Page 44 - european-lifelong-guidance-policies-progress-report

Section 3: EU Policy Developments

The member-states are invited to improve data 3.4.3 Next steps
collection on learning mobility within all cycles of
higher education, in close synergy with the Bologna In line with the main elements of the modernisa-
process. In order to increase the learning mobility tion agenda in higher education, specific issues to be
of higher education students, the target is that by deepened by ELGPN future work include:
2020 an EU average of at least 20% of higher educa-
tion graduates should have had a period of higher- • The role of lifelong guidance in the knowledge
education-related study or training (including work triangle (research, education, innovation).
placements) abroad, representing a minimum of 15 • The continuity of CMS development between
European Credit Transfer System (ECTS) credits or secondary education and higher education,
lasting a minimum of three months. and between VET and higher education.
• The inclusion of learning mobility in CMS.
3.4.2 Involvement of ELGPN • Specific information and counselling needed to
improve access for disadvantaged and under-
ELGPN has not been involved in the discussion on represented groups, and to prevent drop-outs
the Council conclusions on the modernisation of in higher education.
higher education. There are few explicit references • The inclusion of information and counselling
to guidance. However, the view of ELGPN is that in processes related to the recognition of prior
lifelong guidance should be a key element of the experience within universities.
modernisation agenda in higher education. The • The development of co-operation between
quality of information and of guidance services, par- guidance services of universities and the other
ticularly the provision of relevant post-entry support stakeholders – in particular, enterprises, social
within higher education institutions, would help partners and Public Employment Services – in
in decreasing higher education drop-out rates. The order to respond more effectively to the needs
development of career management skills and access of the economy and of the society.
to adequate information by women in order to make • The development of a common culture of Policy
them able to reach the highest levels in postgraduate counselling within universities; the continuing
education and research should help to tackle stereo- improvement of practitioners’ competences.
typing and to dismantle the barriers still faced by • The quality of information and counselling
women and consequently to liberate untapped talent. within guidance services in universities: evalu-
Guidance could also help to improve the match ation system, databases, follow-up of students.
between skills and jobs. • Graduate employment data: how to train prac-
titioners in their use.
• Evaluation of the effectiveness of guidance ser-
vices in increasing learning mobility.

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