참고문헌
부록 2. OECD 국가질문지 문항
1 . OV E RV IE W
H ere w e w ould lik e a brief ov erv iew of arrang em ents f or inf orm ation, g uidance and couns elling s erv ices in y our coun try .
1.1 Please pr ovide a brief (no m or e th an one pag e) ov erv iew of n ation al arr ang em ent s for car eer infor m ation , guidance and coun selling serv ices in y our countr y .
I n a ns w e r ing t his p leas e d es cribe the p rincip al s erv ice p rov ide rs, and ind icate the ex ten t to which the p rov is ion of care er inf orm ation, g uidance and couns elling ov e rlap s w ith or is integ rate d w ith othe r s e rv ices. I nd icate how resp ons ibility both f or m anag ing and f or f und ing inf orm ation, g uidance and couns elling s e rv ices is d iv ide d: be tw e en d iff erent M in is tries (f or ex amp le E ducation and L abour) ; be tw e en diff e rent lev e ls of g ov e rnm ent;
and be tw e en g ov ernm en ts and othe r p rov id ers. If p os s ible, include as an A nn ex the contact d e tails and hom ep ag es of k ey p lay ers and m ain p rov id ers of s erv ices. (N o t e : ques tions that allow m ore d e taile d d es crip tions of s erv ices can be f ound els ewhe re in the ques tionnaire).
2 . K E Y GOA L S , IN F LU E N CE S , IS S U E S A N D IN IT IA T IV E S
H ere w e w ould lik e y ou to p rov id e inf orm ation about the broad g oals f or inf orm ation, g uidance and couns e lling s erv ices, about the inf luences that are s hap ing thes e s erv ices, about the k ey iss ues in the ir org anisation, m anag em en t and d eliv e ry , and about imp ortan t recen t initiativ es.
2.2 W h at ar e th e key objectiv es and g oals of n ation al policies for inform ation , guidance and coun selling serv ices in y our countr y ? Please describ e differ ences in objectiv es and g oals th at might ex ist b etw een M inistr ies . W h er e a legislativ e b asis ex ist s for these objectiv es and g oals , please pr ovide det ails .
2.3 W h at ar e th e m ajor social, edu cation al and labour m arket influ ences th at ar e curr ently sh aping n ation al policies for infor m ation , guidance and coun selling serv ices ?
2.4 W h at ar e th e m ost import ant is su es facing policy m ak er s in y our country in th e or g anization , m an ag em ent and deliv ery of infor m ation , guidance and coun selling ser vices ?
2.5 Please describ e any r ecent (last fiv e y ear s ) initiativ es and ch ang es th at ar e of par ticular significance for th e or g anization , m an ag em ent , funding , st affing , or deliv ery of inform ation , guidance and coun selling serv ices .
F o r ex a mp le y ou m ig ht lik e to d es cribe initiativ es s uch as :
l Gov ernm ent r epor t s th at h av e r ecom m ended new appr oaches or new prior ities .
l N ew m eth ods and philosophies of pr oviding ser vices : for ex ample w ithin th e cont ex t of lifelong lear ning
l N ew or pr oposed legislation or r egulation s
l N ew or upgr aded ser vices or th e dow n - sizing or elim in ation of ex isting ser vices
l Ch ang ed prior ities for acces s to ser vices
l Ch ang ed r espon sibilities b etw een ag encies for th e pr ov ision of ser vices
l N ew edu cation and tr aining r equir em ent s for st aff
l Initiativ es to eng ag e citizen s in the planning and deliv ery of ser vices
l Initiativ es to r aise public aw ar enes s and u se of serv ices
l Ch ang es in th e inv olv em ent of th e priv ate sector
l T echnological dev elopm ent s th at h av e m ade a r eal differ ence to th e w ay s in w hich serv ices ar e deliv er ed and/ or acces sed
3 . P OLICY IN S T RU M E N T S F OR S T E E RIN G S E RV ICE S
H ere w e w is h to k n ow about the k ey p olicy ins trum en ts that are us ed to s te er inf orm ation, g uidance and couns elling s erv ices, and about how p olicy g oals are trans late d into s erv ice de liv ery .
3.1 How import ant is legislation in st eer ing infor m ation , guidance and coun selling ser vices in y our countr y ? Please briefly describ e th e m ain pieces of legislation th at dir ectly affect inform ation , guidance and coun selling ser vices . M or e complet e det ails and ex amples can be pr ov ided in an Annex .
3.2 W h at other in strum ent s ar e nor m ally u sed for the political steering of inform ation , guidance and coun selling ser vices and to m onitor implem ent ation ?
