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Section 2: Work Package reports

Three WP1 meetings were held during this period: about CMS, such as: skills in dealing with new
productive processes, health and environment-
• A first peer-learning event took place in Lisbon related skills, intercultural skills, management
on 28–29 March 2011. Members looked at Por- skills, creativity, and entrepreneurship – all of
tuguese and international examples of how which are a cornerstone of employability and
CMS were promoted in university settings, productivity, and essential to the process of
with an input from FEDORA (European Forum economic modernisation. CMS also contribute
for Student Guidance). Staff involved in the to establishing a healthy life-work balance, and
training of career guidance practitioners shared should not focus on employment to the exclu-
information about their programme and chal- sion of other aspects of one’s life.
lenges. Public Employment Service inputs in
WP1
the promotion of CMS were also discussed. In In relation to developing a CMS framework:
addition, the role of employees in promoting • The promotion of CMS is more likely to be
CMS was discussed with a representative from successful when linked to the National Qualifi-
the employers’ confederation. cations Framework and to the EU Key Compe-
• A second meeting took place in Toulouse tences framework.
on 14–15 November 2011. Members shared • There is a need to have a broad perspective on
examples of interesting practice concerning the CMS – not just preparing for work, but educat-
use of reflective portfolios in order to support ing about work, so that individuals are aware of
learning of CMS, and as a tool to assess mas- their rights.
tery, particularly in education settings, includ- • CMS should focus not only on the skills needed
ing universities. to choose and look for work, but also on entre-
• The synthesis meeting was held in Malta on preneurship.
27–28 March 2012. Members discussed two key
outputs produced by task groups: the Guide- In relation to CMS in higher education contexts:
lines for Career Management Skills Develop- • Career management competences should be
ment (for a description of the development considered within the context of broader pro-
of these Guidelines, see Annex 7), and the cesses and dynamics that mark the area of
Thematic Study on Success Factors in Imple- higher learning in Europe, such as the Bologna
menting CMS Policy (see Annex 8). In addi- Process. These dynamics include the emphasis
tion, they gave feedback regarding the ELGPN’s on mobility, the shift away from teaching to
Resource Kit and Progress Report, and made learning, and the focus on employability.
proposals regarding the Network’s future work • Student services – particularly guidance and
programme. counselling services – play a key role in sup-
porting the shift to student-centred learning, to
2.1.2 Key conclusions active and self-directed learning, and to devel-
oping competences that enhance employability.
In relation to the nature of CMS: • Awarding credit to CMS learning, in ways that
• CMS are important and can be useful, but contribute to overall certification in higher edu-
cannot solve structural problems related to cation, can reinforce the legitimacy of CMS
competitiveness. They can play a role, however, programmes.
in a range of areas, including ones that are per- • Despite the different learning and curricular
haps not normally considered in discussions traditions, cultures and histories of higher

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