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Career Guidance in PES across Europe
…a survey commissioned by
DG Employment, Social Affairs & Equal Opportunities
ronald sultana
Brussels – 19th February 2009
Key points

Background to study: context / methodology

The place of career guidance in the PES

Trends / challenges:
- in service organisation
- in service delivery
- issues relating to staff
- issues relating to clients

Way forward
CG on the agenda...
• OECD review: 14 countries
• CEDEFOP review: 7 European countries,
including Iceland, Norway
• World Bank review: 7 middle income
countries
• ETF review: 11 Acceding and candidate
countries + 7 Western Balkans + 10
MEDA countries
• DG Employment PES review: 28
countries
Background to study
 Building on OECD/ETF/CEDEFOP/WB
reviews…
 …and PES Network Expert Group study
[Partners in Development - 74 cases]
 Key context:
European Employment Guidelines…
…Personal service model
Forces driving PES survey
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Economic Goal (Lisbon)
Quality Goal: Education and Training Systems
Lifelong Learning Goal
Knowledge Society
European Employment Strategy
Employment Incentive Measures
Elaboration of the PES service model
Guideline 1a: “ensure that, at an early stage
of their unemployment spell, all jobseekers
benefit from an early identification of their
needs and from services such as advice and
guidance,
job
search
assistance
and
personalised action plans”.
EU Employment Guidelines
• PES role in promoting adaptability and mobility in
the labour market (EGL 3).
• PES role in development of human capital and
lifelong learning (EGL 4).
• PES role in increasing the labour supply and
promoting active aging (EGL 5).
• PES role with respect to encourage female labour
market participation and to achieve a substantial
reduction of the gender gap in unemployment by
2010 (EGL 6).
Global
policyscape
Process
 Literature review (December 2004/January 2005)
 Questionnaire survey (February – March/May 2005):
… 28 countries, 30 responses
 7 country visits from April to May: (Sweden, Finland,
France, Germany, Greece, Poland, Slovenia)
 Draft report (June 2005)
 Final report (August 2005)
 Dissemination (2006)
The Literature Review
• Coverage: mainly cross-national (especially
EC, ILO, OECD)
• Definitions
• Place of career guidance within PES
• Integrated v. separate services
• Universal v. targeted services
• Other services: schools; LMI/career
information
Survey target outcomes
• What insights do we gain into the day to day
realities of work in the PES, and the place of
guidance therein? Any emerging trends?
• Which guidance models are used? How
effective are they from process and quality
perspectives? What innovations do we find?
• What is the extent of human and other
resources that are invested in guidance? What
are the models for staff training used?
• Practical focus, generating practical proposals
for enhancement of guidance services, and for
addressing gaps identified
Questionnaire structure
6 main areas:
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Services
Quality
Staff
Clients
Relationships with other Providers
Gaps and Future Developments
Defining guidance
-Services, offered in a variety of settings
-intended to assist individuals and groups of any
age at any point throughout their lives
-to make occupational, educational & training
choices and to manage their careers
Offered: on an individual or group basis…
face-to-face or at a distance…
Includes: job placement, career information,
assessment tools, interviews,
career management,
work search programmes,
transition services
Career Guidance in the PES
 Personalisation of
services
 Assessing
attributes/preferences
 Not just immediate
placement …but also
future employability
 Development of PAP
…activities that have
CG elements
embedded
…career guidance
services
…other services
CG: 3 key areas
 Personalised employment services
Case management: Interview, profiling, client
segmentation, PAP, job-broking - Balance administrative /
professional roles?
 Professional career guidance services
More intensive, professionally focused, deeper KB, extended
competence, inter-disciplinary
 Other career guidance services
To pupils/students; Labour Market Information;
Occupational/Career Information
Trends and challenges:
Service organisation
 Responsibility sharing
- regional and local employment offices
- partners (out-sourcing…)
 Balance between:
- innovative, flexible, context-sensitive responses
- maintaining standards
Trends and challenges:
Service delivery
 Demand / supply dynamics…
 Tensions this gives rise to…
 3 ways of managing such tensions:
- resort to partnership / outsourcing
- shift to self-service (blended delivery)
- shift to tiering of services
Trends and challenges:
Staff
 Profile
 Role distribution:
- specialisation vs polyvalency
- role overload
 Training:
- Initial
- Induction
- In-service training
 Training needs
Trends and challenges:
Clients
 Range of clients catered for…
 Unreached clients…
 Tensions in servicing clients:
-
Quick fix vs longer term
Principle of freedom in guidance process
Insufficient time due to staff:client ratios
Inadequately trained staff
Self-service replaces guidance
Medical vs empowerment models
Key challenges &
ways forward
 Clear identity for career guidance
 Evaluation of effectiveness and of
service standards
 Lifelong perspectives on guidance
 Gaps in service delivery:
- Service gaps
- Resource gaps
- Quality gaps
[email protected]
Interesting practices
• France: each service level is refined by degrees of service
intensity.
- The highest degree: sustained accompaniment of the
individual unemployed jobseeker.
- The lightest: provides jobseekers with facilities and
opportunities they will use on their own initiative.
• Netherlands: another service level is provided for
unemployed workers who cannot effectively be assisted
with PES services to re-enter the labour market. Such
services are provided by other institutions – mainly in
the field of welfare public health and education.
Interesting practices
• Denmark and Sweden: use the 'individual jobseeker
action plan‘, which was a source of inspiration for the
preventive approach now advocated in the EGLs.
• Ireland: modernised the PES and developed
sophisticated case management systems and new
guidance tools. All jobseekers now have access to the
PAP approach delivered by staff (most of whom have
University guidance qualifications).
• Finland: uses a ‘tiering and deepening’ of services
approach.
Interesting practices
• Scotland: All age CG service: easy-to-recognise
branding, attractive to several clients.
• Malta: PES and education CG staff are trained
together.
• UK: Matrix-standards.
• Austria: re-structuring of PES offices to facilitate
access and differentiated service delivery.