F o r ex a mp le y ou m ig ht lik e to d es cribe the us e of ins trum en ts s uch as outcom es targ e ts, m andatory or v oluntary s e rv ice quality s tandards, m andatory or v olun tary comp e tency s tandards and qualif ication s tandards f or s taff , comp e titiv e tende ring f or s erv ices and the lik e.
3.3 Please descr ibe h ow g ov ernm ent r egulation , funding and pr ovision of inform ation , guidance and coun selling serv ices ar e r elated to one anoth er . Is th e s am e (g ov ernm ent ) body typically r espon sible for all thr ee, or ar e they carried out by separ ate ag encies ?
3.4 W h at m ech anism s , if any , ex ist for co- or din ating inform ation , guidance and coun selling ser vices : betw een differ ent M inistr ies ; betw een differ ent lev els of g ov er nm ent ; b etw een g ov ernm ent s and
oth er par ties su ch as employ er s , tr ade union s , th e pr iv at e sect or , and com munity gr oups ; b etw een ser vices for y outh and for adult s ; and betw een the differ ent ag encies th at pr ovide serv ices ? W h at b arr ier s ex ist to co- or din ation of ser vices and to netw orking am ong pr ov ider s ?
3.5 W h at b arr ier s ex ist to co- or din ation of ser vices and t o netw orking am ong pr ovider s ?
4 . T H E ROLE S OF T H E S T A K E H OLD E R S
H ere w e w is h to k n ow about the roles p lay ed s om e k ey s tak ehold ers other than g ov ernm ent M in is tries - - s uch as emp loy er org anisations and trad e unions - - in inf orm ation, g uidance and couns elling s erv ices.
E mp loy e r or g a n is a t ions
4.1 W h at r ole do employ er or g anis ation s play in r egulating or funding infor m ation , guidance and coun selling serv ices ?
F o r ex a mp le by p articip ating in adv is ory and co- ord ination bodies ; by contributing to com m on f unds f or inf orm ation, g uidance and couns e lling s e rv ices ; throug h p rov iding emp loy e e leav e to tak e p art in care e r g uidance; or throug h p articip ation in p rog ram m e m anag em ent com m itte es.
4.2 W h at initiativ es do employ er or g anis ation s t ake t o help pr ovide infor m ation , guidance and coun selling ser vices ?
F o r ex a mp le : inv olv em en t in care er inf orm ation p rog ram m es in s chools and tertiary ed ucation; the p rov is ion of g uidance and couns elling ; org anis ing care ers f airs and ex hibitions ; or the p rod uction of care er inf orm ation.
4.3 Does employ er inv olv em ent in inform ation , guidance and coun selling ser vices tend to be:
S e ldo m Oc c a s io n al R e g u l ar
1 2 3 4 5
Local Mostly local, but some national
50- 50 Mostly national, but some loc al
N ational
1 2 3 4 5
I n a ns w e r ing t his q ue s t ion p leas e tick the box that bes t app lies.
Y ou m ig ht als o lik e to add s om e des crip tiv e m ate rial in s upp ort of y our resp ons e.
T ra d e un ions
4.4 Do tr ade union s play a r ole in r egulating or funding infor m ation , guidance and coun selling ser vices ?
F o r ex a mp le throug h p articip ating in adv is ory and co-ordination bod ies, or in p rog ram m e m anag em ent com m itte es.
4.5 W h at initiativ es do tr ade union s t ake in pr oviding inform ation , guidance and coun selling ser vices ?
F o r ex a mp le inv olv em ent in care er inf orm ation p rog ram m es in s chools ; p rov id ing g uidance and couns elling ; or p rod ucing care er inf orm ation. H ere als o des cribe any initiativ es tak en by trade unions to p rov id e inf orm ation, g uidance and couns elling s e rv ices to the ir own m em bers.
4.6 Does tr ade union inv olv em ent in infor m ation , guidance and coun selling ser vices tend to be:
S e ldo m Oc c a s io n al R e g u l ar
1 2 3 4 5
Local Mostly local, but some national
50- 50 Mostly national, but some loc al
N ational
1 2 3 4 5
I n a ns w e r ing t his q ue s t ion p leas e tick the box that bes t app lies.
Y ou m ig ht als o lik e to add s om e des crip tiv e m ate rial in s upp ort of y our resp ons e.
