Snmek 1

1
Career Management Skills in Europe Jasmin
Muhic co-ordinator of ELGPN work package 1 Peer
Learning Event on Guiding at risk youth through
learning to work Cedefop, Thessaloniki, 26-27
November 2009
2
CMS in the Current ELGPN Work Programme

• European policy on CMS
• Conceptual framework terminology
• Conceptual framework issues
• From general to targeted services
• Mapping some interesting practices
• - the education sector
• - the labour market sector
• - the NGO sector
• Identifying policy issues

3
European policy on CMS

• Council Resolution, November 2008-ELGPN work
  programme 2009-2010
• Refocus CG in ways that promote career management
  skills (WP1)
• Increase access to lifelong guidance (WP2)
• Develop coordinated LLG systems (WP3)
• Improve QA mechanisms (WP4)

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Conceptual framework terminology

• PODPOROVAT ZÍSKÁVÁNÍ SCHOPNOSTI CELOIVOTNÍ
  PROFESNÍ ORIENTACE
• FREMME AF EVNEN TIL SELV AT ORIENTERE SIG GENNEM
  HELE LIVET
• FÖRDERUNG DER FÄHIGKEIT ZUR PLANUNG DER
  BERUFLICHEN LAUFBAHN IN JEDEM LEBENSABSCHNITT
• ENCOURAGE THE LIFELONG ACQUISITION OF CAREER
  MANAGEMENT SKILLS
• FAVORISER L'ACQUISITION DE LA CAPACITÉ R
  S'ORIENTER TOUT AU LONG DE LA VIE
• FAVORIRE L'ACQUISIZIONE DELLA CAPACITE DI
  ORIENTAMENTO NELL'ARCO DELLA VITA
• INKORAGGIMENT TAL-AKKWIST TAL-HILIET TA'
  TREGIJA TAL-KARRIERA
• FAVORECER A AQUISIÇAO DA CAPACIDADE DE ORIENTAÇAO
  AO LONGO DA VIDA
• PODPOROVAT NADOBUDNUTIE SCHOPNOSTI RIADIT SVOJU
  KARIÉRU PO CELÝ IVOT
• SPODBUJANJE VSEIVLJENJSKEGA UCENJA VECIN
  VODENJA POKLICNEGA IVLJENJA
• FÖRBÄTTRA MEDBORGARNAS FÄRDIGHETERNÄR DET GÄLLER
  ATT INHÄMTA INFORMATION UNDER HELA LIVSCYKELN

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Conceptual framework issues

• Defining CMS (what?)
• Justifying CMS (why?)
• Typical content of CMS
  
• Location of CMS (where?
• LLL dimension of CMS (when?)
• CMS staff (who?)
• Teaching assessing CMS (how?)
• Key issues for CMS policy development

6
Common understanding of the concept of CMS

• Range of competences (knowing, doing, being)
  providing structured ways for individuals and
  groups to gather, analyse, synthesise
  information - about self
  - about education
  - about occupations
• Aim To develop resources in people to better
  manage their life course.

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Content of CMS

• Personal choices and skills
• Knowing self, self-assessment, decision-making,
  acting in a diverse cultural environment ...
• Links between education and work
• Courses and job opportunities, requirements,
  career exploration, learning skills ...
• The Labour market
• Rights and duties at work, equal opportunities,
  values of different lifestyles ...
• Decision-learning Opportunity awareness
  Transition skills Self-awareness

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From general to targeted services key issues

• Some contestation over name of CMS
• Some contestation over goal outcomes?
• Not too clear if citizen wants or needs CMS
  training
• General agreement regarding content
• Little discussion of diversity among learners
• Filtered through cultures, structures and
  national
• curricular traditions
• Different ways of including CMS in curriculum
• (infusion, subject, extra-curricular, mixed
  model)
• Multi-dimensional approach needs staff
  co-ordination.
• Integrate info resources, providers, systems and
  tools.
• Students not necessarily motivated to learn the
  topics.
• Training teachers to deliver CMS appropriately.
• Widening access to hard to reach target groups.
• Supply is not matching the demand for CMS.
• Difficulty to insert CMS in an over-crowded
  curriculum.
• Develop capability in those partners and
  individuals who influence CMS (e.g. parents,
  employers, peers...)

