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Nemzeti
Munkaügyi
Hivatal
Lifelong Guidance
system design: Crosscutting policy
implementation for
reaching out to
educational
institutions
20-21, November, 2013 Da Nang, Viet Nam
BORBÉLY-PECZE,
Tibor Bors, Ph.D.
National Labour Office
of Hungary
Transversal role of
Career Management Skills (CMS)
Career Management Skills refer to a
whole range of competencies which
provide structured ways for individuals
and groups to gather, analyse, synthesise
and organise self, educational and
occupational information as well as the
skills to make and implement decisions
and transitions
(ELGPN, Sultana, 2009)
Transitions managementEU: „PES 2020” model for adaptation
Ongoing modernisation of
PES Business Models
IMPROVED
OUTREACH
CAPACITY
TRANSITIONS
BROKER
PARTNERSHIPS
PES actions for enhancing youth employment prospects
Cooperation between schools and
PES employment/career guidance
services
Different models
Who?
• School staff (mainly teachers) deliver CMS
• An external provider e.g. PES deliver CMS in
schools
• ...or a combination of these (mixed model)
How?
• specified pedagogical activity, built into the
curriculum (NCC at national level)
• cross-curricular development
• extra-curricular activities
Services include 3 main elements
•Career information; covering information on
courses, occupations and career paths. This includes
labour market information. It may be provided in a
printed form, but increasingly is web-based in
nature.
•Career counselling; conducted on a one-to-one
basis or in small groups, in which attention is
focused on the distinctive career issues that
individuals face.
•Career education; as a part of the educational
curriculum, in which attention is paid to helping
groups of individuals to develop the competences
for making their career development.
UNESCO-UNEVOC, Watts (2013)
Hungarian PES developments
Development of a national lifelong guidance
system; implemented by PES
(phase I. 2008-2011; phase II. 2012-2015)
Key elements:
• develop tools for practitioners
• train practitioners on a cross-sectoral base
(incl. school staff)
• develop a national website for LLG:
managing the transitions
National LLG portal
Sectors of the trainees
0
200
400
600
800
1000
1200
1400
1600
1800
education
health and social services
public administration, social
insurance
other services
arts, spare time activities
administrative and service
supporting activities
2010-2011; n=2000
Conclusions
Changing the NCC or PES business model are the
first steps only: adaptation & implementation
require time
For developing a cross-sectoral lifelong guidance
network & system training is an effective
additional tool
There is no common understanding on LLG
activities and the required skills of the
practitioners:
PES and school have been using different
languages
Training must be combined & followed up with
IT support and mentoring
Nemzeti
Munkaügyi
Hivatal
Thank you for your
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