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.

1. Presentation at the EUROGUIDANCE Conference: Career Guidance and Counselling in the Republic of Serbia
Belgrade, February 25, 2016
By
Dr John McCarthy, Director,
International Centre for Career Development and Public Policy, Nice, France
Email: jmc@iccdpp.org
Website: www.iccdpp.org
CAREER GUIDANCE IN EDUCATION –
GUIDELINES FOR SYSTEMS
DEVELOPMENT

2. • Will examine:
This presentation………
Rationale for the provision of career guidance in
education: different perspectives
Characteristics of systems and
subsystems for career guidance
provision
EU Guidelines – A Reference Framework for Policies and
Systems Development

3. • Speak to the person sitting next to you and exchange views.
• You have two minutes each!
QUESTION FOR YOU: Why should career
guidance and counselling be provided by the
government in education settings?

4. • Primary schools?
• In secondary schools?
• In secondary vocational schools and training centres?
• In post-secondary schools?
• In adult education and training centres?
• In higher education institutions?
Reasons for having career guidance and
counselling in education settings

5. • Objectives of primary education:
• “preparing for life, work, and further education and self-education…”
• Making choices: elective courses/options within primary education
• Making choices of schools: High School, Art School, Vocational School, School for
Persons with Special Abilities/Gifted, School for Persons with Disabilities,
Dormitory School
• Making choices of high school programmes: General vs Social Language vs
Mathematics and Science
• Making choices of vocational school programmes:
Some rationale for providing career
guidance in Primary Education

6. • Objectives of Secondary Education
• “preparing for life, work, and further education and self-
education…”???
• Choices: Reorientation within school programmes
• Choices: Post-secondary schools and programmes; university and
other higher education programmes
• Choices: Transitions to the world of work; migration for work and
study
Some rationale for providing career guidance
in secondary and vocational education

7. • Objectives of Higher Education
• “preparing for life, work, and further education and self-
education…”???
• Choices: Reorientation within higher education programmes
• Choices: Post-graduate higher education programmes
• Choices: Transitions to the world of work; migration for work and
study
Some rationale for providing career
guidance in tertiary/higher education

8. • Objectives of Adult Education
• “preparing for life, work, and further education and self-education…”???
• Choices: Adult learning centres, distance learning, and programmes prior to
entry
• Choices: Reorientation within adult education programmes
• Choices: Progression beyond adult education programmes
• Choices: Transitions to/within/from the world of work; migration for work
and study
Some rationale for providing career
guidance in adult education

9. • Mass learning
• Captive audience
• Career learning programmes (taught, peer to peer, and experiential learning)
• Systematic learning with clear learning objectives and outcomes
• Efficiency of effort and public investment: reaching people; people having access
• Career learning as a preventative measure: reducing the chances of errors in
career decision-making and the cost of these to governments, the tax payers,
families, and the individual
Systems rationale for providing career
guidance in education settings in general

10. • Efficient investment in education
• Social inclusion, social mobility, social equity, gender equality
• Labour market efficiency: balancing labour market demand and
supply
Link career learning outcomes in education
(all settings) to the following
policy objectives:

11. • Participation rates in education programmes
• Retention rates in education programmes
• Programme completion rates
• Performance (achievement) rates in education programmes
• Progression rates in education
• Transitions/progression to the labour market
Link career learning outcomes in education
(all settings) to the following
policy performance indicators:

12. • What do you understand by the word “system”? What does
“system” mean to you? Think of examples!
• Speak to the person sitting next to you and exchange views.
• You have two minutes each!
Question for you!

13. • A set of inter-related or interacting or interdependent parts (sometimes the parts are
described as subsystems) that form a complex/intricate whole
• Example “education system” = primary, secondary, post-secondary, adult, university
• Commonalities, differences, roles and links between the parts/subsystems e.g. aims and
objectives; learning outcomes; agencies and actors; funders; administrative responsibility;
target groups; institutional culture
• Tools/instruments that link the subsystems together e.g. education system = national
qualification frameworks; learning outcomes; national coordination mechanisms
• Education system as part of larger systems e.g. economy
Some definitions for “system”

14. Education
Youth
Employment
Collection of career guidance
subsystems in the Republic of Serbia

15. • In most countries career guidance is provided by and in a collection of
subsystems: education; training; youth; employment; NGOs; civil society
• Commonalities, differences, roles and links between the parts/subsystems
e.g. aims and objectives; learning outcomes; agencies and actors; funders;
administrative responsibility; target groups
• Tools/instruments that link the subsystems together e.g. national
frameworks/strategies; learning outcomes; social and economic outcomes;
national coordination mechanisms
• Subsystems as “accidents of history” and “cosmic events”
Do national systems
of career guidance exist?

