Hdba Bericht Hdba Report

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HdBA Bericht HdBA Report

Brain Drain – Brain Gain Qualification Modules for Counsellors A Leonardo da Vinci-Project (Transfer of Innovation)

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Brain Drain – Brain Gain Qualification Modules for Counsellors A Leonardo da Vinci Project (Transfer of Innovation)

HdBA Bericht HdBA Report Nr./No. 1

Editors Bundesagentur für Arbeit Zentrale Auslands- und Fachvermittlung (ZAV) and Hochschule der Bundesagentur für Arbeit (HdBA) (University of Applied Labour Studies of the Federal Employment Agency) Seckenheimer Landstraße 16 68163 Mannheim, Germany Phone +49 (0) 621 4209-0 [email protected] www.hdba.de

Publisher Hochschule der Bundesagentur für Arbeit (HdBA) (University of Applied Labour Studies of the Federal Employment Agency) E-Mail: [email protected] ISSN 1869-8506 January 2010 874_Umschlag_Report_Bericht_(D)_2_210_x_297_mm_2 26.02.2010 18:00 Uhr Seite 4

BRAIN DRAIN – BRAIN GAIN QUALIFICATION MODULES FOR COUNSELLORS

A Leonardo da Vinci-Project (Transfer of Innovation)

CONTRACTOR AND CO-ORDINATION

Bundesagentur für Arbeit Zentrale Auslands- und Fachvermittlung (ZAV) Public institution Villemombler Str. 76 D-53123 Bonn http://www.arbeitsagentur.de/nn_29928/Dienststellen/besondere-Dst/ZAV/A01- Allgemein-Info/hauptseite.html

together with

Hochschule der Bundesagentur für Arbeit (HdBA) (University of Applied Labour Studies of the Federal Employment Agency) University Seckenheimer Landstr. 16 D-68163 Mannheim www.hdba.de

Co-ordinator and Contact Person: Regina Korte

Berufsberatung/U25 Agentur für Arbeit Stade Am Schwingedeich 2 D - 21680 Stade Tel.: +49(0) 4141 926 636 Fax: +49(0) 4141 926 238 E-Mail: [email protected]

BRAIN DRAIN – BRAIN GAIN QUALIFICATION MODULES FOR COUNSELLORS

A Leonardo da Vinci-Project (Transfer of Innovation)

PARTNER ORGANISATIONS

National Agency for Vocational Akademia im Jana Dlugosza Education & Training w Czestochowie BG-Bulgaria ul. Waszyngtona 4/8 42-201 Public institution PL- Czestochowa http://www.navet.government.bg University http://www.ajd.czest.pl/

SRH Hochschulen gGmbH tátny intitút odborného vzdelávania Ludwig-Guttmann-Str. 6 (SIOV) D – 69123 Heidelberg Bellova 54/a 837 63 University SK-Bratislava http://www.srh.de/de/hochschulen/index.html Public institution http://siov.cmsromboid.sk/

Centre de Psychologie et Istanbul Bilgi Üniversitesi d'Orientation Scolaires Kurtulus Deresi Cad. No: 47 Dolapdere 34440 280, route de Longwy TR-Istanbul L - 1940 Luxembourg University Public institution http://www.bilgi.edu.tr/ http://www.cpos.public.lu/

Careers Europe Onward House 2 Baptist Place BD 1 2PS Bradford UK-United Kingdom Association/non-governmental organisation http://www.careerseurope.co.uk/

BRAIN DRAIN – BRAIN GAIN QUALIFICATION MODULES FOR COUNSELLORS

A Leonardo da Vinci Project (Transfer of Innovation)

Contributors

Avsar, Servan Adar Istanbul Bilgi Üniversitesi (Turkey) Besrest-Butler, Cecile Careers Europe, Bradford (United Kingdom) Carey, Mick Careers Europe, Bradford (United Kingdom) Detko, Josef Statny Institut Odborneho Vzdelavania, Bratislava (Slovak Republic) Ener, Sevinc Istanbul Bilgi Üniversitesi (Turkey) Ertelt, Bernd-Joachim Akademia im Jana Dlugosza w Czestochowie (Poland) Górna, Joanna Akademia im Jana Dlugosza w Czestochowie (Poland) Gressnerová, Laura tátny intitút odborného vzdelávania, Bratislava (Slovak Republic) Kirova-Katzarova, Antoaneta National Agency for Vocational Education & Training, Sofia (Bulgaria) Korte, Regina Bundesagentur für Arbeit, Agentur für Arbeit Stade (Germany) Naumova, Silvia National Agency for Vocational Education & Training, Sofia (Bulgaria) Pavlova, Mariyana National Agency for Vocational Education & Training, Sofia (Bulgaria) Rakovska, Nevena Business Foundation for Education, Sofia (Bulgaria) Reissert, Bernd Hochschule der Bundesagentur für Arbeit, Mannheim (Germany) Rückemann, Gustav SRH Hochschulen GmbH, Heidelberg (Germany) Ruppert, Jean-Jacques Centre de Psychologie et d'Orientation Scolaires, Luxembourg (Luxembourg) Rusak, Jan tátny intitút odborného vzdelávania, Bratislava (Slovak Republic) Sikorski, Grzegorz Akademia im Jana Dlugosza w Czestochowie (Poland)

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Table of Content

Page

INTRODUCTION (Bernd-Joachim Ertelt, Regina Korte, Bernd Reissert) 1

MODULE I Management of Information, Institutional and 4 – 68 Regulatory Conditions Sub-module I a) Information Gathering and Information 4 – 18 Management

Overview 4

1. Course 1: Introduction to Information Management 4 1.1 Learning Objectives 4 1.2 Unit 1: Definition, Ethics and Scope of Information 5 Management 1.3 Unit 2: Knowledge Management and Information Acquisition 6 1.4 Unit 3: Information Marketing 7 1.5 Unit 4: Taylor Made Information According to Clients’ Needs, 7 Motivation of Clients for Self-Information 1.6 Methodology - Proposals 8 1.7 Tasks and Learning Questions - Proposals 8 1.8 References 9

2. Course 2: Knowledge of Valid and Reliable Information 10 Sources in Selected Countries 2.1 Learning Objectives 10 2.2 Unit 1: Basic Categories of Information for BDBG Counselling 10 2.3 Unit 2: Analysis and Evaluation of National and International 11 Media and Information Systems in BDBG Counselling in the Country 2.4 Unit 3: Social Networking and Migration Guidance 11 2.5 Methodology - Proposals 13 2.6 Tasks and Learning Questions - Proposals 13 2.7 References 14

3. Course 3: Knowledge of Legislations Pertaining to 15 Education, Training and Work at Local, National and International Level 3.1 Learning Objectives 15 3.2 Unit 1: Relevant Legislation Pertaining to Education, Training 15 and Work at Local, National and International Level 3.3 Methodology - Proposals 15 3.4 Tasks and Learning Questions 16 3.5 References 16

I 4. Course 4: Knowledge of Equivalence of Degrees and 16 Professional Qualifications Obtained in Different Countries 4.1 Learning Objectives 16 4.2 Unit 1: Main Regulations on the Equivalence of Degrees and 16 Professional Qualifications Obtained in Different Countries, Recognition Procedures 4.3 Unit 2: University Entrance Requirements, Regulated 17 Professions, Special Labour Market Segments 4.4 Methodology – Proposals 17 4.5 Tasks and Learning Questions - Proposals 17 4.6 References 17

5. Case examples from Germany 18

Sub-module I b) Marketing and Programmes for Mobility 19 – 68

Overview 19

1. Course 1: Dimension of Marketing in the Sector of Non 20 - Profit Services 1.1 Learning Objectives 20 1.2 Unit 1: Basic Ideas in Marketing 20 1.3 Unit 2: Leading Thoughts and Leading Objectives of 21 Marketing 1.4 Unit 3: Planning of Social Marketing – Strategy for Vocational, 21 Education and Careers Guidance 1.5 Methodology - Proposals 25 1.6 Examples of Good Practices 27

2. Course 2: Careers Counsellors in Private Practice and 31 Marketing the Services 2.1 Learning Objectives 31 2.2 Unit 1: Types of Services (with potential clients) 31 2.3 Unit 2: Offering Services 31 2.4 Methodology - Proposals 32 2.5 References 34

3. Course 3: European and International Programmes 36 (EURES, Euroguidance, Financial Support) 3.1 Learning Objectives 36 3.2 Unit 1: The EURES Network 37 3.3 Unit 2: The Euroguidance Network 38 3.4 Unit 3: Other Networks 39 3.5 Unit 4: Financial Support in Selected Areas and Countries 54

3.6 Methodology - Proposals 62 3.7 Tasks and Learning Questions - Proposals 62

II 3.8 Cases (Examples) 62 3.9 References 62

4. Course 4: National Programmes for Outgoing, Incoming 64 and Returning 4.1 Learning Objectives 65 4.2 Unit 1: National Programmes for Outgoing, Incoming and 65 Returning 4.3 Methodology – Proposals 67 4.4 References 67

5. References referring to Module I (on the whole) and Other 67 General Sources of Information

III MODULE II Working and Living Conditions 69 – 128 Sub-module II a) Push and Pull Factors 69 – 104

Overview 69

1. Course 1: Migration-specific Psycho-social Issues – 70 Push and Pull Factors and Psychological Effects of Migration 1.1 Learning Objectives 70 1.2 Unit 1: Different Push and Pull Factors 70 1.3 Unit 2: Historic Development of Migration 72 1.4 Methodology – Proposals 73

2. Course 2: Intercultural Counselling and Case 73 Management 2.1 Learning Objectives 73 2.2 Unit 1: Cultural and Transnational Factors of Intercultural 74 Management 2.3 Unit 2: Intercultural Management – Practical Aspects 74 2.4 Unit 3: Counselling Structure 74 2.5 Unit 4: Development of Case Management 74 2.6 Methodology - Proposals 75 2.7 References 76

3. Course 3: Working and Living Culture in Other 77 Countries Overview 77

3.1 Learning Objectives 78 3.2 Unit 1: Multicultural Environment 79 3.3 Unit 2: Counselling Against Cultural and Ethnic Harassment, 81 Discrimination and Inequity 3.4 Unit 3: Living and Working culture 84 3.5 Methodology - Proposals 85 3.6 References 86

4. Course 4: Living and Working Conditions in Selected 86 Countries 4.1 Learning Objectives 86 4.2 Unit 1: Migration – Short Term and Long Term Perspectives 87 4.3 Unit 2: Elimination of Migration Risks 87 4.4 Unit 3: Working Conditions 91 4.5 Unit 4: Living Conditions 96 4.6 Case “Katarina” 98 4.7 Methodology - Proposals 102 4.8 References 103

IV Sub-module II b) Psycho-Social Effects of Brain Drain – Brain 105 -128 Gain Overview 105

1. Course 1: Selected Theories of Career Development 106 and Counselling Regarding the Psycho- Social Effects of International Mobility 1 1.1 Learning Objectives 106 1.2 Unit 1: Matching Theories: Trait & Factor; Person- 106 Environment – Correspondence (Holland) 1.3 Unit 2: Developmental and Post-modern Theories (Super, 106 Gottfredson, Savickas, Guichard, Poukelis) 1.4 Unit 3:Psychodynamic Approaches (Bordin) 107 1.5 Unit 4: Learning Theories/Social Cognitiv Career Theory 107 (Krumboltz) 1.6 Unit 5: Cognitive Behavioural Theories of Counselling 108 1.7 Unit 6: Model of Problem Management (Egan) 108 1.8 Unit 7: Solution Focused Brief Counselling (de Shazer) 109 1.9 Unit 8: Person-Centred Approach (Rogers) 109 1.10 Unit 9: Theories of Achievement Motivation and Related 109 Constructs 1.11 Methodology – Proposals 110 2. Course 2: Decision Making Models – Evidence and 110 Implications for International Careers 2.1 Learning Objectives 110 2.2 Unit 1: Normative/Prescriptive/rational Models of Decision 111 Making 2.3 Unit 2: Emotions, Conflicts, Uncertainty in Career Decision 111 Making 2.4 Unit 3: Preparation for Setback and Handling Post-Decision 112 Phenomena 2.5 Unit 4: Lack of Information, Biases 112 2.6 Methodology – Proposals 112

3. Course 3: The Characteristics of International Careers 113 3.1 Learning Objectives 113 3.2 Unit 1: Patterns of International/Transnational Careers 113 3.3 Unit 2: International Careers as a Family Problem: Models of 113 Spouse Adjustment 3.4 Unit 3: Living Globally: Working and Living Abroad 113 3.5 Unit 4: Identifying Mobile Clients at Risk for Premature 114 Departure 3.6 Methodology – Proposals 114

V 4. Course 4: Psychological Separation of People Working 115 and Living Abroad 4.1 Learning Objectives 115 4.2 Unit 1: Theories of Separation as Mental Models of Family 115 and Adult Relations 4.3 Unit 2: Job Related Separation and Work-Family/Work-Life- 115 Balance Conflicts110 4.4 Unit 3: Supporting Your Clients with Culture Shock – 116 Problem Mechanism, and Cycles of Adaptation to Work, to Study or to Live in Separation from Ethnic Heritage 4.5 Unit 4: Re-entering One’s Own Culture 116 4.6 Unit 5: Theories of Help-Seeking Behaviours in Job-Related 117 Separation 4.7 Unit 6: Culture Adaptation and Integration Measurement 118 (e.g. Sue and Sue, MID) 4.8 Unit 7: Addiction Problems and Career Mobility (e.g. 119 separation by mobility) 4.9 Methodology – Proposals 119

5. References for Module II b 120

6. Examples for Exercises that Can Be Used With Trainees 122

VI MODULE III Counselling Tools and Mobility Support 128-198 Sub-module III a) Counselling Theories 128-158

Overview on Courses 1 – 2 128

1. Course 1: Introduction to Informal Competences and 129 Skills 1.1 Learning Objectives 129 1.2 Unit 1: Social Skills and Competences 129 1.3 Unit 2: Non-formal and Informal Learning 130 1.4 Methodology – Proposals 130

2. Course 2: Validation of Informal Competences and 131 Informal/non-formal Learning 2.1 Learning Objectives 131 2.2 Unit 1: Validation and Recognition of Non-formal and 131 Informal Learning in Europe 2.3 Unit 2: Europass 133 2.4 Unit 3: Identification and Marketing of Other Competences 135 2.5 Methodology - Proposals 137 2.6 References 140

Overview on Courses 3 – 5 141

3. Course 3: Types of Assessment Instruments 142 3.1 Learning Objectives 142 3.2 Unit 1: Formal Assessment 142 3.3 Unit 2: Informal Assessment 142 3.4 Unit 3: Interview 143 3.5 Unit 4: Interest Assessment Tests 143 3.6 Unit 5: Ability Measurement Tests 145

4. Course 4: Stages of Assessment Elaboration Process 150 4.1 Learning Objectives 150 4.2 Unit 1: Selecting and Applying Assessment Instruments 150 4.3 Unit 2: Potential Errors in the Assessment of Performance 151

5. Course 5: Multicultural Context of Ability Measurement 152 and Interest Assessment 5.1 Learning Objectives 152 5.2 Unit 1: More Common Misuses of Assessments in 152 Multicultural Contexts 5.3 Unit 2: Cultural Bounded Methods for Ability and Interest 153 Assessment 5.4 Unit 3: Directions for Using Assessment Methods in BDBG 154 Counselling 5.5 Unit 4: Evaluation of Testing in BDBG Counselling 155

VII 6. Methodology – Proposals 157

7. References 158

Sub-module III b) Multicultural and Transnational Competences 159 -182 and Standards in Counselling Overview 159

1. Course 1: Theoretical Aspects and Concepts of 159 Multicultural Counselling 1.1 Learning Objectives 159 1.2 Unit 1: The Concept of “Culture” in Transnational and 160 Multicultural Counselling 1.3 Unit 2: The Most Important Theses of Multicultural 161 Counselling

2. Course 2: Understanding the Client’s View of Life 162 2.1 Learning Objectives 162 2.2 Unit 1: The Client’s View of Life as a Significant Aspect in 162 Multicultural and Transnational Counselling 2.3 Unit 2: The Importance of Individual and Cultural 163 Characteristics in BDBD Counselling 2.4 Unit 3: Assessment of Specific Needs of the Client in BDBG 164 Counselling

3. Course 3: Skills in Multicultural Counselling 165 3.1 Learning Objectives 165 3.2 Unit 1: Professional Standards in Regard to Competences 165 Concerning Multicultural Counselling

4. Course 4: Theoretical Concepts Discovering 170 Multicultural and Transnational Competences and Standards 4.1 Learning Objectives 170 4.2 Unit 1: Framework of Multicultural Counselling Competences 170

5. Course 5: Ethical Standards in BDBG Counselling 175 5.1 Learning Objectives 175 5.2 Unit 1: Basic Norms of Ethical Behaviour in BDBG 175 Counselling 5.3 Unit 2: Codes of Ethical Standards for International Working 177 Career Firms

6. Course 6: Questions and Tasks for Self-Assessment 179 6.1 Learning Objectives 179 6.2 Unit 1: Questions and Tasks 179

VIII 7. Methodology – Proposals 181

8. References 181

Sub-module III c) Building up an International Network of 183-199 BDBG Counsellors 1. Course 1: Building up an International Network of 183 BDBG Counsellors Overview 183 1.1 Learning Objectives 183 1.2 Unit 1: Networks and Networking – a Definition 184 1.3 Unit 2: Main Official Networks in the Field of BDBG – the 186 EURES Network 1.4 Unit 3: Main Official Networks in the Field of BDBG – the 190 Euroguidance Network 1.5 Unit 4: Other Networks 195 1.6 Unit 5: Exercises for Self-Assessment and Networking 197 1.7 Methodology - Proposals 199 1.8 References 199

Annexes 1 – 6

"References specific to the various partner countries"

Introduction The training of counsellors for the particular challenges of working in the field of Brain Drain and Brain Gain must take into account, on top of the inalienable methodological and ethical standards of individual counselling, market policy, economic policy and political aspects of migration. Hence there exists a great need for future development of competences in international career guidance.

We also detect an urgent need for a change in the perspective of guidance: away from guidance that is almost exclusively focused on the individual towards counselling with a more pronounced emphasis on social inclusion. Furthermore, mobility counselling has to address migration policy issues. Obviously, this also implies new responsibilities for the countries of origin in order to aid the reduction of possible negative effects of brain drain through active involvement in “brain circulation”.

The OECD points out that return flows inherent to brain circulation may in any case not lead to an equivalent transfer of knowledge (2008). Skills and knowledge are crucially linked to the environment of local markets, and the inability of those environments to harness the competences of returning workers, will result in extremely ambivalent outcomes. In the EU “brain circulation” may become a short- term phenomenon with a trend towards more temporary and circular migration, with the family remaining behind in a given country of origin and the worker commuting internationally.

An important field of activity for transnational vocational counselling concerns the optimal matching of the mobile workers to the new jobs. Especially for SME and for those workers who are temporarily mobile, it is crucial to reduce the amount of time that employees take to reach their former productivity.

Another area of counselling arises from the increasing weighting of the skills’ levels in the immigration policies of some destination countries with many trying to improve the qualification of the foreign population through targeted immigration. Hence transnational career guidance will have to stress this point at an early stage to those clients who want to be internationally mobile.

Therefore the knowledge the counsellor has of mutual recognition of qualifications, especially of EQF, ECVET and ECTS is a very important precondition for effective transnational counselling.

On the background of looming important demographic changes, there is currently, at the highest political level, a lively debate going on in Germany regarding the negative consequences of the „wasted competences“ caused by the failure to recognize the qualifications of migrants and their substandard employment. The ‚Bundesagentur für Arbeit’ (BA) is currently looking into setting up ‚recognition counselling’ in order to put an end to this situation. 1 At both an individual as well as on a market level, transnational guidance must address the issue of employment of migrant workers below their actual professional qualification levels. After extended periods in sub-qualification occupations abroad, reintegration into a suitable employment in the country of origin becomes increasingly unlikely. Furthermore counselling cannot ignore the negative effects on self- perception caused by the prestige gap.

Another important challenge for transnational career counselling is dealing with migrants who are in a permanent partnership or have family. Here counselling also must address the issue of role perception. Particularly highly qualified people, so- called “dual-career couples” will only seriously consider job mobility when both partners’ career prospects are being taken into account. As a consequence there is an urgent need to integrate the “significant others” into mobility counselling.

Methodology applied in transnational vocational guidance should be critically evaluated. It is evident that supply-oriented information systems, crop-dependent diagnostics, normative models of rational decision-making as well as culture- dependent counselling models are not optimal, neither for national nor for transnational career counselling.

The so-called “diaspora” also provides a valuable source for building networks and an instrument for keeping in touch with emigrants. In order to offer individuals and businesses counselling services in a globalised market, it is crucial that counsellors are well equipped through their training to cooperate with such networks which can be vital to knowledge transfer associated with brain circulation.

According to a recommendation adopted by the European Commission (2008), by 2020 at least 50% of all young people should be in a position that allows them to be educationally and professionally mobile. In our view this requires the interaction of specific marketing activities for both mobility and transnational career guidance.

This constitutes the background to the “BRAIN DRAIN - BRAIN GAIN” Leonardo da Vinci-project and all the implicated partners were well aware of their sometimes very different demands and expectations. Hence the particular challenge to realize a joint contribution towards better transnational vocational guidance.

There are four specific levels: on a political level we have the issues of the recognition of the qualifications of migrants, a reduction of the phenomenon of one- sided emigration of highly qualified people and the productive reintegration of those returning to their country of origin. In some partner countries there is a need to sensitize national institutions to transnational mobility and therefore the results of this project aim to be a stimulus to specific mobility counselling at an operative level as regards methodology and contents.

Regarding the professionalisation of counselling, these modules should encourage professionals to consider intercultural aspects as a specific dimension of counselling. 2 This manual should however not be seen as a curricular learning programme but its modules should set the framework for the elaboration of teaching modules that take into account the national characteristics of the partner countries. To this effect the learning goals have been given taxonomy levels: (TAX. 1: acquisition of theoretical knowledge; TAX. 2: theory and its application; TAX. 3: transfer of knowledge; TAX. 4: problem-solving). Here the comprehensive references should be of great use.

In the course of this project certain aspects of transnational mobility counselling became very evident. Amongst them were the relatively important differences regarding the priority of the issue in the partner countries, the surprising lack of specific scientific literature, the almost total ignorance of the phenomenon of the loss of original qualifications that affects transnational migrants, the almost exclusively positive picture that is being painted of „outgoing“ migration, often considered only from an angle of reducing unemployment in the country of origin, and of course, all the unresolved issues upon return to the country of origin and reintegration into its market.

The partnership wants to thank all who have contributed to the success of this project. Above all we would like to take up this opportunity to thank our external evaluator, Prof. Dr. Klaus Beck of the University of Mainz, for his exceptional and highly qualified commitment to the project.

We hope to deepen the dialogue started through this project and to further develop the network thus contributing to a greater understanding of transnational counselling and a better „brain circulation“ in Europe.

Bernd-Joachim Ertelt, Regina Korte, Bernd Reissert

3 Overview

The Module “Management of Information, Institutional and Regulatory Conditions” is aimed at qualified counsellors with counselling experience and practice and who will be prepared for BD-BG counselling. Basic knowledge of educational pathways, qualifications and professions is taken for granted.

Content of the module with its four courses:

1. Introduction to information management 2. Knowledge of valid and reliable information sources in selected countries 3. Knowledge of legislations pertaining to education, training and work at local, national and international levels 4. Knowledge of equivalence of degrees and professional qualifications obtained in different countries shall be knowledge and monitoring of important regulatory framework and related information sources and networks in the context of international mobility. In addition is the ability to provide adequate information regarding the individual needs of the client, considering ethical principles of counselling and guidance. Counsellors should be able to decide how much help the client will need to find and use the information provided and to avoid information overload. Another important issue is information marketing reaching the target groups. Not only skilled professionals are target groups of counselling offers but their families will be too if they are accompanying them as well. Finally counsellors should be able to evaluate if the consultation was helpful.

It is assumed that the lecturers have in-depth knowledge of career development and counselling theories, career-related information systems (national and European), as well as good knowledge of counselling practice.

The learning units consist of lectures, discussion, self study time and practical exercises.

The Module requires individual access to the Internet. The classroom must have an internet connection and preferably a projector.

1. Course 1: Introduction to Information Management

1.1 Learning Objectives

• The BDBG counsellor knows the definition and ethics of information management and understands the individual work areas. (TAX 1, 2 – foundation competences) • The BDBG counsellor knows the components of the information management practice and can apply them within the counselling services provided. (TAX 2, 3 – client-interaction competences) • The BDBG counsellor has knowledge of information marketing and is able to promote the offers of their institution. (TAX 1, 3 – supporting competences)

4 • The BDBG counsellor develops an ethical attitude towards information management and is willing to deliver information tailored to clients’ needs. (TAX 4 – foundation competences, client-interaction competences) • The BDBG counsellor knows function, structure and usability of different information resources. (TAX 2 - supporting competences) • The BDBG counsellor knows and respects relevant legislation (including copyright and costs) on the use of information sources and handling personal data. (TAX 3 – supporting competences) • The BDBG counsellor is able to find reliable and updated information related to specialized fields of education, further education and work. (TAX 4 – supporting competences) • The BDBG counsellor is able to use and analyze media and information systems in vocational and careers counselling in partner countries. (TAX 3, 4 – supporting competences) • The BDBG counsellor is able to adapt information to the specific characteristics of the target group and individuals. (TAX 4 – client-interaction competences) • The BDBG counsellor, depending on clients’ requests, can use information sources and, possibly, encourage clients to use them on their own. (TAX 4 – client-interaction competences)

1.2 Unit 1: Definition, Ethics and Scope of Information Management

Definition: Information management is the professional management of information with regard to the target groups in vocational, educational and careers counselling as well as the ability to employ relevant networks and participate in their future development.

BDBG - The scope of information management

- Information about people: interests, outlook on life, qualifications, health - Information about education, vocational education and advanced training in Europe and worldwide - Information about jobs and careers in Europe and worldwide - Information about selected market systems and vacancies in Europe and worldwide - Information about living standards, insurance and area information in Europe and worldwide - Information about counselling, information and agency services in Europe and worldwide - Information about computer assisted career guidance systems (national and international)

5 1.3 Unit 2: Knowledge Management and Information Acquisition

Contents of this module shall be:

• Systematic monitoring of the European and international information market, working with information sources for vocational and careers counselling • Evaluation of information sources with regard to their potential, effectiveness and relevance to a target group • Quality criteria: correctness, general validity, topicality, usefulness, comprehensibility, differentiation (the scope and depth), user-friendliness, access • Information overload in contemporary society: • The total supply of information in modern society is increasing faster than the demand for information. Therefore, the main problem is not the creation of new media and data but the stimulation of demand for information. When information overload occurs, the quality of decision-making and problem- solving decreases, both on the social and individual scale

Different models, techniques and methods of knowledge management are introduced to the participants. A well structured approach to collect new knowledge pools and to achieve already available knowledge help the students not only to overview the different national programmes but also to find out similarities and common emphases. Thus accurately fitting counselling for a wide range of different cases with different needs will be possible. They will learn, through cases in small teams, to organize precisely adjusted tailored programmes in the further offers of counselling and supporting services

Managing individual information stress (Ertelt, 2001, pp 1385):

1. Information chunks – summarizing available information with super ordinates. 2. Omission – focusing on specific information and rejecting other content (partial absorption). 3. Queuing – the recipient creates in the short-term memory a queue of incoming information to gain more time later for the selection of information to remember. 4. Escaping – ceasing the receiving and processing of information at a certain point of information overload (“switching off”) 5. Filtering – the offered information is perceived selectively through a filter of subjective criteria or search strategies. 6. Abstracting – the individual receives only general information structures without paying attention to the details. 7. Habituation - from a certain point of information overload, the individual follows only adopted patterns and the offered data is of secondary importance to the solution of the problem

6 The effect that providing information has on individual communication behavior, also within vocational, educational and careers counselling:

1. The activating power of the offered information always has to increase; there is an activating competition among information providers. 2. The recipient’s interest in information decreases or even a defensive attitude develops towards new information. 3. Pictorial communication increases while the verbal expression of thoughts and feelings becomes less attractive.

1.4 Unit 3: Information Marketing

In this unit marketing will be seen as a management concept for purposefully designed exchanges with partners inside and outside of an organization and the public in general. Since career guidance is in almost all partner countries a non- commercial offer and activity, this is called non-profit or social marketing. The following fields of marketing must be discussed in this context: Social marketing, information marketing, image marketing, obtaining marketing and sales marketing. See also module I b), course 1

1.5 Unit 4: Taylor Made Information According to Clients’ Needs, Motivation of Clients for Self-Information See also module I b) course 2, unit 1 This unit will mainly consist of exercises and case related work. The participants shall use one of the cases in this module or any other case to search for relevant information and learn to decide which amount of the provided information is appropriate for the client’s needs according to their situation and questions. They have to apply what they have learned in units 1 and 2. Participants have to find, read, understand and interpret the information found and decide whether the information is interesting, sufficient or perhaps too much for the client. They then will have to decide whether to let the client work with the sources on their own or to moderate the information for the client, taking into consideration also the abilities of the client to use information sources.

The cases for this module can be found at the end of the text.

1.6 Methodology - Proposals

Lecturer: Lecture about the definition and objectives of information management in vocational and careers counselling (an expositional teaching method)

Lecturer: Input on counselling-related ethical issues, especially with regard to web- and computer-based information systems

Case related work

Group or homework, home studies (collecting information for a defined target group, e.g. production of a collection of internet links)

Short discussion of the meaning of the definition of information management in practical work with different target groups

Transforming implicit knowledge into explicit knowledge: special knowledge must be systematically collected and processed to make it suitable for knowledge transfer

Group work: marketing for information sources/an information fair

Students: preparation of information for clients’ use

1.7 Tasks and Learning Questions - Proposals

Describe the main characteristics of information management including ethical principles.

