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Education, training and labour market systems are increasingly being challenged by global developments, such as new and rapidly changing technologies, the 4th Industrial Revolution, demographic changes and climate change. All these have a profound impact on the lives of individuals and on society. The development of technology, especially information and communication technology (ICT), has boosted economic globalisation by providing new opportunities, but also new risks, as does the green transition. The COVID-19 pandemic has accelerated and amplified existing trends and challenges. Despite these uncertain developments, there is little doubt that a fast-evolving world and a changing labour market will require individuals to become lifelong learners, to acquire new competences to cope with change and to adapt and further develop existing competences. There is also a growing demand for valid information on changing labour markets and future prospects. This goes along with a growing need to support people in managing more frequent and complex transitions within and between education and work. In this context, there is a greater need than ever for career development support. At the same time, career development support 􀂱 that is lifelong career guidance, and in particular career education, and career development support for workers 􀂱 itself faces challenges in adapting to the new circumstances. Changes in delivery and developing the innovation capacity of career development support services are required to achieve deeper impact and empower individuals to manage their own career paths. Technology is already having an impact on traditional services, and the concept of career-management skills is increasingly gaining ground, not only in Europe but also on other continents. In order to help countries respond to the challenges of the green and digital transition, the COVID-19 recovery and regional specificities such as brain drain, but also to inform national policies, practices and future EU and ETF activities in general, the ETF has reviewed the national career development support systems of Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia, and Serbia. For these six countries, the ETF has also developed a regional synthesis report. The national reports were used as a source for the development of the regional synthesis report, which aims to provide of a clear and concise outline of the state of the national career development support systems in the six Western Balkan countries to allow for peer learning, and summarises key recommendations for further system development., peer-reviewed

This paper presents an autobiographical narrative outlining some of the key milestones of the author’s academic journey as evident in his publications in the three inter-related strands that mark his scholarship, namely the links between education, work and employment, teacher education, and international and comparative education. The author draws on over thirty years of experience in research with a view to sharing hard-won insights with earlystage researchers and scholars embarking on an academic career. He notes that while steadfast work is the key ingredient of attaining international recognition in one’s field, luck, being in the right place at the right time, and the enabling influence of mentors are also important, as is the capacity of making the best of opportunities that arise. In his view, however, the litmus test of a successful career is the extent to which intellectual labour promotes the common good., peer-reviewed

Questo articolo analizza l'educazione al lavoro nelle scuole e come questa può contribuire alla prosperità e al benessere degli studenti. L’articolo fornisce una panoramica internazionale dei recenti sviluppi sul “career learning” e sul “career development”, rilevandone la crescente importanza per una maggiore competitività delle economie basate sulla conoscenza. A seguito delle grandi trasformazioni sociali e tecnologiche, il “lavoro significativo" mantiene la sua importanza come fonte di realizzazione e benessere. Tuttavia, nelle economie neoliberiste, gran parte del lavoro è sempre più causa di angoscia, difficoltà, sfruttamento e persino abuso. Per tali ragioni, nell’articolo si sostiene l’importanza di un'autentica “career education” che aiuti gli studenti a comprendere la natura del “lavoro significativo”, ad aspirare ad esso ed a decodificare le cause che ne vanificano l'accesso. Si afferma, inoltre, che un'autentica educazione al lavoro dovrebbe fornire gli strumenti intellettuali, incoraggiare a immaginare modi socialmente più giusti e soddisfacenti di coesistenza ed a raggiungere una certa misura di controllo individuale e collettivo sulle forze che plasmano le vite., This paper focuses on work education in schools and explores how it can contribute to the flourishing and wellbeing of students in a democracy. It first provides an overview of the recent developments in ‘career learning’ worldwide, noting the increasing importance that it has been given as a contributor to enhanced competitivity in knowledge-based economies. Despite major societal and technological transformations. In the neoliberal economies, however, much of the work is increasingly the cause of distress, hardship, exploitation and even abuse. For this, an authentic career education helps students understand the nature of meaningful work, to aspire to it, and to decode the causes that frustrate access to it. It is argued that, an authentic work education should provide the intellectual tools and encourage to imagine more socially just and fulfilling ways of living together, and to gain a measure of individual and collective control over the forces that shape lives., peer-reviewed

This is an important new book by one of the most eminent vocational psychologists in the USA. Based at the Department of Counselling, Developmental, and Educational Psychology at the Lynch School of Education at Boston College, Blustein is best known for spearheading the “psychology of working” approach, a perspective that informs and infuses this volume whose fundamental premise is that, for better and (unfortunately too often) for worse, work remains at the core of who we are as humans, and in many ways defines us. Work thus provides some with opportunities for personal growth, purpose, passion and connection, while others experience it as a bane, a source of frustration and misery, and merely a means to an end, where surviving rather than thriving is the goal., peer-reviewed

L’ultimo libro di David L. Blustein, “The importance of work in an age of uncer- tainty: the eroding work experience in America”, per ora disponibile in lingua inglese, ha molte implicazioni per le pra- tiche di consulenza di carriera e, in gene- rale, per gli operatori che si occupano di orientamento. La Redazione, per presentare questo volume, ha il privilegio di offrire uno spazio all’autorevole recensione del prof. Ronald G. Sultana., peer-reviewed

What is the potential of career guidance in a time where the coronavirus is disrupting work and life as we know it? How can we as career practitioners respond in a situation where we do not know what the world will look like and where we, as well as the citizens we meet, will have more questions than answers? In this article we argue, that supporting people to manage their way through the crisis is not enough. Career guidance should also help people to think about and shape the ‘new normal’., peer-reviewed

This chapter sets out to provide an overview of various aspects of Malta’s social, cultural and economic characteristics, focusing in particular on the role played by education in forging the island’s fortunes and identity, and specifically on the initial preparation of teachers in the light of reforms to educational provision aimed towards the country’s aspiration that ‘all children may succeed’ (Ministry of Education, Youth and Employment, 2005)., peer-reviewed

This paper provides an overview of initial education in Malta, setting the programme in its national context and indicating the various social, economic, political and demographic forces that shaped the development of education and ITE in the past., peer-reviewed

Dieses Papier befasst sich mit der schulischen Berufsvorbereitung und untersucht, wie diese so konzipiert werden kann, dass sie zum Gedei- hen und Wohlbefinden der SchülerInnen in einer Demokratie beiträgt. Zunächst bietet es einen Überblick über die jüngsten Entwick- lungen im Bereich „Career Learning“ weltweit und weist auf die zunehmende Bedeutung hin, die diesen als Beitrag zur Verbesserung der Wettbewerbsfähigkeit in wissensbasierten Volkswirtschaften beigemessen wird. Der Beitrag verdeutlicht, warum eine zentrale Rolle der Arbeit im Lehrplan gerechtfertigt ist: Trotz bedeutender gesellschaftlicher und techno- logischer Veränderungen, die eine „Post- Arbeitsgesellschaft“ vorhersagen, behält „sinn- volle Arbeit" ihre Bedeutung als Quelle der Erfüllung und des Wohlbefindens sowie als Kennzeichen für ein gelingendes Leben. Ein Großteil der in neoliberalen Volkswirt- schaften verfügbaren Arbeit ist jedoch zuneh- mend die Ursache von Leiden, Not, Ausbeutung und Missbrauch. Es werden Argumente für eine glaubwürdige Berufsorientierung vorgebracht, die den Schülerinnen und Schülern hilft, das Wesen sinnvoller Arbeit zu verstehen, danach zu streben und die Ursachen zu entschlüsseln, die den Zugang zu dieser Arbeit behindern. Es wird dargelegt, dass glaubwürdige Berufsvor- bereitung - wie alle aufklärerischen Unterneh- mungen - die intellektuellen Werkzeuge zur Verfügung stellen und zu moralischer Ent- schlossenheit ermutigen sollte, sich sozial gerechtere und erfüllendere Formen des Zusammenlebens vorzustellen und ein Maß an individueller und kollektiver Kontrolle über die Kräfte zu erlangen, die das Leben formen., peer-reviewed

