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There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated population to address challenges including economic restructuring, an ageing workforce, the contradictions of labour shortages and increased leisure time, and an increasingly diverse society. However, the institutional arrangements and policies in Norway do not yet constitute a systemic approach to lifelong learning. Major difficulties relate to the governance and financing of adult learning and leadership based on concerted action by several ministries as well as the social partners. Conflict between the objectives of choice, equity and quality also need to be resolved. This study is divided into two parts: the background report (which was prepared by the Norwegian authorities) and the OECD Examiners' Report. The background report presents the Norwegian definition of lifelong learning and describes the national context in which lifelong learning is currently being implemented. It also provides an overview of the different arenas within which lifelong learning occurs and the challenges to be met. The OECD Examiners' Report examines the following areas: the social, economic, political and institutional context within which Norway’s vision of lifelong learning has been articulated; the goals and objectives of lifelong learning in Norway, who it is intended for and who is involved; unfinished aspects of the lifelong learning agenda in Norway with a focus on integration of learning and working life; the issue of implementation of lifelong learning across many public policy areas and in cooperation with the social partners; and overriding principles to guide formulation and implementation of further policies of lifelong learning. A list of recommendations is included in Annex II.A. Show less

This document, presented in English and French, provides detailed annual statistics on key elements of the labour force of OECD Member countries. The publication contains time series covering 20 years for most countries of the evolution of population and labour force for the 30 OECD countries and for the sub-categories of OECD-Total, Euro area and EU15 (European Union). It provides detailed statistics on population, labour force, employment and unemployment, broken down by gender, as well as unemployment duration, employment status, employment by sector of activity and part-time employment. It also contains participation and unemployment rates by gender and detailed age groups as well as comparative tables for the main components of the labour force. Information is provided on the sources and definitions used by Member countries in the compilation of statistics. Part one provides general tables covering population, total labour force, civilian labour force, total employment, civilian employment, part-time employment, unemployment, and duration of unemployment. Part two contains labour force indicators by country with three or four basic tables as well as summary methodological information for each country. Part three contains time series for participation rates and unemployment rates by age and gender for the period 1981-2001. This section includes a general introductory note outlining the concepts and definitions used. A brief description of the data is provided in the corresponding country notes.

Labour force statistics 1977-1997 is indexed at TD/INT 61.451. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is Norway’s response to the national questionnaire. In Norway, the national responsibility for educational and vocational guidance is shared by the educational authorities and the public employment service. The document contains the following 12 sections: Overview; Key goals, influences, issues and initiatives; Policy instruments for steering services; The roles of the stakeholders; Targeting and access; Staffing; Delivery settings; Delivery methods; Career information; Financing; Assuring quality; The evidence base.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; the country report for Norway is indexed at TD/TNC 73.126. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information about these countries was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This paper, jointly commissioned by the OECD and the European Commission, explores some of the reasons why, while information may be necessary to career decision-making, it by itself is not sufficient. It is presented in four sections: the first section discusses the requirements of rational decision-making from an economic perspective; section two reviews some of the complications of career decision-making, drawn from disciplines other than economics; section three looks at the kinds of practices that may counteract the problems described in the earlier sections; and section four contains the conclusions.

Documents from the OECD review of career guidance policies are indexed from TD/TNC 73.122 to TD/TNC 73.151. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is the country paper for Canada. It is based on the draft national questionnaire response and other documentation and provides a summary of the impressions of the review team and its suggestions for ways in which policies for career information, guidance and counselling might be developed in Canada. The document contains the following sections: Introduction; The context; The Canadian career development system; The main sectors (covering schools, universities and community colleges, public employment services, community-based services, and the private sector); Key policy issues (which covers converting information into action, establishing more coherent and accountable frameworks for career development within the education system, extending services to employed adults, assuring the quality of service delivery, and strengthening strategic leadership); and Conclusions. Includes appendices.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; Canada’s response to the national questionnaire is indexed at TD/TNC 72.137. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is the country paper for Germany. It is based on the draft national questionnaire response and other documentation and provides a summary of the impressions of the review team and its suggestions for ways in which policies for career information, guidance and counselling might be developed in Germany. The document contains the following sections: Introduction; The context; The German guidance system; The main sectors (covering schools, higher education, the dual training system, the Federal Employment Service, the private sector, and other services); Key policy issues (which covers reviewing the role of the Federal Employment Service, strengthening guidance within educational institutions, extending services for employed adults, quality-assuring the private sector, strengthening professional standards, and exploring ways of extending collaboration and leadership); and Conclusions. Includes appendices.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; Germany’s response to the national questionnaire is indexed at TD/TNC 73.134. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is Ireland’s response to the national questionnaire. In Ireland, information, guidance and counselling services are funded by the relevant sections of the Department of Education and Science (DES) and the Department of Enterprise, Trade and Employment, the former funding guidance in educational settings and the latter funding vocational guidance and counselling in the labour market sector. The document contains the following 12 sections covering the two sectors: Overview; Key goals, influences, issues and initiatives; Policy instruments for steering services; The roles of the stakeholders; Targeting and access; Staffing; Delivery settings; Delivery methods; Career information; Financing; Assuring quality; The evidence base.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; Ireland’s country paper is indexed at TD/TNC 73.139. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is Finland’s response to the national questionnaire. Careers information, guidance and counselling in Finland is provided through student counselling services within the public school system and services run by the public labour administration. The document contains the following 12 sections: Overview; Key goals, influences, issues and initiatives; Policy instruments for steering services; The roles of the stakeholders; Targeting and access; Staffing; Delivery settings; Delivery methods; Career information; Financing; Assuring quality; The evidence base.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information about these countries was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This paper, jointly commissioned by the OECD and the European Commission, begins by examining the demand for career information and career guidance as a market commodity and then looks at the nature of supply and incentives to enhance both the quality and quantity of supply. The nature of market-making is then examined, equilibrating demand and supply, followed by an outline of market failures and an examination of the ways in which different countries have developed career information and career guidance to counteract these failures. The final section contains the conclusions.

Documents from the OECD review of career guidance policies are indexed from TD/TNC 73.122 to TD/TNC 73.151. Show less

OECD’s Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This document is the country paper for the Netherlands. It is based on the draft national questionnaire response and other documentation and provides a summary of the impressions of the review team and its suggestions for ways in which policies for career information, guidance and counselling might be developed in the Netherlands. The document contains the following sections: Introduction; The context; The Dutch guidance system; The main sectors (covering schools, senior vocational education, higher education, employment and ‘reintegration’ services, employers, unions and private sectors, professional structures and career information); Key policy issues (which covers the key topics of markets and the role of government, guidance within the education system, the ‘reintegration’ structure, the wider role of the Centres for Work and Income, stimulating the market, quality assurance, and strategic coordination and leadership); and Conclusions. Includes appendices.

Documents from this review are indexed from TD/TNC 73.122 to TD/TNC 73.151; Netherlands’ response to the national questionnaire is indexed at TD/TNC 73.131. Show less