Implementation of the Concepts
of European Lifelong Guidance Policy
Network in Austria, Croatia
and Slovenia
Tatjana Ažman
National School for Leadership in Education, Slovenia
Miha Lovšin
Institute of the Republic of Slovenia for Vocational Education
and Training, Slovenia
This article brings an overview of activities that are based on the
work of European Lifelong Guidance Policy Network (elgpn). It
introduces the insights of the work that was accomplished in terms
of policies, research and lifelong guidance programmes in the
educational field in Austria, Croatia and Slovenia.
Keywords: elgpn, lifelong career guidance, Austria, Croatia,
Slovenia
This article briefly delineates the activities that were carried out
in this field by Austria, Croatia and Slovenia, in the time period
from 2007 onwards. This framework included the designing of a
curriculum for teachers and other educational staff, which was
developed as part of Erasmus+ by a team of developers from the
three participant countries in the years 2015–2017. Throughout
the process, the three countries differed considerably in their ap-
proaches to implementing the policies of lifelong guidance into
their respective documents and practice, which is why the pas-
sages that highlight this field in each of the countries differ as
well. For each of the three countries, the paragraphs below show
what work has been done regarding policies and research in the
field of lifelong career guidance, and how the content of lifelong
guidance has been embedded into the education and training of
experts, headteachers, teachers and other educational staff.
Austria
Austria, particularly the former Ministry of Education, Science and
Culture (now the Austrian Federal Ministry of Education and Wo-
men’s Affairs), started to work towards the achievement of those
goals that the eu set for lifelong guidance in 2005. A group of re-
vodenje 2|2017: 67–82
Tatjana Ažman and Miha Lovšin
searchers began to develop a system for lifelong career guidance
and counselling service (ibobb). As a first step, it was evaluated
how many projects that had already been running met the de-
mands of the eu policy, in order to identify the gaps that needed to
be bridged by the implementation of new programs.
In 2006, a task group developed a national strategy with the fol-
lowing goals:
• Implementing basic competences in all curricula
• Focus on process and guidance
• Professionalisation of counsellors and trainers
• Quality assurance and evaluation of processes and structures
• New offers for other groups
This national strategy focused on students and adult education.
In 2011, the group of experts managed to integrate their lifelong
guidance policy into a policy paper that dealt with lifelong learn-
ing. This paper, ratified in July 2011, considers lifelong guidance
as one of the five main principles of the Austrian lll strategy.
All in all: ‘The co-operation and contributions of Austrian el-
gpn delegates and their communication, dissemination and co-
operation in their respective fields in Austria have had significant
influence on developments in Austria. All elgpn work has been
discussed, reflected on and respected in relevant policy processes,
as in developing Guidance Steering Groups and to make regional
governmental policy programmes (2008–2013, 2013–2018), Na-
tional Strategies (lll 2020), esf Programme Planning Documents
(2013–2020), and others, in several policy areas and chapters,’
(European Lifelong Guidance Policy Network 2015, 28).
Educational Staff Career Development
Headteachers in Austria, in accordance with the national Educa-
tion Act, are tasked with several duties they have to fulfil. In ad-
dition to shouldering organisational and administrative respons-
ibilities, headteachers are also accountable for staff management
at their school. It is stipulated that teachers are to be counselled
by the headteacher in their instructional and educational activit-
ies. The wording of the Act does not specify in what way this can
or should be accomplished. It can involve yearly talks with teach-
ers, but the implementation of the activities themselves very much
depends on the individual headteacher. Suggestions encouraging
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Implementation of the Concepts of European Lifelong Guidance Policy Network
additional training that could help a teacher achieve a better posi-
tion within the school or lead them to the career of a headteacher
are likewise optional. What is fostered is the kind of training that
might benefit the school in the future.
One activity that is mandatory is the monitoring of teachers at
the start of their career. This involves a visit to classroom lessons
and a subsequent interview. Headteachers have to evaluate young
teachers in their first five years of teaching and file a report, which
is submitted to the local educational government. This report can
be decisive for the future employment of young teachers.