This paper draws on my experience and involvement in two comparative research projects on career guidance (CG) in the Mediterranean region that were carried out within ten years of each other (Sultana & Watts, 2007; Sultana, 2017). Here I highlight the main learning point from this research in the ‘global South’, namely, that ‘context matters’. There is an increasing interest in our field in the manner in which local realities shape career. Nevertheless, there is still a tendency for many of the leading theoretical models to either privilege ‘universalisms’ over ‘localisms’, or to consider localisms as mere exotic exemplars of cultural diversity, requiring theory ‘adaptation’ and ‘adjustment’. Instead, I approach such diversity as an opportunity to prise open spaces for critical reflection about how career guidance can serve the interests of global justice. Such a position draws on post- colonial perspectives and ‘southern epistemologies’ that critique the universalising claims about knowledge we find in Euro-American narratives. These master narratives also underpin what we understand by CG, providing its core assumptions, and defining as well as guiding its interactions with society. Here I first look at some of these assumptions, with a view to troubling and further unsettling their taken-for-granted nature. I then argue that ‘localisms’ are not only more likely to be relevant and useful in response to the specificity of context – they are also more likely to serve the interests of social justice., peer-reviewed

This paper reports on the learning that took place within the context of activities organised by the European Lifelong Guidance Policy Network (ELGPN). A key focus for the ELGPN throughout its existence between 2007 and 2015 concerned the development of Career Management Skills (CMS) programmes, with a view to facilitating transitions from education and training to work, as well as from one employment or self-employment activity to another. Network members gave special consideration to the specific needs of target groups, with the understanding that while CMS are likely to be important and useful to all citizens, some groups have different needs due to their particular life circumstances. This paper considers some of the main insights generated by the peer learning community, as well as by the relevant international literature, in order to contribute further reflection concerning the identification of target groups requiring specific policy attention, the positioning of CMS in the overall policy field, and the way diversity has implications for the way CMS is conceived and delivered., N/A

This paper explores approaches to assessing career learning. A distinction is drawn between formative and summative assessment, in terms of their underpinning philosophy, the learning theories that inform them, and the relative emphasis they place on process and outcome. Both approaches are considered valid. It is however argued that formative assessment is particularly suitable for evaluating career management skills, and that the use of career learning portfolios opens up opportunities for insightful reflection on one’s career development, and for career conversations with mentors. The paper concludes by highlighting practical, ethical, and equity issues related to the use of portfolios., peer-reviewed

A manifesto: from the Latin manifestum, meaning 'clear' or 'conspicuous', even 'blatantly obvious', as in "It is manifestly the case that the earth turns around the sun". Today it should be patently obvious that diversity is to be celebrated, and yet it is manifestly the case that we need a manifesto - a declaration of principles, a public statement of position - that has to be shouted out, affirmed, and fought for. Why? Because slowly and imperceptibly at first, but increasingly quickly and blatantly, we are sliding back towards fear of the Other, a fear that soon translates into rejection, vilification, and expulsion from our midst. The Spartans dashed the unwanted against the rocky slopes around their polis, and the children of Europa had their ship of fools, their ghettoes, and their asylums. Walls went up to keep the Other out, and walls within the walls to keep those inside, but unwanted, apart. Walls of all kinds and shapes and sizes: a yellow star, a tinkling bell, a label: it took years and years for us to learn .to break down those walls and live in peace in our family, in our clan, in our nation' in our global village. A long, long journey of learning - truly life-long, epochal learning. Learning to stand in awe of the Other in our midst, seen as an end, not as a means to an end, in front of whom we 'tremble' in response to the transcendent call for dignity and respect., peer-reviewed

In seinem zweiten Beitrag setzt sich Ronald G. Sultana einleitend mit dem Begriff "Kultur" und der komplexen Beziehung zwischen "Identität" und "Andersheit" auseinander. Mit Bezug auf Erkenntnisse und Einsichten der Critical Race Theory sieht er die Bildungs-, Berufs- und Laufbahnberatung gefordert, gängige Schlüsselkonzepte und Begriffe wie etwa "Laufbahn" oder "Wahl" zu hinterfragen. Auch betont er die Unabdingbarkeit von multikulturellen Erfahrungen und (Selbst-)Reflexivität für Laufbahnberatungsangebote im Kontext kultureller Diversität. Allerdings gibt es "Fallstricke", die kultursensible Beratungsangebote im Blick haben müssen. Sultana bietet anhand der Diskussion fünf solcher Fallstricke eine Reihe von weiterführenden Reflexionen für PraktikerInnen der Laufbahnberatung an. Christina Altenstraßer, Gergana Mineva und das kollektiv analysieren Widersprüche, innerhalb derer Bildungs- und Berufsberatung agiert, reflektieren Prozesse der Subjektwerdung im Kontext gesellschaftlicher Machtverhältnisse und Verwertungslogik und hinterfragen die Rolle der BeraterInnen in diesem Prozess. Sie identifizieren Reflexivität und Engagement gegen diskriminierende Strukturen als zentrale Aspekte professioneller und gesellschaftskritischer Beratung und plädieren für Irritation und politisches Handeln. Eingebettet in diese Fragestellungen und Positionierung präsentieren sie das Projekt "FAMME: Berufsbilder_Konstruktion und Dekonstruktion" und zeichnen den Entstehungsprozess eines Berufskartensets für die Bildungs- und Berufsberatung für MigrantInnen nach. Norbert Bichl erläutert die Bildungsstruktur jener Menschen, die in jüngerer Zeit nach Österreich zugewandert sind und informiert über den Ablauf von Anerkennungsprozessen von beruflichen und schulischen Ausbildungen und deren gesetzliche Grundlagen. Welche Hürden bei der Anerkennung von Bildungs- und Berufsabschlüssen von Zugewanderten in der Praxis existieren, stellen Martin Weichbold und Wolfgang Aschauer in ihrem gleichlautenden Beitrag dar: In einer qualitativen und quantitativen Studie untersuchten sie Anerkennungsverläufe ebenso wie Motive für den Verzicht auf Anerkennungsanträge. In einem anschaulichen Treppenmodell visualisieren sie förderliche und hinderliche Faktoren und, damit verbunden, unterschiedliche Verlaufspfade von beruflichen Karrieren von MigrantInnen. Migrare bietet als Zentrum für MigrantInnen in Oberösterreich seit über 30 Jahren muttersprachliche Beratung an. Nermina Imamovic stellt in ihrem Beitrag die breite Palette der Angebote und Projekte zur Berufs- und Bildungsberatung bei migrare vor. Sie geht dabei auf besondere Erfolge, etwa beim Einsatz des Kompetenzprofils nach CH-Q, ein, verweist aber auch auf Grenzen der Beratungsarbeit und strukturell bedingte Problemfelder.

