This document summarizes a presentation on coherent guidance services given in Torshavn, Faroe Islands. It discusses definitions of career guidance and education, beneficiaries and impacts. It also addresses understanding local contexts, strategic leadership and coordination lessons from international practices and policies. Different stakeholder perspectives and potential models for cooperation and coordination are examined, including statutory councils, government-initiated bodies, and voluntary associations.
This document summarizes recent trends in lifelong guidance practice and policy development in Nordic countries and Europe. It discusses how policymakers and the public have increasingly recognized the importance of career guidance. Career guidance helps reduce skills mismatches and supports individuals through education and career transitions. Effective lifelong guidance encourages the development of career management skills and draws on career information to support labor market participation and skills development. International cooperation helps promote evidence-based lifelong guidance policies and practices.
Norway's skills policy priorities are to increase lifelong learning participation, especially among at-risk groups, develop digital competence across sectors through cross-sectoral cooperation, and reform competence through its strategy for skills policy 2017-2021 which focuses on future skills needs, lifelong learning experts, and continuing education programs in digital skills. Other key targets include developing a flexible adult education system adapted to needs, improving vocational training opportunities for unskilled workers, and strengthening career guidance and validation of prior learning.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
The reform of vocational education and training in Finland aims to create a competence-based and customer-oriented system that improves efficiency. Key goals are enhancing cooperation between vocational institutions and employers, integrating vocational employment education, and establishing one unified VET system for young people and adults based on lifelong learning. The reformed system will offer three types of vocational qualifications at different EQF levels and individual study paths tailored to each student's needs, skills, and life situation. It intends to provide employers with a skilled workforce and students quicker access to employment through flexible admission, recognition of prior learning, and guidance during and after studies.
This document reflects on a project aimed at addressing equity in vocational education and training policies and provision. It asks what difference the project has made so far, what measures have been taken since it started, what measures are planned for the future, and what the greatest remaining challenge is.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
This document provides an overview of the Erasmus+ program in the UK, including the key actions and activities it supports. Key Action 1 focuses on mobility projects that allow learners and staff to spend time abroad. Key Action 2 supports partnerships and sharing of ideas between organizations. Key Action 3 facilitates meetings between youth and policymakers. The document outlines eligibility and funding details for different sectors and project types under each key action. It also provides resources for partner finding and applying for Erasmus+ funding.
Oecd edu policy implementation nor uni workshop slides (003)Beatriz Pont
This document summarizes a workshop on implementing Norway's new competence development model for schools. The workshop included presentations and discussions on:
- The goals of Norway's education reforms and the new model, which aims to empower schools through local competence development networks.
- Key factors for successful policy implementation, including smart policy design, stakeholder engagement, context, and strategy.
- An assessment of Norway's model, noting expectations but also unclear roles, resources, and capacity issues that could hinder implementation.
- Recommendations to clarify expectations, roles, and resources, strengthen strategic planning, and increase transparency and inclusion of stakeholders like teachers.
- Table discussions focused on defining quality, identifying indicators to monitor
This document summarizes recent trends in lifelong guidance practice and policy development in Nordic countries and Europe. It discusses how policymakers and the public have increasingly recognized the importance of career guidance. Career guidance helps reduce skills mismatches and supports individuals through education and career transitions. Effective lifelong guidance encourages the development of career management skills and draws on career information to support labor market participation and skills development. International cooperation helps promote evidence-based lifelong guidance policies and practices.
Norway's skills policy priorities are to increase lifelong learning participation, especially among at-risk groups, develop digital competence across sectors through cross-sectoral cooperation, and reform competence through its strategy for skills policy 2017-2021 which focuses on future skills needs, lifelong learning experts, and continuing education programs in digital skills. Other key targets include developing a flexible adult education system adapted to needs, improving vocational training opportunities for unskilled workers, and strengthening career guidance and validation of prior learning.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
The reform of vocational education and training in Finland aims to create a competence-based and customer-oriented system that improves efficiency. Key goals are enhancing cooperation between vocational institutions and employers, integrating vocational employment education, and establishing one unified VET system for young people and adults based on lifelong learning. The reformed system will offer three types of vocational qualifications at different EQF levels and individual study paths tailored to each student's needs, skills, and life situation. It intends to provide employers with a skilled workforce and students quicker access to employment through flexible admission, recognition of prior learning, and guidance during and after studies.
This document reflects on a project aimed at addressing equity in vocational education and training policies and provision. It asks what difference the project has made so far, what measures have been taken since it started, what measures are planned for the future, and what the greatest remaining challenge is.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
This document provides an overview of the Erasmus+ program in the UK, including the key actions and activities it supports. Key Action 1 focuses on mobility projects that allow learners and staff to spend time abroad. Key Action 2 supports partnerships and sharing of ideas between organizations. Key Action 3 facilitates meetings between youth and policymakers. The document outlines eligibility and funding details for different sectors and project types under each key action. It also provides resources for partner finding and applying for Erasmus+ funding.