There is also an additional mechanism that requires all teach-
ers of primary and lower secondary schools to attend a yearly set
of further training provided by various educational institutions.
Croatia
At the beginning of 2011, the Croatian Employment Service was
designated the national representative and activity co-ordinator in
the European Lifelong Guidance Policy Network (elgpn), which
aims at establishing co-operation in the area of lifelong profes-
sional guidance and proposing suitable support structures and
mechanisms for the implementation of priorities as defined within
the eu Council resolutions on lifelong guidance (Council of the
European Union 2004).1 Furthermore, the Ministry of Science,
Education and Sport also acts as a partner of the Croatian Em-
ployment Service in Croatia’s elgpn membership.
The Republic of Croatia actively participated in the work car-
ried out by two working groups: ‘Career Management Skills’
(wp1) and ‘Mechanisms of Co-Operation and Coordination in the
Policy of Professional Guidance and System Development’ (wp2).
The results of both working groups have been used to improve the
system of lifelong career guidance in the fields of employment,
education and social integration.
There have been several important outcomes of Croatian mem-
bership in the elgpn, for example: the establishment of a na-
tional strategy for career guidance, the development of the Croa-
tian model of quality assurance in career guidance and the estab-
lishment of a national guidance forum.
1 ‘Resolution of the Council and of the Representatives of the Governments of the
Member States, Meeting within the Council of 21 November 2008 on Better Integ-
rating Lifelong Guidance into Lifelong Learning Strategies.’ Official Journal of the
European Union, 13 December 2008, c 319.
69
Tatjana Ažman and Miha Lovšin
Terminology
According to available study findings, career guidance in the
Republic of Croatia has often been viewed as a lifelong pro-
cess involving the personal and career development of groups
of teachers, students and professors based on two documents: the
Strategy of Education, Science and Technology2 and the Strategy
for Lifelong Career Guidance in the Republic of Croatia 2016–2020
(Ministarstvo rada i mirovinskoga sustava 2015).
The terms which have been closely used in the area of career
guidance are that of ‘lifelong guidance’ and ‘professional guid-
ance,’ which are also integral part of the Strategy for Lifelong Ca-
reer Guidance in the Republic of Croatia 2016–2020 (Ministarstvo
rada i mirovinskoga sustava 2015, 5). These terms are the closest
to the definition of career guidance related to career in the Lead-
Career project.
The term lifelong guidance signifies a range of activities through
which the citizens of all ages at any given point in their life have
an opportunity to: identify their own capacities, abilities and in-
terests; make decisions regarding their education, career devel-
opment and life management through learning, work and other
circumstance in which these opportunities and competences are
learnt or/and used. Professional guidance (career development),
on the other hand, is defined as different activities by which cit-
izens of all ages in any given period of life can determine their own
capacities, competences and interest; make rational decisions re-
garding their own education, career development/training and
vocation; life management, professional management in which
these capacities and competences are gained/used (Ministarstvo
rada i mirovinskoga sustava 2015, 5).
Within the Croatian business sector, the most widely used term
for dealing with career guidance issues is that of ‘life coaching,’
which covers all types of profiles working in career development
and pertains more specifically to managers who are confronted
with ever-growing organisational changes and their own career
developments, small company owners and managers who are
looking for new approaches to personal development and cop-
ing strategies to deal with everyday pressures. In the public sec-
tor, we can therefore witness a systematic strengthening of ca-
reer guiding competences in terms of increasing flexibility in new
career directions. Some of the agencies involved in providing ca-
2 ‘Strategija obrazovanja, znanosti i tehnologije,’ Narodne novine, no. 124/2014.
70
Implementation of the Concepts of European Lifelong Guidance Policy Network
reer guidance and counselling in Croatia are as follows: National
Employment Service, cisok – Lifelong Career Guidance Centers
(part of Croatian Employment Services), Agency for Mobility and
eu Programmes, Euroguidance Croatia, Leadership Academy by
Velimir Srića etc.
