Career Guidance in the Lisbon Strategy: Objectives and Medium-Term Challenges for Practice, Policy and Research

Author(s):

Guy Tchibozo

Conference:

ECER 2009

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 03 B, NW 02 Paper Session

Paper Session

Time:

2009-09-28

14:00-15:30

Room:

HG, HS 24

Chair:

DAVID GUILE

Contribution

From 2010 on, the Lisbon strategy will be re-designed. Priorities for future years shall have to be up-dated. Among others, the field of career guidance will be affected. The present contribution takes place within this context. It aims to contribute in the reflection on what renewed medium-term agenda priorities might/should be in the field of career-oriented Information, advice and guidance (IAG). The research question addressed is: which should be the major priorities for career-related guidance within the next 5-10 years? This contribution is based on a research on the modernisation of vocational education and training which was conducted at the European Centre for the Development of Vocational Training (Cedefop) in 2006-2008 (Cedefop, 2009). The research was oriented at identifying ways for modernisation and, within this framework, at developing recommendations for future policies as well as questions for further research.

Method

Method: The research question for this contribution was approached in the light of the Lisbon perspective. First, based on the 2004 Council Resolution on Lifelong Guidance, the role of career-oriented IAG in the Lisbon strategy was outlined. Two main objectives of IAG were identified: support to educational achievement and increased efficiency in career decision making (Borghans and Golsteyn, 2009). Then obstacles to the achievement of these objectives were reviewed. Three types of obstacles were particularly examined, related to practice (e.g. McCarthy, 2004), policies (e.g. Frade et al., 2005; Sultana and Watts, 2006) and research (e.g. Watts and Sultana, 2004; Watts and Dent, 2006). Major trends, issues and challenges could thus be identified, which suggested future directions and medium-term agenda priorities for career guidance. The analysis was based on reviews of research literature. The geographical scope covers most EU Member States.

Expected Outcomes

The findings show that two major ways are of importance for future development of career-oriented IAG. On the one hand, measures are needed to modernise guidance practices, especially through encouraging holistic approaches so as to better fit to the expectations of contemporary users; developing the use of new technologies in IAG practice; improving counsellor’s curriculum through enhancing labour market analysis, and awareness of such issues as accountability, productivity and multiculturalism. On the other hand, findings also suggest that further research is needed to support the design and process of IAG modernisation. Studies that address in what ways IAG actually contributes in educational achievement, in improving the timing of adult learning, in social cohesion, employability, competitiveness, growth and other aims of the Lisbon process are needed. More research on the issue of fragmentation and on activities, costs, supply, outcomes, users and efficiency of the IAG sector is also called for.

References

Borghans, L; Golsteyn, B. Modernising vocational education and training: the importance of information, advice and guidance over the life-cycle. In: Cedefop. Modernising vocational education and training: fourth report on vocational education and training research in Europe: background report, volume 1. Luxembourg: Publications Office, 2009 (Cedefop Reference series; 69). Cedefop, Modernising vocational education and training: fourth report on vocational education and training research in Europe: synthesis report. Luxembourg: Publications Office, 2009 (forthcoming). Frade, C.; Darmon, I.; Alvarez, I., Adult Guidance Systems in five European Countries: A Comparative Analysis, Leonardo Programme Guidance in Europe project - ES/04/C/F/RF-80900. Available at: http://www.guidance-in-europe.h-da.de/reports/GuidanceinEuropeCOMPARATIVEwp1.pdf Accessed in June 2008. McCarthy, J., The skills, training and qualifications of guidance workers. International Journal for Educational and Vocational Guidance, 2004, Vol. 4, p. 159–178. Sultana, R. G.; Watts, A. G., Career Guidance in Public Employment Services across Europe. International Journal for Educational and Vocational Guidance, 2006, Vol. 6, p. 29–46. Watts, A. G.; Dent, G., The ‘P’ word: productivity in the delivery of career guidance services. British Journal of Guidance and Counselling, 2006, Vol. 34, N° 2, p. 177–189. Watts, A. G.; Sultana, R. G., Career guidance policies in 37 countries: contrasts and common themes. International Journal for Educational and Vocational Guidance, 2004, Vol. 4, N° 2–3, p. 105–122.

Author Information

Guy Tchibozo

CEDEFOP

Area Research and Policy Analysis

Finikas, Thessaloniki

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