In seinem Eröffnungsbeitrag bezieht Ronald G. Sultana Position für eine emanzipatorische, kritische und streitbare Bildungs-, Berufs- und Laufbahnberatung, die sich sozialer Gerechtigkeit verpflichtet sieht. Mit Bezug auf Zygmunt Baumans Begriff der "flüchtigen Moderne" arbeitet er die aktuelle Dominanz des "Soziale-Effizienz"-Diskurses gegenüber Entwicklungs- und Emanzipationszielen innerhalb der Laufbahnberatung heraus und umreißt den Spielraum emanzipatorischer Laufbahnberatung angesichts verschiedener Formen von Unterdrückung und Benachteiligung. Wolfgang Bliem thematisiert in seinem Beitrag relevante Veränderungsfaktoren der Arbeits- und Berufswelt sowie deren Auswirkungen auf den Qualifikationsbedarf und geht dabei auf die Bedeutung der "New Skills" ein. Ausgehend davon zeigt er mögliche Herausforderungen, aber auch Entwicklungsfelder für die Bildungs- und Berufsberatung auf. Diese liegen neben Themen wie Laufbahncoaching und Unterstützung zur Self-Guidance z. B. im Bereich neuer bzw. weiterentwickelter Kommunikationsformen wie E-Counselling und im Einsatz von Simulationen, um realistische Bilder von Berufen und Tätigkeiten zu vermitteln. Mit Bezug auf die vielfältigen Belastungsfaktoren, denen Bildungs- und BerufsberaterInnen in ihrer Arbeit ausgesetzt sind, legt Wolfgang Schüers in seinem Text mögliche Hilfestellungen dar. Dabei beleuchtet er insbesondere das Konzept der Achtsamkeit und beschreibt zum einen, was darunter zu verstehen ist, und gibt zum anderen konkrete praktische Anregungen, um Achtsamkeit im Beratungsalltag zu praktizieren. Wichtig ist ihm dabei, darauf hinzuweisen, dass achtsamkeitsbasierte Verfahren nur eine mögliche Unterstützungsform im Umgang mit dem zunehmenden Druck sind, die zugrunde liegenden strukturellen Widersprüche davon aber nicht tangiert werden.

For some years, education has been high on the agenda of heads of state, policy makers and civil society, on the international, regional and national levels. Most reforms have emphasised the importance of teachers and, more specifically, the critical impact that teacher preparation is proven to have on student learning (Darling-Hammond, 1997). Research also suggests that, in addition to teacher preparation, the quality of learning largely depends on Continued Professional Development (CPD) (OECD/WB, 2014). Moreover, preparing and empowering educators through lifelong learning is a complex undertaking that includes induction and mentoring at entry point into the profession. It is a long learning journey that starts with university preparation but continues through the career development path of each professional. It has various configurations, but most importantly is seen in school and in partnership with universities. The best CPD programmes highlight what great instruction looks like through curricula and pedagogy, impart educators with the knowledge and capacity to deliver exemplary instruction, build practical skills through professional development opportunities, support educators with good mentors and coaches, select and develop good instructional leaders who focus on instruction and creating learning communities, and enable educators to learn from each other (Barber and Mourshed, 2007). Many international task forces and initiatives have been established in the last fifteen years to support teachers at the heart of educational reform in Europe and elsewhere (UNESCO, 2014; Twining, et al., 2013; Haigh, et al., 2013). In recent years one of the lead bodies for the Arab region, the League of Arab States (LAS), developed visions and strategies to promote quality educational reform and research. These two concerns have featured in every single Arab Summit meeting since 2006. In fact already in 2005 a department for education and scientific research was created at LAS to support the new policy direction. In 2006, LAS and various other regional bodies, such as the Arab League Education Culture and Science Organization (ALECSO), the Arab Bureau for Education in the Gulf States (ABEGS), the regional offices for the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the regional office for the United Nations Children’s Fund (UNICEF) joined hands in a partnership to enhance the quality of education in the Arab world (League of Arab States and UNICEF, 2010). The partnership chose teachers as their entry point for the purposes of bringing about reform. Several studies were conducted and compiled to further understand the status of teachers, their training and performance in the region. Studies on Arab universities have highlighted the fact that these relatively recently established institutions work in very complex contexts, and that although their numbers are rapidly proliferating they face considerable challenges with regard to the quality of their programmes, autonomy and governance (Mazawi, 2005; ElAmine, 2014; Al-Hroub, 2014). More specific studies on faculties of education clearly pointed to the fact that the Arab world in general suffers from weak professional development programs. Curricula in university faculties of education are not updated and do not emphasize innovation, critical thinking, reflection, research and problem solving. There is a weak link between theory and practice, and on-the-job CPD is very limited (Zaalouk, 2013). The situation is further aggravated by the low status and salary accorded to teachers (Farag, 2010; Herrara and Torres 2006). During later stages of the joint initiative on teacher enhancement led by the LAS, UNICEF, and the Middle East Institute for Higher Education (MEIHE) at the American University in Cairo (AUC), there have been many positive achievements in terms of advocacy and the production of a guiding framework for teachers’ professional development. Since 2008, the initiative has been developing the capacity of two regional centers of excellence to enhance the professional development of teachers: one in Egypt – the Professional Academy for Teachers (PAT) and one in Jordan – the Queen Rania Teachers’ Academy (QRTA). The advocacy from the regional teacher initiative overwhelmingly led by LAS, UNICEF and MEIHE, has made teacher preparation and enhancement a priority in all countries in the region. Moreover, other agencies have joined the reform attempts. The World Bank has launched the Arab Regional Agenda for Improving Education Quality (ARAIEQ) in partnership with ALECSO, UNESCO, the World Economic Forum, INJAZ al-Arab (a regional NGO) and QRTA in 2012. One of the main pillars of the initiative is ‘Teacher Policies and Professionalization’. Reforms have been attempted, but many more efforts are clearly needed in the way of internationalization, cultural exchange and learning within borderless communities through the acquisition as well as the production of both explicit and tacit knowledge. In October 2012, the MEIHE was awarded a -36month project entitled “Capacity Development of Faculties of Education CDFE in International Approaches to Teacher Education” (Project number -530614TEMPUS- -1-2012-1EG-TEMPUS-JPHES). The project (abbreviated to CDFE) focused on building the capacity of selected higher education institutions. It focused on learning from good practices from the European Union (EU) in three strategic areas: action research, practicum and Continued Professional Development. In so doing, the project harmonized pre-university with higher educational reforms. It aimed at making the work of faculties of education relevant and integral to school-based reform. Through a collaborative network between faculties of education in some EU countries and some selected partners in the MENA/Arab region, the project aimed at enhancing the capacities of faculties of education in the latter. The project essentially aimed at rendering university faculties of education relevant to school and society. The goal is to strengthen the partnership between universities and schools through the organization of practicum, action research and Continued Professional Development. Schools are social institutions constituting the work place of future teachers. Effective teacher recruitment, employment, deployment and retention should begin with quality practicum during teachers’ university years, followed by strong mentorship and professional development programmes during the early induction years, and continued lifelong learning through research during the mature years of teaching. Learning resulting from this project feeds into two regional centers of excellence: the Queen Rania Teacher Academy in Jordan (QRTA) and the Professional Academy for Teachers in Egypt (PAT) for sustainable capacity building of higher education institutions across the region., peer-reviewed

Monográfico con el título: “Orientación Educativa” Resumen tomado de la publicación Se analiza la importancia y el valor de la orientación profesional en los centros de Formación Profesional. Esboza las razones por las que los estudiantes de esta tapa también requieren asesoramiento y orientación sobre su itinerario educativo y laboral, y revela lo que ello implica para los diferentes agentes involucrados en darles cobertura y apoyo. También destaca los beneficios del impulso a la orientación profesional para conseguir un sistema educativo más eficaz. Madrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; Calle General Ricardos 179; 28025 Madrid; Tel. +34915250893; Fax +34914660991; SRPPIDE@madrid.org ESP