In terms of the strategy of the Republic of Croatia in general, it
can be concluded that there are various strategic documents that
approach career guidance, but so far there has been no evident
systematic work regarding this particular issue from the point of
view of directors who are in control of the career management
of their employees. Although the system provides opportunities
for education sector employees to complete their internship for
license approval or to advance to the title of mentor or counsel-
lor within their own vocation, the head also has a certain role
defined in this process. Still, it cannot be maintained that this
support is systematically provided for education sector employ-
ees, even though, from a director’s perspective, organised career
guidance activities do exist: trainings, programmes. Some of the
main institutions involved in providing career guidance within the
educational system of the Republic of Croatia are: Education and
Teacher Training Agency (etta); Agency for Vocational Education
and Training and Adult Education; Agency for Science and Higher
Education.
Educational Staff Career Development
When ‘career’ is discussed as a term in education, researchers and
experts (Rijavec 1999; Marušić 2001) often cite Hargreaves and
Fullan (1992), who define career as:
• knowledge and skills gained by education, training and ca-
reer development;
• person with her/his own values, beliefs, ideas and experi-
ence;
• the context (institution or sector) in which the person works.
Under the term of ‘career development,’ Staničić (2006) refers
to a continuous process that is an integral part of school programs
and contributes to the development of the competences of indi-
viduals and working school teams for a more successful accom-
plishment of their tasks.
Among the activities related to the topic of career guidance,
various conference meetings co-organised by the Agency for Edu-
71
Tatjana Ažman and Miha Lovšin
cation and the Agency for Mobility and eu Programmes can be
highlighted. For instance, conference meetings on the topic of pro-
fessional guidance were held on several occasions for primary and
secondary school psychologists in Zagreb. The purpose of career
development in this field of professional guidance was to improve
the knowledge that psychologists in primary schools need for stu-
dent guidance and counselling. Psychologists in schools play an
important role in providing support to teachers and parents for
developing those skills and work habits in elementary school chil-
dren that promote work values, skills, career planning and overall
lifelong employability.
This field has not yet been given adequate attention to in terms
of professional specialisation, the preparation of working materi-
als for students (workshops for elementary and secondary schools)
and a questionnaire that would serve as a guide in the choice of
career. The researchers and experts who have studied this area
include: Vlasta Vizek Vidović (Institute for Social Research), Darja
Maslić Seršić, Maja Parmač Kovačić (Department of Psychology,
Faculty of Humanities and Social Sciences, University of Zagreb),
Iva Šverko and Toni Babarović (Institute of Social Sciences Ivo Pi-
lar).
In addition, etta provides courses on professional career based
on the work of foreign authors (Hargreaves and Fullan 1992; Day
1999; Northouse 2008). Professional training shows a lasting pos-
itive impact on teachers at all stages of career development. Re-
search carried out by Marušić, Ivanec and Doolan (2011) sug-
gests that school mentors constitute an important element of sup-
port in career development. The authors also highlight priority
areas: the application of social learning principles (modelling) in
a demonstration of good teaching practice, the grasp of observa-
tion techniques and methods, organisational skills, the assessment
of teacher competence level, the critical analysis of trainee prac-
tices and the evaluation of their achievements and communication
skills. As the preferred modes of training, the authors point out
professional training programmes in the field of mentoring and
the insurance of favourable self-education conditions (literature,
meetings and lectures).
In terms of career development and its indirect impact on ex-
panding opportunities for individuals in general, it can be pointed
out that the education system in the Republic of Croatia is one
of the few in Europe that takes into account the scientific know-
ledge regarding the quality of early education as a prerequisite
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Implementation of the Concepts of European Lifelong Guidance Policy Network
for academic success. Since 1997, the early nursery and preschool
programs in the Republic of Croatia are not part of its social wel-
fare framework, but instead fall under its education system. From
2014 onwards, a mandatory free preschool program has been im-
plemented for preschoolers, i.e. the children in the year of their
school-entry. The preschool system is co-financed by the gov-
ernment, requiring only a partial financial participation of par-
ents in kindergarten-related expenses. All competences defined
by European strategic documents, such as language competences
and others, have been taken into account. Professional training is
compulsory and free. Since 2005, a higher education is required
for preschool teachers. Kindergartens and schools can become
centres of excellence, which in itself can be called career guid-
ance, because only a director with excellent human resources can
achieve this level of performance. Expert opinion on their pro-
grammes of work is provided by the Agency for Education and
verified by the Ministry.
