Search

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

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

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

This report is one of a series produced by the European Training Foundation on the state of play of human resources development (HRD) in general and vocational education and training systems in particular, in the countries of the Mediterranean region. OBJECTIVES, SCOPE AND LIMITS OF THE EXERCISE The aim of the project was to draw a clear picture of the latest developments in the national HRD system in the West Bank and Gaza Strip and to highlight the main issues and challenges that should be addressed. Specifically, the project aimed to draft a comprehensive report on HRD in the West Bank and Gaza Strip. HRD policies and systems cover, among others, education, higher education, initial and continuing technical and vocational education and training (TVET), and training for employment. In the context of the objectives provided for in the Barcelona Declaration and the European Neighbourhood Policy, the report enables the identification of the main challenges and priorities for assistance in reforming the HRD system and in particular the TVET system in the West Bank and Gaza Strip, with a view to discussing them with national authorities. The main limiting factor of the exercise was that the time allocated for drafting a report covering the whole spectrum of HRD was not enough. Also, the format and size of the report were predetermined in order to conform to similar reports from other countries, which led occasionally to some issues being addressed only superficially. The report focuses intentionally on TVET more than on other components of the HRD system. The quantitative dimensions of these other components are addressed, but little qualitative analysis is undertaken. METHODOLOGY The report was drawn by a Palestinian expert supported by a European Union expert, between July and September 2005. It was based on desk research and field visits to the main actors, such as social partners, public authorities, nongovernmental organisations (NGOs) and UN agencies, enterprises, public and private providers, and donors. The process was participatory and the most relevant stakeholders were consulted. A national workshop was held to present the main findings and to gather basic feedback on the draft. ACKNOWLEDGEMENTS Acknowledgements are due to all interviewees throughout the country, whose feedback and views helped tremendously in shaping this report (see list of people interviewed in annex 1). Thanks are also due to all those who provided valuable feedback, thus allowing for the production of the report in its current form. Specifically, special thanks are due to Gabi Baramki, Khalil Nakhleh, Mohammad Ghadia, Mohammad Malki, Randa Hilal, Salah Al Zaroo, Sami Khader, Tafeedah Jirbawi and Ziad Jweiles for their feedback and constructive comments., peer-reviewed

This paper presents the plight of Palestinian primary school children in the city of Hebron in the West Bank, and documents the attempts of the Palestinian community to provide an education against all odds. Drawing on fieldwork, observations and interviews carried out by the author in November 2001, the case study provides a background and context, highlighting the difficult situation that Palestinian families find themselves in due to the curfew restrictions imposed by the Israeli Military during the second Intifada. The paper then goes on to describe the way the Palestinian community mobilised itself, with UNICEF support, in order to ensure that children do get the basic education they are entitled to, largely through the development of the Distance Remedial Education Project (DREP). Details of the DREP are given, particularly in relation to the development of self-learning education worksheets, extension remedial programmes, and the use of local TV stations to broadcast lessons. The case study of self-help, decentralised programmes with a high level of school community involvement using locally-available resources and materials shows great promise in the challenge of providing educational services in the context of political conflict and violence, as well as in more regular situations. Not only did students attain the minimal competencies expected at their grade level, but also by far the greater majority remained engaged with the school cycle. Interviews with education officers, heads of schools, teachers, parents and the students themselves also suggest that aspects of the programme provided psychological and social support to students who would have otherwise been even more vulnerable to the distressing effects of the political violence that they witness in their daily lives., peer-reviewed

Between 2001 and 2004, the OECD, the European Training Foundation, CEDEFOP and the World Bank carried out extensive reviews of career guidance, looking broadly at related policy and practice in both the labour-market and the education sectors. In 2002, the European PES Network’s Expert Group carried out a study on personalised services with a special focus on guidance and counselling, documenting examples of interesting practice in six Public Employment Services (PES). The present study, commissioned by DG Employment,Social Affairs and Equal Opportunities in October 2004 in collaboration with the Heads of PES Network, sets out to build on the accumulated knowledge of the previous reviews by drawing on the responses of 28 countries—the EU25 plus three EEA countries (Iceland, Norway and Switzerland)—to a questionnaire survey that was specifically developed to facilitate the identification and examination of the place of career guidance in the Public Employment Services across Europe., peer-reviewed

There are many variations between the countries of the Middle East and North Africa in terms of access and quality of education. Tunisia is one of the countries in this region that have done very well in both regards. This report is a case study of Tunisia’s Basic Competencies (BC) Approach to improving learning and educational quality. The approach is founded on the educational principle that children can learn complex skills and achieve educational objectives through progressive mastery of basic competencies, the building blocks for attaining developmental goals. The case study is a reminder that quality education does not just happen and cannot be taken for granted. Instead, quality education requires a serious, deliberate and persistent commitment on the part of a government and its partners. It is a commitment to children’s future and to a country’s economic, social and political stability. The report provides a critical analysis of the process and initial results of the Competency Approach in Tunisia. UNICEF’s role as a key player is also mentioned, notably its technical assistance that was critical in designing the approach and conceptual framework, and in developing background material, training and monitoring tools. UNICEF will continue to work in partnership with the Tunisian government in fine-tuning this approach to quality learning that places the child at the centre of the instructional process. Above all, we hope to tap the experience and expertise acquired through this innovative approach for the benefit of other countries in the region., peer-reviewed