To properly assess the quality of education, one needs to first of all define what ‘quality’ in education actually is, and the extent to which this can be measured, if at all. If by ‘quality’ one refers to student attainment in standardized tests in such subjects as mathematics, science, language competence, and so on, then the news from the Euro-Mediterranean region has been somewhat disheartening. Statistics generated by organizations comparing achievement across a range of ‘core’ curriculum areas and competences have consistently shown that students from the Arab states underperform when compared to other students from countries with a similar GDP. This is true, for instance, for the results obtained in the OECD’s Programme for International Student Assessment (PISA – a triennial international survey of reading, maths and science skills and knowledge involving more than half a million students from 65 economies), and in the Trends in International Mathematics and Science Study (TIMSS – conducted every four years to assess proficiency in mathematics and science of 9-10 and 13-14 year olds), which is coordinated by the International Association for the Evaluation of Educational Achievement. These assessments include the Gulf States beyond those in the Middle East and North Africa (MENA) region in their purview. However its contours are defined, the region is clearly performing below the level expected given the participating countries’ per capita income. In the TIMSS study of 2007, none of the MENA countries scored at or above the global average and most were clustered at the bottom of the table with countries that had much lower levels of per capita income. TIMSS 2011 showed some improvement for 13 countries, while seven had deteriorated. Using such international statistical evidence to compare eighth graders in MENA at different levels of achievement to an international benchmark, the World Bank notes that in absolute terms, MENA countries fail to raise even half their student population to ‘low’ levels of learning. While MENA has a large number of low and very low achievers, it has few high performers at the other end of the scale., peer-reviewed

Although private tutoring has a long history, prior to the present century it attracted very little professional discussion or academic research. Ministries of Education preferred and were allowed to ignore the phenomenon, chiefly on the grounds that tutoring was provided in a marketplace beyond their remit as supervisors of formal schooling. Faculties of Education in universities showed little interest, since their primary responsibilities were also with formal school systems. Likewise, international agencies mainly busied themselves with activities that focused on schooling. They paid little attention to out-of-school tutoring even though in some countries it was a major activity. Relegated to the ‘private’ sphere, as its name indicates, private tutoring has often been perceived by educators and policy makers as falling outside the purview of ‘public’ education and its equitable provision. This inattention has begun to be remedied, as witnessed by the growing body of research on privatisation in education, which unsettles notions of what counts as ‘private’ and what counts as ‘public’ in the provision of schooling opportunities. This body of research shows not only that private tutoring is not a ‘private’ phenomenon, but that it is intertwined in complex ways with the public provision of schooling and operates in relation to it in multifaceted ways. Notwithstanding, huge gaps remain in both basic information and conceptual analysis. This collection addresses these gaps as they concern the Mediterranean region. The first wide-ranging international study of private supplementary tutoring was published in 1999 by UNESCO’s International Institute for Educational Planning (IIEP) (Bray, 1999). The book attracted considerable attention, but a common reaction was that it was mostly relevant to societies in East Asia, such as Hong Kong, Japan, South Korea and Taiwan, in which the phenomenon was especially visible. Although the book presented examples from all other regions of the world, general recognition of the phenomenon was weaker outside East Asia., peer-reviewed

The third conference of the Mediterranean Society of Comparative Education (MESCE) took place at the New Dolmen Hotel, Qawra, Malta, from 11-13 May 2008. Over hundred-and-thirty educational researchers from various parts of the Mediterranean and beyond participated at the conference, peer-reviewed

Interview with Prof. Ronald G. Sultana, lecturer at the Euro-Mediterranean Centre for Educational Research at the University of Malta, N/A

THE MEDITERRANEAN JOURNAL OF EDUCATIONAL STUDIES (MJES) is a biannual peer-reviewed international journal with a regional focus, founded under the auspices of the Euro-Mediterranean Centre for Educational Research (EMCER) at the University of Malta. The journal features educational research carried out in Mediterranean countries, as well as studies related to the diaspora of Mediterranean people worldwide. It draws on a range of academic disciplines and sub-disciplines, including comparative education, critical social science, policy analysis, Mediterranean studies, cultural and post-colonial studies, intercultural education, peace education, and migrant studies. Over the years, the journal has offered a forum for debate, facilitating dialogue in a region that has vibrant and varied educational traditions. There is a strong international dimension to this dialogue, given the profile of the Mediterranean in the configuration of the new world order, recent developments in the Arab world, and the presence of Mediterranean peoples in Europe, North America and elsewhere. Initially, the MJES was produced in print format, and sold internationally to individual and institutional subscribers. From the start, the project could probably best be described as a labour of love, having all the characteristics of a cottage industry. Seed funding was made available by the University of Malta, and complemented by subscriptions. Much of the work was done by volunteers. Academic credentials were ensured by a network of international referees, and by reputable patrons who agreed to feature on the journal's regional and international editorial boards. Key among these was the late Pierre Bourdieu, whose humble origins in rural Bearn made him sympathetic to projects from other peripheries and semi-peripheries of this world. The late Edward Said's support was also immensely influential in ensuring the journal's legitimacy in the Arab region. Efforts by heavyweight publishers to 'adopt' the journal once its subscription base was guaranteed were resisted, for fear that some of the founding principles underpinning the journal would be jeopardised., N/A

What role does career guidance have at time of youth unemployment, and job insecurity throughout Europe? Professor Sultana devoted his speech to this topic on the European Presidency Conference that took place in October 2012 in Larnaca/Cyprus., N/A

This paper outlines some of the most prominent approaches to Quality Assurance that are used in the provision of career gUidance services in Europe. Drawing on a range of sources, and particularly on the work that has been done in the context of the international Career Guidance reviews and studies since the year 2000, the paper identifies some of the key trends, as well as the most important challenges that need to be addressed in order to ensure that citizens are well served in what is increasingly seen to be an entitlement, particularly in a historical conjuncture marked by social and economic insecurity., peer-reviewed

This is an independent concept paper commissioned by the European Lifelong Guidance Policy Network (ELGPN), a Member State network in receipt of EU financial support under the Lifelong Learning Programme. The paper draws from discussions within the Network. But the views expressed are those of the author and do not necessarily reflect the official position of the ELGPN or its member countries, or of the European Commission or any person acting on behalf of the Commission. This concept note addresses 4 questions: [1] What is flexicurity? [2] Why is flexicurity increasingly attractive to policy makers across Europe? [3] What are some of the issues and debates around flexicurity? [4] What are the policy implications of flexicurity for career guidance?, peer-reviewed

The last paragraph of the 15th and final chapter of this volume, penned by the three editors, declares that their book ‘‘has presented an overview of the types of tools in the toolbox and of major contextual considerations which should influence the choice of tools. If the book has encouraged its readers to think more carefully about the field [of comparative education] and about its strengths, challenges and potential, then it will have achieved its purpose’’. In my view, the aspirations and ambitions expressed by Bray, Adamson & Mason are admirably borne out in this 19th number in the series of comparative education studies produced by the Comparative Education Research Centre at the University of Hong Kong, a Centre whose name and affiliates have now become synonymous with quality scholarship and research. In what follows, I will outline some of the reasons that justify my largely positive review of this important volume, which, thanks to its dynamic, informed, and critical engagement with the field, will stimulate students and experts alike., N/A

The career guidance reviews carried out by the OECD, the World Bank, and a range of EU agencies (i.e. the European Training Foundation, Cedefop, and the DG Employment, Social Affairs, and Equal Opportunities), have all underlined the need for citizens to be well equipped with skills to manage the complex and non-linear transitions that mark contemporary education, training and working pathways. A common thread in all these reviews is the conviction that today, individuals are likely to face a certain degree of insecurity as they navigate occupational options, opportunities and setbacks throughout their life, and can expect to change or lose employment with a greater degree of frequency than before. Because of this, their engagement with formal learning, training and re-training is likely to last well into adulthood, in response to rapid changes in technology, markets, and related employment opportunities., peer-reviewed