Oecd edu policy implementation nor uni workshop slides (003)Beatriz Pont
This document summarizes a workshop on implementing Norway's new competence development model for schools. The workshop included presentations and discussions on:
- The goals of Norway's education reforms and the new model, which aims to empower schools through local competence development networks.
- Key factors for successful policy implementation, including smart policy design, stakeholder engagement, context, and strategy.
- An assessment of Norway's model, noting expectations but also unclear roles, resources, and capacity issues that could hinder implementation.
- Recommendations to clarify expectations, roles, and resources, strengthen strategic planning, and increase transparency and inclusion of stakeholders like teachers.
- Table discussions focused on defining quality, identifying indicators to monitor
The Jean Monnet Activities promote teaching and research on European integration studies around the world. It provides grants to institutions through different activity types, including Modules, Chairs, Centers of Excellence, Networks, and Projects. Activities must focus on EU studies and increasing knowledge of the EU and its integration process. Eligible institutions and associations can apply annually for funding, with applications assessed based on relevance, quality, impact, and dissemination. The program has supported over 800 universities and 4,200 projects in 78 countries since 1989.
This presentation was delivered by Bernard Naudts, Senior Expert, Directorate General for Education and Culture, European Commission. The event was held in Edinburgh on 22 September 2015.
The document summarizes the Yorkshire and Humber Forum's involvement in developing and delivering training on strategic planning and responding to social change for voluntary organizations in the region from 2008-2010. The Forum helped establish workshops, develop materials, promote events, and facilitate online learning. Feedback was positive, and the training helped organizations feel less fearful and better able to offer services, generate income, and influence policy. The Forum strengthened its relationship with NCVO and gained experience to pursue other projects. Future work may include continued use of strategic drivers and scenario planning to help members with strategic planning.
The Erasmus+ programme is the EU's programme for education, training, youth and sport from 2014-2020. It aims to increase higher education attainment, reduce early school leaving, promote cooperation in youth fields, and provide more opportunities for students to increase employability. The programme combines previous EU programmes for lifelong learning, international higher education, youth, and sport. It includes opportunities for student and staff mobility, strategic partnerships between organizations, and support for policy reform to improve education, training, and youth systems across Europe.
Alain Dupeyras - Integrated Policy Approaches for Tourism and Local DevelopmentOECD CFE
This year the Forum will focus on creativity, jobs and local development. We will examine how localities can support culture and creative industries as a source of knowledge and job creation and how the creative industry can act as a powerful driving force areas such as tourism, urban regeneration, and social inclusion.
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
The document discusses partnerships between non-profits, businesses, and local governments in the Carpathian Euroregion. It provides examples of partnerships facilitated by the Carpathian Foundation, including programs to develop youth skills in partnership with businesses, bring creativity to schools partnering with educational institutions, and connect charity to a marathon event. The Foundation emphasizes principles of open communication, autonomy, long-term relationships, and evenly shared investments in partnerships.
TCI 2016 Beyond GDP: A framework for Measuring Sustainable Development in Mar...TCI Network
David Adkins presented a framework for measuring sustainable development in maritime clusters beyond traditional economic indicators like GDP. The framework examines the relationships between cluster governance, social capital, and sustainable development. It consists of tools to evaluate social capital, cluster governance, and measures of environmental, social and economic sustainability. The tools are intended to help clusters learn about their strategic and operational impact rather than comparatively benchmark clusters. Limitations include making assumptions about firm engagement with sustainability.
BRIDGE's National ECD Community of Practice- presentation to the CoP (BDJ) - ...kaleylemottee
The document discusses the activities of BRIDGE's National ECD Community of Practice. It notes that the South African cabinet has established an inter-ministerial committee to coordinate ECD implementation. It also describes meetings held with various stakeholders and projects aimed at supporting evidence-based ECD policymaking and improving coordination between government and civil society ECD organizations. Key topics discussed include developing a unified ECD strategy, setting consistent training standards for ECD practitioners, and identifying sustainable sources of funding.
This document summarizes the key European Union policies and initiatives related to adult learning and lifelong learning. It outlines the policy drivers behind increasing investment in adult education, including an aging population and skills gaps. Major EU policy frameworks like the Lifelong Learning Programme and Education and Training 2020 are described. The document also provides an overview of the Grundtvig programme for adult learning, its objectives, actions, impacts and future directions.
Presentation by the OECD on the "OECD National Schools of Government Network"...OECD Governance
This presentation by Michael O'Neill, OECD, on the "OECD National Schools of Government Network" was made at the meeting of the OECD Working Party on Public Employment and Management on 20-21 April 2015.
For further on information on the OECD work on Public Employment and Management please see http://www.oecd.org/gov/pem/.
The ERASMUS program is the European Union's most successful student exchange program, allowing over 3 million students from 33 countries to study abroad. It began in 1987 and offers opportunities to live and study in another European country for 3 to 12 months. Students receive scholarships to help cover costs of living abroad, typically around 250 euros per month, though the scholarships do not cover all daily living expenses. The program promotes cultural exchange and many students choose to remain in the country they studied abroad in.
