No choice – no guidance ? Career Guidance Policies in EU Neighbouring Countries

1. No choice – no guidance ? Career Guidance Policies in EU Neighbouring Countries Helmut Zelloth (ETF) Career Guidance Partnership Conference 15-16 December 2009, Amman / Jordan

2. A quick overview… EU lifelong guidance policy Demand and barriers for career guidance in LMICs Some examples from low- and middle-income countries Policy implications for Jordan

3. EU Lifelong guidance policy

4. Paradigm shift … • …has started in EU and OECD countries • from intervention at key points in life to a lifelong perspective • from psychological ‘testing’ to «tasting the world of work» • from external expert support to career (self)-management skills • from individual guidance to group-and self-help approaches

5. EU Guidance Policy • EU Council Resolutions «Guidance Throughout Life» (2004), « Better integrating lifelong guidance into lifelong learning strategies » (2008) A) Lifelong acquisition of career management skills B) Access by all citizens C) Develop quality assurance D) Encourage co-ordination and co-operation • European reference tools (Career Guidance Handbook for Policymakers; Common aims and principles of lifelong guidance; EU reference points for quality assurance ) • European Lifelong Guidance Policy Network (ELGPN)

7. Demand and barriers for career guidance in LMIC’s (low- and middle-income countries)

8. ETF findings • Barriers to guidance development • Push and pull factors shaping demand + Labour market developments + Education and training reform + Policy induced drivers + Push factors from supply side • Empirical evidence

9. Large informal economy Informal guidance / Parental influence Social capital versus Human capital Academic orientation / ‘Shadow’ education system Affordability / Institutional barriers BARRIERS TO MEETING DEMAND FOR CAREER GUIDANCE No choice – no guidance ?

10. DRIVERS OF DEMAND FORCAREER GUIDANCEin LMIC’s (1) EMPIRICAL EVIDENCE Very limited but positive (Montenegro, fYR of Macedonia, Kosovo, Turkey) Research capacities in larger countries (Ukraine, Turkey, Russia)

11. DRIVERS OF DEMAND FORCAREER GUIDANCEin LMIC’s (2) POLICY INDUCED DRIVERS • Policy beliefs • Policy actionism • Push factor from supply side • Foreign aid • EU integration process

12. DRIVERS OF DEMAND FORCAREER GUIDANCEin LMIC’s • (3) LABOUR MARKET DEVELOPMENTS • Expanding and fast changing economy • Structural unemployment and labour market mismatch • Preventive labour market policy • Labour market flexibility/security imbalance • Social inclusion policy

13. DRIVERS OF DEMAND FORCAREER GUIDANCEin LMIC’s • (4) EDUCATION + TRAINING REFORMS • Modernisation of primary education (tier-cycles) • Increased diversity, flexibility and complexity of learning opportunities • Drive towards higher education / qualifications • Reducing drop-out / more efficient use of investment in education

14. Some examples from low- and middle-income countries

15. OVERALL FINDINGS • Career guidance is moving up the policy agenda • Level of policy profile varies across countries • Strategic policy frameworks are emerging • Policy co-ordination is increasingly viewed as essential • Donor-driven versus Home-grownCareer Guidance Development (FYR Macedonia /Montenegro) • Different approaches and delivery models(psychological versus pedagogical; specialist versus semi-specialist; Centre-, Curriculum- and Virtual approach)

16. (A) THE ‘CENTRE’ APPROACH - in educational settings - in public employment services - cross-sectoral settings • MACEDONIA (former Yugoslav Republic) • Career Centres in all VET schools • BULGARIA • Career Centres in 24 Universities + Association • KOSOVO • National Career Information and Resource Centre • MONTENEGRO • CIPS – Centres for Career Information and Counselling in some • regions (public employment services) • UKRAINE • Career and Professional Guidance Centres (based in regional • PES), abolished but now discussed to re-introduced

17. (B) THE ‘CURRICULUM’ APPROACH • TURKEY • Career education included in class guidance programs in all types of schools + staff from public employment services (ISKUR) conduct class- and group discussions in general education and TVET schools • KOSOVO • Piloting of career education (elective subject) in 9th grade (orientation year) • PHILIPPINES • Career education integrated into a broader subject (‘values education’) • SOUTH AFRICA • Career education integrated into broader subject ‘Life orientation’ (grades 1-9) • UKRAINE • Labour lessons and ‘Occupations of Today’

18. (C) THE ‘VIRTUAL’AND WEB-APPROACH • TURKEY • Web-based career information system (CIS) providing access to all • target groups • CHILE • ‘Califica’ program - Web-based career information system for • TVET and post-secondary VET • BULGARIA • ‘Job-Tiger’ – internet-based searchable database for jobs + • source of career information (career library, education / • training opportunities) • URUGUAY • ‘Labour market, Guidance and Placement Centre’ – Career • descriptions + qualifications needed, virtual classrooms, • online counselling)

19. DELIVERY AGENTS • Semi-Specialists • Specialists • RUSSIA, SERBIA, ALBANIA, MACEDONIA…. • School psychologists, -pedagogues, -sociologists with career • guidance function • GEORGIA • Career consultants / managers in all VET Centres • POLAND • School career counsellors at every level of education (not obligatory) • ARGENTINA • Groups of technical teachers frequently have dialogue with the final • year students of primary schools in order to interest them in TVET

20. THE NEED FOR CROSS-SECTOR • CO-OPERATION UKRAINE • Special Edict on guidance issued by the Vice-Prime Minister • TURKEY • National Protocol on Guidance (Ministries + social partners) • SINGAPORE • Ministry of Manpower launched Memorandum of • Understanding with 13 organisations (‘Careerlink + Associate • Network) • KOSOVO • National Career Guidance Policy Forum • EGYPT • Voluntary National Task Force established

21. Lessons and Optionsfor LMICs • To better articulate the demand for services as well as develop career guidance policyas integral part of education and employment policies (evaluation, research, vision, strategic leadership) • To introduce a resource-efficient approach, by drawing on elements of the new guidance paradigm (career self-managementskills; career education; group- and self-help approaches) • To give preference to a pedagogical or hybrid model rather than a psychological model • To develop quality career information (print- and web-based), considering both the formal and informal labour market • Through large-scale piloting to gradually open access to career guidance services in particular for youth

22. Policy implications for Jordan

23. Policy implications for JORDAN (1) • 2 critical questions: • a) Is there a COMMON UNDERSTANDING of the language / concept of • ‘career guidance’ within the Ministry of Education (primary, • secondary education and TVET) and amongst other stakeholders in • Jordan and subsequently – a ‘joint vision’? • b) Which are the specific PUBLIC POLICY GOALS career guidance • should contribute to in Jordan ?

24. Policy implications for JORDAN (2) Which are the country-specific drivers of demand and barriers for career guidance in Jordan ? Who is taking the initiative /(accepted) leadership ? What is/are the most appropriate delivery model/s for Jordan ? Are capacities in place to steer/implement such policy/services ? Which mechanisms could enhance policy capacities (networks at national and regional levels etc) ?

25. Policy implications for JORDAN (3) Is lifelong guidance a feasible policy option for Jordan ? Should there be separate or joint structures across the sectors ? Which categories / qualification / competences are needed for guidance staff ? Is there education / training for them ? Which tools need to be developed (handbooks, tests) ? Etc etc etc ?

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

27. For more information on ETF www.etf.europa.eu