Implementation of the common principles of flexicurity within the framework of the 2008-2010 round of the Lisbon Strategy - Report by the "flexicurity" mission
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
- File: Council (2008) Implementation of the common principles of flexicurity within the framework of the 2008-10 round of Lisbon Strategy, Report by the flexicurity mission.pdf (198 KB)
This information was provided/updated by:
Outi Ruusuvirta
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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
The Retirement Compass
Name of the good/interesting practice/initiative/policy
The Retirement Compass
Country
Germany
I am proposing that this example will be published also in the KSLLL database
No
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
In the light of the changing demographics and the future manpower shortage elder people are becoming increasingly important as active citizens. Active aging is an aim and necessity both of the Council of the European Union as well as of the Federal Republic of Germany. The Retirement Compass (Ruhestandskompass) is a new tool to support people with the transition from work to retirement promoting active aging.
It has been developed as part of the Federal programme ‘Local Learning’ (Lernen vor Ort) in the city of Leipzig/ Germany. ‘Local Learning’ (Lernen vor Ort) is a public-private partnership between the Federal Ministry of Education and Research and some German foundations funded by the ESF and the Federal Government with the overall aim to promote coordinated Lifelong Learning of the individual. The programme supports municipalities to strengthen education management in the region. In addition to better regional cooperation and coordination and educational monitoring, the programme aims to facilitate transitions from one life-phase to the other.
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)
The Retirement Compass aims to support orientation and planning of retirement and thus helps to manage the transition into a self-determined retirement as a conscious step and should assist to make this phase of life as active as possible.
The tool targets people who will retire shortly (around the age of 65 – but also those who may retire earlier or later). It can be applied individually but consulting a guidance practitioner during the process of working with the compass is highly recommended. Thus, the Compass creates an occasion for guidance and actively encourages elder people, who rarely approach guidance services, to use guidance provisions. It also encourages to exchange reflections, ideas and plans with friends, family and colleagues.
Following a portfolio approach and inspired by such approaches for young people and for competence assessment, the tool also helps to improve self-knowledge and self-reflection, assessing and acknowledging personal interests as well as planning of the future life phase.
The Retirement Compass is open to all possible outcomes including the decision, not to plan anything and leave open space for the retirement. It further provides information on opportunities for volunteer work, and possibilities of leisure, sports and other activities and related services in the municipality.
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)
After its development the Retirement Compass was piloted in 2010 with staff personnel of the municipial administration of Leipzig. Since June 2011 the tool is offered to all employees of the municipal administration who will go into retirement shortly. They are encouraged to use the retirement compass and to see a guidance practitioner. The educational guidance service of Leipzig which has also been established as part of the programme ‘Local Learning’ provides a special guidance offer for the Retirement Compass. The Compass and guidance provision is open to all citizen of the city of Leipzig. It is also available in a fully accessible version for blind and visually impaired people ( developed in cooperation with the German Central Library for the Blind).
This regional implementation results from the context of the development of the tool in the programme ‘Local Learning’ in Leipzig. But, through the exchange between the municipalities taking part in the programme at conferences and working groups, tools and experiences are communicated and shared. In general, the tool is designed to be easily adaptable in all regions.
Other cities have already become interested and are planning to implement the tool. In the city of Dresden the Office for Senior Citizens has made a cooperation agreement with the city of Leipzig to adapt and implement the Retirement Compass. Steps have been taken in the city of Dresden to evaluate the demand and ways of use and dissemination of the tool. Another cooperation agreement has been made with the city of Erfurt. Particularly, the information part on regional opportunities is specific to one region and must be adapted to the provisions and offers available elsewhere.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
In Leipzig educational guidance on the Retirement Compass is regularly evaluated on the basis of questionnaires handed out to clients. The evaluation of the 1st edition of the Retirement Compass was broadened by involving senior citizen’s clubs and associations as well as providers of continuing education for senior citizen’s. On the basis of these questionnaires and further reactions and responses a second revised and updated edition of the Retirement Compass was developed.
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
- Specific results
Results from the piloting show that individuals who have used the Retirement Compass felt better informed about opportunities in their region. Further, they had clearer plans for retirement which they were confident to realize.
- Cost effectiveness
The tool is free of charge and is available online as well as in print.