The Opening Educational Practices in Scotland (OEPS) project aims to increase awareness and use of open educational resources (OER) in Scotland. Led by the Open University in Scotland in partnership with about 50 organizations, the project is developing OER, running workshops on open learning design, and building an online hub to support open educational communities of practice. Emerging themes include the importance of partnerships, extending learning beyond formal educational settings, and using OER to support digital participation and lifelong learning. Upcoming activities over the next year include evaluating the impact of open practices, launching exemplar OERs and an online hub for sharing open educational resources and practices.
Workshop delivered by the Scottish Inter-University Service Users and Carers Network on 'gap mending' at the 'Shaping Our Future: Relationships Matter Conference' on 31 May 2019 at the University of Strathclyde.
#TCI2019 Break - out sessions: Presentation Evaluation WorkshopTCI Network
The document summarizes the work of the Cluster Evaluation Working Group over the past several years. The group, consisting of over 100 academics, policymakers and practitioners, has met biennially since 2013 to collaboratively address challenges in cluster evaluation. Key outputs include frameworks, survey questions, and presentations aimed at making cluster evaluations more robust and useful for informing policy and leadership. At the 2019 workshop, emerging themes for further exploration were discussed, such as using data more creatively and building compelling case stories to influence policy development. The working group plans to continue activities including conferences in 2020-2021 to further collective learning around cluster evaluation.
This presentation was delivered by UK National Agency Senior Project Manager, Corrina Hickman, during the widening participation workshop of the December 2015 Learning Networks event held in Cardiff.
Najvažnije mesto na drugoj godišnjoj Euroguidance konferenciji je imao g. Raimo Vuorinen, koordinator ELGPN mreže Univerziteta Jivaskila iz Finske. On je svojom prezentacijom predstavio evropsku mrežu politike celoživotnog učenja.
This document outlines an initiative to institutionalize life skills education in MENA countries. It aims to develop a conceptual framework for life skills, provide programmatic guidelines, and introduce a monitoring and evaluation framework. Life skills are defined based on the four pillars of learning from the Delors Report. The initiative involves various partners and held a meeting in Amman in 2015. It presents a framework with four dimensions of learning and associated life skills. Citizenship education is discussed as a core component, and next steps include country missions and consultation meetings.
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The document provides an overview of the Democratic Governance Program (DGP), which started in 2010 with a budget of $5.7M over 5 years to support democratic governance in 9 countries. The DGP aims to build capacity in public sectors through partnerships between international partners (ministries and agencies in recipient countries) and Canadian partners (provincial governments, organizations). Examples of partnerships provided seek to enhance areas like risk management, gender policy, education training, and communication strategies. The document outlines lessons learned for creating sustainable change, including leadership commitment, establishing buy-in and ownership, dedicating resources, and setting achievable milestones through adaptation rather than adoption of foreign models.
Prezentovao:
Džon MekKarti, Međunarodni centar za razvoj karijere i javne politike ICCDPP
Ova prezentacija održana je u sklopu Euroguidance konferencije ,,Karijerno vođenje i savetovanje u Republici Srbiji'', održanoj 25. februara 2016. godine u hotelu ,,Metropol'' u Beogradu.
The Jean Monnet Activities promote teaching and research on European integration studies around the world. It provides grants to institutions through different activity types, including Modules, Chairs, Centers of Excellence, Networks, and Projects. Activities must focus on EU studies and increasing knowledge of the EU and its integration process. Eligible institutions and associations can apply annually for funding, with applications assessed based on relevance, quality, impact, and dissemination. The program has supported over 800 universities and 4,200 projects in 78 countries since 1989.
This presentation was delivered by Bernard Naudts, Senior Expert, Directorate General for Education and Culture, European Commission. The event was held in Edinburgh on 22 September 2015.
The document summarizes the Yorkshire and Humber Forum's involvement in developing and delivering training on strategic planning and responding to social change for voluntary organizations in the region from 2008-2010. The Forum helped establish workshops, develop materials, promote events, and facilitate online learning. Feedback was positive, and the training helped organizations feel less fearful and better able to offer services, generate income, and influence policy. The Forum strengthened its relationship with NCVO and gained experience to pursue other projects. Future work may include continued use of strategic drivers and scenario planning to help members with strategic planning.
The Erasmus+ programme is the EU's programme for education, training, youth and sport from 2014-2020. It aims to increase higher education attainment, reduce early school leaving, promote cooperation in youth fields, and provide more opportunities for students to increase employability. The programme combines previous EU programmes for lifelong learning, international higher education, youth, and sport. It includes opportunities for student and staff mobility, strategic partnerships between organizations, and support for policy reform to improve education, training, and youth systems across Europe.
Alain Dupeyras - Integrated Policy Approaches for Tourism and Local DevelopmentOECD CFE
This year the Forum will focus on creativity, jobs and local development. We will examine how localities can support culture and creative industries as a source of knowledge and job creation and how the creative industry can act as a powerful driving force areas such as tourism, urban regeneration, and social inclusion.
