Public Policies and Career Development: A Framework for the Design of Career Information, Guidance and Counseling Services in Developing and Transition Countries

Autor/inn/en	Zabrodin, Yuri; Watts, Anthony G.
Titel	Public Policies and Career Development: A Framework for the Design of Career Information, Guidance and Counseling Services in Developing and Transition Countries - Country Report on Russia.
Quelle	Washington D.C.: World Bank (2003), 53 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Monografie
Schlagwörter	Bildungspolitik; Bildungsberatung; Schulberatung; Laufbahnberatung; Karriereplanung; Berufsberatung; Studienberatung; Beratungswesen; Herausforderung; Organisationsstruktur; Qualitätssicherung; Rahmenbedingung; Überblick; Russland
Abstract	"This report describes how Russia organizes, manages and provides information, guidance and counseling services, and what are perceived to be the key challenges which this country is fac-ing to improve such services. (...) Using a format adapted from the OECD studies, the relevant information has been collected with the help of various policy-makers and experts, including experts from the European Training Foundation [ETF] (...). The report also draws from visits made by the authors, accompanied by the ETF experts, to a number of career guidance services, and from meetings with policy-makers, administrators and guidance practitioners." Content: Context * Overview * Policy Framework * Main Guidance Services * Schools * Tertiary education * The public employment services * Employment-based guidance services * The private (for-profit) sector * Other organizations * Gaps * General note * Staffing * Career Information * Assuring Quality * The Evidence Base * Leadership * Key stakeholders * Co-ordination * Strategic leadership * Conclusions and Recommendations * General conclusions * SWOT analysis * Recommendations * Appendixes. [Abstract: Author's information supplemented by editors of Education Worldwide].
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3