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Section 2: Work Package reports

co-construction of meaning on the basis of • WP3:
reflection on learning achieved in different life – CMS is best taught in a collaborative manner,
contexts. drawing on the strengths of different part-
• Currently the use of portfolios has been mostly ners, such as educators, employers, PES staff,
present in the education area, notably within and trade union organisations. CMS thus
initial education. An effective utilisation of has the potential to foster cross-sectoral col-
portfolios at points of transition between vari- laboration within an organised programme
ous education levels and from education to of service delivery.
work remains a challenge. There is a need for – Learners using Career Learning Portfolios
integrated cross-sectoral policies to enable can benefit from feedback from teach-
using portfolios as a tool for a CMS develop- ers, from employment officers, and from
WP1
ment in a lifelong perspective. employers networked by the PES, thus facili-
• Portfolio-type tools can function as alterna- tating cross-sectoral collaboration.
tive credentialing instruments, particularly for – The outcomes of the study on obstacles to
those students who might have been less suc- policy implementation are particularly rel-
cessful in gaining formal paper qualifications. evant to the ELGPN focus on cross-sectoral
They therefore can contribute to the equity collaboration.
agenda through promoting Accreditation of
Prior Learning (APL). • WP4:
• There are significant ethical challenges concern- – The promotion of specialised training of
ing issues of access to portfolio material. Some staff involved in delivering CMS has great
of these challenges are particularly serious in potential in enhancing quality in career
the case of digital portfolios. guidance services.
– The constructivist, learning-oriented and
2.1.3 Links to other WP themes reflexive approach to career thinking and
career development promoted through the
• WP2: use of Career Learning Portfolios has great
– The promotion of CMS in a range of con- potential in improving the quality and
texts supports the goal of increasing access impact of career guidance services.
to career guidance services throughout the
life course. 2.1.4 Next steps
– The trend to provide credit-bearing study
units in higher education contexts enhances • Aspects of CMS policy development that need
access to career guidance services. to be addressed in greater depth include (a) the
– Career Learning Portfolios can further role of CMS in preventing early disengagement
enhance access to career guidance services: from school, (b) the training of staff to deliver
students who might not be willing to use, CMS, and (c) the delivery of CMS in TVET set-
or might not even be aware of, one-to-one tings.
or group career guidance services, might • The development of CMS policies would be
engage more willingly with career learning further enhanced if evidence could be gener-
through a Career Learning Portfolio. ated to show that the learning of CMS has a
positive impact on career development.

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