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
The document discusses partnerships between non-profits, businesses, and local governments in the Carpathian Euroregion. It provides examples of partnerships facilitated by the Carpathian Foundation, including programs to develop youth skills in partnership with businesses, bring creativity to schools partnering with educational institutions, and connect charity to a marathon event. The Foundation emphasizes principles of open communication, autonomy, long-term relationships, and evenly shared investments in partnerships.
TCI 2016 Beyond GDP: A framework for Measuring Sustainable Development in Mar...TCI Network
David Adkins presented a framework for measuring sustainable development in maritime clusters beyond traditional economic indicators like GDP. The framework examines the relationships between cluster governance, social capital, and sustainable development. It consists of tools to evaluate social capital, cluster governance, and measures of environmental, social and economic sustainability. The tools are intended to help clusters learn about their strategic and operational impact rather than comparatively benchmark clusters. Limitations include making assumptions about firm engagement with sustainability.
BRIDGE's National ECD Community of Practice- presentation to the CoP (BDJ) - ...kaleylemottee
The document discusses the activities of BRIDGE's National ECD Community of Practice. It notes that the South African cabinet has established an inter-ministerial committee to coordinate ECD implementation. It also describes meetings held with various stakeholders and projects aimed at supporting evidence-based ECD policymaking and improving coordination between government and civil society ECD organizations. Key topics discussed include developing a unified ECD strategy, setting consistent training standards for ECD practitioners, and identifying sustainable sources of funding.
This document summarizes the key European Union policies and initiatives related to adult learning and lifelong learning. It outlines the policy drivers behind increasing investment in adult education, including an aging population and skills gaps. Major EU policy frameworks like the Lifelong Learning Programme and Education and Training 2020 are described. The document also provides an overview of the Grundtvig programme for adult learning, its objectives, actions, impacts and future directions.
Presentation by the OECD on the "OECD National Schools of Government Network"...OECD Governance
This presentation by Michael O'Neill, OECD, on the "OECD National Schools of Government Network" was made at the meeting of the OECD Working Party on Public Employment and Management on 20-21 April 2015.
For further on information on the OECD work on Public Employment and Management please see http://www.oecd.org/gov/pem/.
The ERASMUS program is the European Union's most successful student exchange program, allowing over 3 million students from 33 countries to study abroad. It began in 1987 and offers opportunities to live and study in another European country for 3 to 12 months. Students receive scholarships to help cover costs of living abroad, typically around 250 euros per month, though the scholarships do not cover all daily living expenses. The program promotes cultural exchange and many students choose to remain in the country they studied abroad in.
The Opening Educational Practices in Scotland (OEPS) project aims to increase awareness and use of open educational resources (OER) in Scotland. Led by the Open University in Scotland in partnership with about 50 organizations, the project is developing OER, running workshops on open learning design, and building an online hub to support open educational communities of practice. Emerging themes include the importance of partnerships, extending learning beyond formal educational settings, and using OER to support digital participation and lifelong learning. Upcoming activities over the next year include evaluating the impact of open practices, launching exemplar OERs and an online hub for sharing open educational resources and practices.
Workshop delivered by the Scottish Inter-University Service Users and Carers Network on 'gap mending' at the 'Shaping Our Future: Relationships Matter Conference' on 31 May 2019 at the University of Strathclyde.
#TCI2019 Break - out sessions: Presentation Evaluation WorkshopTCI Network
The document summarizes the work of the Cluster Evaluation Working Group over the past several years. The group, consisting of over 100 academics, policymakers and practitioners, has met biennially since 2013 to collaboratively address challenges in cluster evaluation. Key outputs include frameworks, survey questions, and presentations aimed at making cluster evaluations more robust and useful for informing policy and leadership. At the 2019 workshop, emerging themes for further exploration were discussed, such as using data more creatively and building compelling case stories to influence policy development. The working group plans to continue activities including conferences in 2020-2021 to further collective learning around cluster evaluation.
This presentation was delivered by UK National Agency Senior Project Manager, Corrina Hickman, during the widening participation workshop of the December 2015 Learning Networks event held in Cardiff.
Najvažnije mesto na drugoj godišnjoj Euroguidance konferenciji je imao g. Raimo Vuorinen, koordinator ELGPN mreže Univerziteta Jivaskila iz Finske. On je svojom prezentacijom predstavio evropsku mrežu politike celoživotnog učenja.
This document outlines an initiative to institutionalize life skills education in MENA countries. It aims to develop a conceptual framework for life skills, provide programmatic guidelines, and introduce a monitoring and evaluation framework. Life skills are defined based on the four pillars of learning from the Delors Report. The initiative involves various partners and held a meeting in Amman in 2015. It presents a framework with four dimensions of learning and associated life skills. Citizenship education is discussed as a core component, and next steps include country missions and consultation meetings.
