Career Management Skills in Europe Jasmin Muhic co-ordinator of ELGPN work package 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 With the support of the Lifelong Learning Programme of the European Union

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 With the support of the Lifelong Learning Programme of the European Union

3. European policy on CMS Council Resolution, November 2008-ELGPN work programme 2009-2010: • Refocus CG in ways that promote careermanagement skills (WP1) • Increase access to lifelong guidance (WP2) • Develop coordinated LLG systems (WP3) • Improve QA mechanisms (WP4) With the support of the Lifelong Learning Programme of the European Union

4. Conceptual framework – terminology • PODPOROVAT ZÍSKÁVÁNÍ SCHOPNOSTI CELOŽIVOTNÍ 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 Ŕ S'ORIENTER TOUT AU LONG DE LA VIE • FAVORIRE L'ACQUISIZIONE DELLA CAPACITE DI ORIENTAMENTO NELL'ARCO DELLA VITA • INKORA´G´GIMENT TAL-AKKWIST TAL-ĦILIET TA' TRE´GIJA TAL-KARRIERA • FAVORECER A AQUISIÇĂO DA CAPACIDADE DE ORIENTAÇĂO AO LONGO DA VIDA • PODPOROVAŤ NADOBUDNUTIE SCHOPNOSTI RIADIŤ SVOJU KARIÉRU PO CELÝ ŽIVOT • SPODBUJANJE VSEŽIVLJENJSKEGA UČENJA VEŠČIN VODENJA POKLICNEGA ŽIVLJENJA • FÖRBÄTTRA MEDBORGARNAS FÄRDIGHETERNÄR DET GÄLLER ATT INHÄMTA INFORMATION UNDER HELA LIVSCYKELN With the support of the Lifelong Learning Programme of the European Union

5. 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 With the support of the Lifelong Learning Programme of the European Union

6. Common understanding of the concept of CMS Range of competences(knowing, doing, being)providing structured waysfor individuals and groups to gather, analyse, synthesise information: - about self - about education - about occupations Aim:To develop resources in people to bettermanage their life course. With the support of the Lifelong Learning Programme of the European Union

7. 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 With the support of the Lifelong Learning Programme of the European Union

8. 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...) With the support of the Lifelong Learning Programme of the European Union

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 With the support of the Lifelong Learning Programme of the European Union

10. 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. Scotland’s Education (Additional Support for Learning) Act • Enhanced awareness of multiple difficulties compounded by high unemployment (e.g. PT) With the support of the Lifelong Learning Programme of the European Union

11. 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. LT’s 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’ With the support of the Lifelong Learning Programme of the European Union

12. Where? • Schools—often 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) With the support of the Lifelong Learning Programme of the European Union

13. 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. CZ—with 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 With the support of the Lifelong Learning Programme of the European Union

14. How? • ‘Balance diagnostic centres’—mostly 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 state—use 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 people’s resources and life circumstances: coping skills + self-esteem + social support + personal power With the support of the Lifelong Learning Programme of the European Union

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 With the support of the Lifelong Learning Programme of the European Union

16. 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 With the support of the Lifelong Learning Programme of the European Union

17. Resources: http://ktl.jyu.fi/ktl/elgpn/themes/wp1/materials Thank you for your attention! muhicj@ippp.cz With the support of the Lifelong Learning Programme of the European Union