Le rôle clé que peut jouer l’orientation professionnelle dans la réalisation de quatre objectifs de politique publique – apprentissage tout au long de la vie, insertion sociale, efficience du marché du travail et développement économique – est de plus en plus largement reconnu. L’orientation aide les individus non seulement à développer leur assurance et leur autonomie mais aussi à connaître les possibilités qui leur sont offertes d’étudier, de se former, de travailler et de participer à des activités récréatives et sociales. Elle promeut l’employabilité et l’adaptabilité en aidant les individus à prendre des décisions concernant leur insertion et leur progression professionnelles. De plus, elle améliore l’efficacité et l’efficience de l’offre d’éducation et de formation et des instruments du marché du travail, en assurant un meilleur équilibre entre besoins des individus et besoins du marché du travail et en réduisant les taux d’abandon des programmes d’études et de formation. Ces objectifs politiques sont fondamentaux pour réaliser l’ambition du Conseil européen de Lisbonne (2000) de faire de l’Europe l’économie et la société de la connaissance les plus compétitives du monde d’ici à 2010. Dans le projet de rapport intermédiaire sur la mise en oeuvre de la stratégie de Lisbonne Éducation et formation 2010. L’urgence des réformes pour réussir la stratégie de Lisbonne (2003), l’orientation professionnelle est retenue comme l’une des quatre actions essentielles pour créer des environnements d’apprentissage ouverts, attrayants et accessibles. Ce document préconise de renforcer le rôle, la qualité et la coordination des services d’orientation professionnelle pour soutenir l’apprentissage à tout âge et dans des contextes diversifiés, afin de permettre aux citoyens de gérer de manière autonome leur apprentissage et leur trajectoire professionnelle. L’une des actions prioritaires énoncées à cet égard est d’élaborer des références et des principes européens communs pour soutenir les politiques nationales d’orientation professionnelle. Les rapports intermédiaires des groupes de travail (2003) mis en place par la Commission pour assurer le suivi des objectifs de Lisbonne, en particulier du groupe G («Citoyenneté active, égalité des chances et cohésion sociale») et du groupe H («Rendre l’apprentissage attrayant et renforcer les liens avec le monde du travail et de la recherche et avec la société dans son ensemble») soulignent la nécessité croissante pour les individus de pouvoir accéder à des services d’orientation de qualité dans le cadre de l’apprentissage tout au long de la vie, afin de mieux comprendre la multiplicité des options et des possibilités qui leur sont offertes dans des contextes tant formels que non formels. En 2001, l’OCDE a entrepris un examen des politiques d’information, d’orientation et de conseil, auquel ont participé 14 pays. En 2002, à la demande de la direction générale de l’éducation et de la culture de la Commission européenne, le Cedefop et la Fondation européenne pour la formation (ETF) ont étendu cet examen aux États membres de l’UE et aux pays adhérents qui n’avaient pas participé à l’enquête de l’OCDE. La même année, la Banque mondiale a entrepris un examen similaire dans 7 pays à revenu moyen. Pour conduire leurs examens respectifs, le Cedefop, l’ETF et la Banque mondiale ont utilisé le questionnaire élaboré par l’OCDE, avec l’accord de celle-ci. Ces quatre enquêtes ont ainsi permis d’examiner la situation dans un total de 37 pays (pays européens, pays à revenu moyen et pays développés non européens). Chacune des organisations participant au processus d’examen a produit son propre rapport de synthèse. Le présent rapport, produit par le Cedefop, a pour objet d’apporter une valeur ajoutée aux travaux déjà menés en fournissant une vue d’ensemble des résultats de la recherche, afin de faciliter l’analyse transversale et thématique des politiques d’orientation dans l’ensemble de l’Europe. Le lecteur trouvera en annexe un bref document comparatif sur les contrastes et les thèmes communs que l’on peut dégager de la situation des politiques d’orientation professionnelle en Europe par rapport à la situation des pays à revenu moyen et des pays développés non européens. Le Cedefop remercie vivement l’ETF, la Banque mondiale et tout particulièrement l’OCDE pour leur coopération dans la mise à disposition des résultats de leurs propres travaux, coopération sans laquelle la rédaction du présent rapport n’aurait pas été possible. Outre les éléments de comparaison qu’il fournit aux décideurs politiques et aux praticiens pour évaluer leurs propres activités, ce rapport servira de document de référence pour le groupe d’experts de la Commission sur l’orientation tout au long de la vie et contribuera à nourrir le débat et la réflexion. Les priorités de portée générale du Cedefop pour la période 2003-2006 s’articulent en trois axes: • améliorer l’accès à la formation, la mobilité et l’intégration sociale; • permettre et valoriser l’apprentissage; • soutenir les partenariats dans une Union européenne élargie. L’orientation professionnelle est un élément transversal à ces trois axes. Le Cedefop a créé des pages web spécifiquement destinées à promouvoir une large diffusion des résultats du groupe d’experts de la Commission sur l’orientation tout au long de la vie (http://www.trainingvillage.gr/etv/Projects_Networks/Guidance/). Nous avons établi une communauté virtuelle qui offre un forum de discussion et d’échange de points de vue entre ce groupe d’experts et d’autres acteurs de l’orientation professionnelle (http://cedefop.communityzero.com/lifelong_guidance). En outre, avec l’aimable autorisation de l’OCDE et de l’ETF, nous avons incorporé les résultats de l’examen des politiques d’orientation professionnelle conduit dans les 29 pays européens dans notre base de données eKnowVet, qui fait partie intégrante de notre système de gestion des connaissances. Dès lors, les utilisateurs peuvent non seulement consulter et imprimer chacun des rapports nationaux issus de cet examen, mais également extraire des données thématiques (par ex. sur les instruments politiques, les initiatives récentes, le rôle des parties prenantes, les publics prioritaires, les personnels, etc.) transversales aux 29 pays étudiés ou à un sous-groupe sélectionné de pays. Des données du présent rapport ont également été intégrées à la base de données eKnowVet, qui est accessible à partir des pages web consacrées à l’orientation. Le Cedefop organisera les 4 et 5 octobre 2004 une conférence Agora sur le thème «L’orientation tout au long de la vie – Autrement» (http://www.cedefop.eu.int/ events.asp?Actione=1). Les conférences Agora offrent un forum informel qui encourage le dialogue entre les chercheurs, les décideurs politiques et les partenaires sociaux concernés par la formation et l’enseignement professionnels. Par ailleurs, le Cedefop mènera plusieurs autres activités liées à l’orientation dans le cadre du soutien qu’il apporte au groupe d’experts de la Commission sur l’orientation tout au long de la vie et réalisera notamment: • une étude sur les critères de qualité et les lignes directrices pour les services et les produits d’orientation du point de vue du citoyen/de l’usager; • une étude de faisabilité sur les indicateurs et les critères de référence pour l’orientation professionnelle., peer-reviewed

