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

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

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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

National Strategy Of Equalization Of Possibilities For Persons With Disabilities From The Year 2007 Till The Year 2015

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2007

Reference number Official Gazette 63/07

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2007_06_63_1962.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

2.3. Upbringing and education

Measure 3. To provide lifelong learning for persons with disabilities with the aim to facilitate the transition between phases of education and education and employment.
Carrier: Ministry of Science, Education and Sports
Co-carriers: Agency for Adult Education, Agency for Education and Training, Agency for Occupational Education, Croatian Employment Service, National Examination and Assessment Centre, local and regional self-government units, associations of persons with disabilities and associations dealing with programmes providing benefit to persons with disabilities.

Activities:
1. to draft a qualification framework of appropriate employments for persons with particular forms and degrees of disabilities acknowledging the demands of the labour market.
2. to develop evaluation of non-formal and informal learning
3. to encourage research on competences of young people with disabilities after primary and secondary education and compare them with competences required on the labour market
4. to provide lifelong professional informing and counselling of persons with disabilities


2.7. Professional rehabilitation, employment and labour

4. To provide access to professional orientation for persons with disabilities regardless of age, education and working status

Carrier: Croatian Employment Service and Ministry of Science, Education and Sports
Co-carriers: Ministry of Economy, Labour and Entrepreneurship, Fund for Professional Rehabilitation and Employment of Persons with Disabilities, Agency for Vocational Education, Agency for Adult Education, Ministry of Health and Social Welfare, regional professional rehabilitation centres, Faculty of Special Education and Rehabilitation, Croatian Employers' Association, Croatian Pension Insurance Institute, Croatian Institute for Public Health, associations of persons with disabilities and associations dealing with programmes providing benefits to persons with disabilities, institutions for the rehabilitation of persons with disabilities, professional rehabilitation and employment

Activities:
1. to identify persons with disabilities having the need for professional orientation by taking into account their age, education and working status
2. to establish services for professional orientation within the educational system
3. to educate professional orientation counsellors for counselling of persons with disabilities
4. networking of professional orientation services and regional professional rehabilitation centres

Implementation indicators:
1. the number of persons with disabilities identified and forwarded to professional orientation
2. established services for professional orientation of pupils within the educational system
3. the number of experts from various systems included in education
4. the number of persons included in professional rehabilitation

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career guidance, professional orientation, career guidance services, career guidance counsellor, schools, disabilities, Croatia, employment, labour market, upbringing, lifelong learning, local and regional self-government units, non-formal learning, evaluation, informal learning, competences, networking, rehabilitation centres, National level, Regional level, strategy, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, adult education, social inclusion

Name of the good/interesting practice/initiative/policy

“Early intervention” activities with pupils – partnership based holistic approach in Croatia

Country

Croatia

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 importance of creating social, educational and other conditions for the welfare of young people and their responsible participation in community, including the prevention of early – school leaving is emphasized as priorities in European strategies (e.g. Europe 2020, New Skills for New Jobs) and many national strategies in Croatia (National Youth Program from 2009 - 2013, Development Strategy of the Vocational Education System in the Republic Of Croatia 2008-2013, National Strategy for Entrepreneurial Learning, National Strategy of Equalization of Possibilities for Persons with Disabilities 2007 – 2015).

Presently, career guidance in Croatia is a transversal and comprehensive activity with a cross - sectored approach in youth policy implementation. A clear mandate is given to Croatian Employment Service (CES) to provide support to the educational system through vocational and career guidance services. This approach has been developed on partnership bases between CES, schools, employers, health and social welfare organizations.

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)

Croatian Employment Service includes “early intervention” activities in career guidance as an integrated part of its responsibilities to prevent early – school leaving. This approach has proven to be successful since Croatia has a very low rate of early school leavers (3.9%) in comparison to the European countries (where the average rate is close to 15%).

A key feature in Croatian model is client-oriented approach aiming at providing tailor-made services for pupils at risk (early - school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Educational, psychological, medical and social aspects are assessed for these target groups which are most in need of comprehensive vocational and career guidance services.

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)

Career guidance services are provided to pupils and students using the so-called ˝tiered services˝, starting from the fact that the largest number of pupils need to be informed about their future possibilities in order to make decision; some of them need additional counseling and are included in group counseling sessions and the smallest number (about 10%) are offered the most intense and complex services which could include psychological-medical assessment as well (for those with the risk of being early – school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Secondary schools students who achieve poor results are also referred to the expert team for career guidance.

Croatian Employment Service conducts a Survey on Vocational Intentions of Primary and Secondary School Pupils on a yearly basis. Under the leadership of CES professionals, expert teams are set-up in each primary and secondary educational institution in order to analyze the outcomes of the Survey and identify priority groups who may require special attention. Analysis is conducted on individual level (for each pupil), regional level (in relation to labor market needs) of and national level (trends in vocational intentions).