O the r s tak e ho ld e r s
4.7 Please describ e w ay s in w hich policies encour ag e oth er st akeholder s - - su ch as par ent s , as sociation s of stu dent s , alum ni, com munity or g anis ation s , edu cation al in stitution s or th e end u ser s of ser vices -to play a r ole in infor m ation , guidance and coun selling ser vices .
F o r ex a mp le throug h roles that are exp ress e d in leg is lation;
throug h p olicies to con tract s erv ice p rov is ion to n on - g ov e rnm ent org an isations ; throug h m em bers hip of adv is ory bod ies ; throug h m em bership of p rog ram m e m anag em ent com m itte es.
5 . T A R GE T IN G A N D A CCE S S
H ere w e wan t to k now about p riorities f or access to inf orm ation, g uidance and couns elling s erv ices. T his s e ction als o ask s about how s erv ices are p rov ide d f or ad ults.
5.1 Please descr ibe any pr ior ities or t ar g et gr oup s for inform ation , guidance and coun selling ser vices , inclu ding h ow pr iority needs ar e est ablish ed .
F o r ex a mp le targ e t g roup s m ig ht includ e : s chool s tudents ; y oung p e op le; ad ults ; un emp loy e d p e op le; thos e rece iv ing s ocial w e lf are ben ef its ; tertiary ed ucation s tudents ; emp loy e es ; ref ug e es and m em bers of e thnic m in orities.
5.2 How ar e any su ch prior ities or t ar g et s expr es sed?
F o r ex a mp le g iv e d e tails of any leg is lation that p rov id es rig hts or entitlem ents to s erv ices f or p articular g roup s.
5.3 W h er e su ch prior ities ex ist , w h at activ e steps ar e t ak en to en sur e th at acces s to serv ices is pos sible for t ar g et gr oup s ?
F o r ex a mp le one - s top - shop s ; drop - in s erv ices that d o not re quire app oin tm ents ; te lep hone he lp - lin es ; us e of com m unity org an isations f or s erv ice d eliv e ry ; targ e ted adv ertis ing .
5.4 T ypically , ar e differ ent m eth ods u sed to pr ovide serv ices for differ ent t ar g et gr oup s ?
5.5 Do ex amples ex ist in w hich indiv idu als ar e r equir ed t o t ake part in guidance and coun selling ?
F o r exa mp le to con tinue to rece iv e s ocial s e curity benef its or p ens ions ; or to av oid exp uls ion f rom s chool.
5.6 Do policies for infor m ation , guidance and coun selling ser vices fav our :
l A compr ehen siv e appr oach (so th at serv ices ar e univ er s ally acces sible and m eet a w ide r ang e of needs ); or
l A t ar g eted appr oach th at fav our s th ose in gr eatest need ;or l Both of these appr oach es .
5.7 Please descr ibe th e m ajor g ap s , if any , in th e pr ov ision of inform ation , guidance and coun selling serv ices . Ar e th er e any gr oup s w h ose needs appear to be m et les s effectiv ely th an oth er s ?
S e r v ic e s f or a d ul ts
5.8 Please describ e h ow infor m ation , guidance and coun selling ser vices ar e or g anised and pr ovided for adult s in y our countr y .
F o r ex a mp le : which ag encies (e ducational ins titutions, com m un ity org anisation, the p ublic emp loy m ent s erv ice) typ ically p rov ide s erv ices f or ad ults ; are thes e d iff eren t f rom the ag encies that p rov id e s erv ices f or y outh; how are d iff erent ag encies co- ordinated; what p riority do s erv ices f or ad ults hav e comp ared to s e rv ices f or y outh; what re cent in itiativ es hav e be en tak en to p rov ide s erv ices to ad ults.
6 . S T A F F IN G
H ere w e w is h to k n ow about the typ es of s taff that p rov id e inf orm ation, g uidance and couns elling s erv ices in y our coun try , and about the ir qualif ications and comp e tencies.
I n a ns w e r ing this s e c t ion, p leas e des cribe diff e rences be tw e en s taff in the d iff eren t s e tting s in which inf orm ation, g uidance and couns elling s erv ices are p rov ide d: f or examp le s chools, tertiary e ducation, com m unity org anisations, p ublic emp loy m ent s e rv ices.
6.1 W h at types or categ ories of st aff ar e employ ed t o pr ovide infor m ation , guidance and coun selling ser vices in y our country ?
F o r ex a mp le inf orm ation librarian, clas s room care e rs teacher, s chool couns e llor, p ublic emp loy m en t s erv ice couns ellor.
6.2 W h at is the best inform ation th at can be pr ovided on the numb er of st aff, by type or cat eg or y , w ho ar e employ ed to pr ovide inform ation , guidance and coun selling serv ices in y our countr y ? Please indicate if inform ation on th eir ag e, g ender and equity gr oup stru ctur e is av ailable.