Headteachers in Croatia are exclusively covered by profes-
sional training within the Education and Teacher Training Agency
(etta). Based on unsystematic observations and interviews car-
ried out with headteachers, it can be said that they take care of
their career on their own in terms of formal (required qualifica-
tions), non-formal and informal learning. As for career guidance,
there are large differences in awareness, the interpretation of the
term and the need for it.
In terms of providing career guidance for other educational
staff, this is more related to the possibility of the staff being
promoted to the status of mentor or counsellor, and less to the
strengthening of headteachers’ capacity for managing their own
careers and the careers of other educational staff members at the
institution they work in.
In Croatia, the career development of educational staff is reg-
ulated by the Preschool Education Act,3 Primary and Secondary
Education Act4 and other regulations. For example, in the case
of preschool staff, there are the pedagogical state standards of
preschool education5 and the regulations on the methods and
conditions of taking a professional exam for preschool educat-
3 ‘Zakon o predškolskom odgoju i obrazovanju,’ Narodne novine, no. 152/1997
4 ‘Zakon o odgoju in obrazovanju u osnovnoj i srednjoj školi,’ Narodne novine, no.
87/2008.
5 ‘Državni pedagoški standard predškolskog odgoja in naobrazbe,’ Narodne novine,
no. 63/2008.
73
Tatjana Ažman and Miha Lovšin
ors and other preschool professional staff6 as well as the rules on
the methods and conditions of promotion within the profession
and title promotion for preschool educators and other preschool
professional staff.7 Headteachers have great influence on the ad-
vancement process of their educational staff, as this advancement
depends on the headteacher’s decision, assessment. Headteachers
are the ones who decide what education and training courses are
to be attended by teachers (as part of the process of learning and
improving their personal skills so they can do their job better) or
evaluate educational staff when these want to become mentors or
counsellors (in the book of regulations).
Slovenia
Through European initiatives, Slovenia has been participating in
the field of career guidance since the formal beginnings, the es-
tablishment of the European Group for Lifelong Guidance (eglg)
network in 2002. It has heeded the majority of recommendations
by the elgpn. It has adopted the guidelines and documents de-
veloped at the level of 30 European countries and reshaped them
to fit the Slovenian context.
The chronology of events from the perspective of policies and
research can be seen in the review below.
• 2003: A project within the Institute for Vocational Education
and Training led to the development of a concept for the
integration of llg in vocational school programmes, which
was titled the ‘Concept of Integrating the Key Qualification
of Career Planning and Guidance into Secondary Vocational
Education Programmes.’8
• 2006: Within the framework of Slovenian participation in the
European Commission’s Joint Actions project, Leonardo da
Vinci, Socrates and Youth, the Slovene national forum for ca-
reer guidance was established.
6 ‘Pravilnik o načinu i uvjetima polaganja stručnog ispita odgojitelja i stručnih surad-
nika u dječjem vrtiću,’ Narodne novine, no. 133/1997.
7 ‘Pravilnik o načinu i uvjetima napredovanja u struci i promicanju u položajna
zvanja odgojitelja i stručnih suradnika u dječjim vrtićima, Narodne novine, no.
133/1997.’
8 ‘Koncept vključevanja ključne kvalifikacije načrtovanje in vodenje kariere v izo-
braževalne programe srednjega poklicnega izobraževanja,’ see http://www.cpi.si/
strokovna-podrocja.aspx.
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Implementation of the Concepts of European Lifelong Guidance Policy Network
• 2007: Slovenia entered the elgpn. The country particip-
ated actively in the Network till its resolution in 2015. It fol-
lowed the Network’s directions in setting up its own national
policies and strategies.