- Budget
The budget is part of the overall budget of the “Local Learning” project in Leipzig which is funded by the city of Leipzig, the Federal Ministry of Education and Research, partly by the ESF and which is supported by private foundations.
- Innovative aspects
In the aging society the elder generation is becoming more and more important for the society. Many retired people are still healthy and motivated to work or engage themselves voluntarily. It is important to keep social contacts and to ensure participation in the society. This may also support well-being and health as some studies suggest. The transfer of knowledge and experience to new generations is also of importance to the individual as well as to the society.
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?)
Despite the need for orientation at the transition to retirement and the growth of further education for senior citizens confirmed by the Senior Citizen’s Council in Dresden (Seniorenbeirat), the actual demand for the tool is low. Elder citizen are not usually accustomed to using guidance provisions and hesitate to visit places they are not familiar with. Hence, the Retirement Compass needs to remain a voluntary tool which may be used in easily accessible guidance provisions. Thus, the tool is intended to be offered and guidance may be provided in places which older citizens frequently visit, such as libraries, senior’s citizen’s centres etc.
The information on provisions and offers in the region supports local networks between the relevant stakeholders in the field of education and social work for senior citizens.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
The Compass may be used individually without consulting a guidance practitioner which may not lead to the same results as if a professional practitioner supports the reflection of the personal interests and aims.
Implementing the Retirement Compass more strongly in public administration and to involve more organisations (e.g. the Job Centers for the long-term unemployed, the local PES) remains to be a challenge in Leipzig. In addition, the Retirement Compass shall be disseminated to as many employers as possible. It should be offered more openly than before in the educational guidance service of Leipzig.
Another critical question which is discussed in other cities is the question of publishing. If the tool is published by the municipality it may, on the one hand, receive a higher level of authority. On the other hand, it runs the risk of becoming part of public administration. The question of publishing through the public authorities or the local agencies and non-profit organisations for education or senior citizen’s and social well-fare is also a question of top-down and bottom-up mechanisms of cooperation and coordination with all its implications.
4. Additional narrative description of the policy/practice/initiative
The Retirement Compass is organised in three parts:
1. Reflection of working life (positive and negative aspects, leaving and new beginning)
2. Clarification of interests (hobbies, commitments voluntary work)
3. Information and service including adresses, profiles and courses offered of providers adult education etc.
Discussions on the contents of the Retirement Compass and their organisation and arrangement are still going on. While some exoperts feel that the contents and their representation in the tool is banal, others argue that the simplicity of the tool enables all citizens to easily access the Compass by themselves encouraging them to access educational guidance and to review their past, present and future.
Additional information
Name of contact
Stadt Leipzig, Amt für Jugend, Familie und Bildung, Stabsstelle “Lernen vor Ort”
Role (in policy initiative)
Bureau responsible for Local Learning in the city of Leipzig
Organization name
Stadt Leipzig, Amt für Jugend, Familie und Bildung, Stabsstelle “Lernen vor Ort”
Address
Postfach, 04092 Leipzig
Phone
Fax
jugend-familie-bildung@leipzig.de, lernen-vor-ort@leipzig.de
Website address
http://www.leipzig.de/lernen-vor-ort
Documents and publications
Attached files
- File: Ruhestandskompass.pdf (752 KB)
Links
No links specified.
This information was provided/updated by:
Bernhard Jenschke
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good practice, initiative, interesting practice, policy, access, active ageing, citizenship, transition, continuing education, elderly persons, employed, Germany, hobbies, guidance services, information, instrument, libraries, life planning, lifelong, guidance, municipal, administration, municipalities, portfolio, project, Regional level, self-assessment, social welfare, transitionadult education, older adults
Vocational guidance
Term
Vocational guidance
Definition
Help for individuals to make choices about education, training and employment.
Comment
Sometimes used as a synonym for career guidance or guidance.
See related definitions for ‘Career counselling’, ‘Career guidance’, ‘Guidance’.
Source
Hawthorn, R. (1991). Who Offers Guidance. Sheffield: Employment Department.
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ELGPN Glossary, career counselling, career guidance, vocational, guidance
Self-service
Term
Self-service
Definition
A mode of delivery of guidance services in which it is up to the client to select the guidance services, interventions or activities s/he will use.