6.3 W h at edu cation and tr aining qu alification s ar e th e differ ent types or categ ories of car eer inform ation , guidance and coun selling st aff r equir ed to h av e? (W h er e qu alification s ar e r equir ed, please indicate
w h ether it is g ov er nm ent or a pr ofes sion al as sociation th at r equir es them , and describ e r elev ant pr ofes sion al licen sing bodies ).
F o r exa mp le teaching qualif ications, univ ers ity deg re es in p sy chology , sp ecial d ip lom as in g uidance and couns e lling , p os t - g raduate qualif ications, comp le tion of in - s e rv ice cours es and s o on. P leas e d es cribe the leng th of the ed ucation and train ing and the typ e of qualif ication that it leads to. P leas e des cribe any d iff erences in re quirem ents be tw e en the diff e rent s e tting s in
F o r ex a mp le com m unication sk ills, g roup f acilitation sk ills,
6.5 How ar e th e competencies or know ledg e and skills r equir ed of th ose w h o pr ovide infor m ation , guidance and coun selling ch anging , and w hy ? W h at is being done to m eet these ch anging know ledg e and skill needs ?
6.6 W h at opportunities ex ist for infor m ation , guidance and coun selling ser vice st aff t o update th eir know ledg e and skills ?
F o r ex a mp le : D o ind us trial ag re em ents allow tim e f or recurrent ed ucation and sk ills up g rading ? W hat tim e, and what p rog ram m es, d o g ov ernm en t ag encies p rov ide f or the p urp os e ? W hat recurrent
ed ucation and sk ills up g rading cours es are p rov id ed by tertiary ins titutions ?
6.7 Please descr ibe any policies th at ex ist t o sy stem atically m ake u se of gr oup s su ch as alumni, par ent s and local employ er s in deliv er ing serv ices .
F o r ex a mp le by acting as m en tors, or by v is iting clas s es to p rov ide inf orm ation on care e rs.
7 . D E LIV E RY S E T T IN GS
H ere w e w ould lik e to k now about the de liv ery of s erv ices in diff e rent s e tting s.
S cho o ls
7.1 Ar e separ at e car eer edu cation les son s a nor m al part of th e sch ool curr iculum ? If so, for each sch ool gr ade, please indicat e w heth er or not su ch les son s ar e r equir ed and the m andat ory number of hour s per y ear .
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Requir ed
? Hour s
7.2 If separ ate car eer edu cation les son s ar e not pr ovided, ar e policies in place to int egr ate car eer edu cation into oth er subject s ? Det ails can b e pr ovided in an Annex .
7.3 Ar e periods of w ork exper ience. T his r efer s t o per iods th at stu dent s ar e r equir ed to spend in w orkplace in or der to as sist th eir car eer decision m aking and in or der t o under st and th e w or ld of w ork . It
does not r efer to th ose per iods of w orkplace ex perience th at ar e inclu ded in v ocation al edu cation pr ogr am m es in or der to allow stu dent s to dev elop or pr actice th e w ork - r elated skills and competencies inclu ded w ithin th e v ocation al edu cation curriculum . r equir ed as part of th e secondar y sch ool curriculum ? F or each sch ool gr ade please indicate w h ether or not su ch ex perience is r equir ed, and how m any hour s per y ear ar e r equir ed .
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Requir ed
? Hour s
7.4 W h at oth er types of car eer infor m ation , guidance and coun selling ser vices ar e typically pr ovided for sch ool stu dent s (th at is , apart fr om car eer edu cation les son s and w ork ex perience)?
F o r ex a mp le care ers f airs ; p ers onal couns elling ; access to care er libraries ; alum n i p rog ram m es ; p aren t inv olv em ent p rog ram m es ; intern e t or comp uter - bas e d p rog ram m es.
T he p ub l ic e mp loy m e n t s e r v ic e
7.5 W h at infor m ation , guidance and coun selling ser vices ar e pr ovided by th e public employm ent serv ice?
F o r ex a mp le : what is the relativ e balance be tw e en care er and j ob inf orm ation s erv ices and g uidance and couns elling ; what typ es of clien ts typ ically s e ek and rece iv e ass is tance; how are thes e
F o r ex a mp le : what is the relativ e balance be tw e en care er and j ob inf orm ation s erv ices and g uidance and couns elling ; what typ es of clien ts typ ically s e ek and rece iv e ass is tance; how are thes e