Working and ageing - Cedefop - Europa

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240 Working and ageing Guidance and counselling for mature learners 12.6. Discussion and conclusions Recent approaches to the concept of guidance (Council of the EU, 2008) retain its traditional elements such as the notion that competences, motivations and expectations of individuals are the basis for decision-making along the education-training-employment axis. However, it is, at the same time, an approach that has been broadened to include all citizens, of any age, at any stage of their lives and which aims at taking a decision to manage an individual pathway that may go beyond qualification and employability. In Portugal, guidance and counselling for the adult population is provided in (and technically and financially supported by) existing services, like new opportunities centres. This measure places guidance and counselling in the centre of services provided to the adult population, being, by these means, more effective. Methods adopted in centres specifically are, as mentioned before, centred on each individual candidate. They consider their sociographical characteristics, their motivations, expectations and abilities. Whether in the stages of reception, diagnosis and guidance, or in RVCC processes and drawing up personal development plans, adults are the main actors in the skills-recognition and supported and negotiated decision-making processes for embarking on qualifications pathways under the national qualifications system. Particularly for ageing workers, RVCC processes can be seen as suitable for achieving higher qualification levels. On one hand, ageing workers are provided with an opportunity of accreditation of prior learning built on a lifelong experience. On the other hand, validation of informal and non-formal learning is based on national standards that are labour-market driven and updated, also providing higher levels of employability for these workers. Work between candidates and guidance counsellors taken up both in diagnosis processes and RVCC also assists in developing lifelong learning skills, as well as motivation for learning, training and working activities and projects, which is vital for workers often marginalised in the labour market. Participation in RVCC processes is also developed in a group/social environment, increasing social (re)integration of ageing workers and widening their social networks. Finally, increasing use of ICT accompanying RVCC processes is also an important achievement, particularly for some ageing workers not used to dealing with it. It is important to add that experiences gained under this national initiative are raising new issues and challenges for the Portuguese national
CHAPTER 12 Guiding and counselling adults in Portugal: new opportunities for a qualification 241 qualifications system. There are four main challenges for guidance of adults by new opportunities centres: (a) adults tend to arrive at centres with very high expectations of RVCC processes which can lead to resistance to accepting guidance proposals for other qualification modalities. High expectations of RVCC processes are particularly linked to full certifications, also leading to resistance accepting that sometimes evidence submitted only allows for partial certification, which should be followed by another qualification modality, of short duration, to complete the training pathway. Negotiation practices employed in the diagnosis and guidance stages need to be strengthened and fine-tuned; (b) once a suitable qualification modality for a candidateʼs profile has been identified and agreed, centre teams sometimes have difficulty in identifying relevant locally available training opportunities. This real difficulty questions the multidimensional and complementary approach between structures and systems that is assumed by the national qualifications system. Networking in the same area is of critical importance in seeking suitable solutions. Such work increasingly positions centres as key players in balancing the supply and demand for qualifications among the adult population; (c) this is a new challenge and a new field of improvement in this national initiative: to transform the current new opportunities centres into lifelong learning centres, improving their quality and efficiency patterns, strengthening their capacities of targeting individuals and employersʼ needs and boosting their local networking; (d) both the national qualifications systemʼs operational teams and the stakeholders that regulate the various structures need to work together to maintain high levels of quality in a context of significant scaling-up of the system. Despite these difficulties, the new opportunities initiative and its instruments have sought to offer a response to the issues inherent in the concept of lifelong guidance as presented here, as well as to the challenges of lifelong learning which is so highly valued in education and training policies within the European Union. As regards the Portuguese experience, special mention of the fact that this initiative ʻhas enabled construction of a diversified network of operators (in education and training, from both public and private sectors), design of innovative modalities tuned to the poorly-qualified segment of the adult population and development of a set of instruments deployed and updated as
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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 10 Career development in la
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EN Working and ageing Guidance and
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Working and ageing - Cedefop - Europa

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