Collect information and give it to a client following the used case example.

Describe the four main marketing strategies of information marketing.

Prepare a marketing strategy for an event referring to a defined target group.

Collect information on recognition procedures for a defined (regulated or non- regulated) profession.

Exercise: Role play counselling interview:

The participants conceive a counselling interview and develop guidelines for a counselling interview considering the cultural diversities in view of the origin of the clients. Afterwards they hold the counselling interview und evaluate it, considering especially the aspect of scientific completeness of the counselling topics, the methodological approach in the process of counselling und the aim of a successful counselling.

8 1.8 References

ERGO-IN-NET. Mobility in Europe. Handbook for Guidance Practitioners Working With Mobility Issues. ASTER Scienza Technologica Impresa – S. Cons p.a. Bologna 2006 Ertelt, B.-J.: Informationsmanagement in der Beratung. In: Informationen für die Beratungs- und Vermittlungsdienste der Bundesanstalt für Arbeit, ibv Nr. 21/01, Nürnberg 2001 En: Information Management in Counselling Ertelt, B.-J., Schulz, W.E.: Beratung in Bildung und Beruf. Leonberg 1997 En: Counselling in Education and Profession. Ertelt, B.-J., Schulz, W.E.: Handbuch der Beratungskompetenz. Leonberg 2. Aufl. 2008 En: Handbook on Counselling Competences Kittner, M. & Deinert, O. (2009). Arbeits- und Sozialordnung. Gesetzestexte, Einleitungen, Anwendungshilfen (34. Aufl.). Frankfurt am Main: Bund-Verl. (ISBN 978-3-7663-3914-0) En: - and Social Order. Law, Introductions, Applications’ Assistance. Luthe, E.-W. (2003), Bildungsrecht. Leitfaden für Ausbildung, Administration und Management. Berlin: de Gruyter. (ISBN 3899491165) En: Education Law. Guideline for Education, Administration and Management. Personalrecht 2009. Arbeitsrecht, Lohnsteuer und Sozialversicherung kompakt. Tabellen, Übersichten, Fristen und Daten für die optimale Personalarbeit. Freiburg: Haufe. (ISBN 978-3-448-09145-8) En: Law, Income Taxes and Social Insurance Compact. Tables, Overviews, Deadlines and Data for Optimized Human Resources Management Rebhahn, R. & Kodek, G. E. (2007). Zuständigkeit bei grenzüberschreitenden Arbeitsrechtsfragen. Wien: LexisNexis ARD Orac. (ISBN 978-3-7007-3677-6) En: Responsibilities in Cross-Border Law Questions. Rechberger-Bechter, C. (2008). Europäische Gemeinschaft in der Bildungspolitik. Zuständigkeiten und Handlungsmöglichkeiten. Baden-Baden: Nomos. (ISBN 978-3-8329-3129-2) En: European Union in Policies of Education. Responsibilities and Possibilities of Acting Welte, H.-P. (2008). Arbeitsmigration und Studium von Ausländern. Praxishandbuch zum Zuwanderungsrecht. Regensburg: Walhalla. (ISBN 978-3-8029-1045-6) En: Work-Migration and Studies of Foreigners. Practical Handbook on Immigration Law

Internet – last download October 2009 http://www.ariadneproject.org/index.php?id=17 “Guidelines for Web-based Guidance” http://www.careerseurope.co.uk/ a resource centre for the UK producing information on opportunities in other countries http://www.iaevg.org/IAEVG AIOSP/IAEVG: International Competencies for Educational and Vocational Guidance Practitioners, Bern: September 2003 http://www.ictskills.org/inglese/cover_en.htm LdV-Projekt “ICT Skills for Guidance Counsellors http://www.ilo.org/global/lang--en/index.htm The International Organization

2. Course 2: Knowledge of Valid and Reliable Information Sources in Selected Countries

2.1 Learning Objectives

• The BDBG counsellor knows the basic categories of information pertaining to BDBG counselling. (TAX 2 supporting competences) • The BDBG counsellor is aware of the different levels of reliability of information sources in selected countries (TAX 3 – foundation competences)

2.2 Unit 1: Basic Categories of Information for BDBG Counselling

Supply- and demand-oriented information systems in vocational, educational and careers counselling:

1. Demand-oriented systems in their structure and development follow the recipients “internal capabilities”: skills, motivation and involvement, learning ability, familiarity with media and especially their problem-solving abilities. User habits and types of interaction with the source of information are crucial to the further development of information systems.

Demand-oriented information systems allow the user to:

- define his/her needs first - select sources that lead to specific results, - obtain information how to use the sources for the user’s own needs, - understand when personal assistance by a counsellor is necessary, - use only links that help to solve the problem.

10 2. Supply-oriented systems focus on material logic, structures defined by experts and what is essential for information. From a critical point of view, it could be argued that in information supply the most important principle is the “gatherer and the hunter”. Supply-oriented systems can be found in vocational information centers, prescriptively organized vocational orientation institutions and data banks as an expert system.

3. Web-based information sources for vocational, educational and careers counselling: integrated web sites are distance counselling components in vocational counselling and usually offer organization-specific information as well as links to other relevant services of the organization.

Independent web sites offer unrelated information and services for vocational counselling: self-evaluation programmes, job marketplaces, talent marketplaces and educational information sites run by companies, educational offers and career guidance.

Both web site types are usually supply-oriented, i.e. they are based on the assumption that the user can precisely formulate his/her needs and decide whether the web site will bring any benefits.

2.3 Unit 2: Analysis and Evaluation of National and International Media and Information Systems in BDBG Counselling in the Country The knowledge of national information media is crucial for the work with other than national information sources to be able to evaluate and use foreign sources. The different structure of information sources in selected countries and regions may cause problems for clients when looking for information. So counsellors should be aware of the meaning of these differences and be able to moderate and explain the structure of the sources to clients.

This means that this unit again will mainly consist of self study by the participants, using the attached or own cases, investigating the main BDBG-related websites mentioned in the references.

2.4 Unit 3: Social Networking and Migration Guidance

Social networking sites offer people new and varied ways to communicate via the internet, whether through their PC or their mobile phone. Examples include “MySpace”, “Facebook” and “Bebo”. They allow people to easily and simply create their own online page or profile and to construct and display an online network of contacts, often called ‘friends’. Users of these sites can communicate via their profile both with their ‘friends’ and with people outside their list of contacts.

The rapid growth of social networking sites in recent years indicates that they are now a mainstream communication technology for many people. (OfCom, 2008) 11 Social networks play an important role in channeling workers into jobs. This has benefits: informal networks are often able to match workers and employers faster and more efficiently than formal recruitment mechanisms. But this process also has drawbacks, since widespread reliance on social networks in the market can lead to social stratification by limiting an individual’s opportunities to those that his or her peer group can provide.

Among immigrants in particular, reliance on social networks is likely to indicate poor integration among individuals who face barriers to accessing formal recruitment channels, for example due to language difficulties or a poor understanding of the local market. A trade-off emerges, therefore: social networks are likely to help immigrants to find jobs in the short run, but may limit opportunities for full social and economic integration in the longer term. (Sumption, 2009)

For migrants, social networks are crucial for finding jobs and accommodation, circulating goods and services, as well as psychological support and continuous social and economic information. Social networks often guide migrants into or through specific places and occupations. Local markets can become linked through specific networks of interpersonal and organizational ties surrounding migrants (Poros 2001).

For a number of years, the migration of skilled workers from developing countries was regarded as a problem of ‘brain drain’. With the recognition of networks of skilled workers’ circulation, many social scientists and national policymakers have tended to shift from a discourse of ‘brain drain’ to notions of the globalization of human capital, brain exchange, brain circulation and the creation of a global mobile workforce. The idea is to accept the fact that skilled persons may want to migrant for personal, familial and career development reasons, while seeking to encourage the skilled migrant’s return, mobilization or association with home country development. Indeed, it is transnational networks of professionals that are deemed crucial to realize such goals.

There have emerged a number of schemes and types of transnational networks of expatriate professionals that can be tapped to enable their effective and productive role in a home country’s development – even without any physical temporary or permanent return. (Vetrovec, 2002)

2.5 Methodology - Proposals

Lecturer: Input on categories of information (students cooperating – counsellors contribute with their own knowledge and experience with information sources)

Exercises (research – case study)

Lecturer: Introduction to different national websites and other information sources of selected counties

Lecturer: Input (by a specialist?) on legal framework of European media and user rights

Aids: Overhead foils, lecturer’s script with a comparative presentation

Participants: self-study (homework?) of national legal regulations concerning the major media/internet offers in vocational and careers counselling

Case related work, students’ own interest – single or group work mainly with internet with regard to the quality criteria presentation of results

Lecturer: Introduction to main information sources

Group work/case study using different information sources

Lecturer: Lecture on levels of reliability of information sources in selected countries (peer to peer learning)

Students’ research on reliability of sources

2.6 Tasks and Learning Questions - Proposals

Describe categories of information for BDBG counselling.

Solve a client’s question (see case example) and proceed the result to him/her.

Collect information on learning and or working opportunities following a case example.

2.7 References

Biuro Uznawalnoci Wyksztacenia i Wymiany Midzynarodowej ENIC/NARIC Polska. Dobra praktyka i uznawanie kwalifikacji zdobytych w ramach ksztacenia transnarodowego (Transnational Education) [Recommendation on Criteria and Procedures for the Assessment of Foreign Qualifications] Warszawa 2004 Mytzek, Ralf & Klaus Schömann (Hrsg.) (2004). Transparenz von Bildungsabschlüssen in Europa. Sektorale Studien zur Mobilität von Arbeitskräften. Berlin: Edition Sigma. (ISBN 3-89404-230-3) En: Transparency of Educational Certificates in Europe. Sectoral Studies on Workers’ Mobility. OfCom, 2008, Social Networking, A quantitative and qualitative research report into attitudes, behaviors and use. http://www.ofcom.org.uk/advice/media_literacy/medlitpub/medlitpubrss/socialnetworki ng Poros, M. (2001) The role of migrant networks in linking local markets: The case of Asian Indian migration to New York and London. Global Networks 1(3): 243-59 Sumption, M. (2009). Social Networks and Polish Immigration to the UK. Institute for Public Policy Research. Vertovec, S. (2002). Transnational Networks and Skilled Migration. Conference Ladenburger Diskurs “Migration” Gottlieb Daimler- und Karl Benz-Stiftung. Ladenburg 2002. Woltering, K. (2005). Vereinheitlichung der EU-Bildungsabschlüsse von Ingenieuren und Wirtschaftswissenschaftlern. Grundlagen, Vergleiche, Perspektiven. Berlin: VDM-Verl. (ISBN 3-86550-055-2) En: Standardisation of EU-diplomas of engineers and economical scientists. Basics, comparism, perspectives.

Internet - last download October 2009: http://www.daad.de/de/index.html http://www.hochschulkompass.de http://europa.eu.int/eures http://ec.europa.eu/ploteus http://www.cedefop.europa.eu http://www.anabin.de http://www.europass-info.de/de/start.asp http://www.enic-naric.net/ http://ec.europa.eu/youreurope/nav/en/citizens/index.html http://ec.europa.eu/internal_market/qualifications/index_en.htm http://www.ba-auslandsvermittlung.de http://www.zav-reintegration.de

14 http://www.arbeitsagentur.de http://berufenet.arbeitsagentur.de/berufe/index.jsp http://infobub.arbeitsagentur.de/kurs/index.jsp http://www.bibb.de/de/index.htm http://www.dipf.de http://www.ippr.org/members/download.asp?f=%2Fecomm%2Ffiles%2Fsocial%5Fne tworks%5Fpolish%5Fimmigration%2Epdf ippr – Institute for Public Policy Research, Poland

Social Networks in the Internet: http://www.facebook.com/ http://www.myspace.com/ http://www.bebo.com/

3. Course 3: Knowledge of Legislations Pertaining to Education, Training and Work at Local, National and International Level

3.1 Learning Objectives

• The BDBG counsellor knows about relevant legislation related to migration and is able to apply and explain legal issues to clients. (TAX 1 – supporting competences, client-interaction competences)

3.2 Unit 1: Relevant Legislation Pertaining to Education, Training and Work at Local, National and International Level Contents should be entrance requirements to main educational offers as secondary schools, high schools and universities, legal framework concerning the access to further education and training, legal framework of access to markets – residence and work permits in selected regions and countries.

3.3 Methodology – Proposals

Expert’s lecture on the main principles of law and application of law Cases

3.4 Tasks and Learning Questions

Gather information on main entrance requirements to the (compulsory) education system in another country.

Find information on entrance requirements to a market in another country.

(Work permit? Residence permits?)

3.5 References

Internet – last download October 2009 http://www.daad.de/de/index.html http://europa.eu.int/eures http://ec.europa.eu/ploteus http://www.cedefop.europa.eu

4. Course 4: Knowledge of Equivalence of Degrees and Professional Qualifications Obtained in Different Countries 4.1 Learning Objectives

• The BDBG counsellor knows about the main regulations on the equivalence of degrees and professional qualifications obtained in different countries and about recognition procedures and he is able to explain regulations and procedures to clients. (TAX 3 – supporting competences, client-interaction competences) • The BDBG counsellor can judge on special markets’ and clients’ needs related to qualifications and the specific plans of individual clients (educational and work- related) and can give clients individual advice. (TAX 4 foundation competences, client interaction competences) • The BDBG counsellor knows examples of international careers and is able to raise clients’ awareness on the consequences of their decisions. (TAX 4 – client- interaction competences)

4.2 Unit 1: Main Regulations on the Equivalence of Degrees and Professional Qualifications Obtained in Different Countries, Recognition Procedures

The rights of EU citizens to establish themselves or to provide services anywhere in the EU are fundamental freedoms in the Single Market. National regulations which only recognise professional qualifications of a particular jurisdiction present obstacles to these fundamental freedoms. These obstacles are overcome by EU rules (Bologna process and Lisbon conclusions) guaranteeing the mutual recognition of professional qualifications between Member States.

16 4.3 Unit 2: University Entrance Requirements, Regulated Professions, Special Market Segments Participants have to be aware of the different rules for recognition procedures in different countries and also of non-academic professions that in different countries according to their regulations have to undergo special recognition procedures as well (i.e.: electricians in Norway).

4.4 Methodology – Proposals Lecturer: Introduction to main regulations in the field of education and work and to the main websites related to the issue Case related work Practical work (in small groups)

4.5 Tasks and Learning Questions - Proposals

Describe a market segment for an academic profession including the entrance requirements. Tell the client about the procedures and the first steps towards recognition.

4.6 References

Internet – last download October 2009 http://www.daad.de/de/index.html http://www.hochschulkompass.de http://europa.eu.int/eures http://ec.europa.eu/ploteus http://www.cedefop.europa.eu http://www.anabin.de http://www.europass-info.de/de/start.asp http://www.enic-naric.net/ http://ec.europa.eu/youreurope/nav/en/citizens/index.html http://ec.europa.eu/internal_market/qualifications/index_en

5. Case examples from Germany

1. Karl, 30 years old, married, father of two children (1 and 3), wife at home because of the children. Passed German vocational education as an electrician (ISCED 3b).Cannot find a good job in Germany – thinks of going to Norway and seeks for information on working conditions in Norway. He also thinks of moving there with his family. Expert advice is needed in the following fields:

Knowledge of legislations pertaining to education, training and work: Karl does not have a regulated profession, but foreign electricians working in Norway, have to pass special exams by the employers’ federation in the field. Knowledge of valid and reliable information sources: Karl will learn some facts about Norway but will also have to continue collecting information himself. Useful for him would be the EURES website, website of “Auslandsvermittlung” and the website of the Norwegian employment services on working conditions in Norway. On living conditions there are the sites of the Norwegian embassy and a society of “friends of Norway in Germany”. Knowledge of equivalence of degrees and professional qualifications obtained in different countries (see above).

2. Anna, 39 years old, single, working for the city of Mannheim as a social pedagogue Diploma in social sciences 1995, looking for a job abroad (Europe) because of not being satisfied with the working conditions and salary in Mannheim. Wants to know about chances, opportunities, where to find a job and what to think of before leaving.

Expert advice is needed in the following fields:

Knowledge of legislations pertaining to education, training and work: Anna has regulated profession. She should know about the recognition procedures where to address to and how much time this would take. Knowledge of valid and reliable information sources: As Anna still is undecided where to go she should have basic information on several countries and the minimum requirements for working there.

Useful for her would be the EURES website and the website of “Auslandsver- mittlung”.

Knowledge of equivalence of degrees and professional qualifications obtained in different countries: See above

18 Overview

The sub-module “Marketing and Programmes for Mobility” is aimed at qualified counsellors with counselling experience and practice and who shall be prepared for BDBG counselling. Employees of job market institutions (vocational counsellors) identify the basic principles of job market functioning. They identify and describe problems of employment policy in partner countries and in the European Union. They differentiate and describe basic services of job market institutions and the instruments of the job market. They identify basic groups of clients – the receivers of the individual services and instruments of the job market. They identify the needs of the demand and supply side of the job market within the scope of employment and training. They cooperate with internal and external customers. They systematize the collected information on the unemployed and people looking for work as well as job vacancies overseas. They set marketing objectives for vocational counselling. They identify requirements of different receiver groups and adapt marketing activities to the requirements. They evaluate possibilities of satisfying the needs of various receiver groups. They work out activity schedules with reference to the marketing plan. They select appropriate marketing instruments. They work out marketing materials; they apply promotion and distribution methods and techniques. They cooperate and make contacts with job market partners. They monitor the effectiveness of the marketing activities and create new qualities of the service. The marketing section of this sub-module offers the two courses Course 1: Dimensions of Marketing in the Sectors of Non - Profit Services for Migrants Course 2: Career Counsellors in Private Practice and Marketing the Services “Marketing” will be followed by two courses focusing on programmes Course 3: European and International Programmes Course 4: National Programmes for Outgoing, Incoming and Returning The aim of these two courses shall be knowledge of the main offers for outgoing, incoming and returning migrants and knowledge of the main networks acting in the context of international mobility including the financial support that may be offered to the individual client.

1. Course 1: Dimensions of Marketing in the Sectors of Non - Profit Services

1.1 Learning Objectives

• Presenting vocational counselling services under the perspective of social marketing and identifying the target groups (TAX 3 - foundation competence, client-interaction competences) • Indicating the need for social marketing as an instrument of improving the methods of undertaking and carrying our social tasks by the job market institutions (TAX 2 – supporting competences) • Familiarizing vocational counsellors with social marketing methods and preparing them to apply the methods in practice (TAX 4 – foundation competences, supporting competences

1.2 Unit 1: Basic Ideas in Marketing A marketing concept - is an intellectually broad project with a leading thought that links in one plan the main strategies and necessary operational measures (instrumentation) (a policy paper).

Marketing may be perceived as a marketing concept of the specific target-oriented formation of the processes of exchange with partners in a work establishment/organization (internally) and with external partners (especially with partners in offer/supply markets and acquisition/demand markets), as well as in the area of public opinion (public marketing).

• Internal marketing: shaping the channels of exchange with people from the same organization in order to form the bases for effective external marketing.

• External marketing: offer/supply marketing, acquisition/demand marketing and public marketing.

• Exchange process: a process of voluntary mutual exchange of material benefits, services, financial means, information, counselling services. Exchange processes take effect between the parties of which each party offers something of a value to the other party.

Direct/two-way exchange:

For the services rendered and the return services rendered one should pay directly after their rendering (clear payment), or possibly - in case of public goods (intellectual goods) - the payment does not cover the costs.

20 Indirect/many-way exchange:

Services are rendered in exchange of not direct but indirect payment (taxes) or as apparently free services to the citizens, for example community administration, the office.

1.3 Unit 2: Leading Thoughts and Leading Objectives of Marketing

1. The idea of gratification: channeling the marketing towards the needs, expectations and requirements of the exchange partner. A special case: client- orientation and the resulting marketing principles - the goal is the clients' satisfaction. 2. Focusing on "bottlenecks": orientation to the most important "bottlenecks" in the organization: Offer/supply area. Acquisition/demand area (limited human, substantial, financial resources). Public opinion (image, criticism). 3. Competitiveness, quality of the services provided, turnovers, market share. 4. The principle of social responsibility (working in opposition to the tendency for ever greater emphasis on the role of achieved turnovers and profits). It is important to subordinate the main leading thoughts and objectives of marketing to the superior corporate identity of the counselling organization. To shape the corporate identity (CI) it is important to combine three instruments: • Corporate communications (CC): advertisement, public relations, and internal communication. • Corporate design (CD): external image of the organization with a logo, a header on official paper, architecture, employees' wear, etc. • Corporate behavior (CB): external and internal behaviors. All the three aspects should be mutually harmonized (in terms of the awareness of being "us").

1.4 Unit 3: Planning of Social Marketing - a Strategy for Vocational, Educational and Careers Guidance

1. Identification of segments in the area of counselling services that require working out: Which tasks in the area of counselling should be performed for which groups of clients? Step1: A counselling service should be precisely described because the size of the market segment depends on it. The market is as much smaller as much more precisely defined is the product. The characteristic features of the product on the one hand and the expectations of the market participants on the other hand result in a real market and a potential market. 21 Step 2: The division of the market in segments should be made on the basis of such criteria that uncover differences - significant from the point of view of the demand or essential from the point of view of behaviours - between possible clients: (1) socio-economic variables (gender, occupation, income, unemployment, social class, family situation), (2) geographical variables, (3) psychological variables (values, motivations, lifestyle), (4) attitude to identical or similar counselling offers.

2. Identification of the type of clients - deciding on the question: Should the counselling tasks be offered by way of a non-differentiated or rather a differentiated identification of target groups? On the basis of the combination of criteria one can distinguish types of the market segments. In case of the active division in segments the marketing instruments are applied with a specific aim, there are no losses resulting from dispersion. One can speak of the passive division in segments or an auto selection of clients in case when the counselling offer refers to a larger market; there is a danger of losses resulting from dispersion.

3. Identification of the form of competitiveness-orientation: Should the goals be achieved by a clear differentiation from similar organization, independently of competitive organizations?

4. Identification of the kind of offer facilitators/offer intermediary agents: How precise is the co-operation with other organizations that are offer facilitators/intermediary agents?

The following matrix helps to define the relationship between career guidance and the potential partners on the market for counselling services.

Table 1: Relationships with the potential partners

Coordination Cooperation Conflict

Facilitators actual target actual target actual target

Target groups actual target actual target actual target opinion – leaders

Competitors actual target actual target actual target

Persons or institutions and the type of relation with them are entered in the boxes (actual = as it is now; target = the way it should be in future).

Very important partners in “Brain circulation” is the Diaspora organization and its network in host countries (OECD 2008)

5. Identification of the pivotal points by application of marketing instruments. Marketing can be defined as the creation of four tools and their optimal combination for a "marketing mix".

1. Product policy/Programme policy What can and should the counselling product/counselling service do? Which specific requirements must the counselling product/counselling service meet? Which restrictions exist (number of counsellors, professionalism of staff, financial restrictions, equipment, and legal restrictions)? Are there any complementary or replacement products?

The following figure shows an instrument of a marketing portfolio for optimizing counselling services with two dimensions "Attractiveness for target groups" and "Effectiveness for the target groups".

Table 2: Marketing portfolio for information services

low medium high

Attractiveness 1.1 1.2 1.3 high for target groups 2.1 2.2 2.3 medium 3.1 3.2 3.3 low Effectiveness for the target groups

The first step is to assign the existing and planned counselling services to one of the 9 boxes; we recommend doing this for each target group separately.

Counselling marketing is most interesting for the boxes that show the widest gap between "effectiveness" and "attractiveness", i.e. boxes 1.1 and 3.3.

2. Communication policy In counselling marketing communication policy is about how the target groups` attention can be drown to the information services and how can be made to accept them.

To that aim one should first of all decide at which level of requirements the campaign should be conducted:

Cognitive campaigns are oriented to changes at knowledge level, and especially to raise awareness of the guidance advantages, to inform the groups of clients of the market, to inform about financial support in case of unemployment, about the media that serve to collect information by oneself, etc. Action campaigns are oriented to specific activities of addressees/clients, and especially to active participation in individual counselling, to active searching for jobs, to participation in the acquisition of vocational qualifications, to visiting centres of vocational information. Behavioural change campaigns are oriented to long-term improvement of the behaviour of possible clients, and especially to constant vocational training, to improve the attitude to work, to the avoidance of alcohol and drugs abuse, to improve awareness of the value of health. Value system change campaigns are characterized by a highest difficulty degree, as they are targeted against superstitions. Examples: campaigns to reduce the prejudice against foreigners, to raise the level of environmental preservation awareness, to eliminate prejudices, which are given voice at the time of applying for job, against persons unemployed for a long time.

3. The distribution policy is about making the different counselling products and services available to the target groups at the right time, in the right place, in the right amount and in the right manner.

The direct method is direct distribution between the target group/client and the counsellor or counselling service; i.e. face-to-face counselling, direct communication with the client via phone, Internet, letter.

The indirect method operates via other facilitators, i.e. school, university, associations, communal institutions, and trade unions.

4. Price policy: consideration policy The valuation of counselling services with a "price" is a prerequisite for the economic (efficient) use of resources. Making offers available to people for free is not always synonymous with a social mandate. Therefore public employment and career guidance services, in particular, must find ways to warrant the efficient and effective use of their services with the help of a consideration policy.

Here monetary and non-monetary considerations must be distinguished in:

direct consideration with the character of some parts of the real price, e.g. tuition fees, direct immaterial consideration, indirect consideration with costs elements, e.g. church tax, social security contributions, indirect immaterial consideration, e.g. good image and acceptance by the target groups.

1.5 Methodology - Proposals Lecturer: Input - a presentation on the scale of marketing activities in the area of non-profit services, with examples. Work in small groups on the planning of a marketing strategy in various areas of vocational guidance. With this aim, drawing up draft syntheses. Aids: A projector transparency or a PowerPoint presentation. Draft syntheses for participants. Participants: A systematic draft of marketing strategies in small groups. Writing a report, a presentation and a discussion in the whole group. Aids: Reporting on the results. A projector transparency or a PowerPoint presentation.

Exercise 1 Preparing a customer interview (90 minutes) The trainer divides training participants into three groups. Each group is given a task. Task for group I Make a list of problems which you will discuss during an interview with an unemployed customer who seeks the advice of a counsellor for vocational development. The purpose of the interview is diagnosing the customer’s needs concerning his or her training possibilities within the programme offered. Task for group II Make a list of problems which you will discuss during an interview with an unemployed customer who seeks the advice of a counsellor for vocational development. The purpose of the interview is to diagnose the customer’s needs concerning the kind of work which they are looking for. Task for group III Make a list of problems which you will discuss with an unemployed customer who seeks the advice of a counsellor for vocational development. The purpose of the interview is to diagnose the customer’s needs concerning the possibilities of participating in workshops preparing the unemployed for their individual job search. In the exercise one should use the following sheet: Number An area/a problem Examples of questions to the discussed customer during an interview 1. 2. 3. When group work is finished, the trainer asks each member of a group to present the three lists of issues discussed during an interview with a customer. The purpose of asking a given question and the manner of taking the customer through the interview should be discussed by the whole group. Teaching materials: sheets of paper, markers, cards stating tasks for individual groups Exercise 2

Strategy of reaching a target (120 minutes)

The trainer divides the group into three teams and each of group is given the same task. The task: The office where you work has a task of increasing the number of contacts with employers. You need to prepare a strategy for reaching the goal, taking into account five elements of marketing mix: 26 1. Product 2. Price 3. Promotion 4. Distribution 5. Personnel

At the end of the exercise the trainer points out possible solution methods given by the teams and they evaluate the usefulness of marketing mix in the work of the Public Employment Services. The trainer stresses the necessity of planning the activities within the created strategies and the importance of establishing the clear plan of activities. Teaching aids: sheets of papers, markers

1.6 Examples of Good Practices a) Office of Science & Technology (OST) at the Embassy of Austria in Washington, DC 1. Brief overview of the OST The OST is an initiative of four Austrian federal ministries: the Federal Ministry for European and International Affairs (BMeiA), the Federal Ministry of Science and Research (BMWF), the Federal Ministry for Transport, Innovation and Technology (BMVIT), and the Federal Ministry of Economy, Family and Youth (BMWFJ). Established in 2001, the OST serves as a strategic interface in the areas of higher education, science, and research policy between Austria and North America. In keeping with its mission of "Building bridges of knowledge and expertise between Austria and North America," the OST has built extensive expertise on Austrian and North American science, research, and technology policy. 2. Communications: Target groups, institutions, public relations Target groups of the OST are manifold, and can be divided into the OST’s core service areas: • OST Scientist Network: Austrian scientists, researchers and scholars, R&D managers and S&T policy experts, who are currently in North America or who have spent some time in North America. • Online magazine bridges: Persons of any nationality with interest in S&T policy. • OST Visitors Program: for Austrian delegations from government, higher education, universities, research institutions, etc. • Austrian government: policy advice and information. • Austrian research institutions: support of the establishment of scientific co- operations with North American partners.