Dan l-istudju ghandu l-ghan li jesplora l-kontribut li ta Dun Gorg Preca fl-izvilupp tal-edukazzjoni tal-adulti fil-gzejjer Maltin. Din il-hidma ta' Preca hija studjata fl-isfond storiku biex tohrog b'mod aktar effettic ir-relevanza tieghu fl-izvilupp ta' dan il-qasam. Fost il-kwalitajiet importanti li johorgu f'dan il-kuntest insibu l-impenn ta' Preca lejn id-demokratizzazzjoni tat-taghlim, il-pozizzjoni li ha fil-konfront ta' min jitghallem, meta ghazel li jmur hu ghand il-poplu u jahdem fil-livell tal-popolin aktar milli fil-livell tal-istituzzjoni formali, u l-konvinzjoni tieghu li sahansitra t-taghlim l- aktar difficli, li hafna drabi ntuza bhala ghodda ezoterika ghall-avvanz socjali minn certi klassijiet, jekk wiehed jinqeda bil-pedagogija t-tajba, jista jkun imwassal lil kulhadd, hu x'inhu l-isfond socjali u edukattiv li wiehed ikun gej minnu., N/A

The article is a review essay of the publication International handbook of career guidance, edited by J.A. Athanasou and R. Van Esbroeck., N/A

This paper considers the spate of reviews of career guidance that have taken place since the year 2000, and which were commissioned by such supranational entities as the OECD and various agencies and directorates of the European Commission. The paper argues that this series of overlapping comparative studies – involving 55 countries in all – constitutes a powerful discursive field which has helped to frame career guidance in particular ways, and that it has led to opportunities for policy lending and policy borrowing on an unprecedented scale. The paper examines the dynamics of such policy learning, identifying some of its potential motives as well as key mechanisms by which transfers take place through ‘push’ and ‘pull’ forces. It then goes on to raise a series of questions regarding the viability of deterritorialized policy exchange, noting that social practices such as career guidance are inscribed in a particular complex of values, meanings, and significations that are tightly coupled to the ecological climate in which they thrive. Two case studies – one focusing on career guidance in small states, the other on career guidance in Arab countries – are presented in order to illustrate the way trans-national, globalised agendas are reconfigured and reinterpreted at the local level. The paper concludes by reflecting on the ethical and epistemological responsibilities that need to be confronted by ‘boundary persons’ who mediate between the global and the local., peer-reviewed

This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field., peer-reviewed

The Mediterranean Society of Comparative Education (MESCE) was born in Catania, Sicily as a result of the vision and enthusiasm of a Sicilian scholar, Giovanni Pampanini who became the society’s first President. He gathered a group of scholars in this city to help put together, in 2004, the Society’s first conference. The network of people involved in this area of educational enquiry continued to grow and by the time the second MESCE Conference took place in Alexandria, Egypt in 2006 this society had already begun to make its mark in the international comparative education field. It had become a member of the World Council of Comparative Education Societies (WCCES) and was designated regional host for the 2007 World Congress of Comparative Education which took place in Sarajevo. The idea to host the congress there was proposed by Giovanni Pampanini at the WCCES Conference in Cuba in the Fall of 2004. The Sarajevo congress was soon followed, between 11-13 May, 2008, with the largest MESCE conference to date, held this time in Malta. This conference drew interest from various parts of the world and not just from the Mediterranean region. Keynote speakers were chosen from different corners of the Mediterranean including the Southern and Eastern Mediterranean and also included the Editor of Comparative Education Review., N/A

Early Childhood Development (ECD) has particular significance as the early years of a child’s life constitute the “investment phase” in human development. Today we have more scientific knowledge on child development and brain based learning theories than ever before. Evidence points to the fact that most adult mental ability is formed in the first three years of life. Strong foundations for physical wellness, emotional security and social competence are also established during those years. ECD is a comprehensive strategy for reaching the Millennium Development Goals (MDGs). The second of the learning series, this time on Jordan as a case study, further promotes intended learning on innovation relevant to children’s issues. The ECD initiative in Jordan has demonstrated elements of taking good practice to larger scale. It is an excellent example of the work of UNICEF in assisting partners to transform initiatives into policy. With a clear vision, Jordan has laid the foundations for a sound national ECD movement that is not only based on latest scientific evidence and research, but is also well grounded in the country’s cultural heritage. The example of Jordan is instructive for the region despite measurable progress, countries within the Middle East and North Africa (MENA) region can still do better in promoting the well being and protection of its children. Countries of the MENA region have on average the second lowest enrolment rate in pre-primary education (15.7%). Most of these countries have equally low rates for exclusive breastfeeding (26%) and relatively high rates of stunting (26%). Most recent research on ECD provides evidence on the tight relationship between better parenting, responsive nutrition, brain development and the complexity of brain architecture from a neuroscience perspective, all of which should enhance early learning. Caregivers in the region have a wealth of positive practices to draw from, additional evidence will enable the wider community to adopt innovative methods for the early stimulation of children and thus, equipping them for life long learning. As we unite for children, as parents and caregivers, medical workers, learning institutions and centers, the media, governments, civic society, and the private sector, we look forward to future collaboration on this important issue., peer-reviewed

Ces dernières années, une forte impulsion politique a été donnée à l’orientation. De plus en plus, on considère les informations, l’orientation et les conseils professionnels comme des outils stratégiques clés pour la mise en oeuvre de politiques en matière d’éducation et de formation tout au long de la vie, d’investissements plus efficaces dans l’éducation et la formation ainsi que de stratégies d’emploi au niveau régional et national. Le développement d’une société basée sur la connaissance nécessite que les services d’orientation soient conçus pour encourager les individus à continuer de développer leurs qualifications et leurs compétences tout au long de leur vie, en fonction de l’évolution des besoins sur le marché du travail. La résolution du Conseil de l’Union européenne sur l’orientation tout au long de la vie (2004) a appelé à réformer les politiques et pratiques en matière d’orientation de manière à ce qu’elles soutiennent l’apprentissage à tous les âges et dans un large éventail de contextes. Une attention particulière sera accordée à l’élargissement de l’accès aux services d’orientation, à l’amélioration des mécanismes d’assurance qualité, aux mesures permettant aux citoyens de gérer de manière autonome leur apprentissage et leur trajectoire professionnelle, au renforcement de la coordination des services d’orientation et à la création de structures chargées de l’élaboration des politiques, qui associeront les principales parties prenantes du domaine de l’orientation au niveau national et régional. Ce rapport tente de faire le bilan des progrès accomplis dans la réforme des services d’orientation depuis la première évaluation de son état d’avancement lancée par le Cedefop (Cedefop; Sultana, 2004). Cette étude s’inscrit dans le cadre des efforts du Cedefop pour soutenir l’élaboration de politiques fondées sur des données probantes et les réformes relatives au pilotage de l’orientation professionnelle, en faisant appel à un suivi et à des évaluations thématiques des progrès, à l’analyse des bonnes pratiques et à l’apprentissage mutuel. Le présent rapport décrit les changements importants et les tendances des systèmes et politiques d’orientation professionnelle. Il met également en lumière des pratiques intéressantes dont peuvent s’inspirer les décideurs et les praticiens. Il recense en outre les principaux défis que doivent relever les États membres pour mettre en place des services d’orientation professionnelle de qualité tout au long de la vie. Les services et systèmes d’orientation européens ont atteint des stades de développement très différent. La présente étude montre que, malgré les progrès importants accomplis par les États membres, des efforts renouvelés seront nécessaires pour mettre en oeuvre pleinement la résolution du Conseil sur l’orientation tout au long de la vie et pour créer des systèmes d’orientation cohérents et accessibles, qui accompagneront véritablement les citoyens aux étapes importante de leur vie. Nous espérons que le présent rapport stimulera les débats entre les décideurs, les praticiens et les chercheurs sur les mesures nécessaires pour faire de l’orientation tout au long de la vie une réalité., peer-reviewed

