2010

Reference number COM(2010) 2020 final

Available at http:// http://ec.europa.eu/europe2020/documents/related-document-type/index_en.htm

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

While the strategy makes no explicit reference to lifelong guidance, the paper and its flagship initiatives (Youth on the Move, The Agenda for New Skills and Jobs, Innovation Union, and A European Platform against Poverty and Social Exclusion) emphasise the active role of citizens' acquisition of lifelong career management skills.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

ELGPN, legislation, policy, access, adult education, ageing population, career guidance, co-operation, communication, drop-out, early childhood education, higher education, informal learning, non-formal learning, schools, strategy, tertiary education, VET, vocational education, mobility, modernisation, European union, career management skills, co-operation and co-ordination, quality assurance and evidence-base, employment, social inclusion

Subject of the Policy document

Council Resolution on better integrating lifelong guidance into lifelong learning strategies

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2008

Reference number 2008/C 319/02

Available at http:// http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:319:0004:0007:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

This is one of the key policy documents relating to lifelong guidance. The Resolution identifies the four priority areas (encouraging the lifelong acquisition of career management skills; facilitating access by all citizens to guidance services; developing quality assurance in guidance; and encouraging coordination and cooperation among national, regional and local stakeholders in guidance), around which the ELGPN work packages are built. The document also recognises role of the ELGPN as, inter alia, a means to share information and examples of best practice among the Member States.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

policy, access, career management skills, Cedefop, cooperation, coordination, disadvantaged groups, ELGPN, employment, European Qualifications Framework, guidance practitioner, guidance system, key competencies, lifelong guidance, lifelong learning, quality assurance, social inclusion, European union, resolution, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education

Subject of the Policy document

Council conclusions of 11 May 2010 on competences supporting lifelong learning and the ‘new skills for new jobs’ initiative

Reference data

Adopted/Released by The Council of the European Union

Year of adoption 2010

Reference number 2010/C 135/03

Available at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2010:135:0008:0011:EN:PDF

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2010:135:0008:0011:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

The Conclusions do not directly address lifelong guidance. However, the key role of career guidance systems in supporting citizens is noted on page C135/11.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

policy, active citizenship, competences, key competences, transversal, Conclusion, career management skills, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

Anti-Discrimination Act

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2008

Reference number Official Gazette 85/08

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2008_07_85_2728.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 8.
This Act shall apply to the conduct of all state bodies, bodies of local and regional self-government units, legal persons vested with public authority, and to the conduct of all legal and natural persons, especially in the following areas:
1. work and working conditions; access to self-employment and occupation, including selection criteria, recruiting and promotion conditions; access to all types of vocational guidance, vocational training, professional improvement and retraining;
2. education, science and sports;
3. social security, including social welfare, pension and health insurance and unemployment insurance;
4. health protection;
5. judiciary and administration;
6. housing;
7. public informing and the media;
8. access to goods and services and their providing;
9. membership and activities in trade unions, civil society organisations, political parties or any other organisations;
10. access to participation in the cultural and artistic creation.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, professional improvement and retraining, vocational training, access, self-employment, selection criteria, recruiting and promotion conditions, public authority, local and regional self-government units, pension and health insurance, social security, civil society organisations, housing, public informing and media, social welfare, education, science, sports, services, goods, Croatia, legislation, career management skills, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Name of the good/interesting practice/initiative/policy

eGuidance

Country

The Danish Ministry of Children and Education launched eGuidance in January 2011. It provides individual and personal guidance to all citizens via various virtual communication channels: chat, telephone, SMS, e-mail and Facebook. eGuidance is for everyone who wants information about education and employment; it may also refer users to other guidance tools (www.ug.dk) and to institutions for further guidance. It is especially targeted at resourceful young people and their parents, to give them easy access to independent information and guidance and thereby to motivate the young people to continue the search and clarification process on their own. It plays a central role as a guide to the national guidance portal, and as a communicator of guidance information etc. Use of Facebook was introduced in January 2012, enabling eGuidance to provide guidance in a common forum and in the social media (www.facebook.com/eVejledning). Users can contact eGuidance during the day and evening as well as at weekends.

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 Danish Ministry of Children and Education launched eGuidance in January 2011. E-guidance is established providing opportunity for personal guidance through “e-channels”
Primarily aimed at resourceful youths and their parents

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)

eGuidance provides individual and personal guidance to all citizens via various virtual communication channels: chat, telephone, SMS, e-mail and Facebook. eGuidance is for everyone who wants information about education and employment; it may also refer users to other guidance tools (www.ug.dk) and to institutions for further guidance. It is especially targeted at resourceful young people and their parents, to give them easy access to independent information and guidance and thereby to motivate the young people to continue the search and clarification process on their own. It plays a central role as a guide to the national guidance portal, and as a communicator of guidance information etc. Use of Facebook was introduced in January 2012, enabling eGuidance to provide guidance in a common forum and in the social media (www.facebook.com/eVejledning). Users can contact eGuidance during the day and evening as well as at weekends.

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)

eGuidance is a national service and is manned by professional guidance counsellors and cooperates with the youth guidance centres, the regional guidance centres and the national guidance portal www.ug.dk.

Monitoring and evaluation

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

- What actors are involved?

eGuidance is evaluated together with all other initiatives in the new Act on Guidance in 2010. eGuidance.