Comment
In some settings, this is done by the client providing information about him/herself and then being directed automatically to services that might be appropriate. This approach is particularly common where on-line guidance services are being offered as all or part of the guidance service.
Source
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ELGPN Glossary, guidance, internet, provision, online, career guidance, services
Self-help provision
Term
Self-help provision
Definition
An approach to the provision of guidance services that depends on the client either working on their own using resources and materials designed to be used without additional support from a career counsellor, or where responsibility for choosing an appropriate form of career support is left up to the client.
Comment
Many guidance services offer self-help materials to their clients; such materials are also widely available in other settings, such as libraries, on the web, etc.
Many self-help materials can also be used in group settings with or without the involvement of a career counsellor.
Source
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ELGPN Glossary, guidance, provision, services
Profiling
Term
Profiling
Definition
The process of collecting information about a person to form a profile that describes him/her. This may involve collecting a standard set of information, possibly to compare people, or the construction of a one-off description of a person.
A similar approach is also commonly used to profile jobs or occupations and a job or occupational profile may be included in a career information system to make it easier to make comparisons between jobs and occupations.
Comment
Both the profiling of people and the profiling of jobs/occupations are common activities in guidance.
Source
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ELGPN Glossary, guidance, information
Lifelong guidance
Term
Lifelong guidance
Definition
A range of activities that enables citizens 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 individual life paths in learning, work and other settings in which these capacities and competences are learned and/or used.
Comment
This is an approach to guidance which does not see it as a one-off or single point in time activity. It argues for guidance to be delivered proactively and not just at transition points and refers to guidance activity undertaken throughout life (i.e. at any lifestage) and that takes a lifelong perspective (i.e. from early in school and throughout both working and non-working life).
Life-wide guidance is a dimension of lifelong guidance just as life-wide learning is a dimension of lifelong learning. Life-wide guidance can be formal, non-formal or informal and can take place across the full range of life activities (personal, social or professional), across all sectors (education, initial training, employment and continuing training) and at any stage.
Source
Council of the European Union, (2008). Council Resolution on better integrating lifelong guidance into lifelong learning strategies. Available from Internet: http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf
Attached files
Links
http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf
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ELGPN Glossary, guidance, lifelong
Job-search training
Term
Job-search training
Definition
Training designed to help people in their search for jobs/employment.
Comment
Job-search training is often provided alongside other guidance services and can include a number of different elements, such as: information and advice on where to find out about potential jobs; help with the application process (e.g. CV writing, completing application forms); and preparation for job interviews and other elements of the selection process (e.g. taking selection tests, participating in an assessment centre).
Source
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Links
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ELGPN Glossary, employment, guidance, job seeking, service, training
Guidance policy
Term
Guidance policy
Definition
Policy that determines and shapes the range and extent of guidance services that exist, their aims and principles, how the services are funded, and who is eligible to use them and under what circumstances.
Comment
Normally thought of as being government policy but many organisations, such as educational institutions, employers, charities and trade unions who offer career guidance, may also have policies that shape their services and determine who is eligible to use them.
Source
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Links
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ELGPN Glossary, eligibility, guidance, policy, services
Guidance outcomes
Term
Guidance outcomes
Definition
Guidance has economic, social and learning outcomes and these reflect both its personal impact and the wider societal benefits.
Comment
See separate definitions of ‘Economic and social outcomes of guidance’ and ‘Learning outcomes of guidance’, and also the definition of ‘Outcome (quality)’.
Source
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ELGPN Glossary, guidance, impact, learning outcome
Guidance
Term
Guidance
Definition
Help for individuals to make choices about education, training and employment.
Comment
Career or vocational guidance is often just called guidance by practitioners. Guidance is in fact an umbrella that encompasses counselling as well as activities such as informing, coaching, teaching, assessment and advocacy.
See earlier comments under ‘Career guidance’.
Sometimes used as a synonym for career guidance or vocational guidance.
Source
Hawthorn, R. (1991). Who Offers Guidance. Sheffield: Employment Department.
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ELGPN Glossary, career choice, career guidance, coaching, vocational guidance, career counselling, services, guidance
Entrepreneurship guidance
Term
Entrepreneurship guidance
Definition
Guidance activities designed to assist individuals in reviewing their suitability for setting up a new business venture or embarking on self-employment, and to promote proactivity, entrepreneurship and a sense of autonomy.
