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] Such tools include: - Group guidance activities may for some purposes just as useful as one-to-one interventions but less labour-intensive; - Self-help techniques included as part of web-based services which are vocational interests test that can be scored and interpreted by low-skilled workers themselves; - Reorganizing the physical layout of careers centres to create self-service open access centres; - Contracting-out of services to community- or regionally-based associations; Looking more specifically to ICT tools, we can include: - Self-assessment; - Opportunity database; - Matching tools between personal profiles and learning/working opportunities; - Supporting tools to prepare CVs, get ready for interviews, develop actions plans, becoming self-employed etc. In any case, ICT tools must be integrated with other more traditional career guidance activities. See more in box 9.3 p. 131. More recent study by OECD shows that “the dissemination of information through websites is widespread but it also requires the active engagement of final users. The use of social media should be reinforced across OECD countries. ”UK Commission for Employment and Skills (2012), “Engaging low-skilled employees in workplace learning” This is generally seen as adults who do not have a level 2 qualification, in particular in literacy and numeracy. Many employers also now look for level 2 in ICT. In the UK the National Career Service is the public body responsible for career guidance and receives substantial government funding to maintain this service. They work to quality standards in line with European Quality standards on career guidance. In 2017 research commissioned by the Department of Education showed that despite £380 million in government funding the positive impacts relating to employment being gained through this service were minimal https://www.tes.com/.../national- careers-service-has-no-positive-impact-employment The UKCES highlights both extrinsic (workplace, social and economic) and intrinsic (individual, motivational and attitudinal) factors that shape low skilled employees’ motivation in workplace learning. These include: - “limited information; - insufficient advice and guidance; - financial and time constraints; - negative prior experiences; - a lack of motivation; - and a lack of peer support.”