Each year the Ministry of Education adopts the Decision on Elements and Criteria for Candidate Selection for High-School Enrolment enabling pupils with developmental disabilities, health difficulties, learning difficulties, behavioral and emotional difficulties as well as pupils from the Roma minority to achieve direct enrolment or receive extra points to the score set in the enrolment valuation process. In order to obtain these rights, pupils among other documents enclose an expert opinion of the CES career guidance service on their abilities and motivation with a list of recommended educational programmes. In expert opinions on the most adequate choice of further education, needs of the labour market and education opportunities are taken into account, as well as the student's individual abilities and needs. In case of pupils with developmental disabilities (physical or mental disability), career guidance expert team’s opinion enables them direct enrolment in specialized schools or training programs.

Monitoring and evaluation

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

- What actors are involved?

Monitoring and evaluation of career guidance services in Croatia is carried out periodically by Croatian Employment Service in co-ordination with secondary and tertiary educational institutions. According to the results of the Survey on pupil’s intentions, approximately 60% of the pupil population expresses a need for professional assistance in their choice of further education program. It indicates a further need for further development of group methods and e-counseling services for pupils and students. Career guidance services are planned on a yearly basis according to the expressed needs.

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

In a partnership based approach and coordination between employment and educational sectors, it is considered more cost effective to the entire society to provide adequate support to those of greater need at primary and secondary school rather than spending public money for unemployed citizens when adults.
Career guidance services in Croatian Employment Service are considered a key element in preventive activities in order to avoid potential social exclusion. On average, 30% of the pupil/student population in Croatia is included in the “early intervention” activities of CES career guidance services.

In addition, aggregate results of the Survey on pupil’s intentions indicate the trends in pupils'/students' vocational intentions and are delivered to the stakeholders in the field of education and employment on the county and national level. According to the Survey and forecasting the needs of the labor market for certain occupations, every year recommendations for enrollment policy and scholarship policy are made and referred to the educational institutions, local and regional stakeholders, sector councils and the Ministry of Education.

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?)

The key feature of the ˝early intervention˝ model is client-oriented approach aiming at providing tailor-made services for pupils at risk. It represents a multidisciplinary approach that involves co-operation and co-ordination of experts in the fields of education, employment, health and social welfare. It has proven to be successful since Croatia has a very low rate of early school leavers (3.7%).

Strengths and weaknesses

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

- Are there still challenges ahead?

One of the challenges is the positive discrimination of pupils at risk as a way of addressing their disadvantages in educational and labor surroundings. A necessity to develop more efficient tailor-made CG services for pupils at risk exists, which leaves fewer opportunities for providing CG services to other target groups (undeceive pupils, talented pupils, etc.).

Currently, Croatia is in the process of establishing a LLCG National Forum and drafting legislation for guidance provision. The awareness of inter-institutional cooperation is increasing, including the need to define the roles and responsibilities of different stakeholders on national, regional and local levels.

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

Additional information

Name of contact

Mirjana Zećirević

Role (in policy initiative)

Head, Employment Preparation Department

Organization name

Croatian Employment Service

Address

Radnička cesta 1, 10 000 Zagreb

Phone

+385 1612 6091

Fax

+385 1612 6039

E-mail

mirjana.zecirevic@hzz.hr

Website address

http://www.hzz.hr/

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

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good practice, initiative, interesting practice, policy, career counselling, career guidance services, disabilities, health difficulties, learning difficulties, co-operation, co-ordination, Croatia, drop-out, early school leaver, effectiveness, employment services, expert opinion, group counselling, young people, schools, guidance provision, labour market information, PES career guidance service, prevention, professional informing, school children, secondary education, self-assessment, survey, transition, vocational guidance, youth education, VET, employment, guidance in schools, career information

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

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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

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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

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

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Viktória Benei

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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

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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

Annual Growth Survey, Annex 1, Progress Report on Europe 2020

Reference data

Adopted/Released by European Commission

Year of adoption 2011

Reference number COM(2011) 11 final

Available at http:// http://ec.europa.eu/europe2020/tools/monitoring/annual_growth_survey_2011/index_en.htm

Available in English at http:// http://ec.europa.eu/economy_finance/articles/eu_economic_situation/pdf/2011/com2011_11_annex1_en.pdf

1. Additional narrative description of the reference to Lifelong Guidance

The report makes no direct reference to lifelong guidance. However, the document follows the progress of the Europe 2020 targets and notes, inter alia, that in Education and Training the targets of reducing early school leaving to 10% of the population aged 18-24 and increasing the share of young adults (30-34) who have completed at least a tertiary level qualification or equivalent to 40% are likely to be missed by 2020, should the current levels of progress persist (p. 8-9).

Attached files

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Outi Ruusuvirta

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policy, early school leaving, Europe 2020, growth, labour market participation, National Reform Plan, poverty, social exclusion, Report, schools, higher education, employment, social inclusion