27 3. Product Policy: Types of products and services for target groups and institutions The OST represents Austria in North America, and serves as an interface for Austrian scientists currently in North America. It is a source of information on North American science, research and innovation policy for Austrian decision makers, and it represents a well-connected point of contact for transatlantic co-operation projects in science, research, and development. The work of the OST focuses on consultation and information on Austrian, European, and North American science, research, and technology policy via its online magazine bridges (http://bridges.ostina.org), on the expansion and maintenance of the OST Scientist Network (http://www.ostina.org/scientists), and on supporting and advising the initiation of new R&D co-operations e.g. via organizing visitors programs for Austrian delegations. Special focus is put on Austrian scientists, scholars, researchers, R&D managers, and S&T policy experts in North America. Currently, the interdisciplinary OST Scientist Network comprises of over 1.400 persons. Encouraged by the Office of Science & Technology (OST), the association “Austrian Scientists and Scholars in North America” (ASciNA) was formally established in 2002 by Austrian scientists, and has since been managed by its members. In brief, the core of the OST’s work is substantiated in the following areas: • Expansion and maintenance of the OST Scientist Network - an interdisciplinary network of Austrian scientists, researchers, scholars, R&D managers, and S&T policy experts in North America • Consultation and information on Austrian and North American science, research, and technology policy • Active support and advice on the initiation of new R&D co-operations between Austrian and North American institutions • Information via bridges, the free online magazine, on current topics of science and technology policy in Austria, Europe, and North America • Establishing and maintaining contacts with representatives in the field of S&T policy

4. Distribution: which procedures have proved themselves, networks? Distribution of information from the OST among others via: • Direct Marketing: Establishing contact with target groups for OST Scientist Network and for the online magazine bridges is predominantly implemented via Email • Internet Marketing: OST websites distribute information specifically targeted at different target groups of the OST (www.ostina.org - http://bridges.ostina.org - www.ostina.org/scientists) • Public Relations: as required mainly with events associated with the OST, and with the OST Visitors Program

5. Which costs does the user incur, and how is success at the OST measured? All OST services are available for the OST’s target groups free of charge. The success and successful completion of the OST’s projects and programs is evaluated on an annual basis by the board of directors, which is the supervisory board of the OST. This board determines strategic goals, financial planning, and the annual budget, and oversees the OST's work program and reporting to the funding ministries. In addition, external feedback is incorporated in the evaluation of our individual programs. The quality of the online magazine bridges is, for example, being confirmed by feedback from many sources: The New York Times quoted an article published in bridges in its business section, the world-wide known Massachusetts Institute of Technology (MIT) is using bridges articles in classes to support course work, the National Science Foundation (NSF) Science Radio features bridges pod casts, etc.

6. Is the OST limited to the United States? Are there co-operations with similar European services, e.g. GAIN? The OST covers North America in its entirety, which means the United States of America, and Canada. The director of the OST also holds the position of Science Attaché at the Embassy of Austria in Washington, DC, and is accredited for the United States and Canada. Co-operations with institutions such as GAIN, Euraxess or Swissnex have been ongoing, e.g. by spreading information among specific target groups, organizing joint events, etc.

7. Are there services and/or programs in Austria the OST co-operates with in regards to outgoing, returning or incoming? The OST has been working with multiple co-operation partners, among which the following Austrian organizations and institutions: • Austrian Federal Ministries: BMeiA, BMWF, BMVIT, BMWFJ (see 1.) • Brainpower Austria (BpA), http://www.brainpower-austria.at • Fulbright Austrian – American Educational Commission, http://www.fulbright.at • Austrian Exchange Service (Österreichischer Austauschdienst, ÖAD), http://www.oead.ac.at/ • Austrian Academy of Sciences (Österreichische Akademie der Wissenschaften, ÖAW), http://www.oeaw.ac.at/ • Austrian Science Fund (Wissenschaftsfonds, FWF), http://www.fwf.ac.at/ • Association “Austrian Scientists in North America” (ASciNA), http://www.ascina.at/ • Numerous Austrian universities and universities of applied sciences • Other institutions from the fields of S&T and R&D b) GAIN is a joint initiative of the Alexander von Humboldt Foundation (AvH), the German Academic Exchange Service (DAAD), the German Research Foundation (DFG) and associated members, including the German Rectors' Conference, the Fraunhofer Gesellschaft, the Helmholtz Association of German Research Centres, the Leibniz Association and the Max Planck Society.

EURAXESS Links is a networking tool for European researchers in the USA. It provides information about research in Europe, European research policy, opportunities for research funding, for international collaboration and for transnational mobility.

Contact: Dr. Katja Simons, GAIN Program Director [email protected] , Phone: 212.758.3223 ext. 217 for more information about EURAXESS Links USA and GAIN, visit http://ec.europa.eu/euraxess/links/index_en.htm http://www.gain-network.org

2. Course 2: Career Counsellors in Private Practice and Marketing the Services 2.1 Learning Objectives

• Developing the ability to identify the needs of the receivers of the job market services (TAX 3 – client-interaction competences) • Application of ethical guidelines and standards in day-to-day work and behaviour (TAX 4 – foundation competences)

2.2 Unit 1: Types of Services (with potential clients)

• Individual and group career counselling. Testing. • Outplacement (often specialize in white collar workers). Job placement. • Head-hunters (often involves recruiting and placing corporate executives, scientists). • Resume and employability skills development (often targets young workers (e.g., college students), workers in transition, and those who have lost their jobs). • Retirement planning. • Career/life-role integration (may target workers at midlife or new entrants to force). • Training. • Consultation (business, governmental agencies, schools, universities, federal programmes). • Career development programme evaluation (business, governmental agencies, schools, universities, federal programmes with career development programmes). • Work adjustment counselling (the general public; on a contract basis to business). • Spousal relocation (business; primarily those businesses interested in transferring executives who have employed spouses who are seeking careers). • Vocational appraisal (Social Security Administration; insurance companies; other interested in establishing extent of vocational disability). • Career information (develop customized information packets for clients who do not wish to pursue information independently).

2.3 Unit 2: Offering Services

When deciding what services to offer, the following questions should be answered: 1. Am I really in business or do I plan a part-time practice? 2. Will I specialize in career counselling? If yes, which services will I offer? 3. Are any undeserved groups present in my community? 4. Are career development services being offered that could be offered more effectively? 5. Am I projecting the right image? 6. Should I join group practices? 31 Marketing is seen as a critical part of a successful private counselling practice. Therefore practitioners must realistically determine whether they have the skills to offer a service and whether that service has a market. Because careers counsellors in PES are paid regularly by a public institution, the immediate need to market is less pressing. And many counsellors who have worked in public institutions have an aversion to advertising. One of the best types of advertisements is the non-ad (e.g. writing in magazines or newspapers regularly, serving in high-visibility volunteer positions where their names are frequently mentioned in local news media. A marketing campaign may begin with non-ads, but soon target groups must be developed, a list of the strategies to be employed must be compiled, an advertising budget must be developed, and an advertising calendar must be laid out. In all the activities related to marketing, organising, work planning, financing, specifying remuneration and co-operating with other counselling services one should follow the ethical standards of vocational guidance adopted for example by AIOSP/IAEVG in 1995.

2.4 Methodology - Proposals Lecturer: Input - a presentation on potential areas for private career counselling, with examples drawn from the country. A study of a project to establish a private counselling practice. Consulting experts about evaluation of the results. Aids: A projector transparency or a PowerPoint presentation. Participants: A study (individual or in a partnership co-operation) of a project to establish and conduct a private counselling practice. Regional research. Drawing up reports on the results (with a chart of theses). A presentation and a discussion in the whole group.

Exercise 1: Organizing services (40 minutes) The trainer divides the participants into pairs and then distributes the task-sheets. Match the service with the customers.

Training institution Local partnership Tertiary school Employment agency Production plant Service information Small family company Public works Local government Investment works An unemployed person Future employee training

32 A job seeker Traineeship at a work place Social Services centre Information about the job market Foundation Potential candidate selection

The task of each pair is to discuss and match the issues and to present the arguments in favour of the decision made. Once the exercise is finished, the trainer points out various needs of service receivers. He emphasizes the importance of very good identification of customers’ needs and analysis of possibilities of meeting the needs in compliance with possibilities provided by public finance and the European funds. The trainer emphasises the fact that the Employment Promotion and Employment Institutions Act clearly shows the services which can be offered to the individual receivers. At the same time, developing local partnership offers new opportunities to the consulting companies. Teaching aids: sheets of paper, markers, and flipcharts

Exercise 2: Selecting the information channel (60 minutes) The trainer divides the group into two teams and each team is given a task in which they have to present the scope of information and information channels used to transmit this information with reference to two basic groups of customers. Group I – for the unemployed customer Group II – for the employer customer The following sheets should be of help:

Customer Information which should be given to The most appropriate information the customer channel E.g. Time to see customers Information board, leaflets, Internet site

When summing up the exercise, the trainer points out availability of various information channels and their merits in case of correct selection of the information transmitted. Teaching aids: sheets of papers with the table, markers

33 2.5R References

Altkorn J., Podstawy marketingu, Instytut Marketingowy, Kraków 2003 En: Basics of Marketing Bangs D.H., Plan marketingowy, PWE Warszawa 1999 En: Marketing Plan Beckwith H., Sprzedawanie niewidzialnego. Przewodnik po nowoczesnym marketingu us ug, One Press, 2006 En: Selling the invisible. The guide to modern marketing services Buczuma-Zielonka J., D. Tyszkiewicz-Janik, Programy szkole modu owych dla kadry publicznych s ub zatrudnienia – Promocja us ug rynku pracy, WYG International – Ministerstwo Pracy i Polityki Spo ecznej, Warszawa 2007 r. En: Modular training programs for staff of public employment services - promotion of labor market services Czuba a, A. Jonas, T. Smole , J.W. Wiktor, Marketing us ug, Oficyna Ekonomiczna, Kraków 2006 En: Marketing Services Garczarczyk J., A. Michalak, J. Perenc, Podstawy marketingu, Wysza Szko a Biznesu, Gorzów Wlkp., 2001 En: Basics of Marketing Kotler P., Marketing, REBIS, Pozna 2005 En: Marketing Nowotny J., Plan marketingowy, Poltex, Warszawa 1999 En: Marketing Plan OECD, The Global Competition for Talent – Mobility of The Highly Skillled, Paris Cedex 2008 Payne A., Marketing us ug, Polskie Wydawnictwo Ekonomiczne, Warszawa 1997 En: Marketing Services Perenc J. (red.) Marketing us ug. Wybrane aspekty, Wydawnictwo Naukowe Uniwersytetu Szczeci skiego, Szczecin, 2005 r. En: Marketing Service. Selected aspects Sargeant A., Marketing w organizacjach non profit, Oficyna Ekonomiczna, Kraków 2004 En: Marketing in nonprofit organizations Seria Zeszytów Metodycznych Po redników Pracy, Zeszyt numer 2, Marketing urz dów pracy, Krajowy Urz d Pracy, Warszawa 1996 r. En: Marketing office

34 Seria Zeszytów Metodycznych Po redników Pracy, Zeszyt numer 3, Marketingowy model funkcjonowania publicznych su b zatrudnienia, Krajowy Urz d Pracy, Warszawa 1997 r En: Marketing model of public employment services Sty A. (red.), Marketing usug, AE, Wrocaw 2003 r. En: Marketing Services Woods P., A. Dolan, Podr cznik marketingu dla su b zatrudnienia, Warszawa 1995r. En: Marketing guide for employment services

3. Course 3: European and International Programmes (EURES, Euroguidance, Financial Support)

3.1 Learning Objectives:

• The BDBG counsellor knows the organisational structure, offers and tasks of the EURES network. (TAX 1 – supporting competences) • The BDBG counsellor is competent and motivated to work with the offers of EURES and able to explain this to clients tailored to their needs. (TAX 4 – foundation competences) • The BDBG counsellor knows the organisational structure, offers and tasks of the Euroguidance network. (TAX 1 – supporting competences) • The BDBG counsellor is competent and motivated to work with the offers of Euroguidance and related databases and able to explain this to clients tailored to their needs. (TAX 4 – foundation competences, client-interaction competences) • The BDBG counsellor knows other networks’ offers and their usability for clients. (TAX 3 – supporting competences) • The BDBG counsellor knows the programmes and resources of financial support for outgoing, incoming and returning professionals and students and is able to pass relevant information to clients. (TAX 3, 4 – supporting competences, foundation competences, client-interaction competences) • The BDBG counsellor knows supporting programmes in the educational sector (education, further education). (TAX 1 – supporting competences) • The BDBG counsellor is able to explain possible funding to clients. (TAX 4 – client- interaction competences) • The BDBG counsellor is motivated and able to refer clients to the competent bodies in the field of financial (and organisational) supporting. (TAX 4 – foundation competences, client-interaction competences)

3.2 Unit 1: The EURES Network

The purpose of EURES – European Employment Services - is to provide information, advice and recruitment/placement (job-matching) services for the benefit of workers and employers as well as any citizen wishing to benefit from the principle of the free movement of persons. EURES has a human network of more than 700 EURES advisers that are in daily contact with jobseekers and employers across Europe. The joint resources of the EURES members and partner organisations provide a solid basis for the EURES network to offer high quality services for both workers and employers. http://ec.europa.eu/eures/home.jsp?lang=en&langChanged=true

3.3 Unit 2: The Euroguidance Network

Handling and exchanging information is the very basis of Euroguidance work. One of the advantages of being a European network, with contact points in 31 countries, is the possibility to gather information from all these countries, even on a quite detailed level. Together the Euroguidance network can produce unique information and comparable data that no single centre could bring about. The centres exchange information with each other and inform both national and international clients. In the Terms of Reference it is specified that the Euroguidance centres should provide and exchange quality information on: • educational and vocational guidance systems • project results, innovative working methods and good practice in the field of lifelong guidance • education and training systems (descriptions at general level) • the Community initiatives and programmes within the field of education, training and mobility • other opportunities for mobility for learning purposes This is done through many different channels, public, like the national websites, PLOTEUS and the Euroguidance website and internal, like the Webboard and handbook, which are part of the members’ area. Some of the content in our common website is available both through the members’ area and the public part. http://www.euroguidance.net/

3.4 Unit 3: Other Networks Networks offering direct access for clients/end users:

Eurodesk is a European network of information services in 27 countries providing a unique access to European information for young people and those who work with them. In each participating country, the Eurodesk national partners are national bodies working in the youth field (non-governmental organisations, or organisations supported by a Ministry), which have been selected by the relevant ministry in each country, to deliver Eurodesk services. The national partners are responsible for promoting and delivering European information services to the public. The Eurodesk service has to be adapted to fit into the situation in each participating country. Different countries provide the Eurodesk service in different ways.

The website can be found at www.eurodesk.org

Youth in Action is the EU Programme for young people aged 15-28 (in some cases 13-30). It aims to inspire a sense of active citizenship, solidarity and tolerance among young Europeans and to involve them in shaping the Union's future. It promotes mobility within and beyond the EU borders, non-formal learning and intercultural dialogue, and encourages the inclusion of all young people, regardless of their educational, social and cultural background.

The website can be found at ec.europa.eu/youth/youth-in-action-programme

40 ENIC-NARIC: The European Council and UNESCO network ENIC (European Network of National Information Centres on Academic Recognition and Mobility) and the European Union network NARIC (National Academic Recognition Information Centres) are international networks created for facilitating the true and fair recognition of education obtained abroad and for promoting academic and professional mobility.

The website can be found at www.enic-naric.net

41 Euraxess – the European Network of Mobility Centres – is a Europe-wide service providing mobile researchers and their families with customised assistance in all matters relating to their mobility experience. Through the portal three main types of information are available: • Fellowships/Grants • Research Job Vacancies • Practical Information

This portal allows mobile researchers to post their CVs free of charge.

The website can be found at ec.europa.eu/euraxess/index_en.cfm?l1=0&l2=0&l3=0

42 Europass is designed to encourage mobility and lifelong learning in an enlarged Europe. It aims to help three million citizens make their qualifications and skills easily understood throughout Europe by 2010.

Europass brings together into a single framework several existing tools for the transparency of diplomas, certificates and competences. Helping citizens to better communicate and present their qualifications and skills throughout Europe, Europass will promote both occupational mobility, between countries as well as across sectors, and mobility for learning purposes.

The website can be found at www.europass.cedefop.europa.eu/europass/preview.action?locale_id=1

43 Europe Direct is a network that gives you: • General information about EU matters in any of the official EU languages. • An answer to your questions on any European Union policy. • Practical information on dozens of subjects: for example, how to get your qualifications recognised or how to complain about unsafe products. • Contact details of relevant organisations you may need to deal with. • Advice to help you overcome practical problems with exercising your rights in Europe.

This website can be found at ec.europa.eu/europedirect

44 National Reference Points for Vocational Qualifications: In every country (European Union, European Economic Area and very soon in candidate countries), a National Reference Point gives access to information on vocational qualifications. All National Reference Points are part of a network.

Main functions are to: • serve as a first point of contact for questions relating to national qualifications, • certificates and Certificate Supplements; • provide access to relevant information or serve as a point of contact with national bodies which hold the information; • act as a national partner in the European network of National Reference Points.

The website can be found at http://europass.cedefop.europa.eu/europass/home/vernav/Information+and++Suppor t/National+Reference+Points.csp

45 Eurydice is an institutional network for gathering, monitoring, processing and circulating reliable and readily comparable information on education systems and policies throughout Europe. Eurydice covers the education systems of the Member States of the European Union, the three countries of the European Free Trade Association which are members of the European Economic Area, and the EU candidate countries involved in the EU Action Programme in the field of Lifelong Learning.

The website can be found at eacea.ec.europa.eu/portal/page/portal/Eurydice

46 Cedefop is the European Agency to promote the development of vocational education and training (VET) in the European Union. Cedefop works to promote a European area of lifelong learning throughout an enlarged EU. It does this by providing information on and analyses of vocational education and training systems, policies, research and practice. Cedefop's tasks are to: • compile selected documentation and analyses of data; • contribute to developing and coordinating research; • exploit and disseminate information; • encourage joint approaches to vocational education and training problems; • provide a forum for debate and exchanges of ideas.

Cedefop established ReferNet – a structured, decentralised, networked system of information collection and dissemination. The study visits programme/network encourages exchanges and discussion among those responsible for vocational training on subjects of common interest. The website can be found at www.cedefop.europa.eu/

47 Networks in the Field of Guidance Cedefop, the European Agency to promote the development of vocational education and training, is also the European Union’s centre of expertise to support the development of VET and evidence-based policy-making. One important task for Cedefop is to provide guidance practitioners with advice, research, analysis and information. On Cedefop’s website European Training Village (ETV) there is an area with information on lifelong guidance (Choose lifelong guidance in the left menu). Here you will find information on European guidance projects, links to publications and research results, examples of good guidance strategies and practices and a live network for all the actors who have an interest in the field. The website can be found at www.cedefop.europa.eu/ (see above)

FEDORA is an organisation for those involved in student guidance in institutions of higher education in Europe. The FEDORA network focuses especially on student mobility in higher education across Europe and the challenges that gives to the guidance practitioners. FEDORA contributes to the further development of the guidance practitioners’ competencies so they can better support, inform and guide the students on mobility issues. FEDORA organizes congresses, conferences and summer universities and each event takes place every three years. All types of events take place in different countries in the FEDORA member states each year. The website can be found at fedora.plexus.leidenuniv.nl/

48 IAC (International Association for Counselling) wishes to encourage the exchange of ideas, research findings and personal experience in the field of counselling and guidance. This happens, among others, through organising conferences and publishing the International Journal for the Advancement of Counselling.

The website can be found at www.iact.org/

49 The International Association for Educational and Vocational Guidance, IAEVG, is a worldwide guidance and counselling organisation, whose mission is to promote the development and quality of educational and vocational guidance. IAEVG’ s mission is also to ensure that all citizens who need and want educational and vocational guidance and counselling can receive this counselling from a competent and recognized professional.

The Association publishes a newsletter three times a year. Furthermore IAEVG publishes the International Journal for Educational and Vocational Guidance, which is a refereed journal publishing, articles in relation to work and leisure, career development, career counselling and guidance and career education.

The website can be found at www.iaevg.org/

50 The International Centre for Career Development and Public Policy, ICCDPP, has the task to facilitate international sharing of knowledge and information concerning public policy and career development issues. ICCDPP has a base for knowledge and information that contains proceedings from international symposia, and reports and news provided to the site by the users and by other international contacts. ICCDPP is supported by OECD, the World Bank, the European Commission etc.

The website can be found at www.iccdpp.org

51 The Nordic Association of Educational and Vocational Guidance is a coalition of national associations for education and vocational guidance in the Nordic countries and the self-governing areas of Aaland Islands and Faeroe Islands. The aim of NFUE is to strengthen professional educational and vocational guidance in Nordic countries. NAEVG organizes seminars and conferences and develops cooperation with the Baltic countries.

The website can be found at www.nfsy.org

52 The European Lifelong Guidance Policy Network aims to assist the European Union Member States and the Commission in moving European cooperation on lifelong guidance forward in both the education and the employment sectors. The purpose is to promote cooperation at Member State level on lifelong guidance and to propose appropriate structures and support mechanisms in implementing the priorities identified in the Resolution on Lifelong Guidance (2004). The ELGPN was established by the Member States and the Commission has foreseen to support the activities of the network in 2007-2008 under the Lifelong Learning Programme.

The website can be found at ktl.jyu.fi/ktl/elgpn/

3.5 Unit 4: Financial Support in Selected Areas and Countries

European Funding - EU Lifelong Learning Programme:

The Leonardo da Vinci programme focuses on the teaching and training needs of those involved in vocational education and training. It aims to establish and bolster the competitiveness of the European labour market by helping European citizens to acquire new skills, knowledge and qualifications and have them recognised across borders. It also supports innovations and improvements in vocational education and training systems and practices. One main objective is to increase the quality and attractiveness of vocational education and training in Europe.

The website can be found at ec.europa.eu/education/programmes/llp/leonardo/index_en.html

54 Comenius: Covering pre-schools through to upper secondary schools, the Comenius programme seeks to develop understanding of and between various European cultures through exchanges and co-operation between schools in different countries – these experiences foster personal development, skills and competences, and cultivate the notion of European citizenship. The programme addresses the educational community in its broadest sense, including local authorities, parents associations or teacher training institutes. Comenius aims to boost the quality of school education, strengthen its European dimension and promote mobility, language learning and greater inclusion. It supports partnerships between schools in thematic fields of common interest and multilateral projects to develop new pedagogical methods or curricula. It also funds education networks.

The website can be found at ec.europa.eu/education/lifelong-learning-programme/doc84_en.htm

55 Erasmus Student Network (ESN) is one of the biggest interdisciplinary student associations in Europe, founded in 1990 for supporting and developing student exchange. ESN is a not-for-profit international student organisation. Our mission is to foster student mobility in higher education under the principle of students helping students.

The website can be found at www.esn.org/

56 The Grundtvig programme seeks to respond to the challenges raised by the necessity to update knowledge and to provide adults with pathways to improve their know-how and competences, as they progress through life so that they can adapt to changes in the labour market and society.

Grundtvig focuses on all forms of non-vocational adult and continuing education. It is targeted at learners, teachers, trainers and other staff in adult education and the educational institutions, organisations and other bodies offering and facilitating such learning opportunities. Adult education associations, counselling and information services, NGOs, enterprises, research centres and higher education institutions can work together through transnational partnerships, European projects and networks. Those involved in adult education can also take part in mobility activities.

The website can be found at ec.europa.eu/education/programmes/llp/grundtvig/index_en.html

57 The Jean Monnet programme promotes the teaching of and research into European integration as a subject at universities. It supports certain key institutions and associations active in the field and stimulates universities throughout the world to explain the EU’s model for peaceful coexistence and integration, as well as EU policies and external action. Today, it reaches 60 countries on five continents and has helped to set up nearly 3,000 teaching projects, reaching audiences of 250,000 students every year. The new programme will continue to fund Jean Monnet chairs, centres of excellence and teaching modules, as well as information and research activities.

The website can be found at ec.europa.eu/education/programmes/llp/jm/index_en.html

58 The Erasmus Mundus programme is a co-operation and mobility programme in the field of higher education that promotes the European Union as a centre of excellence in learning around the world. It supports European top-quality Masters Courses and enhances the visibility and attractiveness of European higher education in third countries. It also provides EU-funded scholarships for third country nationals participating in these Masters Courses, as well as scholarships for EU-nationals studying at Partner universities throughout the world.

The website can be found at ec.europa.eu/education/programmes/mundus/index_en.html

59 The Tempus programme - modernisation in higher education. The Trans-European mobility scheme for university studies is the EU programme that supports the modernisation of higher education in the partner countries of the Western Balkans, Eastern Europe and Central Asia, North Africa and the Middle East. It contributes to creating an area of cooperation in the field of higher education between the European Union and partner countries surrounding the European Union.

The website can be found at ec.europa.eu/education/programmes/tempus/index_en.html

60 Financial Support in Germany: In the field of workers’ mobility unemployed persons or persons in danger of unemployment in the future the employment agencies and the official bodies in charge of social benefits (Arbeitslosengeld II) offer financial support for registered clients according to SGB III and SGB II.

Information is offered at http://www.arbeitsagentur.de -> http://www.arbeitsagentur.de/nn_26254/Navigation/zentral/Buerger/Hilfen/Hilfen- Nav.html

Academic staff can be funded by different programmes and endowments. An overview on the offers can be found at http://www.daad.de/de/index.html .

3.6 Methodology - Proposals

Lecturer: Input on networks, input on financial support programmes and regulations, cases, practical work

3.7 Tasks and Learning Questions – Proposals

Describe the offers of EURES for clients and companies. Motivate and assist a client to use these offers. Describe the offers of Euroguidance for clients/end users. Motivate and assist a client to use these offers. Describe the usability of other networks for clients. (Work in groups?) Describe the usability of other networks for counsellors. (Work in groups?) Assist a client to gain access to offers of other networks according to their special needs. Explain possible financial support to a client who wants to work abroad.

3.8 Cases (Examples) Plummer wanting to work in another European country; Student who wants to know about pre-school teachers’ diploma in Europe; Young girl thinking about studying partly or for the whole time abroad.

3.9 References Internet – last download October 2009: http://www.europa.eu.int/eures/ http://www.euroguidance.net/ www.eurodesk.org ec.europa.eu/youth/youth-in-action-programme www.enic-naric.net ec.europa.eu/euraxess/inde_en.cfm?l1=0&l2=0&l3=0 www.europass.cedefop.europa.eu/europass/preview.action?locale_id=1 ec.europa.eu/europedirect europass.cedefop.europa.eu/europass/home/vernav/Information+and++Support/Nati onal+Reference+Points.csp

62 eacea.ec.europa.eu/portal/page/portal/Eurydice fedora.plexus.leidenuniv.nl/ www.iac-irtac.org/ www.iaevg.org/ www.iccdpp.org www.nfsy.org ktl.jyu.fi/ktl/elgpn/ ec.europa.eu/education/programmes/llp/leonardo/index_en.html ec.europa.eu/education/lifelong-learning-programme/doc84_en.htm www.esn.org/ ec.europa.eu/education/programmes/llp/grundtvig/index_en.html ec.europa.eu/education/programmes/llp/jm/index_en.html ec.europa.eu/education/programmes/mundus/index_en.html ec.europa.eu/education/programmes/tempus/index_en.html http://www.arbeitsagentur.de http://www.arbeitsagentur.de/nn_26254/Navigation/zentral/Buerger/Hilfen/Hilfen- Nav.html http://www.daad.de/de/index.html

4. Course 4: National Programmes for Outgoing, Incoming and Returning Overview

In the era of global economic activities and especially of global cross linking and particularly the implementation of the European internal market, the national education system, as well as the embodiment of the job history, career, development trails must open internationally. International performing companies, the disparity of international work markets, new private interest to work abroad, beside other qualification requirements on the new work market are leading to a fortified international mobility, even though the work emigration has historically back going roots (see Potts 1992).

As explained in module ll a) the motivation of the abroad stay can differ from case to case depending on the push and pull factors. These factors are to be noticed in the necessity of counselling and supporting of each applicant. They demand specific requirements of the counselling Case Management as well as of the substance and quality of the services which enable the mobility of the moving persons. They also demand special standards to the existing and to the ones to be found together with a corresponding case management, a sort of “soft facts” of the individual decision of each, national programmes for outgoing, incoming and returning can be considered as the institutional frame for the counselling and case management (Module II a). A good consultancy can only take place if one considers thoroughly the individual motivation as well as the expectation of the applicant.

The stage of the research of the development of the national mobility programmes showed, that they are from country to country differently generated and recorded. There are also mobility programmes of large international companies acting independent from governmental efforts. Additional to these facts they are influenced by the national emigration and immigration policy of the own country.

A unitary and comprehensive description of the national mobility programmes will always have to immerse of each country itself and will remain a request to the knowledge management system. The aim of this course is to define a basis in the content as well as in the usage of the institutional frame and the mobility programmes and at the same time a basis for the active usage and further development of a knowledge management system.

4.1 Learning Objectives

• The participants become acquainted with the organisational structure, offers and tasks of the different programs. (TAX 1 – supporting competences) • The participants reflect, know which programmes are to be set and which needs exist in the different groups. (TAX 2 – client-interaction competences) • The participants know about the possible financial support for outgoing, oncoming and returning professionals and students and are able to pass relevant information to clients (TAX3, 4 – foundation competences, client-interaction competences)

4.2 Unit 1: National Programmes for Outgoing, Incoming and Returning

In this unit there is an introduction in the structure of the countries. We have to distinguish with what kind of offers which groups stay especially in the focus. Considering the mobility and returning programmes we can see a spread out promotion of high qualified leading personal. Additional the outgoing and incoming programmes have different phases: before, in between, and after the stay abroad. The support must be accordingly to these phases and the single programmes as well as the counselling must be adjusted to them. The offers will be analysed in the group on hand of examples with the aim to bring awareness to the needs and expectation of the applicants.

More over the programmes are checked if they are able to support properly the network and the chance of experience of these “expatriates”.

The programmes of the educational sectors work the better through the AAA, Universities or governmental sites.

Exemplary for many different networks and programmes are the following ones:

• German academic international network (GAIN)

GAIN’s purpose is to establish new ties and to intensify current ones between German scientists and scholars in North America and universities and research institutions in Germany interested in this kind of talent. GAIN is seeking to build and promote an interdisciplinary contact and information network for German scientists.

German scientists in North America are important partners in the transatlantic cooperation. GAIN wants to improve and further the communication between scientists in Germany and North America, thereby strengthen the cooperation between universities and research institutes on both sides of the Atlantic in the long run.