• 2008: The Ministry of Education, Science and Sport estab-
lished a cross-sectoral (transversal) expert group for lifelong
career guidance.9 The group convenes on a regular basis
from the start. So far, its members have discussed various
documents concerning llg (White Paper, Labour Market
Regulation Act, abolishment of the mandatory statistics re-
garding labour market needs), engaged in the organisation
and implementation of conferences and participated in the
elgpn events, which have taken place in Slovenia.
• 2010: Within the ess 2007–2013 project, the Employment Ser-
vice of the Republic of Slovenia set up its National Coordina-
tion Point for Lifelong Career Guidance (ncp llg). The ncp
llg has collaborated with all national institutions that are
active in this field with the aim of a co-ordinated implement-
ation of programmes and quality assurance, which must be
given a greater prominence.
• 2011–2012: Tools No. 1 – A European Resource Kit was trans-
lated into Slovene. It is available under its Slovene title
of Razvoj politike za vseživljenjsko karierno orientacijo: ev-
ropski nabor orodij.10 In regard to career management skills,
the European Resource kit highlights the following (Europe-
an Lifelong Guidance Policy Network 2014, 17–18):
– Citizens are provided with opportunities to learn how to
make meaningful educational and occupational decisions
and how to manage their progression in learning and
work.
– Programmes to develop such career management skills
are provided to all young people as part of compulsory
schooling.
– The continued development of these career management
skills is the focus for all subsequent guidance provision.
• 2011: Tools No. 2 – Lifelong Guidance Glossary. Slovenia pro-
duced its own glossary of career guidance terminology (Ko-
9 See http://www.ess.gov.si/o_zrsz/projekti_zavoda/nkt.
10 See http://www.elgpn.eu/publications/browse-by-language/slovene/razvoj
-politike-za-vsezivljenjsko-karierno-orientacijo-evropski-nabor-orodij/.
75
Tatjana Ažman and Miha Lovšin
hont idr. 2011), which contains updated common terms re-
lated to llg.
• 2011–2012: Tools No. 3 – The Evidence Base on Lifelong
Guidance: A Guide to Key Findings for Effective Policy and
Practice. At the time, two studies were carried out in Slove-
nia on the topic of the lifelong guidance of adults:
– 2011: Mojca Polak Williams (2011) published a review of
the current education for career guidance.
– 2009: Saša Niklanovič (2009) published a review of theor-
etical bases for building a systemic approach to llg within
the operational program for the development of human
resources. In 2012, a document on the analysis of qual-
ity assurance systems in the field of lifelong career guid-
ance (Niklanovič 2012) followed. The analysis of educa-
tional programmes for teaching staff in education showed
that, on the one hand, as a norm there were no courses in
their undergraduate studies (i.e. also in the undergradu-
ate education of headteachers) that provided training in
terms of career guidance competences, while on the other
hand both the additional training and support for career
guidance remained rare and/or with poor attendance.
• 2014: The cross-sectoral expert group for lifelong guidance
compiled a brochure titled Moja kariera (My Career) which
provides an overview of the availability of lifelong career
guidance services for users of all ages (Ažman and Lovšin
2014). The overview of the services is intended for different
users, from children to the elderly. It considers various public
institutions, including the Institute for Vocational Education
and Training, National School of Leadership in Education,
Slovenian Institute for Adult Education, etc. as the key pro-
viders of llg.
• 2015: Tools No. 4 – Designing and Implementing Policies Re-
lated to Career Management Skills (cms). The cross-sectoral
expert group for lifelong guidance published a publication on
career guidance policies with recommendations for a cross-
sectoral, interministerial approach to lifelong guidance (Až-
man et al. 2015). This publication seeks to provide policy-
and decision-makers with recommendations for a cross-
sectoral approach to regulating the area of career guidance
in Slovenia, as based on European guidelines and the over-
view of the current situation in Slovenia.