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The document provides an overview of the Democratic Governance Program (DGP), which started in 2010 with a budget of $5.7M over 5 years to support democratic governance in 9 countries. The DGP aims to build capacity in public sectors through partnerships between international partners (ministries and agencies in recipient countries) and Canadian partners (provincial governments, organizations). Examples of partnerships provided seek to enhance areas like risk management, gender policy, education training, and communication strategies. The document outlines lessons learned for creating sustainable change, including leadership commitment, establishing buy-in and ownership, dedicating resources, and setting achievable milestones through adaptation rather than adoption of foreign models.
Prezentovao:
Džon MekKarti, Međunarodni centar za razvoj karijere i javne politike ICCDPP
Ova prezentacija održana je u sklopu Euroguidance konferencije ,,Karijerno vođenje i savetovanje u Republici Srbiji'', održanoj 25. februara 2016. godine u hotelu ,,Metropol'' u Beogradu.
This document provides a conceptual framework for analyzing curriculum policy change implementation in Cameroon's education system. It discusses key concepts like the curriculum policy process, factors that influence curriculum implementation, and defines curriculum and curriculum policy. The document concludes that curriculum implementation is a complex, gradual process that involves changes to materials, teaching approaches, and beliefs among various stakeholders, with the goal of improving student outcomes. It aims to help understand the challenges of implementing post-colonial curriculum policies in Cameroon's centralized education system.
This document summarizes the findings of a study that analyzed national policies promoting internationalization in higher education. It identified five main types of policies: 1) student mobility, 2) scholar mobility and research collaboration, 3) cross-border education, 4) internationalization at home, and 5) comprehensive internationalization. While policies have proliferated, determining their effectiveness is challenging. Key factors that influence effectiveness include funding levels, implementation methods, alignment with other policies, and alignment with institutional priorities. For policies to achieve their goals, greater coordination and synergies between countries are needed.
Living Lab, RCE Borderlands Mexico-USA, Policy Support Session, 10th Global R...ESD UNU-IAS
The document describes a Living Lab/Centro de Diálogo y Transformación that provides community services, research, and policy studies related to sustainable development at the Mexico-USA borderlands. The organization conducts research and activities in areas like human development, environmental restoration, sustainable economic development, education, and conflict transformation. It offers hands-on learning experiences for students, supports researchers and businesses, and assists policymakers in studying community needs and evaluating policies. The organization uses tools like a Sustainability Approximation Model to help evaluate decisions and ensure balance across economic, social, and environmental factors of sustainability.
International organizations are influencing governmental open educational resource (OER) policies around the world. The researcher is exploring how international organizations use different policy instruments to impact provincial, state, and national OER policies. Instruments include reports, advice, conferences, initiatives, and declarations. A survey found many countries cite international influences on their OER policies. The researcher will interview representatives from organizations and governments to understand these influences and recommend how international policies could better support national ones.
Research funding and research management - FP7 & H2020Elena Petelos
Developing and submitting a healthcare research or capacity building proposal to a European call for funding: lessons learned and experience gained from the University of Crete; a presentation delivered on behalf of the UoC on an invite from the University of Wroclaw (sharing experiences of successful research funding and research management over the past decade)
El 25 de abril de 2017 organizamos en la Fundación Ramón Areces una mesa redonda sobre 'La empresa y las políticas de innovación transformadoras'. En este foro participaron, entre otros, Totti Konnola, CEO de Insight Foresight Institute; Luis Fernando Álvarez-Gascón Pérez, Director General GMV secure eSolutions; y Francisco Marín, Director General del CDTI. Esta actividad se celebró en colaboración con el Grupo de Investigación en Economía y Política de la Innovación de la Universidad Complutense de Madrid (GRINEI-UCM) y el Foro de Empresas Innovadoras (FEI).
Presented by Dr Karen Lucas on 9th July 2014
http://www.its.leeds.ac.uk/people/k.lucas
Abstract:
Until now, human and social factors have not been very dominant aspects of transportation research. The general trend has been a biased towards more technical and engineering studies and transport economics. Nevertheless, there has been continuous social science research on the fringes of transport studies. For example behavioural psychology has been used in traffic safety risk management and human geography has been concerned with the interface between space, time, and mobility. There has also been a significant academic discourse around transport equity and the mobility and accessibility needs of transport disadvantaged groups, which has gathered momentum in recent years. More lately, sociologists and cultural geographers have begun to explore the embodied meanings and the cultural significance of different transport modes within our everyday social practices.
A number of scholars within the Institute of Transport Studies at Leeds have already forged important cross-disciplinary partnerships with other disciplines within and outside the University. In this lecture, I will explore the potential to further strengthen and exploit these new directions within transport research. I will briefly reflect on the opportunities for achieving this through mechanisms such as within the University’ core research themes, the new Social Science Strategy, other research University-wide supported initiatives and more informal collaborations. But more importantly I will be asking whether it is possible to use these inter-disciplinary collaborations to radicalise our research enquiries so that we are able to offer transformational solutions to overcome the currently environmentally unsustainable and socially unjust allocation of mobility resources within and between nations.
