Developing CMS in companies undergoing restructuring in Portugal
Name of the good/interesting practice/initiative/policy
Developing CMS in companies undergoing restructuring in Portugal
Country
Portugal
I am proposing that this example will be published also in the KSLLL database
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
The Portuguese Public Employment Service has developed a programme addressed to companies undergoing restructuring.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
This programme has two main goals, in one hand to decrease the impact of these changes in the workers and in other hand to have workers with the skills to face new challenges and in adjusting the availability of their workforce.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The first step is to realize the skills profile of employees that the company needs, after this the work with the employees begin with an interview to evaluate expectations of workers and to explain all the process. Mainly the intervention is developed inside the company.
This initiative is in the hands of guidance practitioners, who operate as part of a wider technical team (counselors, social workers and jobs technicians) that works closely with diverse entities. The goal is to support worker retraining while enhancing employability, largely by fostering the CMS that enable them to face not only this transition, but also the future management of their careers in an autonomous way.
Workers typically accumulate knowledge that can be transferred to other work contexts.
The first intervention is a ‘balance of competences’ to support identify, assess and enhance the skills acquired throughout life in various contexts, as well as to detect skills gaps. After the ‘balance of competences’ is completed, an individual plan is drawn up. This may include the development of CMS (relational skills, as well as problem-solving, information management, learning skills, and teamwork), training (tailor made, according company needs and workers skills after a validation of all knowledge and skills , or other aspects that include attitudes towards change, self-esteem and entrepreneurship. Job seeking strategies are also often part of the plan when it is not possible the worker to remain on the same company or to be placed on one of the employee offers available on the employment center.
Depending on the included actions on the individual plan, small groups, of 10-12 elements that participated on the developing CMS interventions, are constituted. They can participate on a complete program, with an average duration of 60 hours or in specific modules according to the specific needs of each candidate.
This supports efforts to re-integrate workers in employment, in the same company, in another or as a self employee, linked to the needs of the company and the labour market is more and more helpful in times of high rates of unemployment .
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Role (in policy initiative)
Organization name
Address
Phone
Fax
Website address
No links specified.
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Marjo Halmiala
No comments by users.
good practice, initiative, interesting practice, policy, employability, transition, comptences, career management skills, learning skills, problem-solving, information management, teamwork, self-esteem, employment, unemployed, employed, career information, Portugal
Towards Common Principles of Flexicurity - Draft Council Conclusions
Subject of the Policy document
Towards Common Principles of Flexicurity - Draft Council Conclusions
Reference data
Adopted/Released by Council of the European Union
Year of adoption 2007
Reference number 15497/07
Available at http:// http://ec.europa.eu/social/main.jsp?catId=102&langId=en
Available in English at http://
1. Additional narrative description of the reference to Lifelong Guidance
Draft Council conclusion, which sets out the key principles of flexicurity. While the document makes no direct reference to lifelong guidance, it is an underlying assumption in one of the four policy components of flexicurity, Comprehensive lifelong learning strategies.
Please also see the Commission Communication (Towards Common Principles of Flexicurity) and the Council Secretariat's Report by the "flexicurity" mission on the implementation of the flexicurity, both availabe in this database.
Attached files
- File: Council (2007) Towards Common Principles of Flexicurity, draft council conclusions.pdf (90 KB)
This information was provided/updated by:
Outi Ruusuvirta
No comments by users.
ELGPN, legislation, policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, European union, Conclusion, social inclusion
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
No comments by users.
policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, guidance, European union, Report, Finland, France, Poland, Spain, Sweden, social inclusion
Towards Common Principles of Flexicurity: More and better jobs through flexibility and security
Subject of the Policy document
Towards Common Principles of Flexicurity: More and better jobs through flexibility and security
Reference data
Adopted/Released by European Commission
Year of adoption 2007
Reference number COM(2007) 359 final
Available at http:// http://ec.europa.eu/social/main.jsp?catId=102&langId=en
Available in English at http://
1. Additional narrative description of the reference to Lifelong Guidance
Commission communication, which sets out the key principles of flexicurity. While the document makes no direct reference to lifelong guidance, it is an underlying assumption in one of the four policy components of flexicurity, Comprehensive lifelong learning strategies.
Please also see the Council Conclusions (Towards Common Principles of Flexicurity) and the Council Secretariat's Report by the "flexicurity" mission on the implementation of the flexicurity, both availabe in this database.
Attached files
- File: European Commission (2007) Towards Common Principles of Flexicurity, more and better jobs through flexibility and security.pdf (86 KB)
This information was provided/updated by:
Outi Ruusuvirta
No comments by users.
ELGPN, legislation, policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, European union, communication, strategy, social inclusion
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
No comments by users.
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
“Early intervention” activities with pupils – partnership based holistic approach in Croatia
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
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
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
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:
No comments by users.
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
School-to-work transition
Term
School-to-work transition
Definition
The process of moving from education or training to employment, covering the period in which the change takes place.
Comment
Many guidance activities are designed to support people making this transition.