Many EU projects are premised on the assumption that collaboration between academics and students from different national contexts adds value to knowledge production and to learning. It is very rare to come across accounts of how challenging such cross-cultural collaboration can be, especially when the notion ‘culture’ is expanded to include both national and gendered identities, as well as cultures embedded in particular academic disciplines. This paper sets out to explore the ‘critical incidents’ that arose in the context of an Erasmus curriculum development project, showing how these ‘incidents’ open a window onto the complex and challenging processes that come into play in cross-cultural and inter-disciplinary settings., peer-reviewed

In recent years, there has been strong political momentum in guidance. Career information, guidance and counselling are increasingly seen as key strategic tools for implementing lifelong learning policies, more efficient investments in education and training, as well as employment strategies at regional and national levels. Still, emergence of a knowledge-based society requires that guidance provision is conceived to encourage individuals to continue to develop their skills and competences throughout their lives, linked to changing needs in the labour market. In May 2004, the European Union Council Resolution on lifelong guidance called for reforming guidance policies and practices to support learning at all ages and in a broad range of settings. Special attention is to be paid to broadening access to guidance provision, improving quality assurance mechanisms, empowering citizens to manage their own career and learning, strengthening the coordination of guidance services and setting up structures for policy development involving key guidance stakeholders at national and regional levels. This report sets out to document how much progress is being achieved in reforming guidance provision, since Cedefop launched its first review on the state of development (Cedefop; Sultana, 2004). The study is part of Cedefop’s efforts to support evidence-based policy-making and steering reforms in career guidance, through progress monitoring and thematic reviews, analysis of good practices and mutual learning. All European Union Member States plus Norway have reported on the extent to which they have addressed the priority areas identified in the Council Resolution. The report outlines significant developments and trends of career guidance systems and policies. It also highlights interesting practice from which policy-makers and practitioners can draw inspiration. The study also identifies key challenges that need to be addressed if Member States are to move towards providing quality lifelong guidance. Guidance provision and systems in Europe are at very different stages of development. This study shows that although Member States have made important progress, much commitment is still needed to implement fully the lifelong guidance Council Resolution and build up consistent and accessible guidance systems, which will truly accompany citizens in key transition points of their lives. We hope this report will stimulate debate among policy-makers, practitioners and researchers on how to make lifelong guidance a reality., peer-reviewed

Between 2002 and 2005 the European Training Foundation (ETF) launched a peer review programme for South Eastern Europe. Although its main aim was to provide policy recommendations to national policymakers, it also endeavoured to contribute to capacity building and regional networking. In 2006 the ETF shifted its focus from peer review to peer learning, with the main objective being to contribute to national stakeholder capacity building through in-depth analyses and comparisons of education and training systems and policies in different countries. In 2006 the peer learning project concentrated on the issue of financing vocational education and training (VET) in Albania, Kosovo (under UNSCR 1244) and Montenegro. Through interviews and discussions with national stakeholders and peers, four peer policymakers and four peer VET experts from Albania, the former Yugoslav Republic of Macedonia, Kosovo and Montenegro gained a deeper understanding of differences and similarities in the financing of VET in Albania, Kosovo and Montenegro. In 2007 the project focused on the impact of VET policies on schools and school management in Albania, Kosovo and Turkey. One policymaker, one school director from a donor-supported pilot school and one from a non-pilot school were selected as peers from each country. National coordinators were appointed to coordinate self-study and preparations for the peer visits. Two peers from the former Yugoslav Republic of Macedonia and Montenegro were also invited. European Union (EU) VET expert, Ronald Sultana, author of this report, provided external expertise. The experts were engaged and coordinated by Agmin Italy and the team was led by two ETF staff members. We are grateful to all the people we interviewed during our peer visits to Albania, Kosovo and Turkey for their patience in answering our questions and for providing us with food for thought. We are particularly grateful to our ETF colleague Sam Cavanagh for his consistent support. We would also like to thank the team for the open, friendly, professional and intensive discussions that provided an enriching learning experience for all of us. We conclude that policies, people, places and pace are important dimensions of any policy implementation process. We understand that policy design and policy implementation are very complex processes and that policies are implemented, interpreted or adapted in different ways in line with these dimensions. We have learned that the more stakeholders – in particular, school directors and teachers – involved in the policy design phase, the easier the implementation of reforms. We firmly believe that ministries have the responsibility to steer reforms (often donor-funded) and to develop – from an early stage – strategies for mainstreaming innovative approaches that prevent inequalities between schools and teachers. We also feel that the role of school directors and teachers is systematically underrated in reforms. This report describes the rich experiences that came out of the 2007 peer learning exercise. The ETF peer learning instrument proved to be a very powerful learning tool for peers, as sharing experiences and comparing success stories, failures and mistakes helped them to better comprehend the local contexts in which reforms are taking place and why policy initiatives seem to work better under particular circumstances. Although it may seem that this exercise led to more questions than answers, questions can also help peers in dealing with daily problems. We considered it very important to share our learning with a much broader group of interested people in the field of education, and so we held a regional conference in Istanbul on 3-4 December 2007, involving some 100 policymakers and school directors from all over South Eastern Europe. This report – which reflects the intensive discussions of peers over a period of 10 days in Albania, Kosovo and Turkey – should, in general terms, be considered as an instrument for knowledge sharing. It will form the basis for the stakeholder discussions on policy impact on schools and school management that the ETF aims to promote in 2008 by organising dissemination meetings in Albania, Kosovo and Turkey. We hope that this report will increase the understanding of policy reform processes and that it will ultimately contribute to more efficient and effective policy implementation., peer-reviewed

In this short paper I would like to reflect on a number of peer learning events that I have been involved in over the past decade as a facilitator, and sometimes as a participant. These experiences have involved leading groups of policy makers and/or policy implementers from developing countries to observe ‘best’ practice either in more industrially advanced countries, or in countries at a similar stage of development as their own. In the latter case, despite sharing similar constraints, the host country showcased initiatives which were deemed by the organisers of the peer learning exercise to have been sufficiently successful as to deserve wider attention and possibly emulation. I have also led or participated in peer learning teams made up of policy staff from a number of different EU Member States where, despite somewhat different dynamics, the process and intended outcomes were similar: policy learning. My aim in this paper is not to describe these experiences with peer learning events in any great detail, but rather to examine some of the promises and pitfalls associated with them and to question some of their underpinning assumptions. Several of the issues raised in this chapter reinforce points made in Chapter 4 in Section 1 of this volume, where some aspects of peer learning are mapped out in more detail. My main argument here is that while much learning may take place during such events, the outcomes should not be taken for granted. There are pitfalls that should be avoided. Examples from my involvement in peer learning events will be used to illustrate such pitfalls, as well as other general points I would like to make. Peer learning has many forms – some of them may be different to those described her, peer-reviewed

This paper considers some of the promises and challenges in doing comparative education in the Mediterranean region. The focus on the Mediterranean is, in many ways, a wager, in that the region is rather more notable for its diversity than for its commonalities. Nevertheless, it is argued that comparative education goes – or should go – beyond the positivist concern with comparing ‘like with like’. Rather, it is more about finding a standpoint from where educational and related social phenomena can be seen from a different perspective, generating a deeper understanding of dynamics, as well as fresh insights. It is argued that the adoption of a Mediterranean lens facilitates this process, though there are distinctive challenges that arise. Building on 15 years experience in carrying out and co-ordinating comparative education projects in the region, the paper outlines both the promise and pitfalls of the endeavour, and traces an agenda for future research., peer-reviewed

