The Commission currently provides financial support to the ELGPN under the Lifelong Learning Program and participates in the network's meetings. It describes the open method of coordination and the status of the various "soft law" instruments through which it is pursued.
Origins
Consequently, at the end of 2005 the Commission started a discussion with its Expert Group on Lifelong Guidance on a suitable mechanism to support the implementation of the EU policy on lifelong guidance at national level, involving relevant ministries and other bodies responsible for was involved for education and workforce issues. . This led to a major discussion in the wider forum of the Finnish EU Presidency Conference on "Lifelong Guidance Policies and Systems: Building the Stepping Stones", held in November 2006 in Jyväskylä, Finland.
Evolution
However, the main weakness of the Fund was that it was not representative of Member States, and therefore had difficulty translating its efforts into effective action at Member State level.
Rationale and implementation of the 2009–10 work programme
The ELGPN mandate was officially confirmed in the 2008 EU Council resolution on better integration of lifelong orientation into lifelong learning strategies. In several cases, the host country invited additional national representatives to part of the meeting.
Key policy drivers
Evaluation strategy
In all the thematic activities, the participants were satisfied with the quality of the outcomes. All members were satisfied with the reflection notes and synthesis reports of the work packages.
Key outcomes
Most ELGPN members indicated that cooperation between different ministries responsible for guidance services was supported by their involvement in ELGPN's work. The greatest added value of the ELGPN (see Annex 9) appears to be the inspiration from the progress of other countries, the collaboration developed on guidance policies and practices (policy sharing) and the support for identifying gaps in lifelong guidance in policy development and for policy implementation at the national level.
Implications for future ELGPN work
The work of Task Group 2 made it possible to share experience of such examples, and also of the potential impact of collaborative transnationals. EU handbook for policy makers, and making use of elements of the existing EU common reference instruments.
Conclusions
Provide national policy makers, developers and stakeholders with concrete support to help them in their national and EU policy development. The main strength of the ELGPN is the strong ownership of its activities, which is reflected in the national delegations.
Context and rationale
Such representations of "self" and "career" may be more applicable to the knowledge-rich sectors of the economy, given the rapid pace of change there. First, there is a greater awareness of the need to introduce or strengthen CMS in response to the need for skills to manage one's own non-linear career path.
CMS content and modalities of programme delivery
Although the rationale behind emphasizing CMS appears to be sound at face value, it is nevertheless worth highlighting that the tightening of the links between education and employment is in tension with the declining opportunities for employment – and especially for 'decent work' . While the emphasis on CMS appears to be somewhat new, one must not assume that for some countries the newness of the term is equated with newness of curriculum practice.
Curricular principles underpinning CMS
In fact, across Europe we see a range of curricular traditions – including 'encyclopedic', 'humanistic'. Conversely, policies based on acceptance and even celebration of diversity are more cautious about claiming that 'curriculum experts' have the answers.
Pedagogy and assessment
There are two main positions that are often adopted regarding CMS assessment, especially in the school context. In this case, assessment should focus on providing feedback to students so that they become more aware of their successful mastery of knowledge, skills and abilities.
Conclusions
A good example of the latter is provided by France, which has developed a digital Portfolio of Experiences and Skills (PEC) in twenty universities. Regardless of which modality(s) one chooses in relation to assessing learning by CMS, it is important to address a number of issues relating to the reasons why one assesses, what it is one sets out to assess and how one assesses that. .
Context
Assured access to service delivery that is independent of the interests of particular institutions or companies. European countries currently differ significantly in the extent to which they use ICT tools to expand access to guidance.
Progress
In Germany, educational support is a priority subject of the Ministry of Education and Research. As part of the government plan, in 2010 the amendments to the National Strategy for Career Guidance and the new implementation plan must be prepared.
Key messages
The French case of APEL is an interesting example of organizing the coordination of the different partners involved and the involvement of the intermediary advisory centers in the implementation. Increased unemployment has accelerated change in some countries and steps have been taken to merge delivery tools to improve continuity.” The new service in England could offer interesting perspectives in this area.
The path ahead
Continuing education of practitioners should be considered paramount to keep them abreast of the latest needs of different client groups. How to effectively use the potential of social media on the web and mobile technologies.
Conclusions
How to evaluate the national resources and service delivery according to the new lifelong guidance paradigm. How to allocate funding between different delivery channels to meet the needs of different priority groups.