This publication arises from major reviews of national career guidance policies conducted by the OECD and the European Commission during 2001-2003. Australia, Austria, Canada, the Czech Republic, Denmark, Finland, Germany, Ireland, Korea, Luxembourg, the Netherlands, Norway, Spain and the United Kingdom took part in the OECD review. The European Centre for the Development of Vocational Training (CEDEFOP) gathered data from Belgium, France, Greece, Iceland, Italy, Portugal and Sweden for the European Commission, and the European Training Foundation (ETF) gathered data from Bulgaria, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovakia and Slovenia. A parallel review by the World Bank was conducted in 2003 in Chile, the Philippines, Poland, Romania, Russia, South Africa and Turkey. In each country the reviews assessed how the organisation, management and delivery of career guidance services contribute to the implementation of lifelong learning and active labour market policies. The OECD and the European Commission co-operated in planning the reviews, used a common survey instrument (initially designed for use by the 14 countries taking part in the OECD review, and also used as the basis for the World Bank reviews), shared experts and members of review teams, and jointly commissioned expert papers to inform their assessment of key issues. This co-operation has resulted in a unique set of data on national approaches to career guidance services. A number of common messages emerged from the reviews about deficiencies in national career guidance services. Many examples of good practice exist in the countries that were reviewed. Nevertheless there are major gaps between how services are organised and delivered on the one hand and some key public policy goals on the other. Access to services is limited, particularly for adults. Too often services fail to develop people's career management skills, but focus upon immediate decisions. Training and qualification systems for those who provide services are often inadequate or inappropriate. Co-ordination between key ministries and stakeholders is poor. The evidence base is insufficient to allow proper steering of services by policy makers, with inadequate data being available on costs, benefits, client characteristics or outcomes. And in delivering services insufficient use is made of ICT and other cost-effective ways to meet client needs more flexibly. This publication gives policy makers clear, practical tools that can be used to address these problems. It encompasses the major policy domains involved in developing a comprehensive framework for lifelong guidance systems: meeting the career guidance needs of young people and of adults; widening access to career guidance; improving career information; staffing and funding career guidance services; and improving strategic leadership. Within each of these areas the publication: • Sets out the key challenges that policy makers face in trying to improve career guidance services; • Provides examples of good practice and of effective responses to these challenges, drawing upon research conducted in 36 OECD and European countries; • Lists the questions that policy makers need to ask themselves in responding to these challenges; and • Provides practical options that they can use in order to improve policy. Material for the publication was prepared by Professor Ronald Sultana of the University of Malta and Professor Tony Watts of the United Kingdom’s National Institute for Careers Education and Counselling, both of whom had extensive involvement in the OECD and European Commission reviews. Within the OECD preparation of the publication was supervised by Richard Sweet, and within the European Commission by staff of the Directorate General, Education and Culture. It is published under the responsibility of the Secretary-General of the OECD and the Director General for Education and Culture, European Commission., peer-reviewed

