http://iccdpp.orgRSS feeds for ICCDPP60http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/173/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=173http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=173&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/173/Default.aspxThis publication (2008) written for the CfBT by Dr Deirdre Hughes is situated in UK policy aims of increasing the participation of young people in further education and training in the UK with specific targeted increases for years 2013 and 2015. In particular the publication examines how the impact of information, advice and guidance services can be assessed in assisting the achievement of such targets. This is an important question facing policy-makers, service delivery managers, practitioners and as well as the concerned public. While written for a UK audience, the text is an excellent source of knowledge and information on general issues concerning evidence, its nature and collection, and on possible policy performance indicators. Its chapters cover: key questions about evidence the evidence base strategies, tips and tools for measuring and assessing the impact of careers and guidance-related interventions the customer voice-personalisation. A very useful glossary of terms is provided in Appendix 2. Highly recommended.iccdppadmWed, 08 Sep 2010 03:50:00 GMTf1397696-738c-4295-afcd-943feb885714:173http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/158/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=158http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=158&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/158/Default.aspxThis paper produced by Helmut Zelloth of the European Training Foundation (ETF) traces the history of career guidance provision in the education, training and employment sectors in Kosovo particularly since 2001. Based on field visit observations and relevant documentation, the paper sets out the strengths, weaknesses, and policy and other recommendations for career guidance provision in Kosovo. Kosovo is a landlocked country with boundaries of 702 kms and a population of 1.8m people. Its population is aged mainly under 28 years. This paper is a useful description of one country's experience in charting the way forward to developing a policy and system for guidance provision where none existed previously.iccdppadmWed, 27 May 2009 08:48:00 GMTf1397696-738c-4295-afcd-943feb885714:158http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/132/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=132http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=132&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/132/Default.aspxIn 2002 at the request of the European Commission, the ETF began information on policies for career guidance in 11 countries in the process of accession or who had candidate status to entry to the European Union. This is the first synthesis report produced by the ETF. The data collected focused on key goals and policy instruments, roles of stakeholders, targeting and access, staffing and financing, quality assurance, delivery settings and methods, and evidence base.iccdppadmSun, 15 Feb 2009 11:17:00 GMTf1397696-738c-4295-afcd-943feb885714:132http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/105/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=105http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=105&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/105/Default.aspx This report summarize the findings of seven case-studies of public policy in career guidance carried out in Chile, the Philippines, Poland, Romania, Russia, South Africa and Turkey. The objectives of this World Bank study were: to identify and describe the distinctive issues faced by developing and transition economies in forming effective policies in career guidance and counseling; to identify emerging examples of best practice, and suggest how such countries can form more effective policies and programs in this field; and to assist the World Bank and other development agencies in determining how they can best assist such efforts.  World Bank client countries are often faced with distinctive issues. These include limited public resources, high unemployment and poverty, large informal economies, need for community capacity building, and at times specific family and cultural factors which may have a major impact on career decision-making.   Current career guidance provision in the seven case-study countries is reviewed in terms of five main sectors: schools; tertiary education; public employment services; employer-based services; and the private and voluntary sectors. This provision reflects a traditional policy rationale in which career guidance is viewed in somewhat institutional and reactive terms, as a measure designed to lubricate the operation of the education system and its relationship to the labor market, and to combat such phenomena as unemployment or mismatch.   There are however signs of a more dynamic and proactive policy rationale emerging in middle-income countries, as is the case in developed countries. Career guidance is increasingly viewed as an integral part of a human resource development strategy designed to harness technological and economic change and enable the country to compete effectively in global markets. Under this view, career guidance has an important role to play in encouraging all individuals, including youth and adults, to engage in career planning and learning throughout life, so enabling them to respond more flexibly to the opportunities offered by a dynamic labor market. This view is supported by changing concepts of career development. It requires extending access to career guidance services, constructing more of these services on a self-help basis, strengthening career and educational information resources, and improving staffing in a more differentiated form. Based on this analysis of the case-studies, four general conclusions are reached to assist middle-income countries in developing services. First, provision of services needs to be viewed as a coherent system, with multiple stakeholders developing different elements of service delivery. Second, governments have a key role in developing the services, but should not be viewed as sole providers. Third, restrictions on public resources require priorities to be established: these include an initial focus on improving career and educational information, followed by investing in self-help