The Ministry of Education is the main stakeholder of the quality assurance system in the educational sector on a national level, as well as the main organisations for managers and guidance counsellors. eGuidance has establish a quality assurance system, which can be used to document activities, quality and effect on clients and society. Several indicators are included in the quality assurance system. Among the indicators are user surveys, based on nationally representative samples of pupils and students, responding on the same questionnaire. The user surveys are designed to provide information on user benefit of guidance in order to create the basis for a user-driven development. Based on inputs from guidance counsellors, the user surveys make it possible to compare and evaluate the user benefit of different types of guidance activities

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

Steffen Jensen

Role (in policy initiative)

Organization name

Ministry og Children and Education

Address

Frederiksholms Kanal 26

Phone

0045033952135

Fax

E-mail

steffen.jensen@uvm.dk

Website address

evejledning.dk

Documents and publications

Attached files

Links

http://www.ug.dk/evejledning

This information was provided/updated by:

Hanne woller

No comments by users.

good practice, initiative, interesting practice, policy, schools, VET, higher education, adult education, employment, guidance in schools, unemployed, employed, career information, Denmark

Subject of the Policy document

Psychological Activity Act

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2003

Reference number Official Gazette 47/03

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/305170.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 3
A general purpose of psychological activities is to improve quality of life of individuals, groups and communities. Psychological activities are included in all areas of human life, especially in areas which relate to work and organization of work, employment and career guidance, communication and market, education, research and analysis, health care, sport, social care, transport, judiciary, military and police.

Article 7
Implementation of psychological activity which is not covered by undergraduate education and it covers more demanding forms of work in the area of clinical, health, penological, forensic, military, pedagogical and educational psychology, psychology of work, sports, special care, career guidance and medicine of work requires of each psychologist, in additional to the basic working permit, a special certificate.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, psychological activities, quality of life, work, organization of work, employment, career guidance, communication and market, education, research and analysis, health care, sport, social care, transport, judiciary, military and police, Croatia, legislation, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, social inclusion

Subject of the Policy document

Development Strategy Of The Vocational Education System In The Republic Of Croatia, 2008-2013

Reference data

Adopted/Released by Goverment of the Republic of Croatia

Year of adoption 2008

Reference number 38th session of the Goverment of the Republic of Croatia

Available at http:// www.asoo.hr/UserDocsImages/Dokumenti/Strategija%20razvoja%20strukovnog%20obrazovanja%20u%20RH.pdf

Available in English at http:// www.asoo.hr/UserDocsImages/dokumenti/VET%20SYSTEM%20DEVELOPMENT%20STRATEGY_CROATIA_AVET.pdf

1. Additional narrative description of the reference to Lifelong Guidance

Within the objectives of the reform of vocational education and training, one of the activities refers to permanent harmonisation of education with the needs of the labour market:
In the function of better meeting the labour market needs, it is necessary to further develop and enhance the lifelong professional orientation in vocational education, as an important tool of education and employment policy, among other also through strengthening capacities for providing services of professional orientation.

Objectives:
- Define the roles of all the key stakeholders and mechanisms of their cooperation by the end of 2008
- Define the work of sectoral councils by the end of 2009
- Define the methodology of labour market research by the end of 2011
- Draft an Action Plan of lifelong professional orientation in vocational education and training by the end of Q1 2012
- Collect and process the results of the labour market research by the end of 2012

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, lifelong professional orientation, vocational training, labour market, labour market information, labour needs analysis, lifelong education, educational system, Croatia, National level, Regional level, strategy, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education

Subject of the Policy document

National Lifelong Guidance Council 2008-2012_HU

Reference data

Adopted/Released by

Year of adoption 2007

Reference number

Available at http://

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

The National Lifelong Guidance Council of Hungary was established in 2007, with the following main aims:
- to coordinate the ongoing works and developments of the Hungarian stakeholders and sectors (employment, public, higher, vocational education, social sectors)
- to harmonise the Hungarian LLG related developments with the EU priorities and goals,
- to participate in the works of the European Lifelong Guidance Policy Network (ELGPN),
- to supervise the EU funded development of the Hungarian Lifelong Guidance system, led by the National Employment Office.

Attached files

This information was provided/updated by:

Viktória Benei

No comments by users.

policy, consultation, cross-sectoral co-operation, guidance system, recommendation, National level, Hungary, guideline, co-operation and co-ordination, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

National LLG Council_Policy Statement_HU

Reference data

Adopted/Released by

Year of adoption 2008

Reference number

Available at http://

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

The aim of this policy statement is to summarise the current status of LLG and the main development trends on the basis of a historical review and to lay the foundations of a mediumterm action plan.

Attached files

This information was provided/updated by:

Viktória Benei

No comments by users.

policy, development, lifelong guidance, policy declaration, practice, recommendation, National level, Hungary, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2009

Reference number 2009/C 119/02

Available at http:// http://europa.eu/legislation_summaries/education_training_youth/general_framework/ef0016_en.htm

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

With regard to making lifelong learning a reality, the Conclusions call for an increase in the quality of guidance systems (p. 3). Work on lifelong learning strategies is one of the priorities for the first cycle of the ET2020 (2009-2011), and thus guidance is also emphasised (p. 9).

The acquisition of key competencies by all citizens is also emphasised heavily. Strategic objectives Two (Improving the quality and efficiency of education), Three (Promoting equity, social cohesion and active citizenship) and Four (Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training) all highlight the role the acquisition of key competencies plays in responding to the challenges that remain in creating a knowledge-based Europe and making lifelong learning a reality for all.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

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policy, active citizenship, benchmark, education, education and training systems, entrepreneurship, European Qualifications Framework, key competencies, lifelong learning, mobility, open method of coordination, qualification framework, social cohesion, training, European union, Conclusion, career management skills, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education