The key contribution which career guidance can make to achieve four public policy goals – lifelong learning, social inclusion, labour market efficiency and economic development – is increasingly widely acknowledged. Guidance builds confidence and empowers individuals as well as making people aware of learning, work, civic and leisure opportunities. It promotes employability and adaptability by assisting people to make career decisions both on entering the labour market and on moving within it. Guidance also helps improve the effectiveness and efficiency of education and training provision and labour market instruments, by promoting a closer match to individual and labour market needs and by reducing non-completion rates. Such public policy goals are fundamental to attaining the Lisbon Council (2000) aim of making Europe the most competitive economy and knowledge-based society in the world by 2010. The draft interim report on implementing of the Lisbon strategy, Education and training 2010: the success of the Lisbon strategy hinges on urgent reforms (2004), identifies career guidance as one of four key actions to create open, attractive and accessible learning environments. It calls for strengthening the role, quality and coordination of career guidance services to support learning at all ages and in a range of settings, empowering citizens to manage their learning and work. To achieve this, the report calls for common European references and principles to support national policies for career guidance as a matter of priority. The progress reports of the working groups (2003) established to follow up the Lisbon objectives, especially Group G (access, social inclusion, active citizenship) and Group H (making learning attractive, education, work and society) highlight the increasing importance of access to good quality guidance services in a lifelong learning context to help individuals make sense of the greater diversity of choices and opportunities available in non-formal as well as formal settings. In 2001, the OECD launched a review of policies for career information, guidance and counselling services in which 14 countries took part. At the request of the European Commission’s Directorate General for Education and Culture, in 2002, Cedefop and the ETF extended the review to cover the remaining Member States and future Member States. In 2002, the World Bank undertook a related review of career guidance policies in seven middleincome countries. With permission from the OECD, the reviews carried out by Cedefop, the ETF and the World Bank were based on the questionnaire devised by the OECD. A total of 37 countries were covered (a mix of European, middle-income and non-European developed countries). Each organisation involved in the review produced its own synthesis report. This Cedefop report is intended to add value to the work already done by providing an overview of the research results thus facilitating transversal and thematic analysis of guidance policy across Europe. Annexed to the main report is a short paper comparing and contrasting the career guidance policy situation in Europe with that of middle-income countries and non-European developed countries. Cedefop owes a debt of thanks to the ETF, the World Bank and, most especially to the OECD, for their cooperation in sharing the results of their work which made the preparation of this report possible. In addition to enabling policy-makers and practitioners to benchmark their activities, this report will serve as a reference document for the Commission’s expert group on lifelong guidance and as a stimulus for debate and reflection. Cedefop has three overarching priorities for the period 2003-06: • improving access to learning, mobility and social inclusion; • enabling and valuing learning; • supporting partnerships in an enlarged EU. Career guidance is a transversal element running across all three priorities. Cedefop has created guidance web pages to promote broad dissemination of the results of the work of the Commission’s expert group on lifelong guidance: (http://www.trainingvillage.gr/etv/Projects_Networks/Guidance/). We have established a virtual community as a forum for discussion and exchange of views among the expert group and others active in career guidance: (http://cedefop.communityzero.com/lifelong_guidance). With the kind permission of the OECD and the ETF, we have also incorporated the results of the 29 career guidance policy reviews of European countries into our ‘eKnowVet’ database, part of our knowledge management system. This means that, in addition to being able to consult and print out each of the country reports, data can be extracted by theme (for example policy instruments; recent initiatives; roles of stakeholders; target groups; staffing, etc.) transversally across all 29 countries or by any selected subgroup of countries. Data from the report have also been included in the ‘eKnowVet’ database, accessible via the guidance web pages. Cedefop will hold an Agora conference on ‘Lifecourse guidance and counselling’ on 4 and 5 October 2004 (http://www.cedefop.eu.int/events.asp?Actione=1). Agora events provide an informal forum to encourage dialogue between researchers, policy-makers and social partners involved in vocational education and training. Other forthcoming Cedefop work on guidance, initiated in support of the Commission’s expert group on lifelong learning, includes: • a study on quality criteria and guidelines for guidance services and products from a citizen/consumer perspective; • a feasibility study on indicators and benchmarks in career guidance., peer-reviewed