Comment
Guidance may facilitate linkages between job providers, entrepreneurs, and innovation.
Being entrepreneurial can be relevant in a wide range of situations and not just in setting up a new business or when someone becomes self-employed.
Source
Attached files
Links
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ELGPN Glossary, entrepreneurship, guidance, self-employment
Employment counselling/guidance
Term
Employment counselling/guidance
Definition
Counselling or guidance that addresses one or more of the following domains: career/ occupational decision-making, skill enhancement, job search and employment maintenance. Activities include assessment, development and implementation of an action plan, follow-up and evaluation.
Comment
The outcome of employment counselling is to help clients improve their employability and self-sufficiency in the labour market.
Source
Canada Career Information Partnership (2006). A Career Development Resource for Parents. Available from Internet: http://www.ccdf.ca/ccdf/wp-content/uploads/2010/12/a_career_development_resource_for_parents_e.pdf
Career Guidance and Counselling Glossary. Result of Leonardo da Vinci programme project “Overcoming Intercultural and Linguistic Barriers in Continuously Accessible Vocational Guidance and Counselling” (project No LT/03/B/F/LA-171023). Available from Internet: http://glossary.ambernet.lt/main.php?lang=eng#
Attached files
Links
http://www.ccdf.ca/ccdf/wp-content/uploads/2010/12/a_career_development_resource_for_parents_e.pdf
http://glossary.ambernet.lt/main.php?lang=eng#
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ELGPN Glossary, employability, employment, guidance, counselling, decision-making
e-guidance
Term
e-guidance
Definition
Counselling or guidance that is delivered using ICT and which may or may not directly involve a guidance counsellor. Frequently used to describe the provision of information or the use of self-assessment tools and exercises via the internet.
Comment
e-guidance covers the provision of guidance activities and services using all forms of ICT, including:
Online Guidance
Guidance provided via ICT, for example using a computer or similar electronic device (e.g. a mobile telephone). May include interaction with a guidance professional via email, webchat, sms or social media (e.g. Facebook). Frequently used to describe the provision of information or the use of self-assessment tools and exercises via the internet.
Telephone guidance
The provision of guidance services via the telephone. It may involve a telephone conversation with a guidance worker or, less frequently, the delivery of pre-recorded information. Similar services are now also provided by webchat, sms or via the internet.
Web guidance
Guidance activities provided via the internet using ICT. This may include the provision of information, the use of self-help materials and tools, as well as more interactive activities, such as participation in forums or discussion groups, and email or web-based discussion with a guidance worker.
Source
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ELGPN Glossary, guidance, internet, ICT, online, career guidance, counsellor, social media
Educational counselling/guidance
Term
Educational counselling/guidance
Definition
Helping an individual to reflect on personal educational issues and experiences and to make appropriate educational choices.
Comment
Sometimes used to describe a broader range of activities: for example, advising pupils or students on their educational progress, on career opportunities, or on personal difficulties or anxieties (UNESCO).
Source
Career Guidance and Counselling Glossary. Result of Leonardo da Vinci programme project “Overcoming Intercultural and Linguistic Barriers in Continuously Accessible Vocational Guidance and Counselling” (project No LT/03/B/F/LA-171023). Available from Internet: http://glossary.ambernet.lt/main.php?lang=eng#
Attached files
Links
http://glossary.ambernet.lt/main.php?lang=eng#
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ELGPN Glossary, education, guidance, counselling, choice
Economic and social outcomes of guidance
Term
Economic and social outcomes of guidance
Definition
Guidance has social and economic outcomes: in particular, improving the efficiency and effectiveness of education, training and the labour market through its contribution to reducing drop-out, preventing skill mismatches, increasing job tenure and boosting productivity; and also addressing social equity and social inclusion.
Comment
Economic and social outcomes are usually considered together as the two outcomes are closely linked.
See separate definitions of ‘Guidance outcomes’, ‘Learning outcomes of guidance’ and the definition of ‘Outcome (quality)’.
Source
Attached files
Links
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ELGPN Glossary, guidance, outcomes, mismatch, social inclusion, quality
Distance guidance services
Term
Distance guidance services
Definition
Guidance services that are provided remotely, for example by telephone, email or via the internet. The key feature is that the client and guidance worker are not in face-to-face contact and, in the case of automated internet guidance, no guidance worker is directly involved in the delivery of the guidance service.