The document provides an overview of social impact at Stellenbosch University. It defines social impact as evaluable change incurred through mutually beneficial partnerships between the university and external partners, based on the university's expertise and society's experience, through innovative practices that prioritize active citizenship. It outlines the university's social impact framework, strategic plan, and support structures, which include a Vice-Rector for Social Impact, a director and committee, and decentralized faculty funding. The goal is to embed social impact into teaching, research, and citizenship through collaborative initiatives addressing challenges like food security, education, and sustainability.
EUA focus group hosted by the Open University of Catalonia
Barcelona, 19 January 2018.
By Anna-Lena Claeys-Kulik
Policy Coordinator,
European University Association (EUA)
Making a difference: How can we demonstrate the impact of learning technology...Jane65
This document provides an overview of how different funders like ESRC and HEFCE define and conceptualize research "impact" and how learning technology research can demonstrate impact. Impact broadly means research having a transformative and beneficial effect beyond academia. It discusses separating the impact of e-learning from e-learning research impact and examples of impact the e-learning research community and the author personally can claim. It also facilitates debate on how well positioned UK learning technology research is to meet impact challenges.
The document discusses cross-border higher education and an upcoming conference on the topic. The conference aims to: 1) examine trends in cross-border education; 2) discuss challenges it poses for universities and associations; and 3) determine concrete steps stakeholders can take to maximize benefits and minimize risks. The conference will explore how cross-border education impacts universities' work and raises new expectations, and what policies, strategies or actions are needed to manage it.
Task Force Diversity and Inclusion PLA 22 October 2021 outlineEADTU
The document outlines the terms of reference for a Task Force on Diversity and Inclusiveness (TF-DI) established by EADTU. The TF-DI will bring together experts from EADTU member universities to share expertise on supporting diverse and disadvantaged students. Key tasks will include exploring the needs of different student groups, reviewing examples of good practice in supporting diversity and inclusion, and developing an institutional reference model. The TF-DI will meet online and in-person periodically in 2021 and 2022 to collaborate on research, develop resources, and present results to the EADTU community. Participation will include diversity officers and staff involved with policies and support for diverse students.
This summary provides an overview of 3 implementation research studies on integrated community case management (iCCM) conducted by the University Research Co., LLC.
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1. UNIVERSITY OF JYVÄSKYLÄ
“Coherent Guidance Services as a Joint Effort”
Hvussu skipa vit eina heildarvegleiðing í smásamfeløgum
og útjaðaraøkjum, her við serligum fokus
á Føroyar, Grønland og Áland?
Raimo Vuorinen, Ph.D.
Project Manager, Professor
Finnish Institute for Educational Research, University of Jyväskylä, Finland
”Vegleiðing – nær og fjar”
Torshavn
30 May 2017
3. UNIVERSITY OF JYVÄSKYLÄ
Discussion themes
■ Definitions – what is guidance and career
education?
■ Beneficiaries and impact
■ Understanding the context
■ Strategic leadership and co-ordination
– Lessons learned from international practices and policies
■ Next steps…
4. UNIVERSITY OF JYVÄSKYLÄ
Career Guidance
Career guidance refers to services and activities
intended to assist individuals, of any age and at any
point throughout their lives, to make educational,
training and occupational choices and to manage their
careers…
The activities may take place on an individual or group
basis, and may be face-to-face or at a distance
(including help lines and web-based services).
(OECD, 2004)
5. UNIVERSITY OF JYVÄSKYLÄ
Career education:
– A range of structured programmes and activities
which help students to link their learning to the
acquisition of lifelong Career Management Skills
and employability skills.
Career Management Skills (CMS):
– Acquisition of competences that enable citizens
at any age or state of development to manage
their learning and work life paths.
6. UNIVERSITY OF JYVÄSKYLÄ
Rationale…
(McCarthy 2016)
■ Career guidance: a public good as well as a private good; a
‘public service of general interest’
■ International recognition of public interest value: European
Social Charter; ILO Recommendations on HRD; EU Council
and Parliament Resolutions; international policy reviews of
OECD, WB, ETF, CEDEFOP
■ A specialised knowledge area and a specialised teaching and
learning activity within education, training, employment and
social inclusion policy areas
■ A policy instrument for the achievement of educational,
employment, social and economic goals for individuals,
groups and society
7. UNIVERSITY OF JYVÄSKYLÄ
What is a policy?
■ A course of action proposed and/or adopted
by an organisation, group, government
■ A policy can take many forms:
– a statement of intent
– a set of objectives
– a statement/plan of action
– a national strategy
– a law or decree
– a set of values and/or guiding principles
– some or all of the above in combination.
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Policy:
A national and regional responsibility
■ National authorities (and in certain countries regions or
states or provinces) have responsibility for education,
training, employment and social policies and their
funding.
■ Also applies to responsibility for their choice and use
of policy instruments such as career guidance and
counselling provision and its organisation/delivery, and
taking into account the specifics (e.g. demographic,
social, administrative, economic, geographical) of
each country and region.
9. UNIVERSITY OF JYVÄSKYLÄ
Who are the stakeholders in policy
development?