65 Through information and guidance, GAIN wants to ease the professional and personal reintegration process for scientists planning to return to Germany, making sure that the skills and knowledge acquired will be utilized in the best possible way.

Information about new trends and developments at German universities and research institutions will help promote Germany as an attractive place to work, research, and study. It is GAIN’s foremost goal to make those important representatives and their potential not only visible, but also accessible to scientists in Germany.

(www.gain-network.de)

OST Scientist Network

The OST Scientist Network serves as a strategic foundation for understanding the needs of Austrian scientists and scholars in North America. It also provides a basis for exchanges between the scientific community in Austria and Austrian scientists in North America.

The network offers:

Support with educational, government-related, and dual-citizenship matters Exchange of experiences with over 1,200 colleagues Information on job openings and research opportunities in Austria Networking opportunities at OST-related events and through the “ Improved connections to Austrian academia and industry Presentation of Austrian scientists and their work in the “ section of “ , a free English-language online magazine on S&T Policy Update on S&T policy issues in Austria, Europe, and North America

(www.ostina.org/scientists/ost-scientist-network)

4.3 Methodology - Proposals Lectures and exercises group work internet research

Exercise: Internet research and presentation The participants start an internet research. They form small groups and prepare one specific program per group. Afterwards every program will be presented to the plenum.

4.4 References

Nonaka, I; Takeuchi, H. (1997): Die Organisation des Wissens. Frankfurt/New

OECD (2008): The Global Competition for Talent. Mobility of the highly skilled. Paris

Potts, Lydia (1992): Weltmarkt für Arbeitskraft. In: Institut für Migrations- und Rassismusforschung (Hg.): Rassismus und Migration in Europa. Hamburg, 31 York. (The Knowledge-Creating Company, Oxford Univ. Press 1995) – 40.

5. References referring to Module I (on the whole) and Other general sources of information Baron, S.C. (2008), Das Duale Ausbildungssystem unter dem Einfluss der EU- Berufsbildungspolitik: Entwicklungsprozesse und Herausforderungen, Saarbrücken: VDM, Müller En: The dual system under influence of EU educational policies. Processes of development and challenges.

Der Europäische Bildungsraum – Beiträge der Berufsbildungsforschung: 6. Forum der Arbeitsgemeinschaft Berufsbildungsforschungsnetz, Bielefeld: Bertelsmann 2006 En: The European educational area – contributions by vocational educations’ research.

Ertelt, B.-J., Schulz, W.E.(1997), Beratung in Bildung und Beruf. Leonberg En: Counselling in education and profession.

Ertelt, B.-J., Schulz, W.E. (2008), Handbuch der Beratungskompetenz. Leonberg 2. Aufl. En: Handbook on counselling competencies.

Nationale Agentur Bildung für Europa (2006), Leonardo da Vinci 1995 – 2004, Bundesinstitut für Berufsbildung/Klaus Fahle, Bonn

67 OECD (Hrsg.), (2008), Bildung auf einen Blick – OECD-Indikatoren 2008, Bielefeld: Bertelsmann En: Education at a glance - OECD indicators.

Schneider, G. (2007), Lernen in Europa – EU-Bildungsprogramm für lebenslanges Lernen, in: Berufsbildung in Wissenschaft und Praxis 36(2007); Nr 3, 27-29:III En: Learning in Europe – EU educational programme for lifelong learning.

Selka, R. (Hrsg.) (2002), Qualifizierung von Migrant(inn)en – Konzepte und Beispiele, Schriftenreihe des Bundesinstituts für Berufsbildung, BiBB, Bielefeld: Bertelsmann En: Qualifications of migrants – concepts and samples.

Internet – last upload August 2009: http://www.ijab.de http://www.rausvonzuhaus.de http://www.wege-ins-ausland.de http://www.inwent.org http://europa.eu/youth/ http://www.euroguidance.net http://www.eurodesk.org/ http://www.auswaertiges- amt.de/diplo/de/Laenderinformationen/VertretungenFremderStaaten- Laenderauswahlseite.jsp

68 Overview

Human migration denotes any movement by humans from one locality to another, sometimes over long distances or in large groups. Humans are known to have migrates extensively throughout history and prehistory. Today there are different reasons for transnational mobility which is an effect of social dynamics of globalization. On the one hand transnational corporate groups and organizations expect more and more global mobility from their employees, which effects that professional advancement only takes place by an international career (Kreutzer 2006). Furthermore there are country specific factors which dispose people to live in a foreign country. Other than migrants they decide in favour of a changing and temporary stay abroad. This individual personal development has a great influence on the personal and professional life of the persons concerned and their families. Company-internal and national mobility programmes play a major role for the preparation and design of the stay abroad and the return home. Therefore module II b: 6.1 goes into details of the national programmes. The module in hand assembles the major facts of the “Push and Pull factors” within Brain Drain – Brain Gain and illustrates the methods to handle these factors, especially case management. Different types of migration have to be kept in mind in this counselling concept:

• Daily human commuting • Seasonal human migration, mainly related to agriculture • Permanent migration, for the purposes of permanent or long-term stays • Local or regional • Rural to urban, mostly in developing countries • International migration

The first two courses are Course 1: Migration-specific psycho-social issues – push and pull factors and psychological effects of migration

Course 2: Intercultural counselling and Case Management

1. Course 1: Migration-specific Psycho-social Issues – Push and Pull Factors and Psychological Effects of Migration 1.1 Learning objectives

• The participants become acquainted with the different push and pull factors which are relevant for migration. (TAX 2 – foundation competences, supporting competences) • The participants become aware of historical coherences between social and economical processes and migration. (TAX 2 – foundation competences) • The participants become acquainted with the methods which help them becoming aware of different push and pull factors. (TAX 3 – client-interaction competences)

1.2 Unit 1: Different Push and Pull Factors

Professional migration results from the interaction of special economic, social, cultural, political and lawful factors. In the description of the reasons why people migrate often “Push and pull factors” are differed.

Push and pull factors are those factors which either forcefully push people into migration or attract them. A push factor is forceful, and a factor which relates to the country from which a person migrates. A pull factor is something concerning the country to which a person migrates. It is generally a benefit that attracts people to a certain place.

According to LEE (1972) the Push and pull factors form a migration theory which assumes that people are “pushed away” from an original place while they are “pulled” by another place. Push factors are problems and conditions for dissatisfaction in the professional life of experts and managers in their home country as for example a bad salary, bad working and life conditions or lacking possibilities for career (Stewart/ D.Clark/P.F. Clark 2007).

Push Factors are: Pull Factors are: • Not enough jobs • Job opportunities • Few opportunities • Better living conditions • “Primitive” conditions • Political freedom • Political fear • Religious freedom • Poor medical care • Enjoyment • Costs of living • Education • Death threats • Better medical care • Poor chances of finding courtship • Security • Loss of wealth • Family links • Natural Disasters • Better chances of finding courtship

The following chart points out the relations of the individual Push and pull factors and “Brain Drain – Brain Gain”:

Source: Rieder/Matti (2004) Projekt “Human capital in European peripheral regions: Brain Drain and Brain Gain”

1.3 Unit 2: Historic Development of Migration Concerted insights into ancient reasons and motives for people moving from one to another country shall create a fine understanding for ‘Brain Drain – Brain Gain’ nowadays. Historical social and economical processes – e.g. during the Industrial Revolution – are considered under sociological aspects to extract special predictors that make migration more or less supposable such as birth- and mortality-rates, salaries, distribution of goods, industrial relations, relations between neighbouring countries, wars etc.

Another focal point stresses the transition from the industrial to service societies and accompanying changes of migration.

1.4 Methodology - Proposals

• Lectures and exercises • Case study • Group work • Presentation and discussion Exercise: Self-awareness

The trainer asks the participants to investigate push and pull factors which may be relevant to themselves. In dyads one team member interviews the other and vice versa. Following questions shall be asked:

In which situations in your life did you have to decide to leave a relationship?

What were the reasons that somehow forced you to go?

What were the reasons that made leaving more attractive than staying?

Which persons did you include in your decision?

How did you feel before, during and after the decision making process?

Would you do some things different nowadays?

2. Course 2: Intercultural Counselling and Case Management

2.1 Learning Objectives

• The participants become acquainted with the methods which help them to counteract the different push and pull factors. (TAX 2 – foundation competences, client-interaction competences) • The participants become acquainted with the methods of holding a modular counselling interview which includes the different push and pull factors in terms of diagnostic as well as intervention aspects. (TAX 3 – client-interaction competences) • The participants are inaugurated in structure and content of professional Case Management. (TAX 2 – foundation competences, client-interaction competences)

2.2 Unit 1: Cultural and Transnational Factors of Intercultural Management

A solid fundament of intercultural theories – such as cultural socialisation theories and processes of enculturation – create a sensibility for areas of conflicts between own core beliefs and foreign values. Acquaintance of scientific approaches of contrasting a culture with another one – e.g. Trompenaars´ ‘seven dimensions of culture’ – yield to a value-free top view on different cultures.

2.3 Unit 2: Intercultural Management – Practical Aspects Transfer of theoretical knowledge of Unit 1 into different practical methods not only to inform about selected cultures but also to cope with typical intercultural difficulties: acquaintance of means of selected cultures, elaboration of cultural diversities and demonstration of their effects on the personal and familiar areas of life as well as the identification of the difficulties and problems which result from the intercultural life cycle lead to approaches of elaboration solutions which can be taken on in counselling interviews.

2.4 Unit 3: Counselling Structure This Unit targets on structure and techniques of professional counselling. Approaching systematic interview methods a survey of counselling phases is given to the participants: assessment, problem identification and formulation, goal setting, development of means, implementation and evaluation. The individual situation of the client in respect of his personal, familiar, professional and social situation is focussed here to sharpen the counsellor’s senses for weaknesses and strengths of the individual.

2.5 Unit 4: Development of Case Management

Case Management (CM) means:

Process management (professional structure of activities) Knowledge management (use of instruments, intranet, internet) evaluation management (effectivity and efficiency management, validation by exploitable parameters)

CM is accomplished by the following phases:

Problem description/resource analysis systematic formulation of hypothesis referring to the reasons for problems Target planning Action planning Evaluation, effectivity and efficiency analysis – documentation 74 Including all the described skills and knowledge pools the method Case Management is introduced to the participants as an efficient and effective tool to deal with specific issues of ‘Brain Drain – Brain Gain’. Here the Case Manager doesn’t appear as a counsellor in the direct sense but as a pilot and networker in a broader sense. He navigates the supporting process by finding contact points and other experts for his client and coordinates the communication. Related to Unit 3 the special phases of Case Management are shown to the participants: assessment, planning, intervention, monitoring, and evaluation are building structural cornerstones on which the assistance process is aligned.

2.6 Methodology - Proposals

• Lectures and exercises • Group work • Presentation and discussion • Interviews • Role-plays • Exercise 1: Creating an interview guide for an intercultural counselling Based on the theoretical inputs of unit 3 and 4 the participants create an own interview guide for an intercultural counselling considering following questions: How can the interview be structured? Which reasonable schedule lines are to be drawn? How much time is spent on each part?

Exercise 2: Role-Play The discussed inputs and especially the interview guide shall be transferred into a role-play. One participant slips into the counsellor’s role another into the client’s imitating a real life counselling situation. The rest of the group observes the “counsellor’s” action so that he can receive a profound feedback later. Additionally the scene is put on camera. Every participant has to play the counsellor one time and after every round there is a feedback. The taped interview scene is given to the considered participant for a self evaluation.

2.7 References

Baumer, T. (2002). Handbuch Interkulturelle Kompetenz. (Band 1). Zürich: Orell Füssli Verlag. (En: Handbook cross-cultural competence) Borde, T. & David, M. (2006). (Hrsg.). Migration und psychische Gesundheit. Belastungen und Potentiale. Frankfurt am Main: Mabuse-Verlag. (En: Migration and psychological health, burdens and potentialities.) Erll, A. & Gymnich, M. (2007). Interkulturelle Kompetenzen. Erfolgreich kommunizieren zwischen den Kulturen. UNI-WISSEN Kernkompetenzen (En: Cross-cultural competencies, successful communication between cultures.) Geis, W., Uebelmesser, S. & Werding, M. (2008). How do migrants choose their destination country? An analysis of institutional determinants. (URLhttp://www.cesifo-group.de/~DocCIDL/cesifo1_wp2506.pdf) Hecht-El Minshawi, B. (2008). Interkulturelle Kompetenz. Soft Skills für die internationale Zusammenarbeit (2. Aufl.). Weinheim: Beltz. (En: Cross-cultural competence, soft skills of international collaboration.) Herbrand, F. (2002). Fit für fremde Kulturen. Interkulturelles Training für Führungskräfte. Paul Haupt Verlag. (En: Cross-cultural training for executives.) Hofstede, G. (1980). Culture's Consequences – International Differences in Work Related Values, Newbury Park, London, Neu Delhi 1980. Hofstede, G. (2001). Culture's Consequences – Comparing Values, Behaviors, Institutions and Organizations Across Nations (2. Aufl.). Thousand Oaks: London, Neu Delhi. Hofstede, G. (2006). Lokales Denken, globales Handeln (3. Aufl.). Deutscher Taschenbuch Verlag. (En: Thinking local, acting global.) Jäggi, C. J. (2009). Sozio-kultureller Code, Rituale und Management. Neue Perspektiven in interkulturellen Feldern. Wiesbaden: VS Verlag für Sozialwissenschaften. (En: Sociocultural code, rituals and management, new prospects in intercultural fields.) Lee, E.S. (1972). Eine Theorie der Wanderung. In: Széll, G. (Hg.) Regionale Mobilität. München, 115-129. (En: A theory of migration.) Kumbruck, C. & Derboven, W. (2004). Interkulturelles Training. Trainingsmaterial zur Förderung interkultureller Kompetenzen in der Arbeit. Berlin: Springer. (En: Cross-cultural training, training material to promote cross-cultural competence in work.) Kreutzer, F. (2006). Becoming an expatriate: die transnationale Karriere eines dual- career couple. In: Kreutzer, F./ Roth, S. (2006). Transnationale Karrieren. Biografien, Lebensführung und Mobilität. Wiesbaden: VS Verlag für Sozialwissenschaften. Rademacher, H. & Wilhelm, M. (2009). Spiele und Übungen zum interkulturellen Lernen. Berlin: VWB. (En: Intercultural learning, games and exercises.) Rauen, C. (2005). (Hrsg.). Handbuch Coaching (3. Aufl.). Göttingen: Hogrefe. (EN: Handbook of coaching.) 76 Rieder, S./ Matti, D. (2004). Projekt „Human capital in European peripheral regions: Brain- Drain and Brain-Gain“, Interface Institut für Politikstudien. Luzern 2004 Stewart, J./ Clark, D./ Clark, P.F. (2007). Abwanderung und Anwerbung von Fachkräften im Gesundheitswesen: Ursachen, Konsequenzen und politische Reaktionen. Focus Migration. Kurzdossier Nr. 7 (URL: http://www.focus- migration.de/Abwanderung_und_Anwe.2496.0.html, Stand: 20.04.2009) (En: Migration and recruitment of health care professionals: reasons, consequences and political reactions.) Szell, G. (1972). (Hrsg.). Regionale Mobilität. Elf Aufsätze. München: Nymphenburger Verlagshandlung. (En: Regional mobility.) Tromepnaars, F. (1993). Riding the Waves of Culture. Understanding Cultural Diversity in Business. Random House Business Books. Trompenaars, F. (2004). Business Weltweit. Der Weg zum interkulturellen Management. Murmann Verlag. (En: Worldwide business, intercultural management.)

3. Course 3: Working and Living Culture in Other Countries Overview (Course 3 and 4) The concept of culture in BDBG counselling is very complex. It comprises of a wide range of social variables or differences among the clients leading to a broad definition of multicultural counselling which includes 'ethnographic variables such as ethnicity, nationality, religion and language; demographic variables such as age, gender and place of residence; status variables such as social, educational and economic; and affiliations including both formal affiliations to family or organizations and informal affiliations to ideas and a lifestyle'. In this broad definition, each person has many different cultures or identities with each identity becoming relevant at different times and places. They argue that multiculturalism emphasises both the way we are different from and similar to other people. It challenges those who have presumed that differences don't matter as well as those who have over emphasized differences (often perpetuating stereotypes). For BDBG counselling is multicultural character of the counsellor, client and migration process very natural. A BDBG counsellor has to recognise its advantages and risks. The ideal scenario is a constructive and interaction-oriented co-existence of multiple cultures as a goal for Europe. Europe has always been multiethnic and multicultural and has evolved into a continent where many minority communities co-exist and interact daily with the majority of the population. However, the concept of culturally homogeneous nations created by nationalist ideology in 19th century is still very much alive in many countries. So national identity is closely intertwined with cultural identity (EIEM, 2004)

Cultural expectations implicate levels of satisfaction with working and living conditions and result in a satisfactory life of an individual person. From this point of view a BDBG counsellor has to help the client to understand the consequences of a possible decision to migrate. Here the counsellor meets the junction of the client’s culture and living conditions. Guidance counsellors have a key position in supporting immigrants’ integration into society, and they should therefore joyfully engage themselves with building bridges between different cultures. (Launikari, 2005)

3.1 Learning Objectives

• The BDBG counsellor knows about relevant legislation related to migration. (TAX 1 – foundation competences) • The BDBG counsellor knows the definition of culture (in sense of wide range of social variables or differences among their client) and knows definition of multicultural counselling. (TAX 1 – foundation competences)

• The BDBG counsellor knows historical outcomes and conditions of multicultural society in Europe. (TAX 1, 2 – foundation competences)

• The BDBG counsellor has awareness of own assumptions, values and biases. (TAX 1, 3 – foundation competences, client-interaction competences)

• The BDBG counsellor understands the world view of the culturally different clients. (TAX 2 – client-interaction competences)

• The BDBG counsellor differs amongst attitudes towards other cultures and is building tolerant attitude and empathy to different client cultures. (TAX 3 – foundation competences, client-interaction competences)

• The BDBG counsellor is able to prepare client to handle favouritism, stereotyping, prejudice attitudes, harassment and discrimination (TAX 4 – client-interaction competences)

• The BDBG counsellor knows developing appropriate intervention strategies and techniques and can apply them within the counselling services provided. (TAX 3 – foundation competences)

• The BDBG counsellor is able to diagnose areas of deficit in cultural competencies and resolve the related problems (TAX 3 – foundation competences, client- interaction competences)

• The BDBG counsellor knows theory of integration to strange cultural society is able to demonstrate consequences of clients’ possible decisions and to assist and guide clients on his/her integration. (TAX 4 – foundation competence, client- interaction competences)

• The BDBG counsellor knows about the legislation and norms regulating free movement of workers in the EU and specific national conditions. Counsellor is able to inform clients about existing regulations but is not counselling without regular law education. (TAX 3 – supporting competences, client-interaction competences) 78 3.2 Unit 1: Multicultural Environment

Definitions and terminology, culture, nationality, multiculturalism, diversity, culture-centred concept All individuals exist in social, political, historical, and economic contexts. Counsellors are called upon to understand the influence of these contexts on individuals’ behaviour. This module is focused on the preparation of the teaching guidelines on multicultural practice for counsellors working with individuals, and groups based on their ethnic/national heritage, and social group identity or membership. We are defining the word multicultural in these guidelines narrowly to refer to interactions between individuals from national groups in European culture. We define culture as the belief systems, and value orientations that influence customs, norms, practices, and social institutions, including psychological processes (language, care- taking practices, media, educational system), and organization (media, educational systems). Inherit in this definition is acknowledgement that all individuals are cultural beings and have an ethnic/national heritage. These definitions suggest that culture is fluid and dynamic and that there are both cultural universal phenomena and culturally specific or relative constructs. The term nationality in this module refers to ethnicity as the acceptance of the group mores and practices of one’s culture of origin and the concomitant sense of belonging to concrete nation. Moreover, individuals may have multiple national identities that operate with a different salience at different times. The term diversity refers to the individuals’ social identities, including nationality, age, language competences, socio-economic status, workplace role/position, religious, and spiritual orientation, and work/family concerns. The term culture-centred is used through the teaching guidelines programme as a concept of encouraging clients by counsellors through “cultural lens” as a central focus of professional behaviour. In culture-centred practices, counsellors recognize that all individuals, including themselves, are influenced by different contexts. Only culture-centred counselling may be ethically fair.

79 Overview of European legislation related to migration, national legislation related to migration, typical measures applied to protect national market Legislation related to migration could be divided in to main areas – migration legislation in general, European legislation on free movement of workers. Sources of legislation regulating migration are very often international organisations like United Nations and/or Council of Europe. From documents of Council of Europe we can select: • Recommendation 1648 (2004) - Consequences of European Union enlargement for freedom of movement between Council of Europe member states (assembly.coe.int/Mainf.asp?link=/Documents/AdoptedText/ta04/EREC1648.htm ) • Recommendation 879 (1979) on the movement of persons between the member states of the Council of Europe • Recommendation 990 (1984) on clandestine migration in Europe • European legislation on free movement of workers To ensure the effective mobility of workers within the European Union, Council Regulation (EEC) No 1612/68 is based on the general principle of eliminating any direct or indirect discrimination based on nationality as regards employment, remuneration and other working conditions, access to accommodation and a worker's right to be joined by their family. It also provides for implementation of a system matching job vacancies and applications via specialised services cooperating at European level. Directive 2004/38/EC makes Union citizenship the fundamental basis of nationals of the Member States when they exercise their right of free movement and residence on the territory of the Union. Previously, there were various Community instruments dealing separately with workers, self-employed persons, students and other inactive persons. It also incorporates the rights of family members of workers in this new approach. Where a national of a new Member State is accepted on the market of an EU-15 Member State, he is covered by all the principles of Community law: right of residence, coordination of social security schemes, non-discrimination on the basis of nationality and recognition of qualifications. For more information on the freedom of movement for workers, consult the special pages on the free movement of workers of the DG for Employment, Social Affairs and Equal Opportunities and the Living and Working pages on the EURES website. • EU free movement of workers - europa.eu/scadplus/leg/en/s02305.htm • EU migration legislation - europa.eu/scadplus/leg/en/s17000.htm European union legislation database - europa.eu/documents/eur-lex/index_en.htm

Other sources related to legislation regulating migration: • International Organizations for Migration - www.iom.int • IOM legislation database: www.imldb.iom.int/section.do • freemovement.wordpress.com/category/legislation Legislation database of International Organisation: • www.ilo.org/dyn/natlex/natlex_browse.home • www.ilo.org/ilolex/english

3.3 Unit 2: Counselling Against Cultural and Ethnic Harassment, Discrimination and Inequity

Minority group stereotyping, theories of reducing prejudices We defined workplace violence, not only as physical violence but also as psychological violence such as: bullying, mobbing, teasing, ridicule or any other act or words that could psychologically hurt or isolate a person in the workplace. Non- physical violence can have as much impact as physical violence. Psychological harassment: means a vexatious behaviour in the form of repeated and hostile or unwanted conduct, verbal comments, actions or gestures that affects an employee’s dignity or psychological or physical integrity and results in a harmful work environment. Bullying: Workplace bullying is the persistent mistreatment of one or more employees, sometimes by an employee in a position of influence or authority, who, intentionally or unwittingly, subjects others to behaviour that humiliates, demoralizes or otherwise undermines the victim’s credibility, effectiveness and personal wellbeing. Prejudice: aversive or hostile attitude toward a person who belongs to a group, simply because they belong to that group, and is therefore presumed to have the objectionable qualities ascribed to that group. (Allport G. 1954) Stereotype: A mental image of a group based on opinion without regard to individual differences. Assumptions: Conclusions based on limited knowledge of the facts. Discrimination: Treating people in a less favourable way because they are members of a particular group. Discrimination is prejudice in action. Scapegoating: Holding one person or group responsible for all the community's problems. Isolating or rejecting a person or group.

Prejudice is seen as having different sources, chief among them being different forms of fear. Stephan and Stephan's Integrated Threat Theory of Prejudice is inclusive of several different types of threat: the expectation that the other will do one harm; the perception that the different worldview of the other will create challenges to one's own; the presumption that interaction will lead to embarrassment, rejection, or ridicule; and the generation of fear of negative consequences as a result of negative stereotypes. They posit that several factors are likely to influence the degree to which an individual feels these sources of threat: • strong identification with one's own group (see the article on identity issues); • the degree to which a policy has negative ramifications for that individual; • the quantity and, especially, quality of the individual's previous contact with the group; • the individual's knowledge of the group; • prior intergroup conflict • the degree of status differential between the individual's group and the other group. • The higher these factors are, the more likely the individual will feel threatened, and, therefore, the more likely they will be prejudiced toward members of that group. (Dugan M.A., 2004)

Strategies of coping with discrimination, role of working environment in encouragement of equal treatment, creation of organizational climate for diversity supporting • Helping the counselees to recognize whether they are the target of discrimination • Techniques and practices of handling favouritism, stereotyping, prejudice attitudes, harassment and discrimination • Reducing prejudice and discrimination occurs most successfully when majority and minority individuals interact, have positive experiences, form personal relationships, engage in open and truthful discussions with each other, and develop a personal commitment to reducing prejudice and discrimination. For this to occur, diverse individuals need to be in contact with each other both extensively and intensively. The optimal program combines three foci: • Establishing a cooperative community in which cooperative learning strategies involving diverse participants are utilized both formally and informally; • Resolving conflicts constructively. "Constructively managed, conflicts can result in such positive outcomes as increased: (a) energy, curiosity, and motivation, (b) achievement, retention, insight, creativity, problem-solving, and synthesis, (c) healthy cognitive and social development, (d) clarity of own and other's identity, commitments, and values, and (e) positives of relationships"; • Instilling civil values. The values taught by cooperative learning strategies include a recognition that "people who are different from oneself are to be sought out and utilized, because they can make unique contributions to the joint effort. 82 Legislation against discrimination and harassment on European and national level Common Law Liability • Liability of the employer for the acts of its employees. • Liability of the employer for its own acts. Statutory Liability • Occupier’s Liability Act. • Occupational Health & Safety act. • Human Rights Code An employer may be liable for harassment of workers where they knew or ought to have reasonably known that harassment was taking place and failed to take reasonable action to prevent it. The aim is to increase the awareness and understanding of employers, workers and their representatives of workplace harassment and violence, provide employers, workers and their representatives at all levels with an action-oriented framework to identify, prevent and manage problems of harassment and violence at work. This includes amongst others the following Directives: Directive 2000/43/EC of 29 June 2000 implementing the principle of equal treatment between persons irrespective of racial or ethnic origin Directive 2000/78/EC of 27 November 2000 establishing a general framework for equal treatment in employment and occupation Directive 2002/73/EC of 23 September 2002 amending Council Directive 76/207/EEC on the implementation of the principle of equal treatment for men and women as regards access to employment, vocational training and promotion, and working conditions Directive 89/391/EEC on the introduction of measures to encourage improvements in the safety and health of workers at work • National specific legislation on equal treatment • Time limits for actions • National bodies dealing with discrimination and violence at work

3.4 Unit 3: Living and Working Culture Acculturative stress among immigrants and expatriates, cultural conflict Acculturative stress refers to the psychological, somatic, and social difficulties that may accompany acculturation processes. Ausubel (1960) first measured "acculturative stress". Reactions on acculturative stress like irritation and/or condescension. Dynamics of an acculturative stress – U model and W model. Acceptance of cultural differences; culturally specific empathy and empathic awareness Edward T. Hall (1983) concept of cultural dimensions, meaning traits that may be used to compare different cultures, polychromic and monochromic as well as high- and low-context cultures. Strategies of coping with ignorance of a cultural code: adopting the ethnocentric approach (interpreting human behaviours from the perspective of one’s own culture); paying attention to interactions between “natives”, deriving the most cautious conclusions from them and carefully trying to follow them.

Adaptation of general and specific minority groups to new environment – model of Berry J. (1994)

An Intercultural curriculum should develop:

Awareness: to contribute to the creation of an attitude of openness to new information, to raise the awareness of the existence of several different perspectives, various hierarchies of values and standards of behaviour.

Knowledge: to learn about facts, related history, geography, but also the structure of family relations, relations between friends, woman and men, to transfer norms and rules for good manners.

Skills: to practise behaviours relevant to a given culture (in public, in relation with different persons, verbal, non-verbal communication)

Indicators of cultural sensitivity in BDBG counselling, culturally responsive behaviour Intercultural sensitivity is an ability to discriminate and experience relevant cultural differences.

Milton Bennet’s development model of intercultural sensitivity may serve as a useful hint for the interpretation of behaviours and attitudes of counsellors and clients.

Ethno centralism: perception of situation from the angle of our own standards is characteristic of our behaviour in contact with foreigners. We tend to look from our cultural perspective and to interpret and evaluate events, other people and their behaviours as compared to standards we know. 84 Ethno relativism: based on the assumption that cultures can be understood best relative to one another and that particular behaviours can only be understood within a cultural context. Cultural differences are not considered as threats but rather as challenges.

Phases between ethno centralism and ethno relativism: denial, defence, mineralization, acceptance, adaptation, and integration.