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Implementation of the Concepts of European Lifelong Guidance Policy Network
• That same year saw the development of Cross-Sectoral Guide-
lines for Quality in Lifelong Career Guidance (or simply
lifelong guidance, llg), which places the National School
for Leadership in Education within the structure of llg or-
ganization in Slovenia (Bandelj et al. 2015). The central part
of the document discusses 15 guidelines that enable different
sectors to effectively monitor the quality of llg implementa-
tion:
1. Ensure a proper inclusion of llg in legislation and relev-
ant policies;
2. Recognise llg as a process within a given organisation;
3. Ensure a partnership approach in securing llg quality;
4. Define the modes of implementation of Cross-Sectoral
Guidelines in practice;
5. Integrate llg Quality Guidelines into the existing quality
assurance systems;
6. Provide professional training to counsellors and other staff
implementing the llg Guidelines;
7. Pursue compliance with llg ethical standards;
8. Ensure suitable resources and conditions for the quality
provision of llg services;
9. Provide relevant llg services for individual target groups;
10. Provide llg services fitting the needs of individuals;
11. Make llg services accessible;
12. Increase llg competence in individuals;
13. Determine the effects of llg;
14. Seek flexibility of quality assurance systems;
15. Aim for a minimal administrative burden to the llg pro-
vider.
The above-mentioned documents constitute a suitable basis for
the implementation of llg-related content in the training of teach-
ers, counsellors, headteachers and other professionals in this field.
Let us take a look at what has already been achieved up until now.
Professional Education and Training for L L G
In Slovenia, there are but a few university programmes at the mas-
ter’s level that offer courses related to career guidance. Career
guidance topics are incorporated into other subjects and the cur-
riculum does not specify the exact number of hours dedicated to
77
Tatjana Ažman and Miha Lovšin
career guidance specifically. Most of these courses could be found
at the Faculty of Education, University of Primorska, and at the
Faculty of Arts, University of Ljubljana.
In 2010–2014, attempts were made to implement a career guid-
ance management programme called ‘Izvajanje karierne orienta-
cije’ on the master’s level at the Faculty of Education, University
of Ljubljana. The programme offered 30 ects (900 hours – con-
tact and self study hours). The programme was neither accredited
nor put into the practice. As a result of this programme, in 2014–
2015, an international project funded by the European Social Fund
and called ‘Modular Training for Career Counsellors’ (muks) was
implemented. It was a one year programme with 160 hours, but
it was not accredited and it was also never incorporated into the
system (Zavod Republike Slovenije za zaposlovanje 2015).
The same goes for the European Social Fund funded project
of education and training of adult education professionals (Izo-
braževanje in usposabljanje strokovnih delavcev v izobraževanju
odraslih) 2009–2011, carried out by the Slovenian Institute for
Adult Education. Deriving from this programme, there were sev-
eral learning packages that were put into practice in various train-
ing programmes in a number of institutions. In 2012, a question-
naire for the assessment of career management competences for
adults was designed (Ažman, Jenko, and Sulič 2012).
For Slovenia, it can be therefore concluded that there are no
programmes fully dedicated to the career guidance of teachers
(or other educational staff members). There are only fragments of
this scattered around Slovenian universities and international pro-
grammes (esf). So unless Slovenian teachers are intent on study-
ing psychology, they receive no training for career guidance.
However, career development (as part of career development)
is both a right and a duty for headteachers in Slovenia. The amount
of time dedicated to career development of headteachers is spe-
cified in the employment or special contract. The only obligat-
ory training for headteachers is Headship Licence; it must be ob-
tained by all headteachers within one year of their nomination
at the latest. In order to support headteacher professional train-
ing, in 1995 the Government established the National School for
Leadership in Education. In order to be appointed headteacher in
Slovenia, the person is required to have obtained the professional
title of ‘mentor’ and can be later promoted to ‘advisor’ and ‘coun-
sellor.’ Upon the person’s renomination, professional training is
not considered a criterion; the same is true for the assessment of
headteachers by the school council.
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Implementation of the Concepts of European Lifelong Guidance Policy Network
Career development is a right and a duty for other members of
educational staff as well. The Collective Agreement for the Educa-
tion Sector provides that every member of educational staff has the
right to up to 5 days of training a year or 15 days every three years.
