1. Content and Methodology Development of the Career Guidance System of Hungary Gender aspects or life-time career aspect is a better way for career guidance? Tibor Bors Borbély-Pecze, Ph.D. Budapest, November 22, 2012

2. Content 1.) Rational - A European viewpoint 2.) Lifelong Guidance System Development 3.) VET & LLL and Lifelong Guidance System Development 4.) Way forward

3. Why gender matters? Occupational segregation Wage gap Different time schedule of jobs Work/life balance Union-jobs vs. non-union-jobs different „mindset” Etc.

4. The sex gap: which jobs do women and men do? http://www.guardian.co.uk/news/datablog/2009/jun/03/gender

5. The 15 Jobs Where Women Earn More Than Men BLS, http://www.forbes.com/sites/jennagoudreau/2011/03/14/jobs-where-women-earn-more-than-men/http://www.forbes.com/sites/jennagoudreau/2011/03/14/jobs-where-women-earn-more-than-men/

6. Why doesn’t it matter? Guidance is a pedagogical lifelong personal process Which correspond with the; –geographical surroundings, –the structure and development of the society, –and the labour market (technology)

7. 7 1.) Rational A European viewpoint

8. What is (lifelong) guidance? In the context of lifelong learning, guidance refers to a range of activities that enables citizens of any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their individual life paths in learning, work and other settings in which these capacities and competences are learned and/or used. Council Resolution (2004)

9. Guidance provision within the education and training system … and especially in schools or at school level, has an essential role to play in ensuring that individuals’ educational and career decisions are firmly based, and in assisting them to develop effective self-management of their learning and career paths. It is also a key instrument for education and training institutions to improve the quality and provision of learning. Council Resolution (2004)

10. System theory & constructivist approaches for policy development Source: Career Development and System Theory (AU 2006) Chapter 7 Building Positive Work Habits and Attitudes - Mary McMahon, Wendy Patton

11. Areas to be integrated Knowledge about labour market and education Self-knowledge related to career Knowledge of occupations

12. What to improve? (user’s view) - Making decisions - Dealing with problems - Life guiding abilities - Self-evaluation - Career readiness and identity - (Self-)controll How to measure? - indicators - Living the change - Quality of the counselling relation - Problem-analysis - Exploration of sourves, developing competencies - Reframing - Fulfilled and open needs

13. 2.) Lifelong Guidance System Development

14. What we have accomplished? National LLG Portal Regional Professional Network Tools (films, folders, questionnaires Trainings (post-gradual and short ones) Unified protocol of guidance practitioners Country-wide network of counsellors 76+1900 persons 3650 persons (622 qualified) ~300 000 unique visitors/year 42 films, 150 folders, 40+ questionnaires ~50 counsellors International accolade – EU-level evaluation of the 2008-2010 phase Creating training materials 10+1 courses

15. Lifelong guidance 1.Bridge-role: (OECD, 2004) make the client able to understand the world of education and work, and the connection between them 2.Holistic approach 1: harmonising the different policies (for the good of the client) 3.Holistic approach 2: dealing with the complete lifespan of the client (a service that is available in every age and and life-situation) 4.Labour market aspect: increasing the labour market value of the counsellors and the clients  does not create new jobs but develops flexibility of the individuals and the education/ labour market systems

16. 3.) VET & LLL and Lifelong Guidance System Development

17. VET and Guidance Better and targeted information provision and guidance are needed to attract more foreign learners to our VET systems; Easily accessible and high-quality lifelong information, guidance and counselling services, which form a coherent network and which enable European citizens to take sound decisions and to manage their learning and professional careers beyond traditional gender profiles. To improve the quality and relevance of VET, participating countries, and particularly VET providers, should make use of feedback from guidance services on the transition of VET graduates to work or to further learning; Source: Bruges Communiqué 2011

18. Social & Labour Market Inclusion and Guidance Job search assistance and guidance: Defining an employment profile and working skills, and counselling beneficiaries about the labour market. Source: Bachelet Report 2011 UN:ILO&WHO

19. 4.) Way forward

20. Areas of potential development for Hungary - Standard, unified legal and financial background - Involving national sources - Complex, multi-level guidance-centres - National LLG Portal as an integrative tool (web- based/distance counselling, online personal portfolio) - Social marketing - Research center, think-tank Watts Report (2010)

21. Target groups „School-age” (6~23 years) Elementary education: 776.000 (orientation, choosing career) Vocational education: 145.000 (life-design competencies) Secondary education: 513.000 (general secondary schools: orientation, vocational secondary schools: life-design competencies) Higher education: 413.000 (career counselling) Adults (24-65 years) Active population: 4 171 000 (career correction, career endorsing) Inactive population: 2 599 000 (orientation, correction, supporting social inclusion through the labour market) Total: ~ 7,4 million Hungarian citizens (Source: STADAT 2009)