This discussion report is written in relation to the theme “Refugee children’s opportunity to quality education” at Workshop 1: “Promoting the Well-being of the Palestine refugee child”, at the UNRWA conference debating the future of humanitarian assistance for Palestine refugees, to be held in Geneva between 7-8 June 2004, where the overarching theme is ‘Meeting the Humanitarian Needs of the Palestine Refugees in the Near East—Building Partnerships in Support of UNRWA.’ The conference is hosted by the Swiss Agency for Development and Cooperation (SDC) on behalf of the Swiss government. Working Group 1 is chaired by Sweden and co-chaired by UNICEF. The present thematic report was written for—and with the assistance—of UNESCO, the official presenter for the sub-theme on quality education. It has benefited from the strong support of UNRWA, the Swedish Consulate/Jerusalem and from the dedicated workshop co-ordinator from the Olof Palme International Center in Stockholm. The author is responsible for the choice and the presentation of the facts contained in this documentation and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. The paper sets out to examine the extent to which Palestine refugee children are receiving quality education in the schools managed by UNRWA in the five Fields in which it operates, namely the West Bank, Gaza, Jordan, Lebanon and Syria. In so doing, it will identify the challenges that UNRWA has to face, provide an account of how such challenges are being addressed, and highlight what still needs to be done. First, however, it is essential to define what is being understood by ‘quality education’, as this will frame both the account of what was observed in the field, as well as the analysis and recommendations that follow. It is also important to provide a brief outline of the methodology used in the compilation of this study, in order to put the reader in a better position to evaluate the soundness of the data presented., peer-reviewed

There are many variations between the countries of the Middle East and North Africa in terms of access and quality of education. Tunisia is one of the countries in this region that have done very well in both regards. This report is a case study of Tunisia’s Basic Competencies (BC) Approach to improving learning and educational quality. The approach is founded on the educational principle that children can learn complex skills and achieve educational objectives through progressive mastery of basic competencies, the building blocks for attaining developmental goals. The case study is a reminder that quality education does not just happen and cannot be taken for granted. Instead, quality education requires a serious, deliberate and persistent commitment on the part of a government and its partners. It is a commitment to children’s future and to a country’s economic, social and political stability. The report provides a critical analysis of the process and initial results of the Competency Approach in Tunisia. UNICEF’s role as a key player is also mentioned, notably its technical assistance that was critical in designing the approach and conceptual framework, and in developing background material, training and monitoring tools. UNICEF will continue to work in partnership with the Tunisian government in fine-tuning this approach to quality learning that places the child at the centre of the instructional process. Above all, we hope to tap the experience and expertise acquired through this innovative approach for the benefit of other countries in the region., N/A

Guidance and Counselling were imported in Malta in the early post-Independence years mainly from the UK where the first guidance practitioners received their training. It was felt, at that time, that with the onset of industrialisation, tourism and the great technological advances in Malta our youngsters needed ‘guidance’ to be able to exploit the new work opportunities being created. Forty years later, another political-cum-economic event is happening in Malta which will also bring in a new perspective to our Guidance Services. Malta’s membership in the European Union in May 2004 will usher in many substantial economic changes. Our employment world will change and adapt fully to EU practices and our workers will be able to take up jobs in the EU if they have the necessary qualifications. Mobility of workers in the EU enhances our work opportunities and our workers will need to have all relevant information on work and training openings in the EU. In view of this new employment framework, our Guidance Services need to look far beyond our shores if they are to fully meet their obligations towards their users. Guidance personnel need to upgrade and update their professional training and qualifications. Wider and deeper contacts need to be established and maintained with their counterparts in all the EU member states. Guidance practitioners in Malta need to be fully aware of the opportunities for professional development provided by the European Commission. This report is an eye-opener and should serve to boost the aspirations of all those involved in the guidance field, helping them become more aware of the standards they must strive for. The report should also ensure that all the necessary steps are taken so that the best possible use is made of the new opportunities within the EU. Lifelong Learning and consequently Lifelong Guidance feature highly on the European Union’s agenda for employment. These two concepts are very relevant to where Malta is at, since the island must draw on them in a way that is beneficial to all its workers and students. Finally, one area which Maltese Guidance personnel need to examine thoroughly is the fresh competencies they need, to deal better with new challenges as articulated in this report. Malta needs to embark upon an intensive and objective debate to ensure that such competencies are developed quickly and efficiently. It is recommended that all guidance practitioners should look deeply and critically at the present situation so that they would, collectively and individually, work out the new strategy for Guidance in Malta post-entry in the European Union. This report will surely make a very positive contribution to this objective. It is written by a qualified guidance practitioner as well as a seasoned academic in this field. Professor Sultana has produced a detailed and comprehensive review of Lifelong Education and the European Challenge from the Maltese perspective. The European Union Programmes Unit of the Ministry of Education, responsible for the EU programme Leonardo da Vinci, which includes Euroguidance Malta, is very proud to be associated with this venture and has gladly supported the publication of this study., peer-reviewed

Straipsnio autoriai analizuoja padidėjusio dėmesio informavimo, vadovavimo ir konsultavimo karjerai politikos prielaidas pastaraisiais metais ir pateikia 2003 m. spalio mėnesį paskelbtus vadovavimo karjerai politikos ETF (Europos rengimo fondas, vert. past) apžvalgos svarbiausius rezultatus 11 Europos Sąjungos šalių narių, šalių, pakviestų įsijungti į ES 2004 m ir šalių, pakviestų derybų dėl stojimo į ES. The authors of the article analyse the policy background of ! the increased attention to career information, guidance and I counselling in recent years and present the main findings of an I ETF Review on Career Guidance Policies in 11 Acceding and j Candidate Countries published in October 2003.