services, exploiting the use of information and communications technology, improving staff training, and developing incentives to encourage the private and NGO sectors to develop and deliver services. Finally, an evidence base of client demand, service cost, and service impact needs to be developed to defend investments. iccdppadmWed, 15 Oct 2008 08:26:00 GMTf1397696-738c-4295-afcd-943feb885714:105http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/96/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=96http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=96&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/96/Default.aspxThis is the presentation of Dr Aboubakr Abdeen Badawi of Eygpt made at the CSEND Dialogue Forum in Geneva, July 2008. The presentation explored how career guidance can support education, training and employment policies that address the  the hot economic and social issues faced by Middle East and North African (MENA ) and European countries. The objectives of the presentation were to: 􀂃 Shed light on Career Guidance’s links with Human Resource Development (HRD) issues in the Middle Eastern and North African region (MENA); 􀂃 Discuss the possible role of career guidance in supporting development strategies in the MENA region; 􀂃 Define a forward looking role of MENA governments in introducing career guidance; 􀂃 Identify possible support for such developmental objectivesiccdppadmTue, 19 Aug 2008 14:08:00 GMTf1397696-738c-4295-afcd-943feb885714:96http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/84/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=84http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=84&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/84/Default.aspx Labour market information is a very important resource for education and employment policy developers. It is equally important for careers information specialists and guidance practitioners as it is an essential ingredient of good careers information. This CEDEFOP publication presents – for the first time – a consistent and comprehensive medium-term forecast of employment and skill needs across the whole of Europe. It develops macroeconomic projections and alternative scenarios for each Member State and aggregate results at European level. It provides data on future employment developments by economic sector, occupation and qualification until 2015 and uses comparative data for all Member States.iccdppadmFri, 04 Apr 2008 16:20:00 GMTf1397696-738c-4295-afcd-943feb885714:84http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/77/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=77http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=77&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/77/Default.aspx Cette publication présente les résultats d’un examen des politiques d’orientation professionnelle entrepris à partir du début de l’année 2001 dans 14 pays de l’OCDE sur deux continents. Il s’agissait de voir comment l’organisation, la gestion et le fonctionnement des services d’orientation professionnelle pouvaient contribuer à la réalisation de certains objectifs essentiels des politiques publiques. Il a porté en particulier sur la manière dont ces services peuvent aider les pays à progresser dans la voie de l’apprentissage tout au long de la vie et à mettre en oeuvre des politiques actives d’emploi. Il s’est intéressé aux services d’orientation qui se situent tout au long de la vie et qui s’adressent aussi bien aux adultes et au troisième âge qu’aux jeunes. Il étudie ces services dans des contextes très variés : l’enseignement obligatoire, le deuxième cycle secondaire, l’enseignement tertiaire, les services locaux, le service public de l’emploi et l’entreprise. Il prend également en compte de manière très large les acteurs de l’orientation, non seulement les administrations, mais aussi les employeurs, les syndicats, les organisations locales, les institutions éducatives, les parents, les élèves/étudiants et les praticiens de l’orientation. Les analyses de l’examen portent sur quatre questions principales : Pourquoi l’orientation professionnelle a-t-elle une importance pour les politiques publiques? (chapitres 1 à 2)  Comment l’orientation peut-elle être organisée plus efficacement ? (chapitres 3 à 6). Quelles ressources faut-il affecter à l’orientation ? (chapitres 7 et 8) Comment améliorer les politiques publiques (chapitres 9 et 10)       iccdppadmFri, 01 Feb 2008 20:46:00 GMTf1397696-738c-4295-afcd-943feb885714:77http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/76/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=76http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=76&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/76/Default.aspxThis publication reports the findings of a review that was begun in early 2001 of career guidance policies in 14 OECD countries in two continents. It has looked at how the organisation, management and delivery of career guidance can assist countries to advance lifelong learning goals, and at how career guidance can help in the implementation of active labour market policies. The review focused on career guidance services throughout the lifespan: for young people; for adults; and for the "third age". It examined career guidance services in a wide range of settings: compulsory schooling; upper secondary education; tertiary education; community settings; public employment services; and the workplace. It also examined the role of a broad range of stakeholder of career guidance services: governments, employers, trade unions, community organisations, educational institutions, parents, students, and career guidance practitioners. The findings of the review are organised around four main questions: Why does career guidance matter for public policy? (chapters 1 and 2) How can career guidance be delivered more effectively? (chapters 3 to 6) How should career guidance be resourced? (chapters 7 and 8) How can strategic leadership be improved? (chapters 9 and 10) iccdppadmFri, 01 Feb 2008 11:23:00 GMTf1397696-738c-4295-afcd-943feb885714:76http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/49/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=49http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=49&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/49/Default.aspxThis 2006 report examined the progress of Careers Scotland all-age guidance service since its establishment in 2002 and benchmarked that progress against the OECD Policy