Helmut Zeloth presents on the topic: "Career Education: An effective and cost-efficient solution to increase access to career guidance in South-East Europe". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.

1. Career Education
An effective and cost-efficient solution
to increase access to career guidance
in South-East Europe
´Career Education for South-Eastern Europe – Investment in Youth
for Sustainable Economic Growth´
Joint Euroguidance-ELGPN-ETF Conference
Sofia, 8 November 2011
Helmut Zelloth, ETF
Senior Human Capital Development Specialist

2. A quick overview …
(1) (Re)discovery of career guidance
(2) Delivery models of guidance provision
(3) Career Education – an attractive and valid option
(4) Examples from EU neighbouring countries
(5) EU and international experience

3. (Re)discovery
of
career guidance

4. A trend also in EU
neighbouring countries
… for example …
… Egypt, Jordan, Lebanon,
Syria, Serbia, Montenegro,
Albania, Kosovo (UNSCR 1244,1999) …
and also in …
… Ukraine, Georgia,
Azerbaijan, Kyrgyzstan ...
Zelloth H. (2009), In demand: Career guidance in EU neighbouring countries

5. Upward – Downward
Trend by countries
Preliminary mapping
14
(Serbia, Montenegro, Kosovo, Croatia, Turkey, Icelan
UPWARD trend d, Albania, former Yugoslav Republic of
↑ Macedonia, Ukraine, Georgia, Jordan, Lebanon, Egy
pt, Syria)
Upward –
8 (Morocco, Tunisia, Algeria, Israel, Occupied
stagnation Palestinian Territory, Russia, Kyrgyzstan, Azerbaijan)
↑→
Stagnation –
downward 1 (Bosnia and Herzegovina)
→↓
UNKNOWN 7 (Kazakhstan, Uzbzekistan, Taijikistan, Turkmenistan,
Moldova, Armenia, Belarus )

6. KEY
FEATURES
 CAREER GUIDANCE IS MOVING UP THE POLICY
AGENDA though provision remains very limited
(strategic frameworks adopted or emerging; policy co-
ordination increasingly viewed as essential; new willingness to
pilot or introduce services)
 LEVELS OF POLICY PROFILE (policy interest + policy
priority) varies across countries and there is some correlation
with geographical regions
 HOME-GROWN versus DONOR-DRIVEN career
guidance development
 DIFFERENT APPROACHES AND DELIVERY
MODELS (Psychological versus pedagogical; Centre
approach dominant as well as Specialist versus Semi-
specialist approach; Curriculum approach and Virtual approach
underutilised)

7. Delivery models
of guidance provision

8. Delivery models
of career guidance
(ZELLOTH 2009)
(1) Compulsory subject ‘career education’ or similar
CURRICULUM (2) Compulsory part of (an)other subject(s)
MODEL (3) Compulsory curriculum principle (all or several subjects)
(4) Elective subject ‘career education’ or similar
(5) Part of (an)other elective subject(s)
(6) Part of curricular activities (eg guidance programme)
(7) Part of extra-curricular activities (eg career fairs)
CENTRE (1) Centre inside school/university
MODEL (2) Centre outside school/university specifically for students
(3) Centre for unemployed inside public employment services
(4) Centre for all citizens – in- or outside educational or labour
market settings
INDIVIDUAL (1) Specialist inside school / university / employment services
MODEL (school counsellor, school psychologist or pedagogue,
social worker, guidance specialist in employment offices)
(2) Semi-specialist inside school / university / employment
services (eg class teacher, subject teacher,
(deputy)director, employment counsellor, generic career
coordinator or career adviser)
VIRTUAL or (1) Self-help facility at schools / public employment services /
WEB-MODEL local communities
(2) Web-based interactive (individual through Internet)

9. Paradigm shift
in career guidance
…has started in EU and OECD countries
(in policy making and the academic community, less in practice /
influencing also EU neighbouring countries)
 from intervention at key points in life
to a lifelong perspective
 from psychological ‘testing’ to pedagogical
«tasting the world of work»
 from external expert support to
career (self)-management skills
 from individual guidance to group-and
self-help approaches
9

10. Career Education -
an attractive and valid option

11. BUT: Career education often marginalised

12. Triple role
career education
can have …
…as a delivery method of career guidance
… if well developed …
 significantly enhancing access to guidance
(eg covering not only few individuals but entire generation
of students in schools, other educational settings, including
training for the unemployed)
 developmental, experimential and process
role (career guidance as a continuum over time, a
process which allows to ´learn´and is not limited to
isolated, single-off interventions)
 empowerment role for the individual (through
career management skills the individual can be empowered
to manage various transitions and to become/remain
employable throughout life)
12

13. Relevance of Career Education
in relation to EU Council Resolution on
Lifelong Guidance (2008)
Career Access
management by all
skills citizens
Quality Co-ordination
assurance and
of provision co-operation

14. Effectiveness and cost-
efficiency
Evaluation / research on this topic limited, but
experience suggests that Career Education
1. Tends to be less expensive (eg elective
subject in the curriculum)
2. Can be more cost-efficient (eg through
covering a larger number of population/students)
3. Tends to motivate (eg students frquently like the
subject, sessions)
4. Can achieve longlasting effects

15. Challenges and critical issues
for career education
… some challenges with a ´whole school´ approach …
 Teachers tend to prepare students for exams
 Students and teachers might give less
importance as it usually attracts no credits
 Careers component might depend on goodwill /
energy of teacher
 (Re)training of teachers is often not sufficient
 Need to aquire competences for career
education already in initial teacher training
 Teachers´ (extra) pay