Context
It called on member states and the Commission to strengthen European cooperation on lifelong guidance in this as in other respects, in particular through the ELGPN.
Rationale
The governing document for the ELGPN states that "where national coordination bodies or fora exist, these may provide an appropriate basis for the composition of national delegations and for supporting communication and consultation processes". Therefore, each country participating in the ELGPN is strongly encouraged to develop a forum or other mechanism with the four characteristics outlined earlier in this section.
Progress
At the first level (communication) it can take the form of a working group or network or think tank; at the third level (coordination), it is likely to require a more formal and more sustainable structure. In relation to the typology above, this may initially be at the level of communication, on a lifelong basis.
Key messages
However, experience shows that different key messages are likely to be salient at different stages of development. For those in the early stages of managing a forum, all ten key messages are probably important.
Structures, processes and challenges
Moreover, experience shows that some pragmatism may be necessary in the case of issue (7); and that at point (3) it might be possible to link an open membership forum with a more selective advisory board (as in Germany). The structure of any cooperation or coordination arrangement should take into account the different dynamics of these arrangements.
Conclusions
That it places the user's needs at the center of service design, and is therefore more likely to attract users. They also include strong references to supportive face-to-face career counseling resources wherever they are located, making the lifelong guidance system transparent to the user.
Context
Rationale
Findings
This creates some difficulties in the practical application of such QA systems, since guidance is not "on the production line". In the German PES, guidance is seen as one of several interventions that influence the overall results of the PES.
Issues and challenges
Against this background, it is not surprising that few, if any, of the WP4 participating countries have established comprehensive evidence-based systems. This list of outcomes and impacts gives a comprehensive view of the types of evidence that may be considered.
Results
The concept framework consists of both qualitative and quantitative indicators, depending on the nature of the indicator and the guidance sector in question. In addition, there is a danger of unintended effects if QA focuses solely on quantitative measurement.
Conclusions
Involve more countries in the discussion on the quality assurance framework in order to gain wider ownership and commitment to the issue, e.g. Initiate a pilot study in several countries which are interested in testing the proposed indicators and SC framework.
Introduction
Rationale
To support the work program activities of ELGPN members: to support ELGPN thematic activities firmly in a context of EU policies. To assist ELGPN members in influencing European and national policy makers and processes on the key role of lifelong guidance for their policy areas: provide alerts to ELGPN members on current processes; provide advice to help network members get involved in policy processes; and to make the results of the network valued within European and national policies for education, training, employment and social inclusion.
EU policy development
For level 1 decisions taken by the EU's Committee of the Regions, prior to the adoption of opinions and resolutions, there are discussions in its commissions. At EU Commission level, DG Education and Culture supports the EU's political development in general education; The Directorate-General for Employment, Social Affairs and Equal Opportunities supports policy developments for employment and social inclusion.
The broader policy context
Guidance is explicitly included in the first strategic objective and is implicitly referenced in the three others through the “acquisition of key competences by all” (Objective 2), “updating and developing job-specific skills over a lifetime” (Objective 3) . ), and the acquisition by all citizens of transversal key competences, such as …like learning to learn, sense of initiative” (Objective 4). In the higher education (HE) sector, a new roadmap, the Communiqué The Bologna Process 2020 – The European Higher Education Area in the New Decade45, was adopted by the education ministers in April 2009.
Integrating the work of ELGPN into EU policy developments
The adult learning sector and in the Initiative "An agenda for new skills and jobs": the theme of developing career management skills for adults in the workplace, especially regarding career planning through self-exploration as well as exploration of work and training, requires attention from ELGPN work. In the field of employment and social policy, ELGPN members should liaise at national level with the national representatives/correspondents/policy makers in the relevant EU committees and expert groups, again with similar objectives: to raise awareness of the work of ELGPN, to inform and influence policy development.
Conclusions
At the European level, the ELGPN should establish links in a coordinated way with employment and social policy developments, especially through the formal channels such as the Employment Committee, the PES Network and/or expert groups that exist for employment. sector, the heads of relevant policy units in DG EMPL, with representatives of the European social partners, and with relevant European platforms/associations. The results of the WPs could contribute to the PES network and employment policy issues: for example on ICT issues for access to lifelong guidance.
Context
ESF projects are selected and funded at the level of individual EU Member States and there is no common EU database of ESF projects.
Rationale
Transferability: ensuring that the benefits of the project can be transferred to other European countries. Mainstreaming: ensuring that the project's work is reflected in relevant structures (professional standards, accreditation structures, etc.).
