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OECD (2004)
Career Guidance and Public Policy: Bridging the Gap
Paris : Organisation for Economic Co-operation and Development (OECD)
This publication reports the findings of a review that was begun in early 2001 of career guidance policies in 14 OECD countries. It has looked at how the organisation, management and delivery of career guidance can help to advance some key public policy objectives. In particular, the review has looked at how career guidance services can assist countries to advance lifelong learning goals, and at how career guidance can help in the implementation of active labour market policies.
The review has coincided with a growing international interest in the relationship between career guidance and public policy. This interest is reflected in the holding – in 1999 and 2001 – of two international symposia on career guidance and public policy (Canadian Career Development Foundation, 2000 and 2002) and in the conduct of parallel reviews by agencies of the European Commission and by the World Bank.
The OECD review has been closely involved with both of these related initiatives. The review has adopted a broad perspective. Consistent with its focus upon how career guidance can contribute to national lifelong learning policies, it has focused upon career guidance services throughout the lifespan: for young people; for adults; and for the “third age”. It has examined career guidance services in a wide range of settings: compulsory schooling; upper secondary education; tertiary education; community settings; public employment services; and the workplace. Its perspective on the stakeholders of career guidance services has also been a broad one, encompassing not only governments, but also employers, trade unions, community organisations, educational institutions, parents, students and career guidance practitioners.
The findings of the review are organised around four main questions:
- Why does career guidance matter for public policy? (Chapters 1 and 2)
- How can career guidance be delivered more effectively? (Chapters 3 to 6)
- How should career guidance be resourced? (Chapters 7 and 8)
- How can strategic leadership be improved? (Chapters 9 and 10)
The review has coincided with a growing international interest in the relationship between career guidance and public policy. This interest is reflected in the holding – in 1999 and 2001 – of two international symposia on career guidance and public policy (Canadian Career Development Foundation, 2000 and 2002) and in the conduct of parallel reviews by agencies of the European Commission and by the World Bank.
The OECD review has been closely involved with both of these related initiatives. The review has adopted a broad perspective. Consistent with its focus upon how career guidance can contribute to national lifelong learning policies, it has focused upon career guidance services throughout the lifespan: for young people; for adults; and for the “third age”. It has examined career guidance services in a wide range of settings: compulsory schooling; upper secondary education; tertiary education; community settings; public employment services; and the workplace. Its perspective on the stakeholders of career guidance services has also been a broad one, encompassing not only governments, but also employers, trade unions, community organisations, educational institutions, parents, students and career guidance practitioners.
The findings of the review are organised around four main questions:
- Why does career guidance matter for public policy? (Chapters 1 and 2)
- How can career guidance be delivered more effectively? (Chapters 3 to 6)
- How should career guidance be resourced? (Chapters 7 and 8)
- How can strategic leadership be improved? (Chapters 9 and 10)
Published in French, under the title "Orientation professionnelle et politique publique : Comment combler l'écart ?".
by
endrizzi
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last modified
2009-09-04 11:37