16. Examples from
EU neighbouring countries

17. TURKEY
 Guidance Oriented Curriculum (GOC)
- a developmental and holistic approach to education
- 7 competence areas in the guidance programs
(integrated in the subject curriculum of basic and secondary education, grades 1-12)
among these areas are ´Orientation to the school and environment, ´Academic and
career guidance´, ´Interpersonal relations´ etc
- Special orientation and guidance class in the 9th
grade as part of the guidance program with specific focus on career guidance
(before choosing general or vocational pathways)
- Guidance practitioner in schools has the coordination and consultation
role
- Classroom teacher conducts the program
- 17,000 guidance practitioners in the country
- No impact research available, recent master thesis explored certain
variables of effectiveness of GOC

18. KOSOVO
(UNSCR 1244,1999)
Piloting career education (EU funded project,
started 2007/08 as elective subject in the curriculum , in
the 9th grade (so-called ‘orientation year’), 16 hours/year
in 34 pilot schools; decision made to expand pilots
- Monitoring and evaluation shows that students and teachers are hugely
dedicated and enthusiastic about new subject
- triggered off further interest in career education by other classes in the
same schools
- many teachers/some directors wished to have it as compulsory subject
(as elective subject bears risk to get crowded out)
- cost-efficient solution (rough calculation 2 Euro per student per year; as
elective subject even ´zero cost´)
 Curriculum framework for career
education developed for grades 6-13; still to be
approved

19. Other
country examples
 Albania – compulsory subject called ´career education´
(edukimi per karrieren) was introduced in core curricula of
gymnasia and vocational schools in 2010/11 (11th and 12th
grade); career education syllabus has 54 hours (36 for career
and 18 for entrepreneurship); Delivered by social science or
economics teachers
 Montenegro – planning to strengthen guidance in
education as part of an EU project on ´Labour Markt Reform
and Workforce Development´; touching upon school work
plans, role of school +*psychologists / pedagogues, integration
in curricula of primary and secondary schools
 Ukraine - ´labour lessons´in a separate subject
´Occupations of Today´from the 5th grade onwards contain
some elements of career guidance + class-teacher hours are
sometimes used for guidance

20. EU and international
examples of career education

21. FINLAND
 Career Education integrated in
National Curricula – as a compulsory subject for
students in comprehensive schools (since 1970s) and in upper
secondary general and vocational education (1980s)
 Time allocation - distribution of hours to career
education classes: lessons 2.5 hours in comprehensive
education during grades 7-9; 1 obligatory and 1 specialisation
course during 3 years in upper secondary general education;
minimum 1.5 study weeks in vocational education)
 Curriculum Guidelines – each school must
produce a plan indicating how the relevant goals are to be
reached both by the school counsellors and by all teachers,
parents must have opportunity to be involved

22. ESTONIA
 ´Career guidance´ as integrated theme in National Curriculum
since 1996 (as of 2011 ´Lifelong learning and career planning´
as cross-curricular topic in the new National Curriculum for basic
and upper secondary school)
 Elective subject ´Careers education´ at basic schools (3rd
stage) and in upper secondary schools; length 35 lessons; syllabus
set by the National Curriculum
 Content of learning: knowledge of oneself and its importance in
career planning; knowledge of career information; planning and
decision-making

23. SCOTLAND
 Schools are key deliverers of guidance
for young people (across all curriculum areas,
embedded; schools and local authorities are supported
by ´Careers Scotland´) – Career Information, Advice
and Guidance Service (CEIAG) Strategy 2011
 Curriculum for Excellence - a framework for
learning and teaching
- within ´Developing skills for learning, skills for life and
skills for work´ the areas of ´personal learning planning and
career management skills´ are included
- involves students about the world of work, helping them to
make connections between learning and work, and enabling
them at all stages to develop self-awareness and develop an
understanding of the important transition periods in their life

24. NEW ZEALAND
Career Education in schools
Career Education legally
OLD MODEL: Careers Advisors required in schools
coordinate careers activities
- for students Y7 and above
NEW MODEL: Careers Advisors work with - especially students at risk of
Subject Teachers as well as coordinate leaving schools unprepared
careers activities and provide guidance
Career Management Competencies for young
people in 21st century (linked to curriculum, are a
framework and foundation for designing career
education and guidance programs in schools)
1. Developing Self-Awareness
2. Exploring Opportunities
3. Deciding and Acting
Demands rich learning opportunities and engaging
pedagogies

25. NEW ZEALAND
Career Education in schools
Source: Karen Vaughan (IAEVG Conference Cape Town 2011)
Learning programmes
STAR courses
Gateway
Industry units
Careers units
Info & guidance
1:1 guidance
Information distribution
Activities & events
Careers expos
Tertiary campus visits
Guest speakers
Work experience
Testing & planning

26. Other examples
 Singapore – introduced in late 1980s a model
more based on career education than on career
counselling; ´Education and Career Guidance (ECG)
Programme, with primary schools focusing on career
awareness; secondary schools on career exploration; and
upper secondary schools on career planning; delivered
through a variety of means, including career education
lessons, counselling, projects and career portfolios
 Canada – developed creative career education
resources (eg ´The Real Game´) and a framework
for developing career management skills
(´Blueprint´); career education varies much across
provinces; guidance counsellors are mostly licensed teachers;
in Quebec the concept of ´guidance-oriented school´was
developed – collaboration teachers and guidance
professionals and true partnerships with parents and
community

27. Making career education work = Passion + Vision + Action
If you have vision and action but no passion you will be
mediocre………………..
If you have passion and action but no vision you will reach the
wrong goal………....
If you have passion and vision but no action you will be
daydreaming …………..

28. Thank you for your attention !
For further information
please visit our website
www.etf.europa.eu
Or ETF in the city of Turin (Italy)