Countries the world over have increasingly come to realise that their future prosperity lies in their ability to develop the potential of their people. In the Arab states, this challenge is particularly important since the great majority of the population is young. This is a major advantage in a situation where the world’s most advanced economies are ageing societies. However, this advantage can only be exploited if the knowledge and skills base of the youthful generation is developed, and if the latent talents of the new generation are identified, awakened, and released. And yet, in Egypt, as in most Arab societies, education and training systems often provide hostile environments for the blossoming of human potential. Despite significant reform efforts, young people quickly get caught in education and training tracks that are not compatible with their abilities, inclinations or aspirations. Destinations are determined not by choice, but by examination results and parental diktat. Educational and training institutions are chosen because of proximity to home, not because they fit in an overall career plan. Pathways through education and training remain inflexible, with students encountering great difficulties in shifting from one curricular diet to another, more suitable and digestible one. As a result, many end up in courses that they have not chosen, and looking for jobs that they may not really want or be suitable for—or that even exist in the prevailing structure of employment opportunities offered by the labour market. Thousands find little in education or training that inspires or motivates them to outdo themselves, and to aspire to achieve. Thousands more embark on higher education routes which lead nowhere in employment terms, creating frustrations for individuals and the economy alike. Supply fails to match demand, creating skills shortages in sunrise labour market sectors, and bottlenecks in sunset ones., peer-reviewed

The main theme of this ETF Yearbook revolves around the question: How do the thinking and practices of education reform change in a globalised world? Part 1 presents examples of how the policy learning approach works in situations where international agencies and experts are helping governments to improve their education strategies and practices. The common conclusion is that helping officials in education ministries and other government institutions to craft their own intentions, policies and reform plans is a demanding and complex task that often takes more time and resources than are available. Metaphorically, most governments and international development agencies also have learning difficulties similar to those of students. However, the policy learning philosophy promises improvements in the implementation of the necessary changes as education reforms become rooted in the soil of national culture and traditions., N/A

Education and training have been identified as one of the key instruments for the promotion of social stability and economic prosperity in the Mediterranean region in a number of policy documents and bilateral cooperation programmes under the so-called Barcelona Process. Among other measures to support this process, a special regional MEDA programme – Education and Training for Employment (MEDA-ETE) – was launched by the European Commission (EuropeAid Cooperation Office), and is being implemented by the European Training Foundation (ETF) between 2005 and 2008. This project aims to support 10 Mediterranean Partners – Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Syria, Tunisia, Turkey, and the West Bank and Gaza Strip – in the design of relevant education and training policies that can contribute to promote employment through a regional approach. When the MEDA-ETE project was designed, many of the 10 Mediterranean Partners expressed the interest and need to better understand the career guidance services in the region and to identify existing good policies and practices both in and outside the European Union. As a result, in 2006, a specific component of the project was dedicated to career guidance in the Mediterranean region. It has generated a number of outputs, such as country and cross-country analyses of career guidance policies as well as the establishment of a regional network of policy-makers in career guidance, supported by a virtual community/discussion forum on guidance. The analysis was built upon previous experience with career guidance reviews of the Organisation for Economic Cooperation and Development (OECD), the European Commission (Directorate-General for Education and Culture), Cedefop, ETF and the World Bank, and developed further the research methodology by paying particular attention to the socio-economic and cultural context of the Mediterranean region and its impact and limitations on career guidance services. It was based on the assumption that career guidance is not only important for individuals, but also can contribute to a number of public-policy goals in education and training, in the labour market and in social cohesion and equity. It further took into account the paradigm shift in career guidance that is emerging in the EU and OECD countries, from ‘choosing a career’ to ‘constructing a career’, from ‘psychological testing’ to ‘tasting the world of work’, and from ‘external expert support’ to ‘career self-management skills’. Therefore, the underlying definition of career guidance used in the analysis was the same as adopted by EU Ministers of Education in 2004 (EU Council Resolution on Lifelong Guidance): ‘services to assist individuals and groups of any age, at any point throughout their lives, to make educational, training and occupational choices and to manage their careers.’ Special thanks to Carmela Doriana Monteleone and Jens Johansen (ETF) for preparing and advising on the statistical tables. The cross-country report is based on 10 country reports and profiles (see Annex B) prepared by the following local experts: Abdul Majid Abdul Ghani (Lebanon), Khayri Abushowayb (West Bank and Gaza Strip), Fusun Akkök (Turkey), Aboubakr Badawi (Egypt), Benny A. Benjamin (Israel), Abdassalem Bouaich (Morocco), Améziane Djenkal (Algeria), Issa Maldaoun (Syria), Nader Mryyan (Jordan), and Saïd Ben Sedrine (Tunisia). The report takes into account developments reported by the 10 countries and territories up to the end of 2006. Both the analysis and the network of career guidance policy-makers covered the whole region. By early 2007 the work had already stimulated interesting follow-up initiatives, for example in Egypt, Jordan and Morocco. We believe that this cross-country report will allow both policy-makers and practitioners to further develop national career guidance systems and structures, as well as to better relate and benchmark their activities within the international context, based on a shared vision within the Mediterranean region and with the European Union. The ETF will actively seek opportunities for further support to Mediterranean Partners on the topic of career guidance, both at institutional level and by creating synergies with other donor activities. Meanwhile the current virtual community on career guidance, hosted by the ETF, will continue to assist in networking between Mediterranean Partners to ensure the exchange of expertise and views., peer-reviewed

Education and training have been identified as one of the key instruments for the promotion of social stability and economic prosperity in the Mediterranean region1 in a number of policy documents and bilateral cooperation programmes under the so-called Barcelona Process. Among other measures to support this process, a special regional MEDA programme – Education and Training for Employment (MEDA-ETE) – was launched by the European Commission (EuropeAid Cooperation Office), and is being implemented by the European Training Foundation (ETF) between 2005 and 2008. This project aims to support 10 Mediterranean Partners – Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Syria, Tunisia, Turkey, and the West Bank and Gaza Strip – in the design of relevant education and training policies that can contribute to promote employment through a regional approach. When the MEDA-ETE project was designed, many of the 10 Mediterranean Partners expressed the interest and need to better understand the career guidance services in the region and to identify existing good policies and practices both in and outside the European Union. As a result, in 2006, a specific component of the project was dedicated to career guidance in the Mediterranean region. It has generated a number of outputs, such as country and cross-country analyses of career guidance policies as well as the establishment of a regional network of policy-makers in career guidance, supported by a virtual community/discussion forum on guidance., peer-reviewed

