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Annexes

Scotland). Also, the extent to which curriculum con- legislation that support the active engagement of
tent and contact time with students is supported by employers and greater utilisation of career informa-
formal legislation and/or statutory and non-statutory tion centres, labour market intelligence and ICT sys-
regulation varies considerably across EU member- tems are also prevalent in many EU member-states.
states: Austria, Hungary, Latvia and Poland provide Legislation on career guidance targeted on margin-
interesting examples. In the UK (Wales), statutory alised or particular groups appears to be embedded
guidelines and regulatory frameworks for careers and within a wide variety of acts. In the case of Poland,
the world of work exist but are often weakened by specific attention is given to vocational guidance for
the failure of schools to adhere to the recommended professional soldiers or former professional soldiers.
requirements. A common theme across much of the legislation is
The professional competences and qualifications that those most vulnerable or ‘at risk’ are highlighted
of careers counsellors have been given specific atten- as a priority. For example, in Lithuania the law on
tion within legislation in countries such as Finland, handicapped social integration (2008) addresses
Iceland and Poland. In some cases, regulation by vocational guidance, counselling and assessment of
professional bodies is a preferred approach, often skills as part of professional rehabilitation services.
linked to quality standards and licence or profes- In many cases, higher education legislation does
sional register developments: examples are Germany not have an explicit statement on guidance. But
and the UK. The critical importance of multi-profes- student entitlement for individual study plans is
sional and inter-disciplinary approaches for profes- included, for example, in Finland and France. Ger-
sional development has become a major imperative many provides an interesting example of close co-
in many member-states. operation between higher education institutions
Government requirements for more individuals and the Public Employment Service. As an alterna-
to take opportunities and responsibility for their tive, regulation through quality-assurance arrange-
own learning and work by using financial incentives ments may be led by government-funded agencies,
or vouchers for participation have attracted interest an employer representative body and/or professional
in some countries: for example, Belgium (Flemish- bodies: for example, in the UK.
speaking region). New policies rather than state

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