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New Zealand – Tertiary career development benchmarks
August 29, 2016
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Careers New Zealand http://www.careers.govt.nz/   is a Crown entity established under the Education Act 1989, and governed by a board that reports to the Minister of Education

At Careers New Zealand they define a career as being ‘the sequence and variety of work roles – paid and unpaid – that someone has over a lifetime’. Everyone has a career.

Thier role is to improve connections between education and employment, by using their expertise to support organisations and New Zealanders so they are making informed choices about their future employment.

They develop the capability of people in organisations who influence others, using information and tools to provide careers support to their children, learners, clients and staff. Organisations they work with include career professionals, schools and tertiary organisations, community groups, businesses and local government, welfare and support agencies who influence the career choices of others.

Careers New Zealand is focused on developing an effective careers system, one that provides for all people in New Zealand.

They have produced benchmarks which will aid the tertiary education sector to deliver quality career development programmes and services to their students.  These benchmarks are a self-review tool to provide tertiary organisations with guidance on what high-quality careers work is about. At the heart of the document is a description of the key career competencies that New Zealanders need for 21st century careers literacy.

To access the benchmark document click Click Here

Canada – School to Work Transitions Research Report
August 29, 2016
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In Canada, the youth unemployment rate doubles the adult rate. The rate of underemployment has grown in the last 20 years and currently 30% of youth with jobs in Canada are underemployed.

In the fall of 2015, The Canadian Career Development Foundation (CCDF) http://www.ccdf.ca/ccdf/ undertook a scoping review to examine how to support better school-to-work transitions for youth – those who had left school prior to graduation, who went directly to the labour market after high school graduation and those who had graduated.

The main objectives of the project were to identify what is needed to improve school-to-work transitions of Canadian youth and identify research/programming/policy gaps for future project considerations. The review identified that:

  • Promising policies, programs and tools exist, but are generally not effectively implemented, resourced, or utilized;
  • Current funding models either prescribe the integration of these programs/curricula with no new funding to support implementation or have difficult application processes that put community-based providers at financial risk and/or at-risk of programming lapses or closures;
  • Implementation is too often limited to a minority of students; and,
  • There are programming, tools, practices and policies available but implementation, execution and awareness factors get in the way of providing the support needed.

To read the full research report, including outcomes and recommendations Click Here

The Canadian Careers Development Foundation
August 29, 2016
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The Canadian Careers Development Foundation (CCDF) is a non-profit organization that works to advance career services and the capacity of the profession to respond with empathy and skill to their clients and stakeholders in an ever-changing work environment. CCDF is a nationally and internationally recognized leader in the field of career development.  It advocates for services that strengthen:

  • the preparation of youth for the workforce and ongoing learning;
  • the capacity of workers to skillfully manage their careers;
  • the capacity of employers to create quality workplaces that maximize worker satisfaction and productivity;
  • the reintegration of adults entering or re-entering work or learning and;
  • the transition of older workers to alternative avenues for work, learning and/or community engagement.

They work with a wide local, national and international network of expert associates, trainers and advocates and have produced a range of free resources which can be downloaded from their website. http://www.ccdf.ca/ccdf/

For a copy of their free Career Decision-Making Workbook Click Here

Good Career Guidance – Gatsby – Holman
August 29, 2016
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The Gatsby Charitable Foundation commissioned Sir John Holman to examine what pragmatic actions could be taken to improve career guidance in England’s secondary schools. The report, – Good Careers Guidance 2014,  is about career guidance in English secondary schools, and how it could be made better. It concluded that

It concluded that good career guidance is important for social mobility because it helps open pupils  eyes to careers they may not have considered.

In Teresa May’s first speech as PM she talked about the importance of social mobility – so the findings within this report have even more importance than they perhaps did when first published in 2014.

To read the full report Click Here

CMS LEADER project
August 28, 2016
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Screenshot 2016-08-28 19.12.02The LEarning And Decision making Resources (LEADER) project has been established to support partner countries to develop and use career management skills (CMS) and CMS frameworks with practitioners. CMS is the term used to describe the skills, attributes, attitudes and knowledge that individuals require in order to manage their career. CMS define a set of learning outcomes that will support individuals to develop their careers throughout life. In a learning paradigm the development of CMS becomes one of the key objectives of lifelong guidance.

