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methodologies. The last of these includes using technology both to enhance on-campus
learning (for example, through digital portfolios, as in Finland) and to provide and enhance
study materials for distance use (as in Ireland). There are, however, discernible steps being
taken to address these issues, in the directions proposed in the reports of the various studies
conducted by the OECD or using the OECD methodology (Watts and Sultana, 2004).
Examples of innovative practice exist in all the aspects of training noted above; sound
evaluation and effective dissemination of the resulting findings would be valuable to the
career guidance community across Europe.
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