Comment
Often delivered using ICT.
See definitions for ‘e-guidance’ and ‘ICT’.
Source
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ELGPN Glossary, distance, guidance, ICT, internet, services, e-guidance
Cost-benefit analysis
Term
Cost-benefit analysis
Definition
Comparative analysis of the costs and benefits of a guidance service or particular guidance activity – and of the value of that service or activity – to select the most financially beneficial solution.
Comment
Cost-benefit analysis is one way of assessing and measuring the cost benefits and social returns on investment of differing types of careers interventions.
Source
Cedefop (2011). Glossary: Quality in education and training. Luxembourg: Publications Office. Available from Internet: http://www.cedefop.europa.eu/EN/Files/4106_en.pdf
Attached files
Links
http://www.cedefop.europa.eu/EN/Files/4106_en.pdf
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ELGPN Glossary, cost-effectiveness, cost-impact, finance, guidance, services
Co-ordination mechanisms
Term
Co-ordination mechanisms
Definition
Processes, systems or organisational structures used to facilitate people or organisations co-ordinating their work or interventions together.
Comment
Co-ordination of lifelong guidance activities is likely to require a co-ordinating structure, with operational powers and funding (and possibly a contract or legal mandate). The establishment of national fora is one way that has been used to encourage co-ordination of lifelong guidance activities.
It could also involve the sharing of responsibility for different activities in a programme of careers work.
Source
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ELGPN Glossary, co-ordination, process, system, lifelong, guidance
Common quality-assurance framework
Term
Common quality-assurance framework
Definition
Set of common principles, guidelines, criteria and tools adopted by a group at a local, regional, national or international level in order to develop and assure quality in guidance delivery and in relation to the qualification of guidance practitioners.
Comment
A more general definition would be a set of common principles, guidelines, criteria and tools adopted by a group at a local, regional, national or international level for the quality assurance of services.
Source
Cedefop (2011). Glossary: Quality in education and training. Luxembourg: Publications Office. Available from Internet: http://www.cedefop.europa.eu/EN/Files/4106_en.pdf
Attached files
Links
http://www.cedefop.europa.eu/EN/Files/4106_en.pdf
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ELGPN Glossary, quality, quality assurance, guidance, practitioner
Career guidance
Term
Career guidance
Definition
A range of activities that enable citizens of any age, and at any point in their lives, to identify their capacities, competences and interests; to make meaningful educational, training and occupational decisions; and to manage their individual life paths in learning, work and other settings in which these capacities and competences are learned and/or used.
Comment
Career guidance is defined in the same way as lifelong guidance.
Guidance is provided in a range of settings: education, training, employment, community, and private.
Career or vocational guidance is often just called guidance by practitioners. Guidance is in fact an umbrella that encompasses counselling as well as activities such as informing, coaching, teaching, assessment and advocacy.
It is treated as a synonym of guidance and vocational guidance. Educational guidance, however, has been treated as a more specific term.
Source
Council of the European Union, (2008). Council Resolution on better integrating lifelong guidance into lifelong learning strategies. Available from Internet: http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf
Attached files
Links
http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf
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ELGPN Glossary, career guidance, guidance, career, competences, decision-making, life path, vocational, practitioners, counselling, coaching
Career education
Term
Career education
Definition
Programmes and activities of learning to help people to develop the skills necessary to manage their career and life pathway. These include accessing and making effective use of career information and guidance.
Comment
Other definitions include:
• The systematic cooperation of educational institutions, parents and society in assisting young people and adults to acquire knowledge and skills that will enable them to make rational vocational decisions (Career Guidance and Counselling Glossary).
• The development of knowledge, skills and attitudes through a planned programme of learning experiences in education and training settings which will assist students to make informed decisions about their study and/or work options and enable effective participation in working life (Australian Ministerial Council for Employment, Education, Training and Youth Affairs, 1998).
Source
Institute of Career Guidance: Careers Education Committee. Available from Internet: http://www.icg-uk.org/careerseducationcommittee.html
Attached files
Links
http://www.icg-uk.org/careerseducationcommittee.html
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ELGPN Glossary, career, education, life pathway, guidance, young people, adults, vocational, skills, knowledge, decision-making
Career counsellor
Term
Career counsellor
Definition
Career counsellors assist people to explore, pursue and attain their career goals.