This report presents an account and evaluation of the Hidden Drop-Out project being implemented in Albania by the ‘Development of Education’ Association with the support of UNICEF and the backing of the Ministry of Education and Science. The initiative, which was launched in 2001 and piloted in five regions, set out to address the widespread but largely hidden phenomenon, whereby teachers engage in whole-class teaching, and consequently focusing solely on achieving students and ignoring the rest of the class. Such practices lead to a process of disengagement on the part of thousands of pupils in the first cycle at the basic school level, a process that leads to lack of achievement in learning core competencies, and eventually to the abandonment of the school. The report describes the initiative, its design and piloting, the difficulties encountered in implementing it and how such problems were tackled or overcome, particularly with a view to ensuring its sustainability. The report also considers the extent to which the initiative proved to be relevant, effective and efficient, given the specificity of the overall sociocultural and educational environment in which it was introduced, and the broader reform effort in the country. The research methodology used in this review was largely qualitative, with the international consultant spending a two-week period in Tirana, Korçë and Gjirokastër interviewing students, parents, teachers, Principals, deputy Principals, inspectors and Regional Education Directors, and observing classes which were being taught by teachers involved in the project, in schools that were piloting the approach. Interviews were also carried out with key staff from the DoE Association, UNICEF, the Ministry of Education and Science, and several NGO’s working in the field of education. Fieldwork was supplemented by desk research, as well as by preliminary data provided by a local consultant on the review team. The report describes the key strategies used by the project in order to address the hidden dropout phenomenon. Focusing on the first cycle of the basic school sector, i.e. Grades 1 to 4, and on two key curricular areas, i.e. Albanian language and Math, the initiative: 1. Trained teachers to design ‘Minimum Necessary Learning Objectives’ (MNLO’s) relating to the learning units for the Grade that they taught. 2. Helped teachers and Principals develop continuous assessment techniques, through the use of ‘mini-testing’, in order to constantly gauge the extent to which different pupils were mastering the MNLO’s, and to keep track of progress or lack of it. 3. Provided teachers with support in the goal of supporting at-risk pupils by initiating peerlearning programmes, and by engaging adult volunteers from the community. 4. Trained Principals in a new approach to annual school planning, ensuring that the process was more open to partnership with teachers and the community, and more focused on learning achievement and learning outcomes. The findings suggest that after four years of piloting, the project has had a positive impact on the pupils, schools and communities were it was implemented. It has also had a broader ‘multiplier effect’ on several other aspects of educational policy and practice in the country. The achievements and impact of the HDO initiative are detailed in Chapter Four of the report: 1. All qualitative and quantitative evidence suggests that there were significant gains in learning achievement for pupils involved in the MNLO approach, and that consequently there were less ‘hidden drop-outs’ in the pilot schools. 2. The focus on learning outcomes led to a valuing of accountability and transparency, with schools and teachers being more open about the learning objectives that had to be reached, and more willing to facing up to their responsibilities when such objectives had not been attained. 3. Teachers became much more aware of the variegated needs of different learners in their classrooms, and organised their teaching, assessment and homework-setting practices in ways that took account of such difference. 4. Teacher evaluation practices on the part of Principals and inspectors became more supportive and formative in scope, leading teachers to becoming less insular and defensive, and more open to considering alternative ways that could enhance effectiveness. 5. Teachers also found it easier to work together in the planning of MNLO’s for their classes, and were prepared to move away from their classroom isolation in order to be pro-active members of a community of reflective practitioners. 6. Teachers and schools developed a heightened awareness of the fact that improved learning achievement for all required the support of other partners, including members of the student body (through peer learning programmes), and members of the wider community. Despite such achievements, the evaluation report also highlights challenges that the project has to face up to in order to reach its goals more effectively. Two types of challenges are considered, those that are internal to the initiative itself, and those that related to the environment and context in which the initiative is embedded. Endogenous challenges include: 1. The difficulties that teachers are finding to cater for the learning needs that are present in a heterogeneous classroom setting. Included in this challenge is the difficulty that teachers tend to face in designing MNLO’s and minitests that, while respecting the principle that there are minimum competences that all students must master, nevertheless are articulated in such a way as to take into account of the different abilities in the classroom. 2. The propensity for competency approaches to present knowledge in fragmented ways rather than holistically, leading students to see lessons as a series of isolated, discrete sequences rather than as a part of a network of connected knowledge structured around powerful ideas. 3. The need to develop a more integrated, whole-school approach to educational change, given that piloting in only the first four Grades and in only two curricular areas creates discontinuities of practice that are confusing for teachers and pupils alike. 4. The unintended consequences of the public display of the results of learning outcomes per Grade, and the comparison of these results within and across schools. Such practices tend to perpetrate the belief that achievement is unrelated to school intake, and that schools and teachers, on their own, can completely address injustices that have their origins elsewhere, i.e. in the way resources, power and life-chances are allocated and distributed in Albanian society. 5. The persistence of whole-class, traditional teaching styles among teachers who are involved with the HDO project, to the extent that few seem to be implementing childcentred, joyful forms of learning that are normally associated with primary schooling. 6. The negative impact that the term ‘hidden drop-out’ can have on pupils thus labelled, given that it reinforces a perception of oneself as a weak student, thus proving damaging to the process of the construction of their selfidentity. Other challenges—that are not the responsibility of those leading the initiative, but which nevertheless need to be addressed if the project is to be successful and replicated on a nationwide basis—include the following: 1. A more unequivocal and enthusiastic support of the project and MNLO approach on the part of the MoES, given that both the DoE Association and its partner UNICEF have completed the phases for which they had responsibility for. While UNICEF will certainly support the MoES in attaining EFA and quality education—through, for instance, promoting whole-school, holistic interventions that build on the experience gained in implementing the HDO project—it now behoves the Ministry to mobilise its resources to take the pilot project to scale. 2. A greater connectivity between the different educational reforms, so that each initiative complements and sustains the other. This is, in large part, the responsibility of the Ministry, given that they have the overall responsibility for the system, and the duty to ensure that the different parts of the mosaic come together in meaningful ways. This is especially important in the case of the HDO project, where the assumption is that teachers are being trained in interactive, learner-centred pedagogies through their involvement in other projects. 3. A more principled appointment of leading staff in directorates and schools, given that political appointees take the place of persons who have received training to implement the HDO project strategies, and that their unwarranted replacement jeopardises the stability and continuity of the initiative, leading to demotivation and disengagement on the part of many. 4. A more clear articulation of the roles and obligations that are proper to the teaching profession, in such a way that inhibits the present practice of expecting extra remuneration for work which, in most countries, would be considered part and parcel of teachers’ regular duties. Such expectations can seriously threaten the sustainability of the project, which has hitherto proven itself as low cost, high impact initiative. Recommendations for the future and for the way forward flow naturally from a consideration of the above-mentioned endogenous and exogenous factors. The report concludes that the HDO project is now at a critical stage, when a firm decision has to be made about going beyond the piloting phase to one that is more national in scope. Despite the challenges that the project has to overcome, there is little doubt that the initiative has grown strong roots in educational communities in the country, and that it has developed the breadth of vision, the effective tools, and the legitimacy and credibility that any project aspiring to go to scale must have. As importantly, the HDO initiative has shown that it is sufficiently well-conceived as to promote ‘multiplier effects’—in other words, it has the ability to vehicle with it the paradigm shift that is much talked about in Albania, and to help bring about a radical change in outlook that will have an impact on the way educational communities go about their work. UNICEF has gained much experience in supporting the piloting of the initiative, and has much to offer in ensuring that this knowledge is applied in deepening the impact of the project in the pilot schools, and taking it to other regions across the country, and beyond. No project, however, can go to scale without the State’s backing and the State’s resources. It is the State that, with the strategic help of its international partners, has the capacity to sustain a fledgling initiative that has proven itself, but which now requires major investment so that training programmes can be implemented, and practices that have been piloted in a few schools replicated across all the regions—particularly the poorer and more remote ones. This is particularly important given the fact that Albania is one of 25 countries selected in the framework of the EFA-Fast Track initiative. Vigorous State support in improving, deepening and extending the principles underlying the HDO initiative would certainly assist the government face the major challenges of MDG 2 and EFA-FTI implementation, which are crucial and critical issues for Albanian education in the next decade., peer-reviewed

Between 2000 and 2005, five key surveys and reviews of career guidance were carried out by the OECD, the World Bank, and the European Commission (through the European Training Foundation, CEDEFOP, and most recently DG Employment, Social Affairs and Equal Opportunities). These comprehensive studies portray the state of provision of guidance services in some 37 countries in Europe and beyond, identifying the main trends, the key challenges, as well as the policy options that are available to meet these challenges. One major theme concerns the fact that while career guidance, as a public service, presumes a high degree of cooperation between different ministries and other stakeholders at a national level, in many cases such cross-sectoral collaboration is either weak or missing. The surveys in fact found little collaboration between and within education and labour market sectors and little stakeholder involvement in policy and systems development. This was seen as a significant obstacle to the development of existing guidance provision, to support lifelong learning policies and strategies., peer-reviewed