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Section 1: Structure, processes and activities of the ELGPN 2011–12

is outlined in Annex 1. Through appropriate liai- Report outlined the key outcomes of the Network’s
2
son arrangements, the Network also ensures regular thematic activities and linked the Network to the
contact with other relevant bodies and networks at policy drivers influencing it. The report also indi-
European and international levels: IAEVG, the Euro- cated implications for future ELGPN work.
pean Forum for Student Guidance (Fedora) (now The 2011–12 Work Programme was designed to
merged with the European Association for Interna- build on the experience and development of the first
tional Education), Cedefop, ETF, ICCDPP, the Public two phases and to improve the internal efficiency of
ELGPN
Employment Services (PES) Network, Euroguidance, the Network. During this period the Lisbon Strategy
the European Trade Union Confederation (ETUC) has coincided with the economic downturn, lead-
and the European Youth Forum. ing to a significant increase in both unemployment
During its three first phases (2007–12), the ELGPN and under-employment across most ELGPN member
has been co-ordinated by a team from Finland. The countries. The awareness of the need for improved
Finnish Ministry of Education and the Finnish Min- anticipation and matching of labour market skills
istry of Employment and the Economy designated appears in most recent EU policy documents pro-
the co-ordination task to the Finnish Institute for posed by the Commission and adopted by the Coun-
Educational Research at the University of Jyväskylä. cil, both on education and on employment. This
This unit convenes the Network and supports the provides a challenge to lifelong guidance services,
implementation of its initiatives. The ELGPN mem- but also potentially enhances the significance of the
bers appoint a Steering Group with six members to policy contributions they can make.
ensure effective management of the Network and to While maintaining a transversal overview of life-
support the Co-ordinator in defining the priorities long guidance policy development, ELGPN has
and budget allocation within the work programme. examined how guidance as an integral cross-cutting
ELGPN liaises closely with the European Commis- element can contribute to EU policy development
sion and with Cedefop and ETF. It also utilises the in six key areas in particular: schools, VET, higher
support of a number of contracted consultants. education, adult education, employment and social
inclusion. The aim has been to deepen the interfaces
with these policy areas and to shift the ELGPN activi-
1.2 Rationale and implementation of the ties from conceptual work to policy implementation,
2011–12 Work Programme with more structured co-operation across the themes.
The relationship between the four themes of the
During the initial phase (2008), the ELGPN focused ELGPN Work Programme 2011–12 is outlined in
mainly on establishing its structures and processes. Figure 1. In brief, Work Package 3 (co-operation
The second phase (2009–10) was built around the and co-ordination mechanisms) addresses the policy
four thematic activities identified in the 2004 and process; Work Package 2 (access) and Work Package
2008 Resolutions: career management skills; access, 4 (quality) examine two key cross-sectoral policy
including accreditation of prior experiential learn- issues; Work Package 1 (career management skills)
ing (APEL); co-operation and co-ordination mecha- addresses the sought citizen outcomes; and the other
nisms in guidance policy and systems development; part of Work Package 4 (evidence base) addresses the
and quality assurance and evidence base for policy sought policy outcomes.
and systems development. The 2009–10 Progress

2 ELGPN (2010). Lifelong Guidance Policies: Work in Progress. A Report
on the Work of the European Lifelong Guidance Policy Network 2008–
10. http://elgpn.eu.

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