Page 24 - european-lifelong-guidance-policies-progress-report

Section 2: Work Package reports

starts with reaching out to engage and moti- example of a country where such services are
vate the potential candidates for validation, available: face-to-face services are integrated
then preparing the candidate for assessment, with the National Guidance Portal, e-guidance,
and finally guiding them after the assessment youth database and Virtual Resource Centre;
decision. Guidance practitioners have a role in e-guidance is provided via e-mail, SMS, tele-
informing individuals who volunteer for vali- phone and chat, and is accessible to everyone,
dation on the added value, on what to expect, though the main target group is those in formal
on what standards are required, and on the education.
outcomes. At the end of the validation process, • The demands placed on guidance practitioners
individuals need to be informed about poten- are constantly increasing, due to changes in
tial routes for further qualifications. society and reforms in education and employ-
• A distinction can be drawn between guidance ment policies. Furthermore, the working envi-
related specifically to assessment issues and ronments of guidance practitioners and their
more general guidance. These two processes target groups are becoming more diverse all WP2
will require different competences on the part over Europe. This creates an increased need for
of the professionals delivering the guidance. continuing professional development on the
• Services need to be accessible at different places part of guidance practitioners and teachers.
in different localities, linked to using more • The European Council considers guidance for
centralised resources. It is accordingly impor- older workers as an instrument for promoting
tant to improve national, regional and local active ageing. Some member countries, how-
guidance service delivery to support an inte- ever, are developing services aimed specifically
grated or comprehensive approach to social at those who are aged 50+ or in transition
inclusion, active citizenship, lifelong learning, to retirement. For example, the Retirement
full employment, and future skills and quali- Compass in Germany is a project specifically
fications. designed for adults in transition from work to
• While more traditional services are widely retirement. In Spain, courses of cultural activa-
used in member countries for almost all target- tion/motivation for people over 50 are avail-
groups, online tools have been developed or able, within a more flexible concept of higher
are in the process of being developed in almost education than the traditional one, to promote
all of them. A good balance and a meaningful skill upgrading of the ageing population.
combination between traditional and online • Currently, the unemployment rate is high in
methods (following the principle: log in, walk most countries. Guidance is one of the tools
in, phone in and look in) should be avail- which make it possible to respond to unem-
able, so as to make the overall guidance service ployment both at a societal level (workforce
delivery as attractive and useful as possible for balance, social inclusion policies) and at an
all citizens. individual level, recognising that some work-
• Developing integrated all-age information and ers may want to leave work as they get older
guidance services and/or comprehensive ser- whereas others may want to stay on. This also
vices for all target-groups is a demanding task calls for extended guidance provision for older
for member countries and calls for renewed workers, whether for retention or for phased
institutional structures, a co-operative culture retirement.
and new methods of working. Denmark is an • Widening access needs to include all ages and
domains, from primary-school pupils to the

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