16. • Collection of interacting and interdependent subsystems: Member States
• Commonalities, differences, roles and links between the subsystems e.g.
geography; history; culture; economy; society and people; government and
legal systems; aims and objectives; national and EU level
competences/responsibilities
• Tools/instruments that link the subsystems together e.g. The Treaty of the
EU; EU social, regional and economic strategies; EU coordination
mechanisms; free movement of people, goods and services; legal
agreements; EU Council and EU Parliament Resolutions and
Recommendations; European reference frameworks and guidelines for
different policy areas
The European Union-system and
subsystems!

17. • POLICY AREAS:
• Education (all levels)
• Vocational training
• Youth
• Employment
• But also referenced in:
• Social inclusion
• Entrepreneurship
Where would you find career guidance
within EU policy frameworks?

18. • Council Resolutions on Education and Youth (e.g. school, vocational training, adult learning,
entrepreneurship, early school leaving, youth mobility, lifelong learning, lifelong guidance, the
validation of non-formal and informal learning)
• Council Resolutions on employment (e.g. Integrated Employment Guidelines, Youth Guarantee,
Flexicurity)
• EU Parliament Resolutions on entrepreneurship
• EU strategy and policy documents (education, youth, employment, entrepreneurship)
• NEW!
• : GUIDELINES FOR POLICIES AND SYSTEMS DEVELOPMENT FOR LIFELONG GUIDANCE – A
REFERENCE FRAMEWORK FOR THE EU AND FOR THE COMMISSION
• http://www.elgpn.eu/publications/browse-by-language/english/elgpn-tools-no-6-guidelines-for-
policies-and-systems-development-for-lifelong-guidance/
•
Where do you find career guidance
within EU policy frameworks and
instruments?

19. • Prescription for excellence
• Based on existing knowledge, experience, research and best practice in
Europe and beyond
• Underpinned by social, economic and citizen-centred principles
• To be used by all relevant stakeholders to:
• Provide inspiration for the development of local, regional and national
career guidance provision
• Local, regional, national and international/EU benchmarking, reviewing
and improving existing policies and systems for lifelong guidance
• As reference points for national and EU policies for education, training,
employment and social inclusion
• International comparative studies.
What are EU GUIDELINES for policies
and systems for lifelong guidance?

20. • Guidelines for policies and systems for career guidance for each
subsystem:
• Education - 4 (School, VET, HE, Adult)
• Employment and Third Age – 3 (Employed, Unemployed, Third
Age)
• Social Inclusion – 2 (Youth at Risk, Disadvantaged Groups)
EU GUIDELINES: COVERAGE

21. • Plus 9 Guidelines common to each subsystem:
• CAREER MANAGEMENT SKILLS
• ACCESS
• QUALITY ASSURANCE
• EFFECTIVENESS/EVIDENCE
• LEADERSHIP
• CAREERS INFORMATION
• TRAINING AND QUALIFICATIONS
• FUNDING
• ICT
EU GUIDELINES: COVERAGE

22. • has four parts:
• (i) Definition of the content;
• (ii) Why it is important- rationale;
• (iii) What is good practice – elements of good policies and
systems and,
• iv) A list of reference material for policy-makers
Each Guideline…..

23. SUBSYSTEM POLICY AND SYSTEMS GUIDELINES
Reviewing policies and systems for career
guidance using the guidelines: examples
1. SCHOOLS
2.UNEMPLOY
ED
3. YOUTH
S
C
H
O
O
L
U
E
Y
T
H
CMS ACCESS QUALI
TY
ASSUR
ANCE
EVIDE
NCE
LEADER
SHIP
CAREER
S
INFORM
ATION
TRA
INI
NG
AN
D
QU
ALIF
ICAT
ION
S
FUNDI
NG
ICT

24. National Strategy and Subsystems Development:
citizen-centred, coherency, continuity, commitment,
consistency, commonalities, change, convergence
EU Guidelines:
A Reference
Framework for
Policy and
Systems
Development
Rationale for
career guidance
in education:
practitioner and
policy
perspectives
Characteristics
of career
guidance
systems and
subsystems
In summary………

25. • National Strategy and Subsystems Development:
• citizen-centred,
• coherency,
• continuity,
• commitment,
• consistency,
• commonalities,
• change,
• convergence
The C’s!!!