Comment
Career advisers/counsellors have normally received professional training and possess a recognised professional qualification.
Other definitions include:
• A professional trained in career guidance that is able to assist others to make rational career choices (Career Guidance and Counselling Glossary).
• A career counsellor provides counselling in educational, career and personal domains. A career counsellor assists individuals to achieve greater self-awareness, develop a life/work direction, increase understanding of learning and work opportunities and become self-directed in managing learning, work and transitions (Canada Career Information Partnership, 2006).
Synonym for career adviser and guidance counsellor.
Source
UNESCO (2002). Handbook of Career Counselling. Available from Internet: http://unesdoc.unesco.org/images/0012/001257/125740e.pdf
Attached files
Links
http://unesdoc.unesco.org/images/0012/001257/125740e.pdf
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ELGPN Glossary, counsellor, career, guidance, career choice, self-awareness, opportunity, transition
Development and Elaboration of the Open Information, Counselling and Guidance System (AIKOS)
Name of the good/interesting practice/initiative/policy
Development and Elaboration of the Open Information, Counselling and Guidance System (AIKOS)
Country
Lithuania
I am proposing that this example will be published also in the KSLLL database
No
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
Main problems and challenges before the start of the project:
– The need of further development of the Open Information, Counselling and Guidance System (AIKOS) portal (www.aikos.smm.lt) in order to improve it’s usability, user-friendliness, appropriateness to different target groups, to ensure accuracy of information, to introduce on-line career information services. The need to develop and ensure effective interconnection of AIKOS and PLOTEUS II (Portal on Learning Opportunities throughout the European Space).
– The need to broaden the existing network of career information services by establishing 640 new Career Information Points (CIP).
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)
The project had two main objectives:
1. elaboration of the Open Information, Counselling and Guidance System (AIKOS).
2. developing of the career information system facilities and establishing the network of Career Information Points (CIP).
Direct beneficiaries – students of general education, vocational education and higher education schools, career advisors, teachers. Indirect beneficiaries – all citizens interested in learning opportunities.
Methodologies and tools: applying IT technolgies, making research, creating models.
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)
1. Development of the elaborated AIKOS portal programme equipment (new functional components, new contents produced according to the Standard – descriptions of occupations, qualifications, study programmes, other)
2. Development of the model of establishing the network of Career Information Points in the country. Establishing the CIP’S in the general schools, vocational schools, libraries, labour exchanges, prisons, etc. Equiping the CIP’s with the computors and other office facilities.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The main indicators are:
1. number of the new AIKOS portal functional components and new content items (e.g. number of the descriptions of occupations, etc.).
2. number of the instititions in which the Career Information Points were established.
The Ministry had contracted the IT company (JSC “Sintagma”) for the development of the AIKOS portal, this company worked together with the project partner – Centre of Informations Technologies of Education.
The Ministry worked in cooperation with the 60 municipalities in order to ensure the establishment of the network of Career Information Points in the country.
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
1. New programme equipment of the Open Information, Counselling and Guidance System (AIKOS) portal.
2. 640 Career Information Points established in various institutions.
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?
The main strength – usability of project results, free and easy access of the AIKOS portal and the network of Career Information Points for the beneficiaries (various groups of users).
The main weakness – need to find financial resoursces for persistent mainteneance of the AIKOS portal and support of the established Career Information Points.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Aleksandra Sokolova
Role (in policy initiative)
Representative from the The Ministry of Education and Science of the Republic of Lithuania in regard with the information about the Project
Organization name
The Ministry of Education and Science of the Republic of Lithuania
Address
A. Volano g. 2/7, LT-01516, Vilnius
Phone
00370 5 219 1190
Fax
00370 5 261 2077
Aleksandra.Sokolova@smm.lt
Website address
http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm
Documents and publications
General information about the project (in Lithuanian) and it’s results is available on the official web-site of the Ministry of Education and Science of the Republic of Lithuania (www.smm.lt)
Direct link to the poject’s information:
http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm
Attached files
Links
http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm; http://www.smm.lt
This information was provided/updated by:
The Ministry of Education and Science of the Republic of Lithuania and Euroguidance
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