Despite the fact that the Mediterranean region is marked by discontinuities and fractures, where the economic, culture and educational genealogies or coding of different states and groups of states reflect and occupy different sociological times, it is nevertheless possible to perceive a number of common elements which are worth focusing on. Among these one can refer to the transitional dynamics that mark most Mediterranean states, with major changes taking place in the economic, political, and cultural spheres. Such transformations generate tensions in states, caught up as these are in the process of globalization, where power in defining futures has both intra-state as well as inter-regional and international dimension, peer-reviewed

The provision of career information and guidance throughout a citizen’s life has become an issue of great importance worldwide, as societies prepare themselves to meet the challenges that the transition to knowledge-based economies represents. An unprecedented research effort has in fact been initiated by the OECD, which has distributed a dedicated questionnaire to 14 countries internationally in order to create a baseline of information on the current state of policy development in career guidance. That same survey instrument has been used by CEDEFOP to gather data on the remaining EU countries, and by the ETF in relation to 11 ACCs . The World Bank has initiated a parallel review in a number of middle-income countries, again using the OECD questionnaire. The thematic review by these key partners will lead to the development of the most extensive harmonised international database ever on guidance policy and practice. This synthesis report summarises the state of play in the development of career information and guidance in both the education and labour market sectors in Bulgaria, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovakia and Slovenia. Experts from each of these countries have written a report, structured around the OECD survey and on the basis of their own knowledge of the field, often following extensive consultation with key partners. The broad purpose of this exercise is, first of all, to provide an account of the most recent and most significant developments, trends, challenges and major issues, as well as the strengths and weaknesses, of national career information and guidance systems and policies, in such a way as to render the data susceptible to comparative analysis. Secondly, the synthesis report aims to facilitate the generation of benchmarks, enabling the countries that participated in the review to gauge how well they are doing in career information and guidance provision in relation to other comparable countries, and to facilitate the sharing of good practice. Thirdly, the report should prove to be a useful tool for the development of policy, particularly as ACCs have acknowledged the centrality of lifelong learning in their strategic response to the challenges of integration in the global economy generally, and in the EU more specifically, and the value of career information and guidance throughout life for citizens within that context. The synthesis report consists of six sections, which closely follow the OECD outline in order to facilitate comparison between the different reports once these become available. In the Annex, experts responsible for writing up the detailed country reports have contributed a summary providing an overview of the key elements of the national arrangements for careers information and guidance, outlining the strengths, weaknesses, issues and challenges for their systems. The first section provides a background to the Commission’s involvement in the career information and guidance review. It also outlines briefly the geopolitical, economic and cultural contexts of the 11 countries surveyed, particularly in so far as these impact on career guidance provision. The second section focuses on the policy challenges for career information and guidance in terms of national objectives. The latter include the upgrading of the knowledge and skills base of the population, with a view to addressing unemployment, to meeting the demands of knowledge-based economies, and to ensuring that the labour supply and demand are in harmony. Another set of challenges arises from a social policy context that seeks to ensure equitable distribution of education and employment opportunities, with guidance services having a key role to play as active measures in combating early school leaving, facilitating the integration of at-risk groups in both education and the labour market, and reducing poverty. Governments in ACCs – and to a lesser extent, the private sector – have acknowledged the important contribution that career guidance can make in reaching these educational, employment and social objectives, and indeed have launched several initiatives to underscore their commitment to the cause. Nevertheless, while the discourse around career guidance has intensified, it appears that in some cases that discourse has outstripped practice, and plans tend to suffer from a lack of implementation. The third section constitutes the heart of the report, as it considers several aspects that contribute to the more effective delivery of career guidance. An initial focus is the services provided in the education sector. Here attention is given to the extent to which guidance is a stand-alone activity offered infrequently and at key transition and decision-making points, which seems to be the key modality of provision when compared to other models where guidance issues permeate the curriculum. Attention is also given to the initiatives that help to connect the school with the world of work; to the instruments used in delivering guidance; to the groups that are targeted; and to the education sectors where services are non-existent (namely primary schooling), or where they are most present (secondary level), or where they are on the increase (tertiary level, including universities). A second focus is on the employment sector, and the extent to which adults receive guidance as they negotiate occupational and further education and training trajectories in a lifelong learning society. The synthesis report highlights the fact that most adult guidance is offered in the context of public employment services, and that it tends to be remedial in nature, narrowly targeted at unemployed people, with the immediate goal of finding them employment. Other key trends noted are the lack of cross-sectorial collaboration, and the minor involvement of the private sector in the provision of adult guidance, where at best they function as job-brokerage services. One aspect of guidance that has witnessed a great deal of development in most ACCs is the use of ICT (Information and Communication Technology) to ensure more effective and widespread provision of education- and career-related information to the community. There is also a gradual trend to increased input and involvement by stakeholders, and to a shift in the modality of service whereby clients are provided with the resources to assess their needs and aspirations, and to match these with employment opportunities. A key issue cutting across the whole of this section is the lack of a sound evidence base that would permit the evaluation of the effectiveness of the guidance service in reaching its objectives. Section four considers the human and financial resources dedicated to career guidance. In most ACCs, staff involved in offering guidance services have a higher level of education – often in psychology or the humanities – though not all have had specialised pre-service training in the field. Trends include increased opportunities for in-service training, and the gradual professionalisation of career guidance through the specification of entry and qualification routes, the articulation of clearly defined occupational roles, the drawing up of a formal code of ethics, and the formation of associations and networks that may have a research and training function. Most ACCs report that the profession tends to attract women in the main, and that the qualifications and training routes for staff employed in the education sector tend to be different from those for staff engaged in the employment sector. The information about the financial resources allocated to career guidance is extremely sketchy and inconclusive. Most of the budget for careers information and guidance services comes from the state, with few ACCs reporting any substantial investment in the activity by the private sector. Section five synthesises the observations made by experts from the ACCs in terms of the strategic leadership that is exercised in the field of career guidance, and of how this could be strengthened. Despite the fact that there have been several noteworthy developments, a general conclusion that can be drawn is that there is a need for stronger mechanisms to provide coordination and leadership in articulating strategies for lifelong access to guidance within a national policy framework that is both dynamic and adequately resourced. As things stand at the moment, career guidance still tends to be seen by governments as a marginal activity. There is also much scope for a more vigorous role for the private sector and stakeholders, in a field where, curiously, trade union input seems to be particularly weak. Little evaluation is carried out to monitor quality in service provision, or to measure effectiveness, particularly in relation to specific performance targets and outputs. While examples of good practice exist in a number of the countries surveyed, a more robust evidence base is required if guidance is to be provided in a way that responds to the distinct needs of a differentiated clientele. Section six provides a concluding note identifying the main challenges as well as the way forward for career guidance in the countries surveyed. While none of the ACCs on its own holds the key for addressing the most pressing issues that are identified, collectively they certainly provide a rich thesaurus of good practice from which policy-makers and practitioners can draw inspiration., peer-reviewed