Based on regulations, educational staff members can be promoted
and receive the professional titles of ‘mentor,’ ‘advisor’ or ‘coun-
sellor.’ By law (Organisation and Financing of Education Act, Art-
icle 49),11 headteachers are also obliged to promote the profes-
sional education and training of their educational staff, attend to
their educational work, monitor their work and offer advice, re-
commend the promotion of staff to titles and decide on the promo-
tion of staff to higher pay grades.
Curriculum for the career development of educational staff
was designed within the framework of Erasmus+ funds. It builds
on various findings that reveal that the educational staff require
means of empowerment regarding their career management com-
petences. The curriculum covers 40 hours and is available for
implementation to all interested educators with adequate llg
training. This fills the gap that emerged between the already de-
veloped programmes for primary and secondary school students,
unemployed adults and, in the case of modular educations, also
the counsellors. This way, the authors of the curriculum add an-
other stone to the mosaic of opportunities for enhancing the career
building competences of educational staff. This way, the educa-
tional staff foster the awareness of the importance of being com-
petent in this field and empower themselves for managing their
own career. The programme enables them to reflect on them-
selves and to try out various method and forms of learning, which
they can incorporate in their everyday work with pupils or stu-
dents as content concerning lifelong career guidance. Let us recall
a well-known fact that it is only through their personal experience
that teachers can change their way of teaching and learning, in
our case in order to advance student learning in regard to their
own career planning and management.
Conclusion
The operation of the European Lifelong Guidance Policy Net-
work followed the initiative of the European Commission, which
therefore contributed significantly to the development of policies
11 ‘Zakon o organizaciji in financiranju vzgoje in izobraževanja (uradno prečiščeno
besedilo) (zofvi-upb5),’ Uradni list republike slovenije, no. 16/2007.
79
Tatjana Ažman and Miha Lovšin
and practice in the field of career orientation within the member
states. It is precisely because of their participation in this network
that all the three countries discussed here set up their national
forums for lifelong career guidance, which has represented an
important turning point for the development of national policies
and practices. Career guidance is a distinctly cross-sectoral affair,
and as such necessitates the co-operation of all stakeholders, and
with it the planning and implementation of activities in the field of
policies as well as practices.
While Austria and Croatia issued their own national strategies
on career guidance, Slovenia compiled recommendations in the
area of lifelong guidance policies. These are hence the key doc-
uments that represent the beginning of planned development in
this field.
The key document of Lifelong Guidance Policy Development:
A European Resource Kit was also translated by all three coun-
tries into their languages. This enables policy makers and other
stakeholders to monitor and update the services of lifelong career
guidance as well as to identify any potential improvement oppor-
tunities. Despite the fact that the work of elgpn came to its end in
2015, it is in the form of national forums for lifelong career guid-
ance that the legacy of the network lives on. Likewise, there are
numerous challenges for career guidance that remain for the fu-
ture, such as extending transfer between education and work, im-
proving career transfers, minimizing dropout rates and improving
social and migrant integration, to only mention a few.
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Tatjana Ažman and Miha Lovšin
Izvajanje konceptov Evropske mreže za politike v vseživljenjski
karierni orientaciji v Avstriji, na Hrvaškem in v Sloveniji
V sestavku prinašamo pregled dela, ki temelji na delovanju Evropske
mreže za politike v vseživljenjski karierni orientaciji (elgpn).
Predstavljamo spoznanja iz dela, ki je bilo opravljeno v zvezi s politikami,
raziskovanjem in programi vseživljenjske karierne orientacije na
področju izobraževanja v Avstriji, na Hrvaškem in v Sloveniji.
Ključne besede: elgpn, vseživljenjska karierna orientacija, Avstrija,
Hrvaška, Slovenija
Tatjana Ažman is a Senior Lecturer at the National School
for Leadership in Education, Slovenia.
tatjana.azman@guest.arnes.si
Miha Lovšin is a Senior Adviser at the Institute of the Republic
of Slovenia for Vocational Education and Training.
miha.lovsin@cpi.si
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