Lifelong guidance policy and practice in the EU

A study on lifelong guidance (LLG) policy and practice in the EU focusing on trends, challenges and opportunities. Lifelong guidance aims to provide career development support for individuals of all ages, at all career stages. It includes careers information, advice, counselling, assessment of skills and mentoring

Towards Age-Friendly Work in Europe: A Life-Course Perspective on Work and Ageing from EU Agencies

[Excerpt] The European population is ageing owing to decreasing birth rates and increasing longevity. Population ageing is associated with a decrease in the size and ageing of the workforce. The majority of the EU Member States have reacted to this development by, among other measures, increasing retirement ages and limiting early access to pensions. Nevertheless, a large percentage of workers in the EU do not stay in employment until the official retirement age. The reasons for this are diverse, and will be examined in more detail in this report. Policy-makers are faced with the challenge of addressing this demographic change and its implications for employment, working conditions, living standards and the sustainability of welfare states. The working conditions of older workers and their participation in the labour market are affected by various policy areas (see also Table 1). This report aims to outline various aspects of the working conditions of the ageing workforce and related policies

Subordinating careers to market forces? A critical analysis of European career guidance policy

This study explores language regarding career and career development in European policy documents on career guidance in order to disclose underlying view(s) of these phenomena conveyed in the texts. Qualitative content analysis was used to approach the subject in the texts, followed by a sender-oriented interpretation. Sources for interpretation include several sociological and pedagogical approaches based upon social constructionism. These provide a framework for understanding how different views of career phenomena arise. The characterization of career phenomena in the documents falls into four categories: contextual change, environment-person correspondence, competence mobility, and empowerment. An economic perspective on career dominates, followed by learning and political science perspectives. Policy formulations convey contradictory messages and a form of career \u27contract\u27 that appears to subordinate individuals\u27 careers to global capitalism, while attributing sole responsibility for career to individuals. (DIPF/Orig.

Changes in work and competences

This introductory chapter is in three sections, and will discuss the main changes that have affected the world of work over the past 50 years, and their consequences on organisations, activities, and the competences of employees. (DIPF/Orig.

The Many Faces of Lifelong Learning: Recent Education Policy Trends in Europe

This article examines the rise of the discourse on lifelong learning across Europe and the variety of national policy trends which its rhetoric occludes. The ubiquitous presence of this meta-discourse in education and training policy-in-theory is seen as a singular event which can be ascribed to the impact of the variety of global forces on the education arena. It serves specific political functions in addition to signalling real changes in education and training systems. The duality of convergent rhetoric and divergent policy- in- practise is seen as a challenge to education policy analysis which requires multi-layered interpretation