This country monograph is the result of a request from the European Commission (Directorate-General for Employment and Social Affairs) in the context of the Employment Policy Reviews launched by the latter in the future member states in 1999. According to this request, the key aim of the country monographs is to provide up-to-date, detailed information and analysis on the vocational education and training systems and structures as well as on the public and private employment services in order to support the monitoring of the Joint Assessment Papers of Employment Priorities (JAP). This analysis is considered to provide a useful input enabling the future member states and the European Commission to identify the most important needs and gaps. In particular, the analysis aims at providing: (1) an instrument to assess the progress made by the countries to increase the responsiveness of their education and training systems to labour market needs; this assessment is addresses particularly the challenges and priorities related to the development of lifelong learning; (2) a tool to assess the effectiveness of the public and private employment services to assist both young and adult unemployed people and those threatened by unemployment to enter the labour market; and (3) a basis for positioning the development trends of these systems in relation to those in EU member states. The work has been conducted by a team of national, EU and ETF experts, under the responsibility of the European Training Foundation (ETF) and with the support of the Employment Training Corporation (ETC). The method of work combined the use of desk research and field visits in the capital and also in some selected regions. The final document has been prepared by the European Training Foundation and therefore, reflects primarily an ETF viewpoint. The preparation of the monographs has also benefited from a close consultation process with representatives of the national authorities. The latter were informed about this work right from the beginning of the process and they were invited to provide their opinion on the final draft. In addition, a seminar was organised on 27 September 2002 in Brussels with the aim of presenting and discussing the documents with the national authorities of the future member states as well as with the European Commission. This monograph also reflects the outcomes of this seminar and further discussions and comments from the country. The document makes use of quantitative indicators from international institutions as well as national sources. As discussed during the 27 September meeting, it should be acknowledged that in relation to indicators used in the EU, some data are still missing, while others might refer to different realities. Therefore, figures must be interpreted with caution, taking into account that statistics should be complemented by more qualitative assessments. Further analytical work will be needed to improve the picture and in particular the positioning of developments in the country towards developments in the EU., peer-reviewed

In introducing this collection of readings meant to help guide trainee teachers in their reflections on secondary schools in Malta, I would like to draw on my own professional knowledge and experience to provide further stimulus for thought and debate. Critical thought and debate is of the essence in all things educational, for in my view, one of the first and most important lesson to whoever takes up a career in teaching is that in education, there is no perfectly right solution and possibly no absolutely wrong proposal. It is important to keep this in mind, as we attempt to consider Malta’s secondary school in the light of the development of the educational system over the years. The present structural and cultural makeup of the Maltese secondary education sector cannot be fully understood if the analysis overlooks the historical context which moulded its development. Maltese secondary education did not develop in a systematic and coherent manner. During particular epochs, boundless enthusiasm was evinced towards particular policies and models, only to be followed by strategies leading to a different orientation. Indeed, the development of Maltese secondary education is characterised by having been for too long a bone of contention in Malta’s adversarial political controversies, and, during the last quarter century, by being subjected to a panache for quick fixes by implementers of policy., peer-reviewed

