ReportCompetence Framework_DEF_19.06.2018

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2017-1-SK01-KA204-035385] As a conclusion, the Cedefop (p. 19) suggests these three related task for effective continuing education and training: - Acting as a “entry point” for continuing vocational development; - Supporting “the skills development of those who performed less well in literacy and numeracy”; - Facilitating changes in career directions. They also underline the importance of reinsuring the low-skill workers about the value of formal continuing education on the labour market. - Flexibility is also essential for VET programs. This includes: - Flexibility in time because low-skilled workers already have to perform long hours to sustain their family, making training an even more taxing activity; - Flexibility in cost; - Flexibility in the forms of the training because low-skilled prioritise practical and contextualized (i.e. at the workplace) forms of learning; - Flexibility in objectives: goals should be personalized through skills audits. “Overall, career guidance can help workers in low-skilled employment consider the most effective ways they can deploy and develop their skills, knowledge and understanding through a range of employment, education and training contexts.” p. 21 Cedefop See more in Chapter 4.4 titled “Continuing education, training and career development” of the Cedefop report. • OECD (2004) “Career Guidance and Public Policy Bridging the Gap” Chapter 3 to 6 reflect on the question “How can career guidance be delivered more effectively?” Chapter 4 describes the main settings in which career guidance is provided for adults. It appears that the UK has found a practical solution for the problem of “the close links between individual institutions and career guidance”, and for “the need for impartial information and advice” through regionally-based services. Regionally-based services as it exists in England (through adult guidance partnerships), or in Wales and Scotland (through all-age regional careers companies) seem a solution. Telephone and web-based services could be other ones (p. 9). Chapter 5 highlights how innovative and more diverse delivery methods can be used to widen access to career guidance on a more cost-effective basis. To do so, ICT may be essential to widen access to guidance. ICT needs to be seen as part of a wider suite of delivery methods, and integrated with, rather than separated from, face-to-face methods. The Chapter notices limitations of the use of ICT in career guidance such as the lack of knowledge on the part of career guidance staff, one aspect the project should focus on. “They also increase the need for screening tools to determine priorities for services and to better match the type of service provided to clients’ needs.”