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Wednesday, May 16, 2012
Career Education Benchmarks for Secondary Schools (New Zealand)
By iccdppadm @ 5:31 PM :: 8970 Views :: 10 Comments :: :: Guidance in Schools and Training, Assessing Effectiveness, Asia Pacific, New Zealand, Co-ordination and Leadership, Career Management Skills
These benchmarks developed by Careers NZ through an iterative process are designed to help schools to evaluate their success in implementing careers education programmes and to improve their quality. They are presented as a self-review tool and consist of four sections:
  • Student learning outcomes: career management skills, the competencies that students should develop by the time they leave compulsory education. These learning outcomes are presented at two levels: competent student; highly competent student.
  • Inputs: school leadership, management and governance, creating a positive climate for career education. It includes providing sufficient resourcing and support, and ensuring that there are clear strategies and plans to enable a whole-school approach.
  • Inputs: school's approach for planning, implementing, evaluating and improving career development programmes and services to ensure that the needs of all students are met
  • Inputs: information systems - systems and processes for accessing, managing and evaluating information and resources.
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Tuesday, May 15, 2012
By iccdppadm @ 5:11 PM :: 13475 Views :: 34 Comments :: :: Public Policy, Guidance in Schools and Training, Guidance in Tertiary Education, Guidance for Young People at Risk, Guidance for Unemployed Adults, Guidance for Employed Adults, Guidance for Older Adults, Guidance for Disadvantaged Groups, European Commission (EC), Expanding Access to Guidance, Co-ordination and Leadership, France
Ce document etait préparé en vue de l’Examen de l’OCDE sur les politiques d’orientation professionnelle à la demande conjointe de la Commission européenne et de l’OCDE et publie en 2002. Il est presente en quatre parties:
  • Les conditions d'une decision rationnelle: approches economiques
  • Autres facteurs de complication de la decision professionnelle
  • Au-dela de l'information: activites de conseil et d'orientation professionnelle
  • Conclusions: vers un approche constructiviste de l'orientation professionnelle
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Wednesday, September 07, 2011
Fostering Career and College Readiness
By iccdppadm @ 3:37 AM :: 12286 Views :: 10 Comments :: :: Guidance in Schools and Training, Assessing Effectiveness, Americas, USA
This is a very useful summary of research results concerning the impact of career guidance for second level school students on their engagement, retention, academic achievement, transitions to tertiary education and the labour market, and career and life success. It draws significantly on school experience in the USA.
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Monday, August 29, 2011
Careers Work with Young People: Collapse or Transition by Dr Tristram Hooley and Dr Tony Watts
By iccdppadm @ 6:25 AM :: 8306 Views :: 9 Comments :: :: Guidance in Schools and Training, Guidance for Young People at Risk, Guidance for Disadvantaged Groups, United Kingdom, Expanding Access to Guidance
This 2011 report examines the current state of careers services for young people in ENGLAND. It describes some of significant negative effects at local and educational institutional levels of recent changes in government policy concerning such services and of government funding cutbacks for those services. It raises implications for government, local authorities, schools, and for the careers profession.
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Wednesday, June 22, 2011
Self-Help and Career Planning: Report for Skills Development Scotland 2009
By iccdppadm @ 9:39 PM :: 13200 Views :: 13 Comments :: :: Parents and Career Guidance, Guidance in Schools and Training, Guidance for Young People at Risk, Expanding Access to Guidance, Assessing Effectiveness, United Kingdom

This report prepared by the Centre for Educational Sociology at the University of  Edinburgh, describes a trial of possible measures of young people’s career self management skills and decision-making. The research considered pupils’ use of self-help services, in particular career development websites, and the impact of these websites on pupils’ career related learning and skills.

The main findings include:

  • the use of career development websites in Scotland has had a very limited impact on pupils' career related learning and skills; the only positive discernible impact on career related learning and skills was from an interview with a careers adviser
  • the use of the school's career library had a greater impact on pupils' career management skills than did the use of the main Scottish career development websites
  • for school-pupils, self-help provision is only one element that is used alongside other career service provision
  • truancy, having a negative attitude to school, and lower attainment were associated with a lower usage of self-help services including career websites. These factors, however, did not make a difference to the chances of pupils having direct contact with a careers advisor (both on a group and an individual basis)
  • pupils from a minority ethnic background were more likely to seek direct contact with a careers advisor than to use self-help services
  • family and friends are considered by pupils to be their most important source of career information and advice.

These findings are important in the light of the central role envisaged for career development websites (as well as other ICT) in government strategies for careers related learning and skills.