In geographic, cultural, political and linguistic terms, Malta has often been described as being at the crossroads of the Mediterranean. In recent times, the University of Malta has come closer to realising its own Mediterranean vocation. In the mid 1970s, school syllabi started taking into account Mediterranean history and culture, and Mediterranean studies began featuring at all levels of the educational system., N/A

This monograph sets out to present a case study of a significant innovation in Malta, the setting up of an indigenous system of examinations at the sec- ondary-school and post-secondary-school levels. It is an important innovation not only in its own right, but also because it is a rare example of a small State setting up its own end-of-cycle certification, rather than using that provided by metropolitan countries such as the United Kingdom or France (Bray, 1998). First, a brief overview is given of those features of the Maltese education sys- tem which I consider to be the most relevant to the issue of examinations, since this is the backdrop against which current practices have to be located. This is followed by a description of the methodological strategies employed in writing this account. Details are then provided about the origins and devel- opment of the present system of assessment, its functioning and status, as well as about its impact on teaching and learning in Malta., peer-reviewed

A number of inter-related concerns led the Faculty of Education at the University of Malta to consider a series of wide-ranging reforms to the programme of teacher education that it was offering. Established in 1978, the Faculty focuses mainly on pre-service training, a role that had previously and since the post-war years been fulfilled by two training colleges, one for men and one for women. Both of these pre-service institutions had been in the hands of religious orders in what is still a largely Catholic island (see Camilleri, 1994 for an account). A four-year concurrent course leading to a B.Ed. (Hons.) degree has been offered - with various modifications - to undergraduates over the past twenty five years, the main features of which include (a) open entry to all those who obtain the necessary qualifications - namely the Matriculation Certificate, with good' A' level passes in the subject of their choice; (b) study of both primary and secondary teaching during the first two years of the course, with a choice of either of the two areas during the second part of the B.Ed.(Hons.) degree; (c) a strong field placement component throughout the course, consisting of a one-day-per-week teaching observation session in schools during the first year, and a six-week block teaching practice during the following three years; (d) a curriculum based on a study-unit and credit system, with students being guided - and occasionally obliged - to fulfil requirelnents regarding both number and type of units per year. Quality auditing of the course is nlaintained through computerprocessed student evaluation forms, which are filled in at the end of the delivery of every study-unit. External, foreign examiners also monitor standards, particularly during the students' final teaching practice. The Faculty provides other teacher education courses: a oneyear pre-service PGCE course for graduates from other Faculties, and several in-service specialised courses offering certificate, diploma and occasionally lnasters level courses in various areas, including counselling, school administration, adult education, and teaching in inclusive education settings. There are 56 members of full-time staff involved in the teacher education programme of the Faculty of Education, catering for about 900 undergraduate students and 150 PGCE students at anyone time., peer-reviewed

This chapter begins with an overview of features of the Maltese education system which are relevant to discussion or examinations. It then presents in detail the origins and development of the assessment system, its functioning and status, and its impact on teaching and learning. The implications of small size are brought out at various points, but are highlighted towards the end with particular emphasis on issues of visibility, accessibility, resourcing, role overload, and research capacity., peer-reviewed

A comprehensive scan of the comparative education literature reveals that the 'Mediterranean' does not commonly feature as a category around which analytic and systematic studies of the education systems are organised. At best, one finds individual case studies of counties around the Mediterranean basin, or even comparative analyses between two or more counties in that region in tens of such categories as 'colonial/post-colonial influence,' for instance. Occasionally, one uncovers articles and even books that consider discrete entities within the Mediterranean as poles of comparison, such as when authors look at education systems in southern Europe, in the Maghreb and Machrek countries of North Africa, or the Middle East. Even more rarely one comes across collections of articles authored by Mediterranean scholars and purporting to represent regional studies, but which in fact fail to develop an analysis that connects specific experiences and account for them with reference to an overarching explanatory framework., peer-reviewed

This commentary provides an overview of the Mediterranean Education Project by responding to four questions: Why is it necessary to have a Mediterranean project on education? Which Mediterranean are we referring to? What is the status of educational scholarship in the Mediterranean? How can the M.E.P. contribute to educational collaboration and scholarship in the Mediterranean?, peer-reviewed

In this article I will first set out to problematise our common sense assumptions about the notion of "ability", on which subsequent defmitions of "achievement" at school are based. I will argue that this kind of critical reflection on the submerged theories we operate with is crucial, for it is through a better understanding of what we are about in schools and classrooms that we can best serve the interests of those entrusted in our care. The categorisation of pupils as "high achievers", "low achievers" , and "under achievers" depends on particular views of intelligence and ability, which have developed over time and which conceal political and economic ideologies that are often not immediately available to us for critique. Nevertheless, these views of the world, of the place of the school within thls world, and of the relative worth of different groups of children therein, have an extraordinarily powerful influence on the way we think and act, and therefore need to be unpacked. Otherwise, we risk perpetrating injustices on those we claim to represent. Having delved into the political etymology of the concept "ability", we will then explore what it is that can be done to interact more effectively with those who do not fulfill their potential in the school context., peer-reviewed