OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spai
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OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information about these countries was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.
This paper, jointly commissioned by the OECD and the European Commission, aims to provide an international comparative analysis of the skills, training and qualifications of guidance workers so that the challenges facing these aspects of guidance provision at the beginning of the 21st century can be identified. The paper highlights that in most countries, there is no mutual recognition of guidance qualifications between the education and labour market sectors, nor any facility for progression from non-expert to expert guidance worker status. There is also considerable variation in the role of government determining/influencing the content and methodology of training and little use is currently being made of information and communication technologies (ICTs) and distance education to deliver training to guidance workers. Areas of training where more attention is needed include use of ICTs in the delivery of career information and guidance, working with, and through, non-professions, and increasing globalisation and internationalisation of education and employment.
Documents from the OECD review of career guidance policies are indexed from TD/TNC 73.122 to TD/TNC 73.151.
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