Review 2001-03.iccdppadmMon, 17 Sep 2007 10:04:00 GMTf1397696-738c-4295-afcd-943feb885714:49http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=46http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=46&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/46/LEITCH-Review-of-Skills-UK-2006.aspxThe Leitch review examined the existing skills base of the adult population in the UK in the context of a global economy and made recommendations on how this base should be improved to enable the UK to successfully compete in the world economy in 2020 as well as to have a prosperous society for all. Chapter 6 entitled "Embedding a Learning Culture" considers how the existing careers advice and information services support national learning strategies, and how they can be improved to provide better support for such strategies, especially demand or citizen led training provision in a Learner Account approach..iccdppadmMon, 17 Sep 2007 09:10:00 GMTf1397696-738c-4295-afcd-943feb885714:46http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/45/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=45http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=45&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/45/Default.aspxThis literature review undertaken (2005)for the Higher Education Careers Services Unit in the UK by the Institute of Employment Research at the University of Warwick, examined career-related interventions and their impact on students' career related decisions, career learning and progression towards the labour market. Although there is substantial literature in the English speaking world on different curricular and extra-curricular interventions, broadly defined, which may impact on a student's career learning, progression, and career decision-making, evidence related to the efficacy of these interventionsis limited. Six themes were identified from the literature for which research reports were assessed: career related interventions curricular interventions to support vocational trajectories curricular related interventions extra-curricular interventions pre-entry curricular interventions multi-cultural curricular interventions WebmasterFri, 24 Aug 2007 16:10:00 GMTf1397696-738c-4295-afcd-943feb885714:45http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/41/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=41http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=41&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/41/Default.aspxThis short paper addresses the main arguments for and against the provision of all-age services. It explores the alternative of adopting an all-age strategy without necessarily integrating services on an all-age basis, and the various forms such a strategy might take. While the context of the proposals concerns the reform of guidance provision in England as part of the UK, the arguments for and against an all-age provision have universal relevance.WebmasterFri, 24 Aug 2007 15:51:00 GMTf1397696-738c-4295-afcd-943feb885714:41http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/40/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=40http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=40&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/40/Default.aspxThis Charter adopted by FEDORA, Forum Europeén de l'Orientation Academique, is a statement of the value of guidance and counselling provision in higher education in Europe that seeks the support of policy makers, higher education institutions and international organisations to have such provision implemented. FEDORA is a European Association whose members work as guidance practitioners in a variety of roles in higher education institutions. It has a promotional and important lobby role at European level with respect to guidance provision in higher education; a professional development role for its members through training, networking; and a statement of ethical principles to support the practice of its members. The Charter also calls for high quality provision.iccdppadmWed, 25 Apr 2007 22:19:00 GMTf1397696-738c-4295-afcd-943feb885714:40http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/38/NATIONAL-SKILLS-BULLETIN-2006-IRELAND.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=38http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=38&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/38/NATIONAL-SKILLS-BULLETIN-2006-IRELAND.aspxThe National Skills Bulletin 2006 was developed by the Skills and Labour Market Research Unit of FAS, the National Training Authority in Ireland. It provides a snapshot of the current labour market situation in Ireland, referring to recent and current shortages where insufficiency of skills or labour existed within the Irish labour force to meet the demand for particular occupations. Its methodology may be useful for policy makers in those countries who are attempting to build labour market information systems. Good labour market information is a key component of good careers information for citizens.iccdppadmTue, 24 Apr 2007 00:28:00 GMTf1397696-738c-4295-afcd-943feb885714:38http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/35/Default.aspx#Comments0http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=153&ModuleID=458&ArticleID=35http://iccdpp.org/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=35&PortalID=1&TabID=153http://iccdpp.org/PolicyResearch/Fundingcareerguidance/tabid/153/articleType/ArticleView/articleId/35/Default.aspx  This is a Research Report, RR833, published by the Department of Education and Skills in the United Kingdom. The research was undertaken as part of a government review of advice, information and guidance services for adults. It specifically sought to evaluate a trial extension of Ufi/learndirect telephone guidance service for adults to handle a substantially larger volume of calls, and to test a three stage call back and action planning model of such provision. The research also examined issues such as the generation of demand for telephone guidance versus the capacity to meet such demand, the short-term positive outcomes achieved, and the cost-effectiveness of telephone guidance versus face to face guidance. The results show high demand, less use of the three stage model, more positive outcomes related to action planning by users including user satisfaction, and similar costs for telephone guidance as per face to face interviews. iccdppadmFri, 30 Mar 2007 22:28:00 GMTf1397696-738c-4295-afcd-943feb885714:35