The LEADER project has adapted the ELGPN definition of career management skills to give the following definition. Career management skills (CMS) are competencies which help individuals to identify their existing skills, develop career learning goals and take action to enhance their careers.

The first report from the LEADER project presents an analysis of the data collected as part of the first phase of the project and explores the concept of career management skills (CMS) from the perspectives of the partner countries: Italy; Spain; Romania; Greece; Turkey; and the UK. Data were collected using surveys and focus groups representing practitioners working in career related roles in the partner countries. Construction of the research tools was underpinned by a literature review to identify current thinking in relation to CMS. Responses to the survey were received from 222 respondents from six partner countries and over 85 individuals contributed to focus groups.

Findings

  • The value of CMS. Focus group participants from all countries agreed that CMS should be at the core of lifelong guidance services. A majority of respondents to the survey reported that they thought CMS were ‘very valuable’. They felt that a CMS framework should ensure that individuals are aware of their skills, strengths and achievements and that they know how to find and evaluate information and support to help their career development. However, the terminology of ‘career management skills’ is not well understood in all countries.
  • Implementation of CMS. CMS were promoted at a relatively high level in schools across all partner countries. However there was less evidence of their use in public employment services. CMS were developed in a variety of ways including one to one sessions and group sessions and less commonly through online learning and self directed learning.
  • Assessment of CMS. Most participants from the partner countries believed that CMS should be assessed and the survey suggested that most countries had some experience of assessment. They used a variety of assessment methods including observations, assignments, portfolios and self-assessments.
  • Training and resources for CMS. More than half of respondents reported that there were either no available training or that they were unaware of any available training regarding CMS. More training for CMS would be welcomed across all the countries including good practice exchanges, regular seminars and workshops, accredited courses at all levels including postgraduate, new tools and models to deliver, mentoring and experiential learning. Participants would also welcome new resources to support the delivery of CMS including career matching software, handbooks, career repertories and databases, e-portfolios and pictures, cards and videos on careers.

To read the full report click here. Click Here

World-Class Apprenticeship Standards
August 25, 2016
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The International Centre for Guidance Studies, College of Education University of Derby and Pearson UK have published a research report  – World-class apprenticeship standards: Report and recommendations.

The aim of this research was to identify world-class apprenticeship standards and to make suggestions as to how these could be applied to the English system. World-class means that the standards described are acknowledged to be among the best in the world. Thirteen indicators for world-class apprenticeship standards were identified through the research and these have been divided into four sub’sections: (1) training, (2) skills and expertise, (3) recognition and (4) progression.

The findings from the research suggest that world-class apprenticeship standards require:

  • extended apprenticeships of between three and four years
  • broad and in-depth scientific and industrial skills and knowledge
  • the presence of a ‘master’ in the company to train an apprentice
  • high-quality knowledge-based education and training
  • recognition through an occupational title on completion of the training
  • apprentices to acquire all the skills and knowledge necessary to work effectively in an occupation
  • apprentices to become skilled workers in an occupational area with a critical and creative approach and
  • progression routes into employment as well as into further education and training.

To access the full report Click Here

Overseas Careers Services
August 25, 2016
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The Canadian Careers Development Foundation (CCDF) is a non-profit organization that works to advance career services and the capacity of the profession to respond with empathy and skill to their clients and stakeholders in an ever-changing work environment. CCDF is a nationally and internationally recognized leader in the field of career development.  It advocates for services that strengthen:

  • the preparation of youth for the workforce and ongoing learning;
  • the capacity of workers to skillfully manage their careers;
  • the capacity of employers to create quality workplaces that maximize worker satisfaction and productivity;
  • the reintegration of adults entering or re-entering work or learning and;
  • the transition of older workers to alternative avenues for work, learning and/or community engagement.

They work with a wide local, national and international network of expert associates, trainers and advocates and have produced a range of free resources which can be downloaded from their website. http://www.ccdf.ca/ccdf/

For a copy of their free Job Search Workbook Click Here

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