3.5 Methodology - Proposals Aids: Power Point presentation, examples of working and living culture (books, newspapers etc.), case study. Tasks: Choose a group of clients with cultural differences and try to create complex cultural picture of them. For example language, religion, traditions, food and drinks, gender roles, dress codes, career choices etc. (Lecturer will help to perceive typical signs but leave out stereotypes) Exercise: Client: for approximately fifteen minutes, you have an opportunity to be a person from a group that is culturally different from your own. Come prepared to present a problem or concern to a counsellor or health professional who would like to help you. Identify some realistic concern that the person you have chosen actually has had or might reasonably be expected to have. Counsellor: you will be asked by a 'client' to help resolve some difficulty that will be presented to you. If you wish, you may ask your 'observer' for ideas and suggestions on how to proceed. Observer: you will be available to the counsellor to offer ideas and suggestions. After the role-play, you will lead the feedback session which should identify the most helpful statements or actions performed by the counsellor. Suggested guidelines:

• Introductions: as client, introduce yourself to your two colleagues (the name of your person along with relevant cultural information). (2 -3 minutes in total) • Role-play: conduct a brief counselling session in which the client presents a concern and the counsellor attempts to be as helpful as possible. They have to propose a counselling method, show non-verbal communication and describe some marks of client culture. (approximately 15 minutes) • Feedback: review the session with the purpose of identifying the most helpful actions. All three members of the training group should contribute their observations. (approximately 10 minutes)

3.6 References Ausubel, D. P. (1960). Acculturative stress in modern Maori adolescence. Child Development. Berry, J. (1994). Acculturative stress. In: Psychology and culture. Allyn and Bacon. Bennett, M.J. (1993). Toward ethonorelativism: A development model of intercultural sensitivity. In: Education for the intercultural Experience. EIEM, 2004. Ethnic minorities in Europe – what’s the problem? Educational Integration of Ethnic Minorities Project, 9.7.2004. Hall, E.T. (1983), The Dance of Life. The Other Dimension of Time. Anchor Press/Doubleday, Garden City, NY. Launikari ,M.; Puukari, S. (2005) Multicultural Guidance and Counseling. Centre for International Mobility, Findland. Marx, E. (1998) Symptom of culture shock. London, EN. Ponterotto, J.G.; Pedersen, P.B: (1993) Preventing prejudice: A guide for counsellors and educators. Newbury Park, CA. Sue, D.W. & Sue, D. (1999) (3rd Ed) Counselling the Culturally Different: Theory and Practice. New York: Wiley. Sue, D.W.; Arrendondon, P. and McDavis, R.J., (1995) Multicultural Counseling Competencies and Standards: a call to the profession. In Handbook of Multicultural Counseling, Ponterotto, J.G., Casas, J.M., Suzuki, L.A. and Alexander, C. M., Thousand Oaks, California: Sage Publications. Sue, D.W.; Ivey, A.I., Pederson, P.B. (1996) A Theory of Multicultural Counseling & Therapy. Pacific Grove:Brooks/Cole.

4. Course 4: Living and Working Conditions in Selected Countries

4.1 Learning Objectives

• The BDBG counsellor knows main factors influencing living conditions – well being. (TAX 2 – foundation competences, client-interaction competences) • The BDBG counsellor knows and respects relevant legislation on working conditions. (TAX. 1 – foundation competences, client-interaction competences)

• The BDBG counsellor is able to prepare for client tailored information on living and working conditions abroad (Tax 1 – client-interaction competences)

• The BDBG counsellor is able to navigate clients among relevant information sources and show them how to use them. (Tax 3 – foundation competences, client-interaction competences)

• The BDBG counsellor knows latest statistics and studies on living and working conditions in Europe and is able to estimate their development in the near future. (Tax 4 – foundation competences, client-interaction competences, supporting competences)

4.2 Unit 1: Migration – Short Term and Long Term Perspectives

• The specificity of international careers • International career planning in European perspectives (Jenschke 2003) • Short term limits and long term goals of living conditions A model of expatriates' decisions to quit their assignments - This model explicitly considers the role of adjustment, the project-based nature of international assignments, and the importance of several non-work and family context factors in this withdrawal process. Consistent with domestic turnover research, multiple regression analyses indicated that the work-related factors of job satisfaction and organizational commitment were significant predictors of expatriate withdrawal cognitions. There was found support for the direct, indirect, and moderating influence of non-work satisfaction and several family context variables (i.e., family responsibility, spouse adjustment, spouse overall satisfaction, and living conditions) on decisions of expatriates to quit their assignments. (Shaffer & Harrison, 2001) The assessment of the role of culturally and socio-politically relevant factors in a client history: relevant generational history (e.g. manner of coming to the country), citizenship or residency statuses, fluency in standard official language (and other languages), extent of family support or disintegration of family, availability of community resources, level of education, change in social status, work history and level of stress related to acculturation. (Bell, 1990, Arrendodo, 2002) Checking of the market, economic look out, perspective of career abroad, gains and losses.

4.3 Unit 2: Elimination of Migration Risks

• Planning and preparation of transition • Emigration process – native country liabilities • Job searching, applying and employment contract • Social support and financial assistance on European and local level • Legal assistance

Planning and preparation of transition Tasks and topics taken into consideration during preparation first phase of the migration. The trainer will discuss with participants preparation of tailored information and they will compare information need and information offer for this phase of migration: Valid proof of identity (Personal ID and Passport), to contact embassy and inquire about permissions in relation to stay and work in the foreign country, registration obligations abroad, to check validity of driving licence abroad, preparation of photocopies of all important documents (passport, diploma/certificates of education, nostrification documents, insurance documents etc., photos (passport type) from actual time, students and youth cards, selection of the transport mean (price, volume of luggage), reservation of the travel, needs of family, illnesses and medication for necessary time, copy of health documentation and European health insurance card.

Emigration process – native country liabilities Participants discuss different needs from selected case studies and will prepare for client product, in a form of task list, covering correct end of liabilities to national institutions. Informing social insurance office, health insurance office, office, and residence office, informing third parties about stay abroad. Impact on social insurance and pension. Planning and securing first weeks abroad, living costs versus financial sources, compatriot organisations.

Job searching, applying and employment contract Participants of the training have to understand phases of job searching and application. They have to understand cultural differences of job application standards in European countries in general and able to search for information about specific standards according client’s need.

Job typology and specificity of working positions for migrants Entry Level Jobs Executive Jobs Government Jobs Seasonal Jobs Summer Jobs Retail Jobs Retirement Jobs Temp Jobs Teen Jobs Work at Home Jobs

88 Job Search Job Applications Company Research Job Application Letters/Resume Applications Department of Job Application Forms Job Search Assistance Curriculum Vitae Job Search Tools/Job Listings Email Applications Job Search Privacy Online Applications Job Scams Apply on Company Web Sites Job Search Letters Hiring Kiosks

Interviews/Nonverbal Communication One of the most important parts of getting ready for a job interview is to prepare responses for the typical interview questions you will be asked. Taking the time to review interview questions and sample answers will help you interview more confidentially and you'll impress the interviewer with your knowledge and expertise.

Job Interview Questions and Answers Questions about Abilities Questions about Yourself Questions about Career Goals Questions about the New Job and the Company Questions about Co-Workers and Supervisors

Behaviour Based Interview Questions Questions about Being Sacked Questions to Ask the Interviewer - have an interview question or two ready to ask the interviewer to show that you're prepared. Salary information, salary surveys, salary ranges, salary comparisons, salary negotiation strategies

Illegal Interview Questions Federal and state laws prohibit prospective employers from asking certain questions that are not related to the job they are hiring for.

89 References Who and How to Ask for a Reference/Recommendation Letter How to request a recommendation letter and who to ask to provide a reference for you. Letters of Recommendation, How to Write a Reference Letter Character/Personal References Background Checks and Employment Verification Background check and employment verification information: What employers need to know, who they check with and what background and employment verification information can be released or is required. Social support and financial assistance on European and local level A social welfare provision refers to any program which seeks to provide a minimum level of income, service or other support for many marginalized groups such as the poor, elderly, and disabled people. Social welfare programs are undertaken by governments as well as non-governmental organizations (NGOs). Social welfare payments and services are typically provided at the expense of taxpayers generally, funded by benefactors, or by compulsory enrolment of the poor themselves. Welfare payments can take the form of in-kind transfers (e.g., health care services) or cash (e.g., earned income tax credit). Organisation on social policy and support: European Centre for Social Welfare Policy and Research The European Observatory on the Social Situation and Demography The system of state social support and existing benefits. The system of state benefits is often very complicated. (example from IE: www.philhogan.ie/advice). The counsellor informs the client about the system of the social benefits and professional information points. System usually covers: Family welfare, Child welfare, Youth welfare, Group welfare, Welfare of the sick and disabled, Welfare of the mentally ill. (www.britannica.com). More information will be found at European Commission pages (europa.eu/pol/socio/index_en.htm)

90 Legal assistance It is clear that “access to justice should not be impaired by high legal costs” and the Council of Europe has adopted many internationally agreed legal texts to ensure that persons have an effective access to justice. The member States of the Council of Europe have finalised an Action Plan on legal assistance systems, which aims at setting up, developing or strengthening legal assistance systems in Council of Europe member and candidate States, at promoting the practical organisation, administration and dispensation of legal assistance systems and at providing information on legal aid on websites. The Tampere European Council of 1999 called upon the need to strengthen co-operation between the European Commission and the Council of Europe on matters concerning access to justice. To this end, the two Institutions are jointly producing “legal aid information sheets”, which will contain practical information, in 11 European languages, on how to obtain legal aid in 44 European States. European Judicial Network in civil and commercial matters - ec.europa.eu/civiljustice/index_en.htm

4.4 Unit 3: Working Conditions

Working conditions, working safety, law The concept of the quality of working life comprises many criteria. These can be divided into four basic categories: factors influencing career and job security; factors influencing mental and physical health; factors supporting the development of skills and abilities and personal growth; and work–life balance factors. Research clearly shows that migrant workers in the European Union tend to be segregated into low-paid, unskilled and precarious occupations. (Eurofound - www.eurofound.europa.eu) This, in turn, exposes them to a high risk of poverty, unemployment, over-education, as well as to more frequent work-related health problems and accidents. Migrant workers face a twofold inequality in this regard: they are not only more often recruited into these types of jobs, but also remain more frequently in such employment. Although most of the current empirical evidence on their employment conditions is still based on cross-sectional surveys, the 2007 report (Employment and working conditions of migrant workers) gives clear indications that migrant workers experience extremely limited opportunities for career advancement – which represents a crucial disadvantage for such workers. Research shows that, in economically advanced countries, native women and young workers are also often recruited into unskilled and unstable occupations in the services sector for some time; however, this usually represents a temporary situation in most cases, at least for skilled native workers. In contrast, for the majority of migrant workers, occupational and economic deprivation is a permanent condition, even if they are highly educated.

91 Migrant workers constitute a flexible component of supply. However, if these workers are forced to move frequently from one job to the next, their career advancement opportunities are dramatically reduced. Therefore, fostering the occupational stability of migrant workers is the basic premise for enhancing their workplace promotion opportunities. Table 1: Occupational distribution of migrant workers in EU, by country

AT Strong overrepresentation of migrant workers in unskilled and skilled manual occupations BE Strong overrepresentation of migrant workers in sectors and industries with a high proportion of unskilled manual positions: agriculture, industrial cleaning, hotels and restaurants BG EU15 nationals are mostly employed as consultants, chief managers, engineers and technicians CY Strong overrepresentation of migrant workers in sectors and industries with a high proportion of unskilled manual positions: retail trade, personal services, hotels and restaurants, manufacturing and construction

CZ Strong overrepresentation of migrant workers among unskilled and semi-skilled manual occupations, craft workers and related trades Professionals and technicians account for 13.7% of migrant employment; however, 85.5% of EU15 nationals work in these occupations

DE Significant concentration of migrant workers in unskilled occupations

DK Strong overrepresentation of migrant workers in sectors and industries with a high proportion of unskilled manual positions: personal services, wholesale, restaurants, manufacturing and construction A share of migrant employment can also be found in financial intermediation and business activities

EE Moderate overrepresentation of migrant workers among clerks, shop and sale workers, and unskilled manual occupations Strong overrepresentation of migrant workers among craft and trade workers

EL Strong overrepresentation of migrant workers in sectors with a high proportion of unskilled manual positions: agriculture, industry, personal services, hotels and restaurants ES Strong overrepresentation of migrant workers among unskilled occupations, personal care and trade jobs, but also among skilled workers in manufacturing and construction

FI Strong overrepresentation of migrant workers among unskilled manual workers

FR Strong overrepresentation of migrant workers among unskilled manual workers; equal share among clerks and craft workers HU Overrepresentation of migrant workers among unskilled manual occupations, craft and service workers, as well as shop workers EU nationals are mostly employed as professionals

92 IE Overrepresentation of migrant workers among unskilled manual occupations Moderate underrepresentation of such workers among clerks; equal share among managers and professionals, craft and trade workers, along with service workers

IT Strong overrepresentation of migrant workers among semi-skilled and unskilled manual workers LU Strong overrepresentation of migrant workers among unskilled manual workers in industry and construction Cross-border workers are mostly employed in skilled professional jobs

LV Strong overrepresentation of migrant workers in sectors with a high proportion of unskilled manual positions: construction and industry MT Strong overrepresentation of migrant workers among unskilled manual occupations, but also some overrepresentation among managers and professionals

NO Strong overrepresentation of migrant workers among unskilled manual occupations

PL Overrepresentation of migrant workers in industry, trades and among teachers

RO EU nationals are mostly employed as managers

SE Strong overrepresentation of migrant workers in sectors with a high proportion of unskilled manual positions: industry, construction, hotels and restaurants, personal services SI Strong overrepresentation of migrant workers in sectors with a high proportion of manual positions: industry and manufacturing Source: Responses to EWCO national correspondents’ questionnaire, 2008

Empirical data on over-education provide further evidence of the poor occupational achievement of migrant workers, even among those who are highly qualified. Over- education is where workers possess an educational degree or professional qualification that is of a higher level than that required for the job they hold. Although this definition is uncontroversial, it is far from clear how to measure the lack of correlation between formal qualifications and occupational positions – particularly when the latter refer to credentials acquired in a foreign country whose ‘content’ is not always clear. Different approaches have been proposed, and it is widely recognised that they can lead to different substantive conclusions. The national experts relied mainly on a comparison between the levels of education – for example, as measured through the International Standard Classification of Education (ISCED) – and occupational position – coded, for instance, on the basis of the International Standard Classification of Occupations (ISCO) schema – rather than on the subjective judgements of respondents.

Working time Since its approval in 2003, the EU Directive 2003/88/EC concerning certain aspects of the organisation of working time has presented problems in its implementation. The European Commission engaged a wide-ranging consultation process at national and EU level in order to find a suitable agreement on the main controversial items such as the ‘opt-out’ clause, the 48-hour working time limit and the reference period for calculating working time. Minimum wages In June 2007, the Eurostat Statistics in focus publication on ‘Minimum wages 2007 – Variations from 92 to 1,570 euro gross per month’ noted that, in 20 EU Member States and one candidate country (Turkey), collective wage bargaining is subject to a statutory national minimum wage. Countries are divided into three groups according to minimum wage rates. When minimum wages are expressed in purchasing power standards, the ratio between the highest and the lowest levels is reduced from 1:17 to 1:7. The proportion of full-time employees earning the minimum wage greatly varies across countries and is generally higher among women. Finally, the minimum wage level is between 33% and 52% of average gross monthly earnings in the industry and services sectors. The Eurofound found that setting a minimum wage generated a negative employment effect at only insignificant levels if at all; employer organisations facing a high proportion of low-paid workers, for example, had expressed concerns about the possible impact. Undeclared work According to the Eurobarometer report Undeclared work in the European Union, published in October 2007, almost a quarter of the population is thought to be involved in some form of irregular work. In continental and Nordic countries, undeclared work tends to be more of a side activity, while in southern European and eastern or central European countries it tends to be of a more substantial nature. Employment and social integration of people with disabilities The issue is extensively explored in the study on Men and women with disabilities in the EU: Statistical analysis of the LFS ad hoc module and the EU-SILC (European Commission, 2007e). This report is based on the special ad hoc module of the EU LFS on people with disabilities and long-term health problems, which was conducted in 2002, and the first data collection of the EU Statistics on Income and Living Conditions (EU-SILC), carried out in 2004. Some 16% of men and women aged 16–64 years in the EU report having a long- standing health problem or disability. One third of them indicate that they are not restricted in the kind or amount of work they can do or in their mobility to and from work. Those who are restricted in work or mobility are much less likely to be in employment than those who are not.

94 The earnings of those who are ‘strongly limited’ in their ability to work are about 22% below the earnings of those who are not limited in this respect, while the earnings of those who are less severely limited are about 15% below. From a gender perspective, the wages of men who are strongly limited in their ability to work are 12% lower than for the total (including men and women) that are not limited in this regard. For women who are strongly limited in terms of work ability, the wage difference compared with all those who are not limited reaches as high as 28%. (Eurofound, 2008) Eurofound identifies four key dimensions necessary for the promotion of quality of work: • ensuring career and employment security; • maintaining and promoting the health and well-being of workers; • developing skills and competences; • reconciling working and non-working life. Aspects of work and working conditions: (Quality of Working Life survey, 2006) Pay or wage level Fair reward for work results Job security Superiors’ behaviour and conduct Relationships with colleagues Enough time for family, hobbies and relaxation Interesting work Useful and meaningful work Technical and technological equipment in the workplace Low incidence of violence and bullying in the workplace Standard of occupational health and safety in the workplace Work autonomy Amount of time taken up by work Non-financial job benefits Opportunities for further learning and personal growth Prospects for and possibility of career advancement Ability to be proud of the company Opportunity to join a trade union

95 Duties and taxes State and local taxes Non-taxable amounts Agreements on avoiding double taxation Other taxes that may be payable under specific circumstances eg. (road tax, real estate tax, inheritance tax, gift tax, property transfer tax). These taxes differ from country to country and have to be consulted at the taxation office and/or municipality. Conditions of right to social benefits, benefits transfer Information about keeping and transfer of rights of social benefits, transport of unemployment support to foreign country etc. European forms supporting transport of social benefits across Europe. Administrative barriers in mobility and social benefits are separate area. The counsellor has to be aware of this issue and inform the client about relevant solutions for benefits based on insurance principle. Pension Impact of migration on pensions Solutions eliminating risk of pension loses Directive of the European Parliament and of the Council 1408/71 and Directive 883/2004

4.5 Unit 4: Living Conditions

Quality of life – on top of the EU social policy agenda Favourable living conditions depend on a wide range of factors, such as quality healthcare services, education and training opportunities or good transport facilities, just to name a few aspects affecting citizens’ everyday life and work. The European Union has set for itself the aim to constantly improve the quality of life in all its Member States, and to take into account the new challenges of contemporary Europe, such as socially exclude people or an aging population. Residence obligations Register with the municipal authority in the place you plan to stay Registering for residence If you wish to stay in the territory of member state for more than usually 30 days, you have to report your stay to the Aliens Police or within 30 days of your entry into the country.

96 Residence permit If you wish to stay longer than three months, you have to apply for a residence permit at an office of the Aliens Police. For this purpose, you will need the following documents: • valid passport or another valid travel document • proof of health insurance • document proving the purpose of your stay. Under EC regulations, the purposes of stay are as follows: • work • study • economic activities • family membership Even if you do not need a residence permit (because you wish to stay for less than three months), we recommend registering with the Aliens Police. Some institutions, particularly banks and tax authorities, may require such registration. The Schengen area The Schengen Convention, in effect since March 1995, abolished border controls within the area of the signatory States and created a single external frontier, where checks have to be carried out in accordance with a common set of rules. Thirteen EU Member States are currently fully signed up to the Schengen Agreement. They are Belgium, Denmark, Germany, Greece, Spain, France, Italy, Luxembourg, Netherlands, Austria, Portugal, Finland and Sweden. Denmark has signed the agreement, but it can choose whether or not to apply any new decision taken under the agreement. Iceland, Norway and Switzerland, which are not EU Members, have signed the agreement as well, but Switzerland doesn’t apply the regulations yet.

Living costs, family requirements, health environment As the cost of living differs between countries and regions it is necessary to consult a statistical office web page for this information. Another source is the Eures network. A realistic picture of living cost is necessary for planning the first weeks of the stay abroad and comparing advantages of bigger income abroad to higher living cost there. Accommodation is a primary need for migrants and usually it is the biggest part of outgoings. It is strongly recommended to make some agreement prior to travel for some temporary accommodation. Procedures for renting accommodation needs to be consulted with dedicated services and web pages.

97 Education, leisure, life satisfaction Migration with family versus family separation Education for children – positive and negative impacts Change of the school and recognition process Big cities versus the countryside Social exclusion, loss of social status

4.6 Case “Katarína”

Katarina (Slovak) moved to the UK to join her partner (German) who had been offered a job there and moved to London a couple of months earlier than her. Because they come from different countries, they decided for the UK option to be in a country where they can both speak the language well and are allowed to work. She has a master’s degree in Psychology and 4 years of working practice after completing the studies in diverse qualified jobs. She has also completed psychotherapy training. She used to work in the vocational counselling field before the move, and would like to find a job in the same professional area. She can speak good English and she was considering counselling jobs targeted at migrant clients where she could use her qualification and experience. Before the move she was trying to find out whether she could register in Slovakia as unemployed until she finds a job, even if she lives in a different country. This would mean that by the time she finds a new job, she would not have to pay her social and health insurances herself in Slovakia; they would be paid within unemployment benefits. She was checking the possibility on the Internet first, and then she went to the Office in the town of her permanent residence and asked there for advice. She found out it was not possible in practise unless she stayed for at least one month as unemployed in the city of her permanent residence. The officer told her, that she might apply for an exception, but in the Social Insurance Company, not in the Office. When she came to the Social Insurance Company, she was told that this was a matter for the Office. After two more goes she gave up finding out who was the person in charge in the end. She just tried to find out which of the payments she was obliged to pay and which not, this information she found easily on the Internet. However, when she wanted to know what would be later consequences of the possible alternatives, the officers in the insurance company were not able to tell her. She wanted to know how a break in paying the voluntary parts of the insurance payment might influence her benefits for example in the case of maternity leave in the next years. The information she was given was not clear for her. She tried to contact EURES advisors in bigger cities in her country via phone, but they couldn’t answer some of her questions about insurance payments. In the end she decided to pay her health insurances (obligatory) and a part of the social insurance that is related to maternity leave benefits (voluntarily). In the mean time, she decided not to 98 pay some other parts of social insurance that are related to retirement benefits and sick leave compensation. She hoped to quickly find an employer, so at that moment she thought it was a break only for up to a couple of weeks. One of the new pieces of information she found out was that unless she worked in Slovakia for 15 years at least during her life, she would lose half of her retirement benefits she has saved within the retirement system in the country. She would not lose the money completely, but she would not be able access it, the money would become a subject of her inheritance only. Working in another EU country would not prevent this. She started her job search approximately two months before moving to London. She tried to collect some tips from people who went there already, mostly from the Internet. She found many links to job agencies and newspaper websites full of advertisements. She studied carefully advice on writing CVs and cover letters, and she had to admit they were slightly different from the forms recommended in her country. However, the difference was not so crucial, mostly it was regarding the style of presenting ones skills: more explicit, straight -forward and self-confident than is traditional in her native language and country. She was lucky enough to get some opportunities to visit London a few times before she moved there – as her boyfriend was already working there. She used the chance and even arranged an appointment with a EURES advisor in London one of the times she visited the city. People in the first-contact front desk of the London office were nice and trying to be helpful. They combined their basic questions and instructions with a lot of small jokes that she did not get, so while waiting for the advisor in an armchair, she got a bit stressed about a potential language barrier. Fortunately, her concerns turned out to be wrong; she had no problem understanding the advisor. He provided her with a lot of useful information: that it is definitely not too early to start applying for jobs a few months in advance, that it can take weeks before receiving any calls, and so on. He had prepared very well for the appointment, and because she had sent him her CV in advance, he gave her some basic feedback on it and also provided her with links and contacts on professional institutions in the field of Psychology and career counselling. However, when they started talking about particular job positions, the advisor started showing her several ads for example, on taking care of the elderly. He tried in a very positive way to encourage her just for a slight re-qualification change – to social work. That point she found quite frustrating, knowing that the care of elderly people is one the worst paid jobs at the bottom of job hierarchy there, but she decided that the man probably did not really comprehend her intentions and ambitions, that was why. After she came back home from visiting London, she still had a few weeks left before the move there. She went on browsing on websites of different guidance and counselling centres, where she wanted to apply for a job of a counsellor. What she found difficult about that was making a picture about the institutions. Seeing their 99 websites, she could fully understand the texts and the verbal information there, but she simply did not know what to think about them. She missed the key for reading between the lines. Are they professional or not? Is it a trustful employer? Many websites seemed to be quite esoteric to her, she was not sure about the background and approach of the services offered there. The intercultural difference in the information was quite big to her, in spite of the years of her experience with international work. She felt a bit lost in it. Some help with that would be more than useful. Another finding was that the ads on career counselling jobs often required a qualification as a career counsellor. In fact, something that did not exist in her country. In Slovakia, most of the counsellors have a professional background in Psychology. In the UK, the jobs for psychologists were mostly clinically oriented. On the top of that, she found out that registering in the British Psychological Association would be a must. You are not counted as a psychologist, if you are not chartered in there. That required recognition of her diploma together with the recognition of some of her further training… and in practise it means some financial investment into translations and the recognition service. These costs are quite a lot for someone with a Slovak income. She decided to start with getting some of the necessary documents in Slovakia and applying in the UK a bit later, to spread the expenses over several months. She went to the University where she studied and applied for a diploma supplement needed for the purpose of recognition abroad. She was told she could not get one, as she completed her study before the country joined the Bologna contracts, and thus did not study in a credit system yet. She asked about other possibilities, knowing that her University had international accreditation already at the time of her study. She was told that all she could get was a detailed list of all the courses she took and the exams she passed, together with her study results. She applied for that at least. The list was in Slovak, so it would require further official translation. It also lacked a description of the Higher Education system in Slovakia, which was to be an essential part of a Diploma Supplement, but she was told there was a description published officially by the Ministry of Education in Slovakia on their website, and that she could try referring to that when applying for recognition. She was not sure whether the authorities would find it sufficient or not, but she would have to pay already when applying, not knowing the result. That confirmed to her that she should wait a bit longer and find out more about the market requirements in practise first. After the move, she sent about twenty applications for counselling jobs advertised in newspapers and on the Internet. At the same time she sent almost a hundred other applications for different or lower qualified jobs, reducing the criteria she originally came with.

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Current situation: Three months after the move to London she has not received a single reply from any of the employers where she applied, not even a negative one. She is wondering why and is feeling quite frustrated about the job situation. She does not want to live a part from her partner, but is afraid of staying unemployed for longer – for a whole range of reasons: financial, career, social and psychological. The trials with up to ten job agencies she walked in ended before seeing her CV. They either asked her immediately about her job experience in the UK, which she does not have yet, or she found out they offered only lowest jobs such as cleaning or social care of elderly. Occasionally she is offered some small jobs on a contract basis from her country. She needs to find out whether there are any possibilities for her to take them even without having a business licence, because the offers are too small to open own business only because of them, especially if she knows she could not use up the freelance much more from the distance. She experienced different sides of London: the beautiful places for sightseeing, cultural events, parks. However, at the same time, she can feel also all the differences and difficulties she had read about when trying to get ready for migration. Although it does not surprise her, and she is trying to keep positive to overcome this tough phase, sometimes it just her optimism is tested. She finds the city dirty, very unsafe and incredibly expensive. It is quickly clear that if they wanted to live in any area with the level of accommodation they had before in their countries, they would have to make an elite career there…. which at the moment sounds more than unlikely. Her good English does not help her a lot in the suburb urban area where they live, as most of the people speak strong local dialect. Even after some weeks, her stomach still has difficulties with both water and food. She does not know where to find basic ingredients she needs for cooking, she does not know the local ones either. The weather is so far not as bad as its reputation abroad; it is quite nice and often sunny. Getting known new people is for the first time in life really difficult for her. She says hi to all local shop assistants around who recognize her already, but that is pretty far away from making friendship. Through her boyfriend, she occasionally meets some British colleagues of his. They are very nice and polite, great hosts showing places and offering their home made Sunday lunches and cakes. But at the same time their questions, advice and suggestions often give her a feeling that she is a subject of some kind of charity, not an equal person with maybe comparable knowledge, skills and life experience. Their kind advice that she might work as an au- pair makes her feel so frustrated when she remembers the tasks in her previous jobs: organizing international events, consulting projects and an active part in policy making. Should she feel guilty towards these people because she does not feel thankful? In fact she feels like shouting at them in her mind. She does not shout and

101 does not cry, but the barrier between her and adaptation to London is growing. On the top of that, the debits on their accounts are mounting fast. However for most of the things listed she had been expecting. She knew them from stories of other friends who tried that, many community websites are full of them. Just that she hoped she might have been better prepared than many others, that her job experience with an international network might open the door to her to a qualified market… And she has not given up yet. Currently, she still feels determined to overcome this phase and give it more time. She still hopes to find a qualified job. She rationally knows that it would have many advantages for her and her boyfriend to stay there: they can both speak the language (in their countries the partners cannot), they can work there legally (she cannot work in Germany, the market has not been opened yet), they are both migrants there, so they can understand each other’s feelings very well (in their countries, the situation would be much more unbalanced), there are good and relatively cheap flight connections from there to the places where their families and friends live. The difficulties have brought them even closer together and strengthened their relationship, so she feels she has the energy to go on, she is just not sure what to do specifically.

