Working and ageing - Cedefop - Europa

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228 Working and ageing Guidance and counselling for mature learners based on this catalogue and certification obtained through accreditation of prior learning have equal value at national level. This integrated approach also demands that work carried out by educational operators should complement that of professional training operators. In this context, two important national qualifications system structures have emerged: new opportunities centres and training providers. Adults may directly access the education-training modality they require at a training provider, especially adult education and training courses ( 47 ), and certified modular training. However, new opportunities centres remain, under the national qualifications system framework, the entry doors for those wishing to improve their formal qualifications (Gomes and Simões, 2007). Currently, there is a nationwide network of 453 centres, promoted by various organisations (private and public schools, professional schools, professional training centres, local authorities, companies and business associations, regional and local development associations, as well as other training providers). The centres serve citizens who are aged 18 and over, and who have acquired knowledge and competences during their working lives but have not finished the 4th, 6th, 9th or 12th years of schooling, or have not obtained a professional qualification. The main lines of action for new opportunities centres are to guide and counsel adults on the most adequate qualification pathways, and to design and develop RVCC pathways. 12.3. Guidance and counselling towards a qualification Throughout their lives, individuals pass through various transitions in the course of their qualification and occupation: from basic level to secondary and then to higher education, from education to vocational training, from education to employment, from one job to another, from employment to unemployment, from employment to retirement. Guidance and counselling plays a key role in supporting decisions, stressing the responsibility of the individual in setting goals and implementing strategies for successful career paths (Council of the EU, 2008). ( 47 ) EFA courses are currently one of the key tools in adult training strategy. Targeting low qualified adults over 18 years old, these courses are flexible, offering education and/or training pathways based on the learnerʼs starting point.
CHAPTER 12 Guiding and counselling adults in Portugal: new opportunities for a qualification 229 Effective lifelong guidance provision is a crucial task of new opportunities centres. By encouraging and supporting individualsʼ participation in education and training they also support realistic and meaningful careers. The centres play a major role in helping adults design their academic and/or professional qualification pathways, through a somewhat extensive set of activities that aim to ʻrevealʼ each candidatesʼ individual profile – personal and sociographical characteristics, academic and professional histories, motivations, interests and expectations. All adults enrolled in these centres undergo diagnosis and guidance processes regarding their career and qualification pathways. Components of this stage are: (a) reception: welcoming and enrolment of adults, detailed presentation of several training paths in the national qualifications system where the adult lives or works; (b) diagnosis: analysis of the candidateʼs profile, involving more individualised activities such as reviewing the CV, supported by an interview. This interview is vital, as a form of individual support, in helping adults build a degree of self-knowledge. Its aim is to work with candidates to fit realistically their expectations to their pathway. The quality of the relationship between the adviser and the adult candidate supports a proper diagnosis that will result in an equally well-adjusted route; (c) guidance: provide candidates with all information to guide them towards the most appropriate qualification choice. Results from analysis of the candidateʼs characteristics and track record (including prior education and training, life experience, aspirations, motivations, needs and expectations), identified during the diagnosis process. In addition to guiding each adult to the most suitable qualification solution, this step also encourages each candidate to take responsibility for the choices made and for integrating into and pursuing their qualifications pathway. The method used in these three intervention stages/dimensions is clearly defined in a specific document (Almeida et al., 2008). In the centres, guidance practices are implemented through diverse individual and group activities, seeking provision and collection of information, as well as forms of skills development to support decision-making and career management. Responsibility for carrying out each of the stages lies with the diagnosis and guiding counsellor. This advisor works directly with each candidate as well as their immediate environment. This involves seeking out relevant information for guiding and integrating adults into training offers that meet their needs and are available in the area where the adult lives or works, as well as researching the more pressing needs of the local labour market.
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EN Working and ageing Guidance and
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A great deal of additional informat
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Foreword Population ageing is one o
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Acknowledgements This publication r
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8. Policy, research and practice: s
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14.2. Participation rates of indivi
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CHAPTER 1 Setting the scene: promot
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To improve quality and transparency
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Gomes present the set-up and outcom
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CHAPTER 2 Do European employers sup
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CHAPTER 5 Cognitive ageing in older
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PART 2 Meeting the challenges - Eme
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unmet demand is limited, as is the
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people in the second phase (25-50)
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CHAPTER 7 Learning, work and later
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are now better than ever before, es
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CHAPTER 8 Policy, research and prac
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will need to be supported by struct
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ʻflexicurityʼ model is challenged
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different forms of retirement (2010
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8.8. Policy considerations CHAPTER
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9.1. Introduction CHAPTER 9 Changin
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CHAPTER 9 Changing patterns of guid
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their continuing learning and devel
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Table 9.4. Use of past work experie
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CHAPTER 9 Changing patterns of guid
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CONCLUSIONS Ageing Europe at work -
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EN Working and ageing Guidance and
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Working and ageing - Cedefop - Europa

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