Transition between education and employment (integration path, type of employment – with regard to level and status – and duration) is complex. Integration depends on many factors (gender, age, qualification, employment policy, guidance and counselling provision, etc.).
See also definition of ‘Transition’.
Source
Cedefop (2008a). European Training Thesaurus. Luxembourg: Publications Office. Available from Internet: http://www.cedefop.europa.eu/EN/Files/3049_en.pdf
Attached files
Links
http://www.cedefop.europa.eu/EN/Files/3049_en.pdf
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ELGPN Glossary, employment, transition
Transition
Term
Transition
Definition
The process of moving from one education, employment or training situation to another. This would include a move out of the labour market, for example into unemployment or to look after children, and the move back into employment, education or training after a period of not being in work, education or training.
Comment
Many lifelong guidance activities are designed to support people making transitions of one kind or another.
See also definition of ‘School-to-work transition’.
Source
Attached files
Links
This information was provided/updated by:
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ELGPN Glossary, labour market, unemployment, training, education, transition
Career management skills
Term
Career management skills
Definition
A range of competences which provide structured ways for individuals (and groups) to gather, analyse, synthesise and organise self, educational and occupational information, as well as the skills to make and implement decisions and transitions.
Comment
Career management skills are the life, learning, training and employment skills which people need to develop and manage their careers effectively.
Source
European Lifelong Guidance Policy Network (2010). Lifelong Guidance Policies: Work in Progress. A report on the work of the European Lifelong Guidance Policy Network 2008–10.
Attached files
Links
This information was provided/updated by:
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ELGPN Glossary, career, management, skills, competences, decision-making, transition
Career development
Term
Career development
Definition
The lifelong process of managing learning, work, leisure and transitions in order to move towards a personally determined and evolving future.
Comment
Career development is also used to describe the outcome of this process.
Other definitions include:
• The total constellation of economic, sociological, psychological, educational, physical and chance factors that combine to shape one’s career (Sears, 1982).
• The continuous planning carried out to advance a person's career based on experience and on any training undertaken to upgrade qualifications or to acquire new ones (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#
Canadian Career Development Foundation (2002). Career Development: A Primer and a Glossary.
Attached files
Links
http://glossary.ambernet.lt/main.php?lang=eng#
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ELGPN Glossary, process, management, transition, career, planning, development
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
This information was provided/updated by:
No comments by users.
ELGPN Glossary, counsellor, career, guidance, career choice, self-awareness, opportunity, transition
Career counselling
Term
Career counselling
Definition
The interaction between a career/guidance counsellor and an individual.
An individual or group process which emphasises self-awareness and understanding, and facilitates the development of a satisfying and meaningful life/work direction as a basis to guide learning, work and transition decisions, as well as how to manage responses to changing work and learning environments over the lifespan.
Comment
Other definitions include:
• Career counselling facilitates the learning of skills, interests, beliefs, values, work habits, and personal qualities to enable each participant to create a satisfying life in a constantly changing work environment (Krumboltz & Worthington, 1999).
• The career counselling process is focussed on helping individuals not to choose a career but to construct it (Watts, 2000).
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#
http://www.ccdf.ca/ccdf/wp-content/uploads/2010/12/a_career_development_resource_for_parents_e.pdf
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ELGPN Glossary, career, counselling, counsellor, self-awareness, transition
The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020
Subject of the Policy document
The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020
Reference data
Adopted/Released by European Ministers of Vocational Education and Training, European Social Partners, and the European Commission
Year of adoption 2010
Reference number
Available at http:// http://europa.eu/rapid/pressReleasesAction.do?reference=IP/10/1673&format=HTML&aged=0&language=EN&guiLanguage=en
Available in English at http:// http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bruges_en.pdf
1. Additional narrative description of the reference to Lifelong Guidance
The role of “easily accessible and high-quality lifelong information, guidance and counselling
services” as a part of European VET systems is highlighted in a global vision for VET in 2020. The importance of guidance is emphasised in enabling citizens to make sound decisions and in helping them to manage their learning and career (p. 6).
The document notes the role of guidance in promoting international mobility among VET learners, which has remained low despite the emergence of the European area of education and training (p. 4).
To enhance the attractiveness of VET, a provision of high quality guidance is needed to introduce different vocational trades and career opportunities to young pupils in compulsory education (p. 7).
In improving the quality and relevance of VET, participating countries and providers of vocational education and training are encouraged to make use of data guidance service provide on the transition from VET to work or further learning (p. 9).
The document highlights the importance of integrated guidance services, encompassing both employment and counselling services, in facilitating transitions from education and training to work and between jobs (p. 11).
One of the short term deliverables at the national level concerning strategic objectives 3 and 4 is the provision of ”integrated guidance services closely related with labour market needs” (p. 12).
Guidance services are noted as one of the measures which can help to maximise the contribution of VET in reducing early school leaving to below 10 per cent (p. 15).
Actors at the national level are encouraged to consider specific measures, such as using appropriate guidance and support services, to raise the participation levels of “at risk” groups in education and training (p. 16).
Attached files
- File: Bruges Communique (2010).pdf (293 KB)
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