4.7 Methodology - Proposals

Aids: Power Point presentation, examples of working and living culture (books, newspapers etc.), statistical yearbooks, participation of migrant worker. The main methods of teaching used by lecturer are the lecture and exercises. Exercise: Analysis of case studies

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4.8 References

Arrendodo, P. (2002). Counseling individuals from specialized, marginalized and underserved groups. In: P. Pedersen, J.G. Draguns, W.J. Lonner, J.E. Trimble (ed.), Counseling across cultures (5 ed., pp. 241-250). Thousand Oaks, CA:Sage. Bell, A.H. (1990). International careers. Holbrook, MA.: Bob Adams Inc. adová, N.; ervenka, J. and Chludilová, I. (2006). Quality of working life 2006 [Kvalita pracovního ivota 2006], Final report for the Occupational Safety Research Institute, Prague, Public Opinion Research Centre, Institute of Sociology of the Academy of Sciences of the Czech Republic. Eurofound, (2007); Employment and working conditions of migrant workers. Office for Official Publications of the European Communities, Luxembourg. Eurofound, (2007a). Minimum wages in Europe. Background paper, Dublin. Available online at: http://www.eurofound.europa.eu/publications/htmlfiles/ef0783.htm Eurofound, ( 2007b). Quality of work and employment in Europe: Issues and challenges, Luxembourg, Office for Official Publications of the European Communities. Available online at: http://www.eurofound.europa.eu/publications/htmlfiles/ef0212.htm Eurofound, (2008). Occupational promotion of migrant workers. Office for Official Publications of the European Communities, Luxembourg. Ferrera M. (1996). The 'Southern Model' of Welfare in Social Europe. Journal of European Social Policy, Vol. 6, No. 1, 17-37. Gilbert N.; Terrell P. (2002). Dimensions of social welfare policy. Boston: Allyn and Bacon. Niessen J.; Schibel Y. (2007). Handbook on integration for policy-makers and practitioners. Office for official publications of the European Communities Luxembourg. Shaffer M.A.; Harrison D.A. (2001). Forgotten partners of international assignments: Development and test of a model of spouse adjustment. Journal of Applied Psychology, 86, 2, 238-254. European Commission, Communication from the Commission to the Council and the European Parliament. Improving quality and productivity at work: Community strategy 2007–2012 on health and safety at work, COM(2007) 62, Brussels, 21 February 2007, available online at: http://ec.europa.eu/employment_social/news/2007/feb/commstrat_en.pdf. European Commission, Green Paper on modernising law to meet the challenges of the 21st century, COM(2006) 708 final, Brussels, 22 November 2006, available online at: http://ec.europa.eu/employment_social/_law/docs/2006/green_paper_en.pdf. European Commission, Joint report on social protection and social inclusion 2007, Luxembourg, Office for Official Publications of the European Communities, 2007d, available online at: http://ec.europa.eu/employment_social/spsi/docs/social_inclusion/2007/joint_re port_en.pdf. European Commission, Men and women with disabilities in the EU: Statistical analysis of the LFS ad hoc module and the EU-SILC, Brussels, 2007e, available online at: http://ec.europa.eu/employment_social/index/lfs_silc_analysis_on_disabilities_e n.pdf.

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European Commission, Special Eurobarometer. Undeclared work in the European Union, Brussels, October 2007, available online at: http://ec.europa.eu/employment_social/employment_analysis/work/direct_surve y_udw_2007_en.pdf. European Commission (2007); The Community strategy 2007–2012 on health and safety European Commission (2006); The social situation in the European Union; Office for official publications of the European Communities, Luxembourg.

Relevant internet sources: www.euro.centre.org ec.europa.eu/employment_social/spsi/european_observatory_en.htm www.britannica.com/EBchecked/topic/551426/social-service www.eurofound.europa.eu www.europa.eu.int/eures ec.europa.eu/eurostat ec.europa.eu/solvit

104 ! "! " # " Overview

When analyzing social effects of migration, one should first of all mention the issue of improving living conditions, which is a direct consequence of a pay rise and experience gained. In the majority of cases, social consequences of migration are positive. Collecting the initial capital enabling one to start an independent life, improve language skills, gain experience, all this improves the chances to succeed after returning to the country of origin. This assessment, however, may change in cases where migrant workers decide to settle down in a foreign country. The Irish example shows that, in the case of taking advantage of the EU membership, economic prosperity and the country’s active attitude, it is possible to persuade the citizens residing abroad to return to their country of origin and become an additional element of development in that country. Psychological effects of migration are not as positive as the economic ones, taking into consideration the consequences suffered by individual migrants and their families. A lot of research carried out to date reveals negative influences of migration on households. The ones mentioned most frequently are: negative effects on family life, educational difficulties in the bringing up of children, marital problems, divorce, burdening family members who are left behind. In addition there are usually excessive responsibilities, added stress, anxiety of the spouse, sometimes deterioration in the migrant’s health due to hard work abroad. As a consequence of occupational migration the traditional, patriarchal model of a family is in decline, there are changes in social roles. One person, usually the woman, is burdened with the responsibility of bringing up children and running the household. The bonds between children and parents can deteriorate rapidly. Occupational migration to a foreign country is often associated with feelings such as: loneliness, longing (both of the migrant and of the family members left at home) and there can exist a lack of sense of security. If we take into account basic human needs, failing to satisfy the most basic one, a sense of security, the psycho-social and emotional cost of international mobility proves to be very high. Human health (including mental health) is at this point in danger, irrespective of whether the migrants or members of their families back home are concerned.

The courses are:

Course 1: Selected theories of career development and counselling regarding the psycho-social effects of international mobility Course 2: Decision making models – Evidence and implications for international careers Course 3: The characteristics of international careers Course 4: Psychological separation of people working and living abroad

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1. Course 1: Selected Theories of Career Development and Counselling Regarding the Psycho-Social Effects of International Mobility

1.1 Learning Objectives

• Counsellors can analyze and evaluate the main theories of career choice and development in the view of psycho-social effects of BD – BG. (TAX 3 – foundation competences) • Counsellors can analyze and evaluate the main approaches of career counselling and guidance in the view of psycho-social effects of BD – BG. (TAX 3 – foundation competences) • Counsellors are familiar with newer theoretical and empirical studies on motives for BD – BG – Brain Re-gain. (TAX 2 – foundation competences)

1.2 Unit 1: Matching Theories: Trait & Factor, Person-Environment- Correspondence (Holland)

• The Trait & Factor Theory underscoring the identity and exceptionality of every individual. • Quantification of aptitudes and traits of individual persons. • The Trait & Factor Theory underscoring the interpersonal nature of a professional career and the lifestyle connected with it, conditioned by: the family, ethical and religious issues, social environment and pleasures. • The six categories one can use to classify kinds of personality and working environments: realistic, searching, artistic, social, venturesome and conventional. • Satisfaction from performing a definite kind of work depending on the degree of interdependence of the type of personality and working environment. • The theory stressing association of an individual and the kind of work well suited to his or her talent.

1.3 Unit 2: Developmental and Post-Modern Theories (Super, Gottfredson, Savickas, Guichard, Poukelis)

• Theories based on the conception of personal development (by Donald E. Super and Eli Ginzberg). • Versatility of the theories, attaching more importance to behaviours connected with occupational career spread in time and stressing the important role of one’s self. • Occupational development as the process of enforcing one’s own image. People’s opinions on who they are reflected in what they do. • Five stages of occupational development, whereas a developmental task which has to be accomplished can be assigned to each of them. • Life designing, career designing 106 ! "! " # "

1.4 Unit 3: Psychodynamic Approaches (Bordin)

• The psychodynamic theory documented in the works by Anne Roe and Robert Hoppock. • Vocational interests develop as a result of interaction between adults and children. • Occupational needs which are reflections of the desire to satisfy the needs not satisfied by parents during childhood. • Psychodynamic point of view on the years of early childhood wielding decisive effect on the entire life of an individual. • The period of early childhood as a source of unconscious motivation influencing choice of an occupation that would allow expressing and satisfying of the needs. • Three types of parents / child relationship: emotional orientation on a child, avoiding contact with a child, acceptance of a child.

1.5 Unit 4: Learning Theories/Social Cognitive Career Theory (Krumboltz)

• Theories of development of the occupational career based on the cognitive model and on the model of social science. • The effect of the interrelated biological maturation and social environment (including the mother, the father and the closest family circles) on the child’s mental development and the course of development of the occupational life (Tiedman, Erikson). • The eight phases of development, the eight crises on the solution of which traits of the child’s future personality depend. • The phases: infancy, early childhood, the age of play and the early school age. • The special meaning of the phase of adolescence. • The phases: maturity and old age. • The seven-phase model of making occupational decisions: research, crystallization, choice, explanation, induction, change and integration. • The emphasis on the cognitive reorganisation of an individual „from the inside to the outside” as Tiedeman’s special contribution to the theory of the occupational career. • The Krumboltz approach – there are four factors influencing the occupational decisions: the genetic predisposition, conditions and events in the surrounding environment, experience acquired in the process of education and the ability to approach tasks (e.g. the system of values, work habits). • The effect of internal and external processes. • The influence of an individual on events which he or she considers to be supporting.

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1.6 Unit 5: Cognitive Behavioural Theories of Counselling

• Cognitive information processing – CIP (Sampson/Peterson) • Information structural methodology – ISM (Ertelt/Schulz) • Cognitive-behavioural approach: 1. personality as a set of acquired habits (emotional, cognitive and behavioural) 2. Rotter: the location of control internal: the cause – effect relation between one’s own actions and their results. external: attributing the results to external factors 3. the interactive approach of Mischel • The cognitive concept: assumptions of the cognitive concept, cognitive structures, kinds of knowledge, information filter, information deficit, sensory deprivation, information metabolism, information overload, creative thinking, reasons for creativity, kinds of values, emotions.

1.7 Unit 6: 1.2 Model of Problem Management (Egan)

Any person whose task is to assist has the, so-called, white spots in their consciousness, i.e., the areas of belief, thoughts, emotions, behaviours, of which they are unaware. Both, the clients and the advisors, have such white spots, which make the helping process more difficult as they may lead to inadequate behaviours and interventions. A competent advisor knows their white spots, which is why the spots do not affect their work. In the relations with their clients as well as in other areas of their life, the advisors conform to the widely understood principles of wisdom, common sense, honesty and mutual respect. The process of assistance, irrespective of their form and content, is governed by certain universal principles that the advisors should bear in their mind. Not only does it make their assistance more effective, but it also prevents negative occurrences that threaten people who try to help others. One should also remember that the process of assistance is never, or very seldom, neutral for a client. Things may go “either for the better, or for the worse”. In order to be an effective advisor, one should understand the limitations resulting from: 1. the model of assistance in which I work, competent assistance 2. my own person (traits of character, individual experience) 3. occupation of the advisor 4. the client as a person 5. the environment which affects the process of assistance We can call the limitations “shadow zone” and its understanding and the ability to make use of it is one of the pillars of wisdom of an advisor. Independently of the assumed model of assistance, one can distinguish its two goals:

108 ! "! " # " Providing assistance to clients in overcoming their everyday problems and in making better use of any opportunity they have not taken advantage of; or they have not taken full advantage of. Providing assistance to clients in providing better assistance to them in everyday life (advisors are effective only if in the process of their assistance their clients learn how to help themselves).

1.8 Unit 7: Solution Focused Brief Counselling (de Shazer)

• Basic rules of solution focused counselling • Process of counselling • Strengths and weakness of this approach

1.9 Unit 8: Person-Centred Approach (Rogers)

• Client focused therapy: it affects the content of the concept of ego and the ability to experience reality, therapist expresses their interest in the way their clients perceive the world and themselves, and tries to : 1. Generate unconditional acceptance for themselves 2. Teach their clients to establish contacts with their own experience (desires, emotions, needs) 3. Transform the external source of evaluation into the internal source of evaluation • Stressing individuality and human dimension of ego • It is one’s own needs and capability not the expectations of one’s environment that determine activities • Realization of one’s potential regardless of external conditions • Stressing the aspect of development and health instead of pathology, • Indicating different ways and mechanisms of development, • Stressing the relation between health and discovering, accomplishing and improving of one’s ego.

1.10 Unit 9: Theories of Achievement Motivation, and Related Constructs

• The youngest theory considered as part of the theory of needs – the theory of achievements. Precursor: J. W. Atkinson. • Individual traits of a human being and their effect on a person’s motivation to work. • A person’s desire to reach a certain goal, resulting from the premises of: 1. The power of basic force or needs; 2. Belief in success; 3. Encouragement connected with attaining the goal. • Isolation (H.A.Murray and D. McClelland) of the three basic needs of employees (the need for achievements, the need for power, the need for affiliation). 109 ! "! " # " • The need for achievements as one of the strongest motivations for work. • The need for achievements as the desire to distinguish oneself (achieving success) in a competitive situation. Stimulation of this type of needs is especially interesting for the management. • The need for achievements resulting from experience acquired during childhood. • VIE – Theory of motivation (Vroom)

1.11 Methodology – Proposals

• Distance Learning, self-study (Blended learning) • Web-forum • Workshops: short input, discussion, exercises • Cases

2. Course 2: Decision Making Models – Evidence and Implications for International Careers

2.1 Learning objectives

• The counsellor knows the basic models and the background of normative and prescriptive approaches of decision-making, esp. SEU models. (TAX 1 and 2 foundation competences, supporting competences) • Based on Ronning’s claim that counsellors ought to know something about how people solve problems, the aim of the ‘Judgement and Decision Making’ module is to introduce the trainees (BD-BG counsellors) to the most fundamental concepts in judgement and decision making. (TAX 2 – foundation competences, supporting competences) • The counsellor can identify the implications of rational decision-making models for information management and counselling in career development. (TAX 3 – foundation competences, client-interaction competences) • Counsellors recognise that a descriptive heuristics-based approach will allow counselees to see their vocational decisions as part of a life-long, on-going process, as a series of positive steps towards appropriate career opportunities rather than feeling that professional doors are closing at each so-called key- moment. (TAX 4 – foundation competences, supporting competences, client- interaction competences) • The counsellor is ready to perceive and accept the limits of rational decision- making with the clients, esp. the effects of information overload. (TAX 4 – client- interaction competences) • The counsellor is able to adapt their methodology according to the individual heuristics of the clients. (TAX 3 – client-interaction competences) • The counsellor can handle the emotions, conflicts, uncertainty in career decision- making concerning mobility with clients. (TAX 4 – foundation competences, client- interaction competences) 110 ! "! " # " • The counsellor is able and ready to help clients with setbacks, cognitive dissonance, homesickness, loneliness, prestige problems, uncertainty in the post decision phase. (TAX 4 – foundation competence, client-interaction competences)

2.2 Unit 1: Normative/Prescriptive/Rational Models of Decision Making

• The nature of judgement and decision making: thinking, judgement, decision making, the normative-prescriptive rational decision making model and the descriptive decision making model; the stages of decision making. • The stages of decision making. • Models in decision making (in greater detail): expected utility theory, prospect theory, heuristics (the representativeness heuristic, availability heuristic, the recognition heuristic, the gaze heuristic), biases; the techniques for problem processing (analysing, understanding and defining a problem). • Group vs. individual decision making. • Psychological traps of the decision making process. • Decision-making as one of the functions of management. • Traps in the decision making process. • Useful methods applied to the decision making process – the techniques of decision making. • Discovering and creating new things and phenomena. • Creative problem solving. • Supporting the process of creation and the development of traits. • Detecting links between the facts. • Individual search for the truth. • Formulating hypotheses. • Lack of guarantee of finding the best solution.

2.3 Unit 2: Emotions, Conflicts, Uncertainty in Career Decision Making

• The philosophy of decision making. • When do we deal with a professional decision? • Uncertainty in the decision making process. • Emotions and conflict exerting influence on the decision making. • Good and bad decisions. • Context dependence: primacy and recency effects, halo effects; • How questions affect answers: plasticity, how wording of questions influences the answers; • social influences on Judgement and Decision Making: facilitation, loafing, conformity, influence of groups; • Frequently ignored traps: overconfidence, self-fulfilling prophecies, behavioural patterns;

111 ! "! " # " 2.4 Unit 3: Preparation for Setback and Handling Post-Decision Pheno- mena

• Unrealistic expectations • Dynamics of self concept and self esteem • Probability and risk perception; • Anchoring; random • Correlation and causalation; attribution theory; • Setback, frustration • Cognitive dissonance • Homesickness, loneliness • Prestige problems in the job and society • Discord resulting from decision making. • The basic methods of reducing discord: 1. by changing our behaviour so that it conforms with the discordant cognitive element, 2. by justifying our behaviour – changing one of the cognitive elements so that it is less contrary to (more conformable with) our behaviour, 3. by justifying our behaviour through the addition of new cognitive elements which are in conformity with the behaviour and which support it. • The mechanism of conversion. • The irrevocability of decision vs. Discord reduction. • The feeling of longing vs. International careers. • Loneliness in life and work abroad.

2.5 Unit 4: Lack of Information, Biases

• Individual style of information activity and perception • Familiarity with information sources/media concerning migration and knowledge of its validity, reliability and objectivity • Making professional decisions in the circumstances of lack of basic information. • Selective perception; cognitive dissonance; memory and hindsight biases.

2.6 Methodology – Proposals

• Distance learning materials • Web-forum • Narrative interviews with clients • Role playing and/or informal discussion about experiences • Cases

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3. Course 3: The Characteristics of International Careers 3.1 Learning objectives

• Counsellors know the specific patterns of international careers. (TAX 2 – supporting competences, foundation competences) • Counsellors have experiences with the main challenges and problems concerning the career development of migrants (professionals). (TAX 3 – foundation competences, client-interaction competences) • Counsellors can prepare counselees towards a realistic view on career Development in selected countries. (TAX 3 – client-interaction competences)

3.2 Unit 1: Patterns of International/Transnational Careers The modern typologies of spatial migration and migrants, as opposed to the older classifications, are more focused on the more varied criteria: • motivation (cultural vs. economic), • freedom of relocation, • attachment to a place, • family status, • lifestyle.

3.3 Unit 2: International Careers as a Family Problem: Models of Spouse Adjustment

• Classification of family models • The traditional family model according to Parsons • Family model according to Myrdal and Klein • Partnership family model according to Liljeström • The relationship between the motives for migration, the attachment to the host country and the family status and the types of transnational migration. • Marriage and family at the times of migration. • Kinds of emigration • Emigration of entire families • Individual emigrants • Crises and break-ups • Migration as an opportunity and a challenge

3.4 Unit 3 Living Globally: Working and Living Abroad

• What caused the appearance of the global job market? • The rising of the homo sapiens globalus, i.e., the global job market. • People are relocating in search for work – occupational migration. • Jobs are relocating in search for workers – outsourcing and off shoring. 113 ! "! " # " 3.5 Unit 4: Identifying Mobile Clients at Risk for Premature Departure

• Deficits in aptitude and competences, experiences • Deficits in certificates • Status of language knowledge • Realistic self esteem and self perception • Problems with living standards • Mental and physical restrictions

3.6 Methodology – Proposals

Unit 1 • Distance learning materials/references • Web-forum/Web-board • Workshop: Short input, discussion

Unit 2 • Input-lectures • Cases • Guest lecturer of family counselling organisations

Unit 3 • Distance learning materials/references • Guest lecturer of experienced EURES counsellors and specialists in Human Resources Management (HRM) units of globalized companies and representatives of international operating alumni associations of universities

Unit 4 • Case work with experts of international oriented counselling and placement services of PES, EURES, executive search • Discussion with specialists for HRM units of globalized companies

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4. Course 4: Psychological Separation of People Working and Living Abroad 4.1 Learning objectives

• Counsellors are familiar with the importance of work life balance in international mobility. (TAX 3 – supporting competences) • Counsellors know the conditions for integration of special target groups in selected countries. (TAX 2 – foundation competences) • Counsellors are familiar with the effects of psychological separation of people working and living abroad. (TAX 3 – foundation competences) • Counsellors are experienced in national and transnational networking to help people with psycho-social problems in career mobility. (TAX 4 – foundation competences, client-interaction competences)

4.2 Unit 1: Theories of Separation as Mental Models of Family and Adult Relations

• Models of family: single people, families without children, families with children, empty nest, partnership • Intensity of migration depends on the chase of development of a family. Phase: 1. childless – high mobility of spouses (education, work, housing, resources for the future) 2. development – more difficult decisions of leasing home – affects decisions concerning procreation 3. stability – problems due to childcare – increase of needs 4. children leaving home – frequent cases of child migration 5. „empty nest” – moving to live with children – returning to the native country

4.3 Unit 2: Job Related Separation and Work-Family/Work-Life- Balance Conflicts

• Work-life balance – maintaining harmony between occupational life and private life, without limiting the need for self-fulfilment, but with full awareness of multidimensional character of the situation. In this context, the need for self- fulfilment also pertains to other aspects of life than occupational life. • Goals, time and extent of self-fulfilment – work on determining the hierarchy of values • Traits of character and values vs. a possibility of maintaining the work-life-balance in international careers in situations of separation from one’s family.

115 ! "! " # " 4.4 Unit 3: Supporting Your Clients with Culture Shock - Problem Mechanism and Cycles of Adaptation to Work, to Study or to Live in Separation from Ethnic Heritage

Possible phases of a culture shock: • The Honeymoon Phase – in this case, difficulties are almost imperceptible, and even if migrants notice them, they treat them with a sense of humour and perceive them as an exotic part of foreign culture. • The Observer Phase – in which a foreigner still does not feel part of the world around them, but they observe it from a distance trying to find the key to understanding it. • The Participant Phase – the migrant simply tries to survive and satisfy their needs as efficiently as possible and supplement the growing deficits. • The Shock Phase – all the unpleasant symptoms connected with physical and psychic overload, such as ailments, depression, hypertension and/or risky behaviour, intensify. • The phase of adaptation or recovery – a migrant slowly begins to organise their life in the way increasing their sense of security. They evaluate their possibilities and set their goals. • The Master Phase or bicultural phase – which assumes that a foreigner learns the culture of a host country, shows its understanding and becomes culturally competent, which allow their effective functioning. • Model „W” (sinusoidal curve) describes still another process, the occurrence of return shock that is the process of re-entering native culture after a long stay abroad.

4.5 Unit 4: Re-entering One’s Own Culture

Applied strategies: • Maintaining (creating) duality of cultures requires introducing elements of new culture into one’s everyday life while maintaining the elements of native culture one considers important (e.g. a circle of friends belonging to both cultures, celebrating festivals according to both traditions, etc.), This strategy is called integration. • Assimilation – involves trying to become as similar to members of the host culture as possible parallel to abandoning cultivation and participation in native culture (e.g. avoiding contacts with one’s compatriots, change of lifestyle and habits, etc.) • Separation (ghettoisation) – involves activities reverse to assimilation. An immigrant who chooses this strategy will try to avoid any significant changes in his or her life in terms of culture. 116 ! "! " # " • Marginalisation (deculturation) – the opposite of integration. In this strategy the emigrant is deprived not only of social ties, but also of the entire system of values and cultural framework to which they could appeal. Breaking contact with the native culture parallel to lack of participation in the host culture.

Is it worthwhile to maintain one’s native culture? Yes No Is it worthwhile to maintain Yes INTEGRATION ASSIMILATION one’s host culture? No SEPARATION MARGINALISATION

GETTOISATION DECULTURATION Source: Cieslikowska D., Kownacka E., Olczak E., Paszkowska-Rogacz A. (ed.), Doradztwo zawodowe a wyzwania midzykulturowe [Occupational Counselling vs. Intercultural Challenges] KOWEZiU [NCFSVCE], Warszawa 2006

4.6 Unit 5: Theories of Help-Seeking Behaviours in Job-Related Separation

• Knowledge about a man and a woman in the context of social construction of behaviours connected with seeking advice. • Socialization with the role of gender in cultural context • Why do men seek professional advice more rarely than women? • Which people are unwilling to open up in their relations with a counsellor? • The way to stimulate reflexive autonomy and the way to stimulate reactive autonomy. • The way to stimulate willingness to apply the advice given by specialised counsellor?

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4.7 Unit 6: Culture Adaptation and Integration Measurement (e.g. Sue and Sue, MID) Minority Identity Development Model

Stages of Minority Attitudes Attitude Attitudes Attitude Development Model toward Self toward toward Others toward Others of of Different Dominant the same Minority Group Minority Stage 1: Conformity Self- Group- Discriminatory Group- Depreciating Depreciating Appreciating

Stage 2: Dissonance Conflict Conflict Conflict Conflict between self- between between between depreciating dominated- dominant-held group and held views of views of appreciating appreciating minority minority and group hierarchy and hierarchy and depreciating feelings of feeling of shared shared experience experience Stage 3: Resistance Self- Group- Conflict Group- and Immersion appreciating appreciating between depreciating feelings of empathy for other minority experiences and feelings of culturocenterism Stage 4: Introspection Concern with Concern with Concern with Concern with basis of self- nature of ethnocentric basis of appreciation unequivocal basis for judging group appreciation others deprecation Stage 5: Synergetic Self- Group- Group- Selective Articulation and appreciating appreciating appreciating appreciation Awareness

Source: Atkinson, D.R. Morten, G. & Sue, D.W. (Editors) (1998). Counselling American Minorities: A Cross Cultural Perspective (5th Edition). McGraw. Hill Company

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4.8 Unit 7: Addiction Problems and Career Mobility (e.g. separation by mobility) Psychological and social costs of work in separation: For the family For a migrant

• disruption of accomplishment of • stress tutelary, educational and socializing functions (Euro orphan- hood) • emotional drifting away from • longing partners • looking for new partners • emotional distance • excessive workload • looking for new partners

4.9 Methodology - Proposals

• Distance Learning, self-study (blended learning) • Web-forum • Workshops: Input, discussion, role playing • Cases • Workshops with experts

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5. References Antoszkiewicz J., Metody heurystyczne. Twórcze rozwi zywanie problemów [Heuristic Methods. Creative Problem Solving], PWE, edition II, Warszawa 1990. Bajcar B., Borkowska A., Czerw A., G siorowska A. C., Nosal S., Psychologia preferencji i zainteresowa zawodowych. Przegl d teorii i metod. [Psychology of Occupational Preferences and Interests. Review of Theories and Methods] Zeszyty informacyjno-metodyczne doradcy zawodowego, Zeszyt 34, Ministerstwo Pracy i Polityki Spoecznej - Departament Rynku Pracy, Warszawa 2006 Balcerzak-Paradowska B., Skutki migracji dla rodzin [Effects of Migration for Families],[in:] Conference Economic Migration – Reasons and Results, Radziejowice October 3-5, 2006 Ba ka A, Ertelt B.J., Transnacjonalne poradnictwo zawodowe [Transnational vocational counselling], Ministry of Economy and , Warszawa 2007 Ba ka A., Poradnictwo transnacjonalne.[Transnational Counselling] Cele i metody mi dzykulturowego doradztwa karier [Goals and Methods of the Multicultural Career Counselling] - Zeszyty informacyjno-metodyczne doradcy zawodowego [Informative and Methodical Brochures of Career Counselling,] Zeszyt 36 [Brochure No 36], Ministerstwo Pracy i Polityki Spoecznej - Departament Rynku Pracy,[Ministry of and Social Welfare – Department of Markets] Warszawa 2006 Baron J., Thinking and Deciding, 4th ed., Cambridge University Press, 2008 Bogaczyk D., Kompetentne pomaganie [Competent Assistance] [in:] Biuletyn Informacyjny WUP w Zielonej Górze [WUP Information Bulletin], Grudzie [December] 2005, Zielona Góra 2005 Buczuma-Zielonka J., Tyszkiewicz-Janik D., Programy szkole moduowych dla kadry publicznych su b zatrudnienia, [Module Training Programmes for the Staff of Public Employment Service] WYG International – Ministry of and Social Policy, Warszawa 2007 Cieslikowska D., Kownacka E., Olczak E., Paszkowska-Rogacz A. (ed.), Doradztwo zawodowe a wyzwania Mi dzykulturowe [Occupational Counselling vs. Intercultural Challenges] KOWEZiU, Warszawa 2006 Ertelt B.J., Schulz W.E., Handbuch Beratungskompetenz, Leonberg: Rosenberger, 2008, 2nd Ed. Gigerenzer G., Adaptive Thinking, Oxford University Press, 2000 Gigerenzer G., Gut Feelings, Allen Lane, 2007 Gigerenzer G., Peter M., Todd and the ABC Research Group: Simple Heuristics That Make Us Smart, Oxford University Press, 1999 Gigerenzer G., Selten R.,(Ed.): Bounded Rationality – The Adaptive Toolbox, The MIT Press, 1999 Gilovich T., Griffin D., Kahneman D., (Eds): Heuristics and Biases, Cambridge University Press, 2002 120 ! "! " # " Hastie R., Dawes R.M., Rational Choice in an Uncertain World, Sage Publications, 2001 Kahneman D., Slovic P., Tversky A., (Eds): Judgment Under Uncertainty: Heuristics and Biases, Cambridge University Press, 1982 Kahneman D., Tversky A., (Eds): Choices, Values and Frames, Cambridge University Press, 2000 Koehler D.J., Harvey N., (Eds): Blackwell Handbook of Judgement & Decision Making, Blackwell Publishing Ltd, 2004 Launikari M., Puukari S. (red.), Poradnictwo i Doradztwo Multikulturowe [Multicultural Counselling and Consultancy], Ministerstwo Pracy i Polityki Spo ecznej [Ministry of and Social Welfare] - Departament Rynku Pracy [Department of Market], Warszawa 2007 Leira A., Working Parents and the Welfare State, Cambridge University Press, New York 2002 Lichtenstein S., Slovic P., (Eds): The Construction of Preference, Cambridge University Press, 2006 Newell B.R., Lagnado D.A., Shanks D.R., Straight Choices, Psychology Press, 2007 OECD, The Global Competition for Talent – Mobility of The Highly Skillled, Paris Cedex 2008 Plessner H., Betsch C., Betsch T., (Eds): Intuition in Judgment & Decision Making, Lawrence Erlbaum Associates, 2008 Plous S., The Psychology of Judgment and Decision Making, McGraw-Hill, 1993 Pozna ski J., Ma e stwo i rodzina w czasach migracji [Marriage and Family in the Times of Migration] [in:] Pos aniec [The Messenger], No 9(2008), Dublin 2008 Rybi ski K., Globalny rynek pracy i jego granice. Przyczyny i skutki powstania homo sapiens globalus, [Global Market and its Limits. The Reason and Results of Creation of Homo Sapeins Globalus] [in] The Debate: ROBOTNICY 2020 – wizja rynku i rodowiska pracy w nadchodz cych dekadach [WORKERS 2020 – a Vision of the Market and Environment in the Coming Decades] Gda sk, June 10, 2006 St pniak B. C., Zarz dzanie równowag praca – ycie [Managing the Work-Life Balance] [in:] Marketing w Praktyce [Marketing in Practice], No 12 (118) December 2007, Warszawa 2007, p 86 Sundem G., Geek LogiK, Workman Publishing, NY, 2006

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6. Examples of Exercises that Can Be Used With Trainees

Case study 1 Brad, Sandy, Lola & Ellie Case Brad has been given relocation to the UK with his US firm. This is a five year contract and means a generous pay increase, good experience and chance to live in another country all expenses paid within easy distance to lots of exciting other European destinations. Brad, his wife Sandy and 2 girls Lola aged 9 and Ellie aged 6 are very excited at the prospect of living in Cambridge a famous university city in England. The parents, although haven’t been to Cambridge, have both visited the UK on holiday before and loved it. The quirky buildings, all that history, the eccentric people and the way they dress, the pubs, the pies, the funny accents and the beer! The departure date is in a few months and they can’t wait for the visas to arrive and escape the routine that their lives had become. Once at the airport they are jittery with excitement. The anticipation of being a part of a different culture, surrounded by countries that speak so many different languages, countries with old buildings and such a past full of kings and queens. Work had arranged the schools for the girls and Sandy had decided to settle in and help the girls to settle in before starting work herself. The first few weeks were brilliant. They were all euphoric. Every day was an adventure. New friends, new surroundings every weekend a trip to a different place and sometimes a flight to another European city. Then things began to change as time went by. The constant grey skies were beginning to take their toll. Sandy had started to look for work and was doing small part-time admin jobs that were boring her to death. The people were nice but the jokes about her accent were not funny anymore, the stereotypical comments about Americans she was finding more and more offensive. Her kids were missing their friends and family back home and complaining non-stop about how much they hated the food. What had looked old and interesting now seemed dusty and dirty. Her husband was working all the hours so she never saw him. The trips had ceased to happen but she actually didn’t feel like going anymore anyway. She began to call in sick quite often and then eventually stopped going into work at all. As soon as the girls went to school Sandy would go back to bed and only sometimes get up again when they got back. She had never suffered with depression before and wasn’t sure what was going on. She felt so lethargic and had no motivation what-so-ever. Brad couldn’t understand what was going on with his previously well-functioning wife. She had become snappy and moody. Her mood was rubbing off onto the girls who just stuck together at school not making any other friends. Brad doesn’t know how to deal with his once happy family and avoids coming home as much as possible.