(McCarthy 2016)
1. The general public or groups of the public for whom a policy
is designed are the major stakeholders ….rarely if ever
consulted during the development phase, and are only
sometimes consulted in the policy implementation evaluation.
2. The structures, organisations, and professionals involved in
policy implementation …..more likely to be consulted in both
the policy development and implementation phases.
3. The most powerful stakeholders: the government and
administrative structures who act as stakeholders on behalf
of the taxpayers ….are as they provide the funding for policy
development and implementation.
■ Policy lobby groups (2 above and maybe 1 above)
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Stakeholder characteristics:
language and competing interests
(McCarthy 2016)
■ Different stakeholders use different language terms to
describe their interests e.g. the public talk about information
and advice; the professionals talk about narrative approaches
and counselling; and the governments talks about inputs,
outputs and outcomes.
■ Sometimes when they talk about a similar concept e.g. quality
assurance, each of the stakeholders have completely different
meanings and interpretations.
■ Stakeholders will always have competing interests. It is in the
nature of power and cannot be avoided.
■ The competing interests can give rise to diktats,
defensiveness, negativity, alienation, creativity, harmony, and
communities of interests. There will always be some tension.
12. UNIVERSITY OF JYVÄSKYLÄ
Economic benefits (Hooley 2017)
Career guidance
- A range of interventions
Individual outcomes
- Human capital
- Social capital
- Supported transitions
Primary economic
outcomes
- Increased labour market
participation
- Decreased unemployment
- Enhanced skills and
knowledge base
- Flexible and mobile labour
market
Secondary economic
outcomes
- Improved health
- Decreased crime
- Increased tax revenue
- Decreased benefit costs
Macro-economic benefits
- Deficit reduction
- Productivity
- Living standards
- Economic growth
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User perspective Staff perspectives
Organisational perspective
Regional/National
perspective
Perspectives
for networked
services
Skills, competences
Challenges related to
multiprofessionalism:
crossing the boundaries,
transitions
Well-being
Strategy work
Joint planning
Co-ordination
Jointly agreed goals
Planning
Decision-making
Division of responsibilities
Division of labour
Shared leadership
Access
Engagement
Transition learning
Different perspectives for the networked services ( Nykänen ym.2007; Tenhula 2007)
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Strategic leadership of LLG (ELGPN 2015)
■ Strategic leadership refers to how policy and systems
development for lifelong guidance are managed in a
country, region, and locality. In particular it refers to co-
operation and co-ordination mechanisms that
implicate all of the relevant stakeholders in policy and
systems development.
■ Key variables in planning and organisation of lifelong
guidance provision include:
– policy and administrative responsibility (ministry);
– knowledge sharing between ministries;
– centralised v. decentralised government responsibility (region,
municipality, institution);
– stakeholder involvement;
– inclusive policy frameworks such as human resource
development, lifelong learning, and employability, which are a
shared responsibility of several ministries.
16. UNIVERSITY OF JYVÄSKYLÄ
Questions for consideration when
implementing coherent guidance provision
■ Distinction between three level of linkages
– Communication
• Exchanging informaton, exploring potentials
for co-operation
– Co-operation
• Between partners, within existing structures,
decision powers and mandates retained by
each partner
– Co-ordination
• Requires a co-ordinating structure with
operational mandates and funding (contract
or legal mandate)
17. UNIVERSITY OF JYVÄSKYLÄ
LLG forums: roles and functions (Cedefop 2008)
■ dialogue: a platform where actors and stakeholders
meet to discuss and exchange information and
viewpoints, mainly to create common understanding
and voluntary coordination of activities;
■ consultation: a body set up primarily to act as a
reactive sounding board for government initiatives and
policies; , e.g. Youth Guarantee
■ policy development: a proactive forum to promote the
concept of lifelong guidance through concrete policy
proposals and initiatives;
■ systems development: a place for developing
concrete, practically-oriented issues in the framework of
lifelong guidance (quality assurance frameworks, or
training provision).
18. UNIVERSITY OF JYVÄSKYLÄ
Questions for consideration when
implementing coherent guidance provision (2)
■ Potential advantages of top-down approaches
– Funding base
– Direct link with policy
■ Potential advantages of bottom-up approaches
– May be more sustainable
– More independence in actions
– May produce a greater sense of ownership and
motivated participation
19. UNIVERSITY OF JYVÄSKYLÄ
Questions for consideration when
implementing coherent guidance provision (3)
■ Integrative potentials of the ICT
– Bringing together the stake holders
– A tool and a powerful agent of change
– Data collection and dissemination
– System integration
20. UNIVERSITY OF JYVÄSKYLÄ
Levels of co-operation
and co-ordination?
Which would be relevant and
feasible in self-governing regions?