9
CMS and citizens with specific needs

• Persons with disability
• Persons at risk of social exclusion
• Immigrants and ethnic and cultural minorities
• Persons disadvantaged in education or at the
  labour market for whatever reason

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Why CMS?

• CMS not used in relation to target groups
  integration, reintegration, employability
  (SI, LU, SE)
• Laws (CZ) or CG strategies (e.g. LT) promote
  tailored support for disadvantaged groups
• Linked to an overall government policy to cater
  for citizens with special needs (e.g. SE)
• National frameworks giving a direction to CMS
  e.g. Scotlands Education (Additional Support for
  Learning) Act
• Enhanced awareness of multiple difficulties
  compounded by high unemployment (e.g. PT)

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Who? Identifying special needs

• Special needs (not handicapped, blind,
  drop-out). Scotland prefers term additional
  support
• Identification of target groups for policy focus
  (e.g. Looked after children, Young Carers,
  Refugees, Ethnic minorities, Young Offenders
  health disadvantage, social disadvantage)
• Some have framed this within a policy on support
  for employment (e.g. LTs Law on support for
  employment - 2009 disability, over 50,
  ex-convicts, substance-abusers, human
  trafficking, children from foster homes)
• Notions of an adult at social risk and at risk
  of social exclusion

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Where?

• Schoolsoften linked to services targeting
  disabilities, or at-risk pupils, including those
  with challenging behaviours
• Some education systems school counsellors with
  special responsibilities to at-risk students
  teacher assistent
• Some specific CMS targeting persons with
  disability (e.g. Cz stress management for higher
  education students Career Centre for Disabled in
  LT)
• Through social service sector (e.g. PT) and
  specialised agencies for different client groups
  (e.g. LU)
• Some specifically promote a partnership
  approach (e.g. Scotland - Jobcentre Plus
  Disability Employment Adviser)

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Who?

• In most cases, both education and LM sectors play
  a role
• Most staff have psychology background, others
  have a social work or medical background few
  have specialised knowledge
• NGOs increasingly important (e.g. CZwith Roma
  SDS partnered with Save the Children to develop a
  Peer Education project with young Gypsy/
  Travellers )
• The politics of voice client
  centred/designed systems

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How?

• Balance diagnostic centresmostly through PES
• Preventive approach education PES /NGOs
  curative
• Beyond preventive vs curative dualism
  embrace difference, seek out the positives
• Social models vs medical models
• Some advanced diagnostic and delivery services,
  but focus tends to be more on placement than
  support (e.g. PT)
• NGOs tend to be less regulated by the stateuse
  a more eclectic and broad range of approaches
• PES in LT specialised CMS programmes for
  individuals with special needs (4 40 hours)
• LT Open Information, Counselling and Guidance
  System (AIKOS) separate module for persons with
  disability.
• PT emphasis not only on CMS, but on balance
  between peoples resources and life
  circumstances coping skills self-esteem
  social support personal power

15
Policy Issues

• Joined up policy and strategic approach
  otherwise implementation can lack consistency,
  and suffers fragmentation
• Services to target groups are often neither
  guidance specific nor CMS specific
• Target groups seen to require more intensive
  service provision, such as advocacy and
  counselling, rather than CMS
• Unreached groups (e.g. some minorities, school
  drop-outs, rural remote areas) - a range of
  access issues
• Institution-based services rather than outreach
  programmes that connect with where target groups
  are at

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Policy issues

• Lack of adequate regulatory framework for
  services not offered by the state
• Sustainability of projects and initiatives
• CMS development not sufficiently articulated as
  a goal or framework that binds services together
• Range of services limited e.g. Target groups
  already in jobs, but who need skills to manage
  their careers or those who develop disabilities
  over time (PT)
• Legislative and environmental frameworks that
  support social inclusion

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• Resources http//ktl.jyu.fi/ktl/elgpn/themes/wp1/
  materials
• Thank you for your attention!
• muhicj_at_ippp.cz