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Case study 2 Saj Case Saj is 29, single and does Occupation Insurance sales for Royal Bank of Scotland. She’s thinking of moving to live and work in Dubai and want help to cope with the emotional transition of moving abroad. Although she describes herself as 'generally happy', Saj feels neither stretched by her work nor, having lived in Nottingham most of her life, her environment. She's toyed with the idea of moving abroad for the past two years, a change she's convinced will provide a much-needed 'adventure' plus multiple career avenues. Dubai is her ideal destination, despite her never having been there, because 'it's growing, dynamic, and I'd meet people from different cultures'. The fact that it's a Muslim country is a pull, too. 'I see Britain as very much my country, but I'd love to experience living in a Muslim one,' Saj says. 'Growing up in a western culture you only experience the polarities of everything; in a Muslim country, you'd see what it's like just being Muslim without it being an issue.' The first dilemma is what she'll do there: Saj has never identified her dream job. Despite loving her degree - politics at Birmingham University - she didn't pursue a political career. 'I was the first daughter to leave Nottingham for university, so it was quite a big deal and I felt a real push to return afterwards. But I didn't feel Nottingham was somewhere I could get into politics. I worked in call centres, did admin, anything, then started at the bank.' Now all she knows is that she wants a decent wage and 'to not look back, aged 40, and regret doing an unfulfilling nine-to-five'. However, as well as working with a careers coach to find a suitable job, Saj will need help navigating the rocky emotional road of relocation. 'The hardest thing will be leaving my family - that makes me very anxious,' says Saj. 'Leaving my friends will be really difficult, too. I do need to be away from everyone who knows me in order to flourish - but that prospect's also incredibly scary.'

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Tasks Before reading case studies get the group into smaller groups and give them five minutes to think of as many songs about living or going overseas as possible. This is a good way to energise the group and helps them to get to know each other. Ask the group if they could live anywhere where would they live (if someone says they wouldn’t then? (if someone says they wouldn’t ask them to pretend to be someone who would) Why? Get them to describe a typical working day. How long would you like to work there for? What would you do in your spare time? Would you be going alone or would you be taking your family? What would you miss about home? Discuss in small groups then some feedback in big group. Talk about personal experiences (even holidays if never worked abroad) Brain storm potential problems people may face when leaving their home countries e.g.: • Impact if going alone • Impact if going with family (returning home children may speak host country’s language better) • Impact of coming home • Support for incoming migrants (especially from very different cultures) • Culture shock • Reverse culture shock Look at the PowerPoint presentation - can download it on under Brain Drain Brain Gain) either in one group or broken down into smaller groups – they can present to each other and discuss. Look at the case studies – do role plays in threes where one person is the client, the other is the counsellor and the third person observes, make notes and gives feedback. Look at the example of the coach for the 2nd case study and discuss. Why do some people have an easier time than others? “How would you feel if…?” game… you couldn’t buy your favourite food, understand TV, wear what you want? etc. Use clips of films to demonstrate a point e.g. The Namesake, In America, Avalon, Hester, Street, Sweet Land, God Grew Tired of Us, Everything is Illuminated, Dirty Pretty Things, The Joy Luck Club, What's Cooking. If possible ask a couple of guests to come and tell of their experience and ask the group to ask questions and then discuss in smaller groups how you would advise these people at different stages of their move. Give groups a video camera to go out and find someone to interview who has either worked abroad or is a foreigner working here. How to coach people leaving How to coach people coming in Issues with families – spouses – children

Saj’s Career and Life Coaches Read in groups and discuss. Do you agree? Would you do anything differently? 124 ! "! " # " Career Coach … My approach is very logical and practical and can help people like Saj cut through the 'emotional fog' that often confuses decision-making at this stage. She's questioning her decision to relocate, but that's a natural reaction. Luckily Saj is flexible and realistic, which is great. To identify the job she wants in Dubai, she needs to ask herself: 1) What do I enjoy doing? 2) What am I good at? 3) What would my ideal job description be? Saj wants to be having interviews by March, so the next step is producing her 'marketing material', a CV that will attract that ideal job rather than simply list her experience. She'll then need to research the legal situation of working in Dubai and identify reputable agencies to secure work through. Before then, I've asked her to fill in a questionnaire to establish her wider life needs, eg friends, family or environment - what makes her life here 'work' so she can get those things in place overseas. Career-wise, relocating can be a positive, but if Saj does a job below her capacity in Dubai it'd have the same effect CV-wise as doing that job here, ie she could look like she's bombed out. She may not be able to enter at the same level, but it's the degree of difference she must monitor. First steps to relocating abroad: • Ask yourself if you're moving overseas for positive reasons, not to escape a negative. You will need to be very robust psychologically. • Don't dismiss on-spec applications. If there's an organisation overseas you'd love to work for, don't just zap off an email: treat it like any formal application and send it to the right person. • If your job is no longer a fit, you may just need to change sector, not relocate – e.g. doing marketing for a charitable rather than a financial organisation. Life coach … Right now Saj is bored and wants adventure, but is naturally fearful. This need for newness isn't just typical of her age. We experience stages of 'wanting more' in our late twenties, mid- thirties, forties and fifties. And with change there's the dual emotional reaction of excitement and fear. It will be a challenge meeting new people and being in a new place, and Saj will probably miss her family. If you're relocating, acknowledge that you may experience loneliness but trust that you will manage and meet people. You can also work a visit back home into the design of your relocation from day one. The next step for Saj would be to explore and manage the fear she's experiencing. But for now she needs to approach this decision like climbing - there's still the adrenal charge even if she just takes one step at a time. And she must remember she can always change her mind. Even if she gets as far as interviews then decides not to go, it will still have been worthwhile. In terms of learning about herself, the process is as important as the result. First steps to coping with the emotional transition of moving abroad: • Your family will be upset to some extent. Even if they want you to go they will have withdrawal symptoms. Let friends and relatives express their love and concerns, then offer reassurance in terms of when you will next speak to and see one another. • Most people are naturally drawn to a certain location. But ensure that you're not working within the framework of a fantasy, that the things you're looking for are available to you there. Explore the cultural differences and how they will affect you. • Be completely honest with yourself in terms of why you're leaving. If it's due to a shattered relationship, for example, taking a sabbatical or even just a holiday could be sufficient. Even if you're not trying to escape something, can you really not achieve your dreams here? 125 ! "! " # "

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127 Overview on

Course 1: Introduction to informal competences and skills Course 2: Validation of informal competences and informal/non-formal learning

These courses are aimed at counsellors who are faced with clients who want to leave their home country and work abroad. Needless to say that these counsellors will have to engage in a meaningful relationship with their clients and in doing so, they will able to rely on the information and advice available to them in the different modules the various partners of the “Brain Gain - Brain Gain” project will have provided. There is however one very important issue the other modules focusing for example on decision making processes or counselling techniques have not touched and that is the domain of the competences those clients who express the intention to live and work in another country must possess if they are to stand a chance of making it abroad. Fact is that one if not the most important reason why people do not make it in the country they have travelled to looking for employment is that they did not, when leaving, have any or sufficient information on what to expect when arriving at their destination. Furthermore they also had little or no idea of what competences were in demand and whether their own competences would be officially recognized in the first place and, if that were to be the case, whether they would be sought after at all. The courses illustrate the information regarding “other” competences counsellors must give clients wanting to try their luck abroad. Within the scope of the module “other” of other competences refers to:

• Informal and non-formal learning • Social (or extra) skills and competences Intercultural skills Organisational skills (e.g. team work) Certificates (e.g. certificate in first aid) Since vocational counselling is not well developed in Turkey, this module is designed as an explanatory and informative module.

128

1. Course 1: Introduction to Informal Competences and Skills

1.1 Learning Objectives

• Counsellors are familiar with non-formal and informal qualifications (TAX 2 – foundation competences) • Counsellors are familiar with concepts of non-formal and informal learning (TAX 2 – foundation competences) 1.2 Unit 1: Social Skills and Competences The main issue of this unit is the domain of the competences those clients who express the intention to live and work in another country must possess if they are to stand a chance of making it abroad. Therefore, this unit focuses on different types of competences in order to differentiate “other” competences from core competences. Defining such competences can improve the level of information on “other” competences that BD-BG counsellors (University Career Services Counsellors) must give clients (students) wanting to try their luck abroad. A competence is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively in a specific language is a competence that requires an individual’s sound knowledge of that language. Competences usually fall into two categories: technical or functional competences, and personal functioning competences (Dubois and Rothwell, 2000). The main focus of this unit is on informal/social competences which can be considered as personal functioning competences. These competences which can be regarded as extra skills may refer to wide range of skills: • Social skills: Social skills and social competence determine our ability to handle relationships – to understand, appreciate, cooperate and influence others in ways good for the group and good for ourselves. • Intercultural competence: Intercultural competence is the ability of successful communication with people of other cultures. A person who is intercultural competent captures and understands, in interaction with people from foreign cultures, the specific concepts in their perception, thinking, feeling. • Organisational skills (e.g. team work) • Certificates (e.g. certificate in first aid)

129

1.3 Unit 2: Non-formal and Informal Learning

People are constantly learning everywhere and at all times which leads to additional skills, knowledge and/or competences for all individuals. Different types of learning with respect to the contexts in which learning takes place: • Formal learning: Formal learning is always organized and structured (takes place in specific institutional contexts), and has learning objectives. From the learner’s standpoint, it is always intentional i.e. the learner’s explicit objective is to gain knowledge, skills and/or competences. Typical examples are learning that takes place within the initial education and training system or workplace training arranged by an employer. • Non-formal learning: Non-formal learning is intentional, based on a deliberate choice made by an individual (in cooperation with the person responsible for their training). It refers to specific activities (e.g. learning how to dance or to play an instrument); the knowledge acquired is mainly connected to an action and implies an aim. In some countries, the entire sector of adult learning falls under non-formal learning; in others, most adult learning is formal. • Informal learning: Informal learning is never organized, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. It is often referred to as learning by experience or just as experience. The contents of informal learning are neither systemized nor organized. The idea is that the simple fact of existing constantly exposes the individual to learning situations, at work, at home or during leisure time for instance.

1.4 Methodology – Proposals

Lecture: Input – an explanatory presentation on skills gained through non-formal and informal learning. Aids: A projector for transparencies or a PowerPoint presentation.

130

2. Course 2: Validation of Informal Competences and Informal/non- formal learning

2.1 Learning Objectives

• Counsellors are aware of validation strategy of non-formal and informal learning in European policy context. (TAX 2 – foundation competences) • Counsellors are aware of national motives for pursuing the validation of non-formal and informal learning. (TAX 2 – foundation competences – supporting competences) • Counsellors are able to provide information regarding “other” competencies to clients wanting to try their luck abroad. (TAX 3 – client-interaction competences) • Counsellors are able to show the importance and various ways of marketing non- formal and informal learning skills to their clients. (TAX 3 – client-interaction competences)

2.2 Unit 1: Validation and Recognition of Non-formal and Informal Learning in Europe

Validation of non-formal and informal learning is increasingly seen as a key to realise lifelong learning. In the last decade making non-formal and informal learning visible has been at the forefront of many public policies in the European Union. According to the European legislation “Recognition of non-formal and informal learning (in the field of youth)”, these kinds of learning are important because they (please see http://europa.eu/scadplus/leg/en/cha/c11096.htm):

are complementary to the formal education and training system;

have a participative and learner-centred approach;

are carried out on a voluntary basis and are therefore closely linked to young people's needs, aspirations and interests. By providing an additional source of learning and a possible route into formal education and training, such activities are particularly relevant to young people with fewer opportunities;

take place in a wide and varied range of settings. European countries are divided into three main groups* First, those countries where validation has become a practical reality for individual citizens. Second, those countries where validation is emerging as a practical reality Third, those countries where activity is low or non-existent (Turkey is one of them).

131 Based on debates at the Portuguese Presidency conference on valuing learning (November 2007), 10 key points relevant to the future development of validation are listed and discussed*. Common European Principles for identifying and validating non-formal and informal learning*

132 An integrated view of validation in Europe

* For relevant information and documentation on validation in European policy context please refer to CEDEFOP’s “Validation of non-formal and informal learning in Europe: A Snapshot 2007” available at http://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/493/4073 _en.pdf

2.3 Unit 2: Europass The Europass is a single portfolio enabling citizens to provide proof of their qualifications and skills clearly and easily anywhere in Europe. It comprises five documents designed at European level to improve the transparency of qualifications. The Europass is one of the EU's three main instruments to support mobility. It is a portfolio of five documents and enables citizens to provide proof of their qualifications and skills clearly and easily in the Member States of the EU, the candidate countries (Bulgaria, Croatia, Romania and Turkey) and Iceland, Liechtenstein, Norway and Switzerland. It thus complements the Ploteus site, launched in 2002, which contains information on education and vocational training opportunities throughout Europe, as well as the European vocational training framework which is currently being implemented.

133 The Europass initiative is supported by an Internet portal administered at Community level. This site allows citizens to draw up their own Europass CVs and language portfolios and to find out about the other Europass documents. The Europass websites is available in 26 languages (including Turkish) and it comprises the following elements: Europass - Curriculum vitae (Europass-CV) This is an improved version of the European CV created by the Commission in 2002. The Europass-CV model, the central element of the portfolio, was designed to illustrate people's skills. Europass - Mobility Using a common European format, the Europass-Mobility records all periods of transnational mobility for learning purposes, at whatever level: company placement, semester studying at a university or any other training experience. It replaces, with a much wider scope, the Europass-Training . Europass - Diploma supplement The diploma supplement contains information on the holder's higher education pathway. It describes the nature, level, context, content and status of any courses successfully completed. However, it does not replace the original diploma. Developed jointly with the Council of Europe and UNESCO, it is completed by the issuing body and presented at the same time as the diploma. The diploma supplement comprises eight parts providing information on the holder, the diploma, the level of the qualification, the content and results obtained the function of the qualification, the certification of the supplement and the national higher education system. Europass - Certificate supplement The certificate supplement describes the vocational qualifications of any person holding the vocational training or education certificate to which it refers. To this end, it provides, inter alia, information on the skills acquired, the range of vocational activities available, the certifying bodies, the level of the certificate, the entry qualifications required and opportunities for gaining access to the next level of training. It does not replace the original certificate or constitute an automatic recognition system. It is issued by the competent national authorities.

134 Europass - Language portfolio The language portfolio enables citizens to present their linguistic and cultural skills. It provides specific information on the holder's language abilities, in accordance with Europe-wide standards, his or her experience in each language and a file of personal work to illustrate the level reached.

2.4 Unit 3: Identification and Marketing of Other Competencies

This unit provides guidance to counsellors in identifying and marketing other competences of clients with examples from Europass. Therefore, with this unit, counsellors are able to show the client how to use their other informal competences in job applications in Europe through the example of Europass CV. The Europass CV has six parts:

135 The sixth part of Europass CV is “Personal skills and competences” focusing on skills gained through non-formal and informal learning.

In order to improve the chances of success of their application, the applicant should provide information on the following skills in their CV: Social skills and competences: Living and working with other people, in multicultural environments, in positions where communication is important and situations where teamwork is essential (for example culture and sports), etc. Organizational skills and competences: Coordination and administration of people, projects and budgets; at work, in voluntary work (for example culture and sports) and at home, etc. Artistic skills and competences: Music, writing, design, etc. Other skills and competences such as intercultural competences

136 An example of a CV from the Europass website:

Guidance on how to use and market these skills is important because Clients consider these skills as being useless; Clients do not have sufficient information on where and when they can be of proper use; Informal learning experiences support formal learning experiences.

2.5 Methodology – Proposals

Lecture: Input – an explanatory presentation of the following issues with examples: Validation and recognition of non-formal and informal learning (in Europe) Europass CV Identification and use of personal skills and competences Aids: A projector for transparencies or a PowerPoint presentation.

137 Sources: • Europass, http://europass.cedefop.europa.eu/ • http://europa.eu/scadplus/leg/en/cha/c11077.htm • http://europa.eu/scadplus/leg/en/cha/c11096.htm • http://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/493/4 073_en.pdf

Examples of exercises that can be used with trainees

Case study 1 Ahmet Counsellor University Career Services Counsellor Client Male; 26 years old; engaged Profession A graduate student in Clinical Psychology and working as a psychologist in a Centre Concern Ahmet is doing an MS in Clinical Psychology and working part-time in a Centre. He is specialised in family therapies (especially families of schizophrenics). Ahmet wants to work as a psychologist and do his PhD in Clinical Psychology in an EU country. After completing his current MS study, he is planning to pursue a new career in Europe as a clinical psychologist. He thinks that he has sufficient work experience as he has been practising his profession since the third year of his BS study in Psychology. He is also planning to get married to his fiancée to take her with him. He needs to save some money before leaving Turkey. He wants to go to Europe as soon as he finishes his MS study. Otherwise he will have to do military service which means ‘losing’ a year. Ahmet doesn’t know yet how long he will stay and work in the other country, but he wants to study for at least for 3 years for his PhD He asks the counsellor for advice as an expert on: 1. Equivalence and recognition of his certificates and work experience as a psychologist. 2. Salary and living costs in different EU countries. 3. Working conditions in private and public hospitals and other health institutions. 4. Required knowledge of languages (his level of English is advanced). He will need to take courses in languages other than English. 5. Counselling/information services and networks for assistance in the countries of destination. 6. Postponement of military service while working and studying abroad. 7. Ahmet also asks the counsellor in which EU countries there is a shortage of clinical psychologists. 8. Ahmet also needs information regarding his wife who will accompany him. 9. Ahmet asks the counsellor to give him clear advice how to make a decision that could serve as a basis for long-term career planning.

138 Case study 2 Lale Counsellor University Career Services Counsellor Client Female; 24 years old; planning to get married soon Profession A Media and Communication Graduate, she has been working for a Content Management and Consultancy Company for the last 8 months. Concern Lale graduated from the Media and Communication Systems department 2 years ago. She has worked for a TV channel for one year and she has been working as a correspondent for a Content Management and Consultancy Company for the last 8 months. She was born in Germany and studied there until she returned to Turkey for her university education. After completing her undergraduate studies she decided to stay and work in Turkey. As she was born in Germany, she is bilingual (Turkish- German). Lale was accepted into a 2-year MBA programme in Germany. She wants to take up this opportunity and later hopes to work in Germany in the field of Content Management. Lale does not know yet how long she will stay and work in Germany, but she definitely wants to go back to Turkey after some time. She also wants to get married after completing the MBA programme. Her father lives in Germany. He has a jewellery shop there. Her mother lives in Turkey with one of Lale’s sisters. Lale’s other sister lives with her father. Her mother makes regular visits to Germany. She asks the counsellor for advice as an expert on: 1. Equivalence and recognition of her university degree in Germany. 2. Future of Content Management business in Germany. 3. Comparative knowledge regarding Content Management business in Turkey and Germany. 4. Counselling/information services and networks for assistance in the country of destination 5. Lale asks the counsellor to give her clear advice how to make a decision that could serve as a basis for long-term career planning.

139 These real life cases underline the following issues: Clients generally ask about recognition of their formal skills and competences. Clients are not aware of the importance of informal skills and competences. Counsellors should provide information to clients on how to use informal skills and competences. Counsellor should have knowledge on recognition and validation of non-formal and informal learning skills in Europe.

2.6 References

Atalay, Süheyda ve Ali Uzay Peker, Europass: Bologna Guide (in Turkish), www.bologna.gov.tr/documents/files/Ali_Uzay_Peker_Europass.pdf Europass CV Writing Guide (in Turkish), http://europass.cedefop.europa.eu/img/dynamic/c1345/type.FileContent.file/CVI nstructions_tr_TR.pdf Dictionary of Educational Terms for EU education programmes (in Turkish), http://www.dpt.gov.tr/abegp/leonardo/belgeler/sozluk.doc Bjørnåvold, J., Making Learning Visible: Identification, Assessment and Recognition of Non-Formal Learning in Europe. Thessaloniki: Cedefop, 2000. Duvekot, R., Scanlon, G., Charraud, A-M., Schuur, K., Coughlan, D., Nilsen-Mohn, T., Klarus, R., & Paulusse, J. (Eds.), Managing European Diversity in Lifelong Learning – The Many Perspectives of the Valuation of Prior Learning in the European Workplace. Nijmegen/Vught/ Amsterdam: HAN University, Foundation EC-VPL & Hogeschool van Amsterdam, 2007. Duran, Ahmet, “Critical Analysis of Some Selected Concepts in the Field of Educational Studies” (in Turkish), Journal of Institute of Social Sciences, Mugla University, Vol. 10, Spring 2003. http://www.mu.edu.tr/sbe/sbedergi/dosya/10_1.pdf Korkut, F., “Attitudes Toward Teaching Prevention and Developmental Issues Among Turkish Counsellor Educators”, International Journal for the Advancement of Counselling. 27(1), 2005, 111- 123. Korkut, F., “Counsellor’s thoughts and practices related to career guidance and counselling”, Hacettepe University Journal of Education, 32, 2007, 187-197. Korkut F. and Mızıkacı, F., “EU, Bologna Process and counsellor education in Turkey”, Educational Administration: Theory and Practice, 53, 2008, 99-122. Validation of non-formal and informal learning in Europe: A snapshot 2007, CEDEFOP, 2007. Europass: Serving citizen mobility http://europa.eu/scadplus/leg/en/cha/c11077.htm

140 Schneider, S.L. (ed.),The International Standard Classification Of Education (ISCED – 97) – An Evaluation Of Content and Criterion Validity for 15 European Countries. Mannheim, Universitaet, 2008. http://www.euroguideval.org/choix.html Leonardo Project developing standards and training materials for people working with the recognition and assessment of non-formal learning.

Overview on courses 3 - 5

The term ‘assessment’ is very closely related with a career counsellor’s profession. Especially in the Brain Drain – Brain Gain counselling it has a multifunctional application that helps evaluate and assess clients’ perspectives and chances of fulfilment within the life and career transition. The assessment process is a complex, interdisciplinary activity for the systematic collection of information about the clients. It becomes more complex as it reflects the BD-BG aspect. Here the counsellor has to consider the different cultural, educational and market contexts and how the client is going to fit in it. Assessment is conducted in several stages in the counselling process. During the first clients’ interview, the clients’ needs for counselling are subject to assessment and in addition career development goals are defined. Furthermore, assessment helps diagnose problems, assess interests, values, professional degree, personal qualities and skills. Assessment is a method also used to check the extent to which the designed action plan is in unison with goals set as well as to analyze whether the client’s needs for development are satisfied at the end of the process. Assessment is done not only in regard with the client but also in regard with the career counsellor’s work (regular self-assessment). In the current module the mostly used methodologies for abilities and skills measurement and interests’ assessment in counselling process will be presented. Multicultural context of their usage and need for development of the methodologies in order to meet the needs of the multicultural character of today’s communities will be also discussed. The courses are Course 3: Types of assessment instruments Course 4: Stages of assessment elaboration process Course 5: Multicultural context of ability measurement and interest assessment

141 The main areas for the counsellor’s attention, in order to get enough information for a precise diagnosis, refer to skills, abilities, personality and interests. The same areas are assessed in BD – BG counselling in the light of the multicultural situation. Accordingly the BD – BG counsellors should consider also the following assessment areas: differences in the environment of the above mentioned categories’ application as well as client’s linguistic competencies, cultural and behavioural competence in regard with the professional life in the country where the client will work, influential factors such as family, religion, orientation towards native country’s dominating criteria in decision making or those of the current culture, etc. However, no matter the type of activity, the counsellor can use these instruments – in fact, their selection depends on the counselling problem and on the strategy decided by the specialist. The career counsellors can generally use two assessment methods during the process: a non-standardized form (or qualitative, informal) and a standardized one (formal, quantitative).

3. Course 3: Types of Assessment Instruments 3.1 Learning Objectives

• The BD – BG counsellor is familiar with the main areas for a precise diagnosis concerning career guidance and advice giving refer to skills, abilities, personality and interests. (TAX 2 – foundation competences, client-interaction competences) • The BD – BG counsellor learns to use only those instruments that have been adapted for the target populations (BD – BG). (TAX 3 – foundation competences) • The BD – BG counsellor learns to exercise critical judgment when they use standardized assessment tools and methods in the context of BD – BG. (TAX 3 – foundation competences) • The course gives the BD – BG counsellor an overview of approaches to an assessment of vocational interests and testing of vocational abilities from multicultural perspectives. (TAX 3 – foundation competences)

3.2 Unit 1: Formal Assessment

The standardized instruments are based on statistic calculation and reporting to the group and have formal procedures to administrate and score, those procedures cannot change anytime the test is administrated. The standardized assessment instruments are designed to collect objective information about the client (personality and behaviour features). The instruments that are mostly used are the formal interviews and tests. Moreover, the computer tests started to be widely used – self- applied or with a trainer. Implementation of standardized tests requires specific training. The advantages of these methodologies are that they provide comparatively reliable results which can be compared with defined norms of population. Implementation of standardized tests has its limitations. 142 Organizations publishing collected tests impose the limitation for selling part of tests only to qualified specialists. Accordingly BD – BG counsellors should acquire the necessary education and experience and receive certain training in order to use standardized questionnaires in their practice and correctly and adequately interpret the results.

3.3 Unit 2: Informal Assessment

Informal assessment instruments generate information about the individual through means less structured than standardized tools. The non-standardized assessment instruments are related to the individual behaviours analysis (by observation) or to the personal statements analysis, which are related to ones feelings, interests, attitudes, experiences. There are no formal procedures to administrate or interpret the results of the application of those instruments, for this, the counsellor uses their personal and professional skills to analyze and interpret. Those instruments are generally developed by the investigator, for a certain counselling situation, that is why they are less structured and less relevant for many of the situations. In this regard and taking into account the characteristics of working with immigrants and emigrants informal methodologies are more relevant and more frequently used in BD – BG counselling despite their disadvantages.

3.4 Unit 3 Interview We assume the interview as a separate assessment method because it can be structured, half-structured or not structured and formal, semi-formal and informal. The interview is a basic method in counselling process and is also used for comparison of the results from other methods implemented. The interview appears to be the most applied method in BD – BG counselling for immigrants and emigrants because of the lack of elaborated methodologies.

3.5 Unit 4: Interest Assessment Tests Usually these inventories can help answer the questions, "What do I want to do?" and "How do I get there from here? “ There is a clear distinction between abilities and interests (as preferences for some activities). These instruments help to compare the scores obtained by the client regarding the vocational preferences with those of some people who activate in all professional sectors.

Examples: • The Strong Interest Inventory (SII) is the most widely used interest inventory in the history of career measurement. It is useful in making educational and career plans. The SII measures clients’ degree of interest in career fields and compares their general interests with people presently employed in those fields. It may be used to help the immigrants and emigrants understand their work interests and to show some kinds of work in which they might be comfortable. 143 • Campbell Interest and Skill Survey (CISS). This inventory is a survey of self- reported interests and skills. It is designed to help clients understand how their interests and skills relate to basic job interest orientations and specific occupations. • Self-Directed Search (SDS). A self-scoring inventory, based on John Holland’s personality typology, the SDS will help clients understand how their interests relate to occupational themes and specific jobs and college majors. • Kuder Occupational Interest Survey (KOIS). Offers intra-individual comparisons. It is similar to Holland’s six themes. Interest inventories can be used in guidance programs, educational exploration, vocational planning, job selection & placement.

All mentioned Interest assessment tests may be used in their standardized form when working with immigrants. This will help evaluate the extent to which the achieved results for a certain client are commeasurable with the rates for the relevant population. The use of these methodologies and achieved results when working with emigrants should be related to the rates for the country the client will study and/or work.