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Statutory council/legal entity
■ Establishment by an act, which sets its
powers
■ Advantages:
– Relatively high degree of permanence
■ Limitations
– The potential range of tasks depens on the remit
and funding it is given
■ EOPEPP (Greece)
22. UNIVERSITY OF JYVÄSKYLÄ
Government-initatiated body
■ A working group or other body
■ Goal: to solve specific tasks or to prepare more
permanent solutions
■ Advantages:
– Some legitimacy with relevant ministries
– Access to resources to carry out this work
■ Limitations
– Due to proximity to government – barred from
independency
■ Finland, Norway
23. UNIVERSITY OF JYVÄSKYLÄ
Voluntary association
■ May consist of factions grouped around specific
stakeholders
■ Advantages
– Independent from the government
– Free to provide independent opinions on its policies
– Independent initiatives
■ Limitations
– Legitimacy and effectiveness depend on its success to
attract key stakeholders in guidance
– It has to raise its own funding from a number of sources
■ National Forum for Guidance in Education, Career
and Employment in Germany
24. UNIVERSITY OF JYVÄSKYLÄ
Experimental/Project-based body
■ A project under national or transnational programmes
■ Advantages
– Possibility to test different models of co-ordination and co-
operation
– Possibility to conduct feasibility studies
■ Limitations
– Temporary solutions
– Need for a more formal structures
■ Establishment of a national steering group as a lead into
developing a national guidance policy forum in Estonia
■ An ”initiative group” for establishing a national guidance policy
forum in Slovenia
25. UNIVERSITY OF JYVÄSKYLÄ
Regional forums
■ Regional support mechanisms, set up to prepare or
co-ordinate regional implementation of lifelong
guidance policies
– Regional forums in Finland and in Denmark
■ Regional forums in countries with devolved
government where regions have autonomy in
matters of guidance, comparable to national forums
– Regional forums in Scotland
• Improving dialogue with the government
• Providng a focal point for professional guidance matters
• Improving a channel for regional and international communication in
guidance
■ Regional forums in AT, BE, DE, EE, LU, RO, SE
26. UNIVERSITY OF JYVÄSKYLÄ
Membership
■ Core ministries with responsibilities and powers
over guidance services and key stakeholders, e.g.
– employers and trade unions,
– education and training institutions,
– various organisations in education and training (school principals’
organisations, adult education organisations),
– public employment services,
– user representatives (parents’ organisations, student unions, etc.),
– national consumers associations,
– associations of guidance professionals,
– representatives of universities/colleges responsible for training guidance
counsellors,
– local government representatives,
– Euroguidance representatives.
■ Experts and researchers
27. UNIVERSITY OF JYVÄSKYLÄ
Resourcing
■ What is needed:
– Funding
– Secretarial support
– Infrastructure (housing, furniture, etc.)
– The time of members
■ Options for resources:
– Governmental working groups
– Membership basis with fees
– Work based on grants
– Project funding for specific tasks
– Revenue-generating activities – potential parallel competitions
with others in the national guidance community
– Work under EU programmes (especially in regional level)
28. UNIVERSITY OF JYVÄSKYLÄ
Other issues for consideration
■ Steering and day-to-day co-ordination
– Chairperson is often from ministries or national agencies
– Executive committee and subcommittee
– Sectretariat
■ Decision-making processes
– Dialogue
– Consultation
■ Communication channels
– General assembly, activity reports, newsletters, websites,
online working spaces, articles in journals, career fairs,
29. UNIVERSITY OF JYVÄSKYLÄ
Key elements of leadership in guidance networks
Nykänen, S. (2010) Towards leadership and management in guidance and counselling networks in
Finland
https://ktl.jyu.fi/julkaisut/julkaisuluettelo/julkaisut/2011/d096
30. UNIVERSITY OF JYVÄSKYLÄ
To what extent these could be possible in
self-governing regions in the Faroes, Greenland
and in Åland Islands?
What actions should be taken?
■ A cross-sectoral national representative structure
which supports LLG policy and systems coherence
within and across sectors?
■ Co-operation among national LLG forums with
support for peer learning and exchanges for policy
sharing and learning, including through thematic
conferences and thematic clusters
■ https://padlet.com/esterp77/vegleidingnarogfjar
31. UNIVERSITY OF JYVÄSKYLÄ
Conclusions…
■ A national cross-sectoral forum can promote high
political visibility to lifelong guidance in regional,
national policies for education, training,
employment and social inclusion
32. UNIVERSITY OF JYVÄSKYLÄ
ELGPN Products http://elgpn.eu/publications
ELGPN Toolbox:
- LLG Policy Development, European Resource Kit for Policy Makers
- Glossary
- Evidence Guide
- Career Management Skills
- Quality and Evidence
- Guidelines for Policies and Systems Development for LLG
ELGPN Progress reports 2008-15
Concept Notes
Research Paper
Policy Briefings
33. UNIVERSITY OF JYVÄSKYLÄ
Thank you!
For further information, please contact:
Raimo Vuorinen, Senior researcher, Ph.D.
Finnish Institute for Educational Research
P.O. Box 35
FI-40014 University of Jyväskylä
tel. +358-50-3611909
Fax +358-14-617418
email: raimo.vuorinen@jyu.fi
Skype: vuorai
LinkedIn: https://fi.linkedin.com/in/raimovuorinen