Page 87 - european-lifelong-guidance-policies-progress-report

Annexes

necessity for clarity on existing legislation on career Education, under the joint management of the Min-
guidance becomes even more crucial as new players istry of Education and the Ministry of Economics in
become involved in career guidance policy forma- collaboration with the Ministry of Social Security, is
tion. In the absence of this, there is a real danger that responsible for the National System for the Recogni-
careers provision and entitlements may not be fully tion, Validation and Certification of Competences,
understood, or may be misinterpreted or indeed lost sharing with the PES (IEFP) the responsibility for
in the quagmire of renewal and policy proliferation. adult guidance.
Some EU countries do not have formal legisla- These examples indicate the critical importance
tion regarding career guidance: for example, Cyprus. of having a clear sense of vision and leadership in
Instead, systems are in place to bring key stakeholders lifelong guidance provision, where key roles and
together to formulate plans and priorities. In many responsibilities are made explicit. It is in this con-
cases, member-states have put in place National Stra- text that a national lifelong guidance forum can
tegic Plans designed to strengthen communication, perform a significant role in influencing ministers
co-operation and co-ordination between agencies: and other interested parties on priorities that will
for example, Austria and Germany. enhance current and future lifelong guidance policy
Differing EU member-states have designed and developments. This involves having a shared sense of
implemented alternative forms of legislation, some purpose and focus among key stakeholders in areas
of which are best described as being broadly generic where separate and/or joint action can be achieved,
rather than specific to career guidance: for exam- ideally linked to cost-benefit savings.
ple, Czech Republic and Netherlands. In contrast, There are some notable examples where govern-
countries such as Finland, Denmark, Estonia, Ger- ments have decided to legislate and/or regulate
many, Italy, Latvia, Poland and Slovak Republic career guidance policies. For example, in Denmark, a
have detailed and specific legislation that has been National Dialogue Forum is firmly embedded within
recently updated or is in process of being reviewed. a clear legislative directive which outlines specific
In countries such as Spain and Sweden, legislation responsibilities and priorities. In Greece, a National
on career guidance exists but is left mainly to com- System for Quality Assurance of Lifelong Learning
munities and regions to self-regulate. Across the EU, incorporates principles and quality indicators for
a move from centralised to decentralised governance career guidance underpinned by legislation. How-
structures provides more fragmented provision ever, these are exceptions rather than common prac-
across the relevant countries. tice across the EU. Some other alternative examples
The division of ministries with separate responsi- of good and interesting policies and practices can be
bilities for education, vocational education and train- found in EU member-states such as Estonia, Finland,
ing, higher education and employment, supported France, Germany, Hungary, Latvia and Poland.
by separate acts and regulations, can often impede Legislative arrangements in place that guarantee
the ongoing development of lifelong guidance pro- a right of access to vocational/career guidance pro-
vision. The formation of a national lifelong guid- vision are prevalent in Belgium (French-speaking
ance forum, underpinned by legislation and direct region), Finland, France, Germany, Lithuania,
inter-ministerial support, can help to address this Malta, Norway and Slovenia.
Annexes
ongoing challenge, as reported in Denmark, Estonia In some countries, there is a growing trend towards
and Luxembourg. In France, an Information and a new duty upon teachers in schools to deliver career
Guidance Delegate appointed by the Council of Min- education linked to policy goals for greater freedoms
isters reports to the Prime Minister. In Portugal, the and autonomy, as illustrated in the examples pro-
National Agency for Qualification and Professional vided by Greece, Ireland and the UK (England and

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