Relationship with EU 2008 Resolution priorities
The project is jointly funded by the Ministry of Education and the European Social Fund. The project built on the previous Leonardo project DROA (Développement des Réseaux pour l'Orientation Active).
Case studies
Recommendations
Similarly, issues related to the dissemination and exploitation of the project results should not only be addressed at the end of the project, but throughout the life of the project, involving all relevant stakeholders in this process. This document provides a general context for the development of common lifelong guidance reference tools and suggests ways for such development in the next phase of the ELGPN Work Programme.
Policy context
It is based on discussions at the ELGPN steering group meetings in Berlin, Luxembourg, Paris and Riga, on the results of the survey of ELGPN members in summer 2009, on a discussion paper delivered at the Riga meeting, and on the results of the discussion of the plenary meeting in Riga. These instruments are the outcome of consultations at European level between ministry officials, the European Commission and other relevant actors, and based on national consultation.
ELGPN approach to Common Reference Tools for Lifelong Guidance
Most (but not all) countries indicated that they would welcome revisions or extensions of current tools as an output of the current phase of ELGPN activities. The existing common reference tools for lifelong guidance predate the two Council resolutions and the creation of the ELGPN.
Choices for the next phase of ELGPN’s work programme
At the subsequent ELGPN plenary meeting, it was agreed that revision of the existing common reference tools and preparation of additional new tools should be deferred to the next phase of the ELGPN work programme. Further develop a political meta-indicator approach (as in the prototype) in the working groups, building on their work to date, and to be used as a tool to measure progress in the implementation of Council Resolution 2008.
Composition of the national delegations and contact points in the ELGPN 2009–10
ELGPN member countries’ contribution to ELGPN 2009–10 activities
Luxembourg Riga, Latvia Zaragoza, Spain (in conjunction with the Spanish EU Presidency Conference 2010 on VET) Lisbon, Portugal ELGPN Steering Group Meetings. Berlin, Germany Luxembourg Paris, France Teleconference Riga, Latvia Budapest, Hungary Bratislava, Slovakia Zaragoza, Spain Lisbon, Portugal ELGPN Editorial Board Meetings.
ELGPN meetings 2009–10
The Ministry of Education and Culture and the Ministry of Labor and Social Security are in detailed discussions; other organizations will be invited. Finland Yes The Ministry of Education and Culture and the Ministry of Employment and Economy have jointly established a National Forum on Lifelong Guidance, which will start operations in autumn 2010.
Current development of national lifelong guidance forums
Slovakia Yes The National Advisory Forum is chaired by the State Secretary of the Ministry of Education, and the State Secretary of the Ministry of Labour, Social Affairs and Family is the vice-chairman. Spain In process There have been many preliminary meetings between policy makers from the two ministries mainly involved: the Ministry of Education and the Ministry of Labor and Immigration.
Quality assurance matrix and indicators
Delivery according to shared procedures. An action plan is being developed. The result of the guidance process is (jointly) documented. In general, the work related to quality assurance is a task for each of the municipal or regional centers.
Current development of national quality-assurance systems or feedback
Career guidance is seen as one of many interventions that influence the overall outcome of the PES. The Federal Ministry of Education and Research supports and funds the project 'Open coordination process for the improvement of the quality and professionalization of education and career guidance', carried out by the National Guidance Forum and the Institute for Educational Research of the University of Heidelberg (see Case Study 15).
Sources of information about guidance projects
The database allows the use of the following search criteria: type of measures (including 'pilot projects'), target groups, topics, etc. Adam (http://www.adam-europe.eu) is an EU portal providing access to information and products of Leonardo da Vinci projects.
Examples of guidance-related projects in the Progress Programme (DG Employment)
Germany In general, the existence of the ELGPN and previous EU advisory activities have raised the awareness of policy makers about the importance of advising for lifelong learning and employment strategies at national level. The Hungarian Council for Lifelong Orientation (NPT) and the national program for the development of the LLG system are strongly connected with the work of ELGPN.
Perceived added value of the ELGPN to member countries
Thus, the 2008 strategic "Conception of the Federal Government on Lifelong Learning" contained a chapter on "Improving educational guidance", which emphasized the need for further development of guidance, improved transparency of services and regular further training of practitioners. The system contains values such as: "The service examines customer satisfaction with the services provided and the staff and makes use of the results".