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Wednesday, April 13, 2011
Pathway Planning; Informing learning, building connections, strengthening transitions
By iccdppadm @ 5:31 PM :: 9351 Views :: 28 Comments :: :: Guidance in Schools and Training, Asia Pacific, Australia
Written in 2007 by Peter Tatham and Joyce Johnston, this report commissioned by the Tasmanian Department of Education, reviews the implementation of a pathways planning support programme for young Tasmanians in their post-school/compulsory education transitions. The aim of this support was to help young people plan, prepare, and make informed choices about post-school destinations within the overall Department policy of improving educational outcomes and retention and participation rates in education and training for young people aged 15 to 19 years. The review looks at the engagement of all stakeholders with the programme. Elements of the programme included work exploration, skills/attributes identification, and making future plans, delivered through class teaching and individual interview work.

The report illustrates the challenges encountered by school management, teachers, parents and young people when new components are added on to the formal curriculum of the school.
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Monday, April 04, 2011
Making Career Development Core Business by Prof. Richard Sweet and Prof. Tony Watts*
By iccdppadm @ 6:30 PM :: 10949 Views :: 27 Comments :: :: Public Policy, Guidance in Schools and Training, Guidance for Young People at Risk, Assessing Effectiveness, Australia, Co-ordination and Leadership

This study*, published in December 2010, was commissioned by the Departments of Education and of Business and Innovation of the State of Victoria, Australia. Victoria has a population of 5.5 million inhabitants living mainly in urban areas.

The focus of the study was the effectiveness of career guidance provision for young people in secondary schools and in VET and ACE settings. Existing career development programmes and provision were reviewed and state, national and international best practice drawn on.

Recommendations for improvements include: career guidance in the curriculum, school management of career guidance provision, the leadership role of the Department of Education, strategic support for career guidance in VET and ACE settings, external services support, school education region support, State-wide coordination in this field, cooperation and coordination between agencies that assist the career development of youth at risk, and support for families.

The full list of contributors to this review were: Professor Richard Sweet, Dr Veronica Volkoff, Professor A.G. Watts, Sue Helme, Dr Suzanne Rice, Professor Jack Keating, Sujatha Pannell.

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Tuesday, September 07, 2010
By iccdppadm @ 8:50 PM :: 12529 Views :: 48 Comments :: :: Guidance in Schools and Training, Guidance in Tertiary Education, Guidance for Young People at Risk, Assessing Effectiveness, Europe, United Kingdom

This 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.

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Tuesday, July 28, 2009
AUSTRALIA:National Partnership Agreement on Youth Attainment and Transitions
By iccdppadm @ 2:16 AM :: 16122 Views :: 26 Comments :: :: Career Development, Public Policy, Guidance in Schools and Training, Guidance for Young People at Risk, Assessing Effectiveness, Australia, Co-ordination and Leadership

This is a recently signed agreement between the Australian federal government and the States and Territories of Australia. It is designed to address the objectives of the National Education Agreement and the National Agreement for Skills and Workforce Development already signed by the same parties.

The new agreement covers the engagement of young people aged 15 to 24 with learning, work, employment and the transitions involved, particulary to improve outcomes in educational attainment. There is special reference to social inclusion aims, especially for the indigenuous disadvantaged. Its overall aim is to better align federal, State and Territory programmes and services related to youth, career and transitions. Under the agreement the States and Territories will gradually assume primary responsibility for career guidance activities.

The agreement sets out indicative actions and outcomes for the following reform areas:

  • multiple learning paths
  • career development
  • mentoring
  • school, business, community partnerships
  • individualised, personalised support for young people at risk.

It also sets out performance indicators and benchmarks for the agreement.

This Agreement is one example of how federal and regional governments can share the responsibility of career guidance provision and of the devolution of power to the regions with performance indicators.

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Thursday, May 28, 2009
Social Inclusion: Origins, Concepts and Key Themes published by the Australian Government
By iccdppadm @ 8:59 AM :: 15715 Views :: 28 Comments :: :: Public Policy, Guidance in Schools and Training, Guidance for Young People at Risk, Guidance for Unemployed Adults, Guidance for Disadvantaged Groups, Australia, Expanding Access to Guidance

This 2008 report describes some of the definitional, conceptual and historical foundations of the concept of social inclusion. It summarises the strengths and limitations of Australian and international approaches to the topic so far, and sketches some of the scope of exclusion in terms of locational disadvantage, intergenerational disadvantage, children at risk, child poverty and jobless families, employment, mental health, disability and homelessness. It also discusses the relational dimension of exclusion. The report provides elements of policy approaches to move from exclusion to inclusion.

Career guidance is often used as part of multidimensional strategies to address exclusion issues; indeed in its origins it was part of a social reform movement. In order to see where it may or can play a role, this report is essential background reading.

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