The informal methodologies that may be used for interests’ assessment are: • Checklists or structured worksheets For example, the BD-BG counsellor can create a list of professions and jobs which the client can range by the extent of preference. In BD – BG counselling these lists and questionnaires should include updated professions and jobs for as well as to be in accordance with the specific characteristics for the job positions in the relevant country. The extent to which client is aware of professions’ classification in a given country can be evaluated with such lists. • Developing lists Clients can be offered a list of professional areas, skills, qualities in which they are interested in developing and which are in accordance with market characteristics and requirements for a given country. It is important to assess the areas the immigrant/emigrant has interest and needs to develop. • Biographical data’s analysis Information for favourite spare time activities, schools graduated, courses and interests in different life stages of the client are analysed. In BD – BG counselling the biographical data analysis may be used to assess the beliefs which predetermine professional interests and values of the client, influential factors for the professional life up to now, criteria for decision making, etc.

144 • Interviews Questions are included purposefully in order to define areas, activities, etc. In which the client is interested to develop themself and also to check the information collected by using other methodologies. Applying the interview BD – BG counsellors may evaluate areas such as cultural and behavioural competence for professional life in the country from which the client comes from or to which they are going as well as stereotypes and prejudices that may be manifested in the new cultural environment.

It is important to point out that career development depends not only on the certain professional interests and values. It is significantly influenced by personal, family, religious, economic and political interests and values. BD – BG counsellors should take into account their influence in the client’s assessment. The most suitable methods are the informal ones – specially designed questionnaires and interviews. Exploring these additional interests and values BD – BG counsellors will touch the client’s beliefs relating to starting a new job in a new cultural environment. For example a client from India wants to start a new job in Great Britain because he thinks that he will earn much more money there. His career development is influenced by economic interests. Similar situations will put the BD – BG counsellor in a position to assess the reliability of the client’s information and update it if necessary.

3.6 Unit 5: Ability Measurement Tests

Ability tests are recognised as the single best method of predicting job success. Ability tests measure a person’s potential, for instance to learn the skills needed for a new job or to cope with the demands of a training course, to assess potential candidates in terms of their overall intellectual potential and build a profile of their individual strengths and weaknesses. Ability tests are prospective: they focus on what the person is capable of achieving in the future or their potential to learn.

There is a body of research to suggest that cognitive ability testing is the most robust predictor of job performance and that the validity of this predictor rises as the complexity of the job rises. The main types of ability test used are: • Tests of General or Global Ability (also called "g", intelligence, IQ) • Tests of Specific Cognitive abilities (Abstract Reasoning, Verbal Reasoning, Numerical Reasoning) • Tests of Psychomotor abilities and specific aptitudes (vision, hearing, motor dexterity, artistic ability, mechanical ability, management potential, leadership potential etc.) 145 Tests of general/global ability or 'g' attempt to measure a person's ability to problem solve, analyse, understand and adapt to new situations or challenges. They usually produce an IQ score or measure of 'g'. In BD-BG counselling setting tests of this type can be "short versions" with the emphasis on gaining a better understanding of a person's general strengths and weaknesses in relation to other graduates, rather than deriving an IQ type score. Tests of Specific abilities attempt to measure the depth and nature of particular strengths and weaknesses in subject or job related areas. Typically these involve high level cognitive processing, complex problem solving, analytical reasoning, verbal reasoning, abstract reasoning and information checking. In some instances tests may extend to visual acuity, motor dexterity, mechanical reasoning and other psychomotor domains. The choice of test is largely dependent upon the context and nature of the role. For graduate positions, many companies tend to use a broad battery of tests to get a feel for a person's abilities in different areas, so as to help them assess where an applicant might best be suited. A battery of tests is likely to include tests of vocabulary, numerical reasoning, verbal reasoning, abstract problem solving or critical reasoning, in conjunction with personality and values questionnaires. It may also include tests of management and leadership potential, or mechanical or clerical aptitudes. Visual, motor, and tests of artistic ability are not usually included in standard multiple aptitude batteries due to their specificity and cost. The use of informal abilities’ assessment instruments in BD-BG counselling should again be in accordance with the standardized rates for the relevant population in which the client will work and live. For abilities assessment informal methodologies can be used. Relevant to the BD-BG counselling goals are: • Observation - of skills being demonstrated is an instrument that is related to very important BD-BG counsellors’ competencies – observation skills, attention to behavioural details (verbal, nonverbal). Counsellors should observe the availability of culturally determined behaviours that may have negative influence in a new environment. • Self-observation – clients define to what extent they possess certain abilities and skills. Based on this the BD-BG counsellor may also draw out the influence of the norms and stereotypes of the cultural and professional environments the client is coming from. It will also show whether there are differences between the requirements for relevant skills and abilities for a certain job position in the country from which the client comes from and the country they will live and work. • Group or individual activities – may be used for assessment of transferable skills – common or transferable skills which can be transferred from one profession or area to another as well as for assessment of different practical,

146 verbal, non verbal abilities, cases for assessment of decision making abilities, work under pressure, etc. Transferable skills assessment when working with emigrants and immigrants should be in accordance with the market requirements and the future professional community and environment characteristics. The BD – BG counsellor should take into account the organisation the client has been working for until now, what the transferable skills necessary for a certain job position were and whether they are relevant to the new professional situation or whether the client needs to acquire new employability skills. It is very important for the BD – BG counsellor to define what the client understands in regard with employability skills – for example how the client understands teamwork or whether their culture allows asking for support in a difficult situation. Transferable skills assessment will define the work approach with the client in order to harmonize the understanding of the set of characteristics and qualities included in a given transferable skill and the new cultural and professional environment. The table below is an example for a list of skills which the client can self-assess or that can be given to a friend, former employer or colleague. Use the table to complete the list of your qualities with the ones you want to develop as well as with the relevant goals and actions.

147

Level

Skills Country specific Skills Area Area Skills High Average Low • Plan and arrange • Delegate responsibility • Order

• Attend to visual detail • Assess your own work as well as that of peers or co-workers • Use databases or software to organize and present

Management Management information • Flexibility Manage multiple tasks, prioritise •

• Listen-answer questions • Provide information • Accept input

• Write correspondence, reports, records, and technical or specialized documents • Present information to large/small groups • Convince others to adopt your ideas • Negotiate

• Foreign language (one) Communication Communication • Express yourself confidently and creatively • Communicate electronically-use the web and email to present and exchange information • Analyse problems • Manage abstract issues • Identify several solutions to the same problem and choose the appropriate alternative • Use critical judgment to determine cause and effect relationships • Set and attain goals Problem-solving • Creative thinking ("outside the box") • Lead or direct a team • Appraise and evaluate others' work • Resolve problems and conflicts

• Motivate people • Encourage/support others • Understand/respond to the work environment and people's needs • Work well with different people

• Teach or train peers Human relationships relationships Human • Investigate and record findings • Work diligently and patiently • Manage obstacles-be persistent and resourceful

• Use CD-ROM and on-line databases

Learning Use the web to conduct research •

148 Questionnaires and lists for assessment of other abilities and skills can be created in a similar way. BD – BG counsellor should discuss with the client the meaning of terms or concepts during the elaboration of such lists and questionnaires. It will ensure the client understands of the meaning which the counsellor has put into them.

The RIASEC model should be pointed out as a methodology for surveying interest and abilities. The model is based on the J. L. Holland theory. Holland differentiates 6 types of personalities in accordance with their ways of acting in the society that are reflecting their basic orientation: realistic, investigative, artistic, social, enterprising and conventional (RIASEC). Holland states that people tend to favour the environments which better match their personality and gives them the possibility to fully express their desired abilities, skills, interests, values and roles. All RIASEC types exist in every one but one of them tends to be more expressed – dominant. A very important aspect of abilities assessment is the client’s job searching and finding abilities and skills assessment. It has a great significance in BD –BG counselling for updating the client’s information with regards to means and methods for searching for and finding a job relevant for the country they will work in. For example in Bulgaria it is quite common practice for people to actively use their social networks when searching for a new job whereas it can be unacceptable for other countries. Submitting documents when there is no vacancy announced can be common practice in some countries and not a recommendable approach in others.

149

4. Course 4: Stages of Assessment Elaboration Process

Test interpretation function is concentrated on success prognoses. Similarities between test profiles of clients with the same occupation are compared. Systematic work including test results in counselling can be done in the following way:

BD-BG counsellors present selected test profiles to the client beginning with available interests because they affect the sense of ones own value less than ability tests. Afterwards expressed interests are related to test assessment for intelligence, special skills and need for achievement. This process of comparison is aimed at showing which interests and abilities are congruent and in this way to create a realistic basis for professional development choice.

4.1 Learning Objectives

• Counsellors are able and motivated to transfer methods of diagnosing and assessment in BD – BG with cultural sensitivity. (TAX 3 - foundation competences, client-interaction competences) • Counsellors are able to provide personal data analyses, structured interview, interest and personality inventories, and assessment centres. (TAX 4 – foundation competences, client-interaction competences) • Counsellors are skilled to construct and conduct interviews: face-to-face interview, telephone interview, and video – conferencing interview, related to diagnosis in BD-BG counselling. (TAX 4 – client-interaction competences)

4.2 Unit 1: Selecting and Applying Assessment Instruments

Usually, in selecting and applying assessment instruments, we follow the next steps: • Determining that the instrument will generate useful information in accordance with BD – BG counselling characteristics to aid in planning • Selecting the appropriate instruments in accordance with the client’s linguistic and cultural characteristics. • Preparing the clients for the assessment process. • Administering the test selected • Scoring the instruments. • Selecting the appropriate norm and reference groups – if possible relevant for the country the client is going to when emigrants are being counselled. • Profiling test results. • Interpreting the test results to the client. • Developing a written report of instrument interpretation. • Exploring educational, vocational and personal options, using information generated from the applied instrument and other sources. • Formulating and individualized written plan of action and intervention strategy.

150 4.3 Unit 2: Potential Errors in the Assessment of Performance Counsellors need to be aware of the potential sources of error when observing/rating performance. Some of the most common tendencies are the following: • Over-dependence on formal testing and neglecting informal assessment methods. • Not enough attention to the interpretation actions. • Too much emphasis on measures of achievement and too little on measures of interests, aptitudes, work values and career maturity. • Inappropriate use of the instrument results. • Overemphasis on using assessment instruments for decision-making purposes rather than for better self-understanding. • Failure to properly guide clients in the administering stage. • Insufficient or inadequate information in the feedback stage of report delivery. Taking into account the BD – BG counselling characteristics we can add the following mistakes:

• Counsellors do not take into account the potential bias of the assessment instruments and use procedures and interpretation without taking into account cultural and linguistic characteristics of the clients. • Counsellors are not aware of current surveys in the assessment area and do not pay any attention to the cultural conditions when choosing instruments. • Counsellors are not properly acquainted with market possibilities in the country the client is going to and does not take into account its specifics when assessing client’s interests, skills and abilities. The tests are not sufficient for describing the interests, personal characteristics, abilities and skills. Therefore it is very important that the generated information is used together with the information for the environment from which the clients come or to which the clients go, personal skills and other data. That is why isolated conclusions for some parts of these aspects may be useless if the other results are not taken into account.

151

5. Course 5: Multicultural Context of Ability Measurement and Interest Assessment .Assessment includes the use of various techniques to make an evaluation; as has already become clear multicultural assessment refers to the cultural context in which the assessment is conducted, namely, the one in which people of differing cultures interacts. Although many of the measures most widely used have established reliability and validity only within White racial samples, these measures often are used inappropriately and unethically with populations from different cultures.

5.1 Learning objectives

• Counsellors understand standards for educational and psychological testing in different cultural backgrounds on BD-BG level. (TAX3 - foundation competences) • Counsellors possess working experience and intercultural sensitivity in transnational career counselling and assessment related to the life span. (TAX 4 – client-interaction competences) • Counsellors are able to adapt tests and other diagnostic instruments to BD-BG counselling on a professional level. (TAX 4 – foundation competences, client- interaction competences)

5.2 Unit 1: More Common Misuses of Assessments in Multicultural Contexts 1. "Assuming that labelling something solves the problem." Sedlacek (in press, a) has called this the "Quest for the Golden Label" problem. Using new terms (e.g., multicultural, diversity) does not mean we are doing anything operationally different with our measures. Westbrook and Sedlacek (1991) found that although labels for non-traditional populations had changed over forty years, the groups being discussed were still those without power who were being discriminated against in the system. 2. "Using measures normed on White populations to assess non-White people." Sedlacek (in press, a) discussed what he called the "Three Musketeers" problem, namely that developing a single measure with equal validity for all is often the goal of test developers. However, if different people have different cultural and racial experiences and present their abilities differently, it is unlikely that a single measure could be developed that would work equally well for all. 3. "Ignoring the cultural assumptions that go into the creation of assessment devices." Helms (1992) argued that cognitive ability measures are commonly developed from an unacknowledged Eurocentric perspective. Until there is more thought given to the context in which tests are developed, work comparing different racial and cultural groups using those measures will be spurious.

152 4. "Not considering the implications of the use of measures with clients from various racial and cultural groups." Professionals may not be adequately trained in determining which measures are appropriate to use with particular clients or groups. Sedlacek (in press, a) has called this the "I'm OK, you're not" problem in that very few professionals receive adequate training in both instrument development and an appreciation of multicultural issues.

5.3 Unit 2: Cultural Bounded Methods for Ability and Interest Assessment Results of implementation of standardized methodologies for abilities studying and interests assessment are culturally predefined because results are relative to foreign language skills. A very important part of the reliability and validity of the tests is connected with the elaboration of the questions which automatically is connected with the level of language competency and distortion of the results coming from incorrect understanding of the questions. The language is considered as one of the most important elements of intelligence and most of the measurement instruments in this area are strongly connected with language. Therefore in BD-BG counselling it is necessary to take into account very precisely the level of acculturation and language competency of the client. The language competency may be divided into interpersonal communication skills and cognitive skills.

A possible limitation or inaccuracy in achieved results may also originate from the acculturation level of the client and the similarity of their values and the dominant of the society values. Another limitation comes from the fact that norms usually only slightly comply with the ethnical groups as well as the fact that culturally defined tendencies for giving positive or socially desirable answers are almost not abided.

Other issues in clients’ assessment in multicultural context are also very important. They include the non verbal communication peculiarities, taking into account specific expectations and assumptions, similarities between clients and counsellors, assessment of the role of psychometric measurement, creation of the test situation and culturally defined behaviour when providing answers.

According to Shroeder (1993, p. 467) the counsellors face a dilemma in implementing tests in multicultural contexts: If they want to create a notion for the complexity of interests and abilities of a person in a way that provides a possibility to better show the personality, they should choose ways that avoid comparison of individual data of different persons when working with people with a foreign background. If the comparison is of great importance they should choose methods in which data for the complexity of abilities is limited.

153 5.4 Unit 3: Directions for Using Assessment Methods in BD-BG Counselling

Regardless of all limitations and problems mentioned above, the counselling goals require the usage of assessment methods for each client in order to provide: • Prognosis for the development of the client (extent of competitiveness, level of achievement, possible results, areas with probable difficulties); • Differentiation - to what extent the interests, abilities or values meet the requirements of the working or educational environment (in which educational or professional area they will achieve the best realization, to what extent they may fit the relevant work/cultural environment, etc.); • Monitoring of the client who helps the BD-BG counsellor in the assessment of the necessity of additional preparatory work with client before the interpretation of the assessment connected with prognosis and differentiation.

The issue of the implementation of relevant formal methodologies for assessments arises so that the limitations from the implementation in multicultural context can be avoided to a maximum. We do not want to commit ourselves with a simple answer to that question but we will rather give some directions that will certainly be useful in avoiding the limitations of the cultural context of their application. The first direction is the possibility only to add the results from the formal methodologies to the results from other methods for interests and ability assessments (informal methodologies) or another is to do additional surveys during the interview. For example, let us take a look at the Strong test for professional interests’ measurement. The test is formal and it must only be used in a standardised form. If the form is not available or the BD-BG counsellor is not trained to use it, they may create a list of professions and specialties relevant to the culture of the client or to the professions in their country and after the client completes them, the counsellor uses the results for a follow up discussion, a complex of the themes and questions we will survey. The language misunderstandings can be avoided in the same way because the proposed informal form of the test may allow more freedom in the implementation and a possibility for additional explanations of all the client’s questions. On the other hand it is possible to use only certain questions from a given test that we consider appropriate and with less culture dependence and which will be included in the interview. Language misunderstandings and cultural context limitations will be avoided in this way. Having in mind that formal methodologies are only used when they are standardised and only by specially trained specialists, it is a good idea to create a database. The database should include standardized methodologies used in different countries by relevant specialists or methodologies suitable for BD-BG counsellors in order to 154 provide online assessment of a client with the assistance of a colleague from the home country of the client. Work with clients from different ethnical groups may require a specific approach. Therefore it will be relevant for the BD-BG counsellors to work in a team together with specialists with experience in assessing representatives of specific ethnical groups.

5.5 Unit 4: Evaluation of Testing in BD-BG Counselling Here we will discuss tests to measure different abilities – talents, cognitive abilities, skills. Non-verbal test of this type are created – they include different mathematical, logical and other tasks. When non-verbal methodologies are used the possibility to avoid language and cultural limitations increases significantly. These tests include the so-called cultural-free-tests. Although elaboration of culture-free-tests offers a solution, several authors point out that the reduction and elimination of the language dependent parts will not be a great advantage.

It is important to outline once again that no matter which of the discussed approaches are used for the BD- BG counselling goals and implementation of standardised questionnaires or tests for abilities, skills and interests assessment, it is necessary to have in mind that the actions, interpretations and conclusions undertaken cannot be entirely based on the achieved results. They should be checked and further developed through other techniques. Demonstrating and expanding the above mentioned issues, there are several assumptions and proposals for improving the multicultural assessment as follows: 1 "Concentrate on empirical and operational definitions of groups, not just labels." Sedlacek (in press, b) has suggested that if members of a group receive prejudice and present their abilities in non-traditional ways, they can be considered "multicultural." He suggested the use of measures of racial attitudes and non- cognitive variables in making this determination. 2 "Identify measures specifically designed for multicultural groups." Sabnani and Ponterotto (1992) provided a critique of "racial/ethnic minority- specific" instruments and made recommendations for their use in different assessment contexts. Prediger (1993), in a compilation of multicultural assessment standards for counsellors developed for the American Counselling Association, recommended that a determination be made that the assessment instrument was designed for use with a particular population before it is used. 3 "Encourage the consideration of cultural factors in the earliest conceptual stages of instrument development." Helms (1992) called this a "culturalist perspective" in assessment. Sedlacek (in press, a) noted a lack of developmental multicultural thinking as new instruments are developed. Multicultural groups are usually "throw ins" after the fact to see how their test results compare with those of the population on which the test was normed. He called this the "Horizontal Research" problem in developing assessment measures. 155 4 "Increase opportunities for an exchange of information between those with quantitative training in instrument development and those with an interest and expertise in multicultural issues." Currently there is little overlap in these two groups. Helms (1992) felt it was important not to assume that there are enough professionals of colour to do this work. Many individuals from majority racial and cultural groups will need to develop such measures as well. Conventions, workshops, co-authored articles, and curricular reform in graduate programs are but a few examples of what could be done.

After everything said so far we will quote Brown and Brooks (1990, p. 172) who see the alternative for assessment in counselling in using informal diagnostic methods. The reliability of these tests is strongly dependent on the mutual trust and the possible culture stereotypes of the counsellor. Prejudice and biased interpretation may be also very influential. If the requirements and conditions for using informal methodologies are kept they can give an essential direction of the counsellor’s work.

The possibility of avoiding cultural context when using informal methodologies originates from the facts that: • the requirement in implementing them are not strict and the BD- BG counsellor can explain and answer the client’s questions at any time • good knowledge of ethnos and culture specifics of the client can help the BD-BG counsellor in applying cases, giving exercises for ability measurements, lists of interests, qualities, skills, etc. as well as to comply the interpretation of the results with the cultural specifics of the client.

Among the mostly used instruments for assessment of representatives of different ethnical groups are: • Work samples • Picture tools • Computer applications • Visualisation

To summarize we can point out the following conclusions: Assessment is an important stage of the counselling process. Many different methods for ability measurements and interest assessments are created and generally divided into formal and informal. Both types of methodologies implemented in multicultural context will lead to a distortion of the results and specific interpretation because the behavioural model of the clients and the obstacles they face differ in accordance with their background culture. Although the multicultural context theme for ability measurements and interest assessments is more often discussed in counselling, the development of standardised test to be used in multicultural context is still an issue needing further development. 156 6. Methodology - Proposals

Course 1: Lecture, presentation of psychometric tests focusing on the methods of interpretation Course 2: Group discussions, case studies and some practical exercises. Micro- counselling and role playing Course 3: Lecturer’s input on the possibility of using tests and assessment methods in various target groups and for various subjects. Project studies with small groups.

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7. References

Banka A., & Ertelt B-J. (2004). Transnational Vocational counselling, A Guide for students of post-graduate education programme in the field of euro-counselling Bennett, M.J. 1993. Towards ethno relativism: a developmental model of intercultural sensitivity. In M. Paige (Ed.) Education for intercultural experience. Yarmouth, ME: Intercultural Press, 21–71. Ertelt B-J & W. Schultz. (2002). Counselling in Education and Profession. Ertelt B-J & W. Schultz. (2002). Manual for Counsellors’ Competence. Global Career Development Facilitator. Curriculum for training career counsellors. Helms, J.E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47(9), 1083-1101. Nugent, F.A. (1994). An Introduction of the profession of counselling Prediger, D.J. (1993). Multicultural assessment standards: A compilation for counsellors. Alexandria, VA: American Counselling Association. Sabnani, H.B., & Ponterotto, J.G. (1992). Racial/ethnic minority-specific instrumentation in counselling research: A review, critique, and recommendations. Measurement and Evaluation in Counselling and Development, 24(4), 161-187. Sedlacek, W.E. (in press, a). Advancing diversity through assessment. Journal of Counselling and Development. Sedlacek, W.E. (in press, b). An empirical method of determining non-traditional group status. Measurement and Evaluation in Counselling and Development. Sue, D.W., & Sue, D. (1990). Counselling the culturally different: Theory and practice. New York: Wiley. Sue, D.W., Arredondo, P., & McDavis, R.J. (1992). Multicultural counselling competencies and standards: A call to the profession. Journal of Counselling and Development, 70(4), 477-486. Westbrook, F.D., & Sedlacek, W.E. (1991). Forty years of using labels to communicate about non-traditional students: Does it help or hurt? Journal of Counselling and Development, 70(1), 20-28. Westwood, M.J., Ishiyama, F.I. (1991). Challenge in counselling immigrant clients: Understanding intercultural barriers to career adjustment. Journal of Employment of Counselling Zunker, V. (1998). Career counselling

158 Overview Migration of people has already become an important part of international life. About 3% of people in the world live nowadays in countries other than their home countries. More and more people are aiming not only at changing their living standards by migrating to more developed countries but are also looking for new challenges in professional development in other countries. This tendency puts career counsellors in a new situation. These specialists have to meet the challenges of the fast changing European and global market tendencies together with the necessity of using their skills in a multicultural and transnational aspect. This in its turn puts the question of the way counselling competencies and standards change when clients are people looking for professional realization and development in a new country. This module is aimed at presenting multicultural and transnational competencies and standards in counselling. The courses are: Course 1: Theoretical aspects and concepts of multicultural counselling Course 2: Understanding the client’s view of life Course 3: Skills in multicultural counselling Course 4: Theoretical concepts discovering multicultural and transnational counselling competencies and standards Course 5: Ethical standards in BD-BG Counselling Course 6: Questions and tasks for self-assessment

1. Course 1: Theoretical Aspects and Concepts of Multicultural Counselling 1.1 Learning objectives

• The BD-BG counsellor is familiar with the different perspectives of multicultural and transnational counselling. (TAX 2 – foundation competences) • The BD-BG counsellor understands the most important theses of multicultural counselling. (TAX 2 – foundation competences) • The BD-BG counsellor considers multicultural counselling as a metatheoretical method. (TAX 2 – foundation competences)

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1.2 Unit 1: The Concept of “Culture” in Transnational and Multicultural Counselling We should start with some theoretical aspects and concepts in order to provide a comprehensive review of the presented theme.

Multicultural counselling may be discussed in the perspective of stimulating transnationality in the European idea sense on one hand and on national level in regard with helping people from ethnic minorities on the other hand. This type of counselling includes work with wide variety of ethnical, national, religious and socials groups of people. If we consider the “culture” concept in global sense it will include demographic variable quantities such as age, gender, place of residence, status variable quantities such as stratum belonging, educational level, income, belonging to formal and informal groups as well as ethnographic variable quantities such as nationality, ethnical origin, language and religion. Thus the multicultural idea is fundamental for all relations in counselling. Pedersen (1991, p. 7) pleads for using the comprehensive culture concept because this is the only way the counsellor can adapt to the variety of clients from different groups and nationalities. In this sense multiculturism is not only a method but also an independent theory which in terms of counselling is designated as the “fourth power” together with psychodynamic, humanistic theory and behaviourism although the multicultural approach in counselling is relatively new. Based on Sue et al. understanding that multicultural („cross-cultural”) is every relation in counselling in which two or more participants differ from each other in their cultural inheritance, value system and lifestyle, Speight and others (1991, p. 32) offer a new definition of the concept. They consider the theory of the historical perspective of individuals as optimal. Accordingly, the multicultural counselling should correspond to the meeting point of cultural specificity, individual uniqueness and human universality rather than being oriented almost entirely towards cultural specificity as it was until very recently. The figure below illustrates this new definition of counselling ideology: a) each person is the same as all the others; b) the individual looks like the other people in the group; ) each person is unique.

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This method according to a lot of authors is excessively unattached for the further forming of an active career counselling methodology especially with regards to the multicultural and transnational inclusion of aspects.

1.3 Unit 2: The Most Important Theses of Multicultural Counselling

The six most important theses of multicultural counselling that Ivey et al. (1997, p. 133-205) describe in detail are based on the multicultural activity of Donald Wing Sue (1995). According to them: • Multicultural counselling is an integrative metatheory of counselling. • The counsellor’s and client’s identities are formed during several stages of experience and context during their work together. The commonality between the experience and context is in the centre of the counselling. • The formation of cultural identity of the client is a basic determinant of the counsellor’s aptitudes and the client’s aptitudes towards themselves, other members of the same group, members of other groups as well as members of the dominant group. • The effectiveness of counselling increases when the counsellor uses techniques, strategies and aims that can be combined with the client’s experience of life and culture values. • Traditional individual counselling is just one of the theoretical techniques and strategies. Others comprehend bigger social units, systematic interventions and prevention. • Multicultural counselling emphasizes the widening of personal awareness including that of family, groups and other structures. It uses a lot of methods for supporting different cultures.

161 Multicultural counselling is considered a metatheoretical method. It takes into account that each counselling process is performed in a cultural context framework and serves as an integrative platform for any counselling. All counselling theories are elaborated in a specific cultural context and are conditioned by the relevant culture. Multicultural counselling is trying to assist clients in looking through their problems in cultural perspective and to solve them in compliance with it. Ivey et al. (1997, p. 138) point out that the multicultural counselling theory deals with cultural purposefulness and that the aim of multicultural counselling is to set free the clients in order to make them able generate new ways of thinking, feeling and taking action and thus live with a clearer purpose. Therefore multicultural counselling does not contradict other existing counselling theories and methods but is aiming at adding culture as central element for each counselling process. Relying on mainstream counselling methods also requires increased observance of cultural aspects. The multicultural purposefulness of counselling leads to the increase of professionalism of counsellors with regards to perception, knowledge and methods of counselling. This stimulates an increase of qualification with regards to history, experience and cultural values of different group of clients.

2. Course 2: Understanding the Client’s View of Life

2.1 Learning Objectives

• BD-BG counsellors are encouraged to learn how cultures differ in basic premises that shape worldview. (TAX 2 foundation competences, supporting competences) • BD-BG counsellors understand how people make sense of their social world by creating categories of the individuals around them, including favouritisms, stereotyping, prejudice attitudes, harassment and discrimination. (TAX 2 – foundation competences, client-interaction competences) • BD-BG counsellors can handle automatic biases and attitudes which lead to miscommunication in the counselling process, and are able to intervene in consistent ways with the clients’ world view. (TAX 3 – foundation competences, client-interaction competences

2.2 Unit 1: The Client’s View of Life as a Significant Aspect in Multicultural and Transnational Counselling

One of the main tasks of multicultural and transnational counselling is the understanding of the client’s view of life because people from different ethnical communities and nationalities differ in it. The view of life is the way we organise our experience that is determined by social, moral, religious, educational and political influence from family, culture and ethnical contact group. Thus the view of life has a cognitive dimension and comprehends information processing, logics and interpretation. 162 Ibraham (1991) creates a method that considers view of life and cultural identity as interrelated forming powers in an individual’s life. The view of life of the client as well as of the counsellor has to be clarified through this method considering cultural identities (origin, culture, gender, age, life stage, social-economic status, religion, life philosophy, values, aptitudes and way of thinking). The clarified views of life should be put in social-political context (migration process, acculturation condition, language, good awareness) with dominating values.

2.3 Unit 2: The Importance of Individual and Cultural Characteristics in BD-BG Counselling

The counsellor should pay special attention to individual and cultural characteristics of each of their clients in order to provide the most adequate and satisfying counselling service. Nugent (1994) divides the importance for counselling individual characteristics into: • level of command of the spoken language in accepting country • perception of own ethnical belonging • relations with family and neighbours (whether the client lives with their • parents or have a big family or is a member of anethnically differentiated community) • strength of family connections (sense of belonging to family) And the cultural characteristics into: • social-economic status, degree of education, availability of conditions for personal development in family frame • language competencies in family frame • client’s belonging to first, second, third generation of immigrants • attitude of the ethnical community towards counsellor and services provided by them • regulations or lack of limitations for marriage in the cultural community frames • dimension of expectations with regards to family loyalty • degree of belonging of the family to culture and religion predominant in the client’s home country • indication of people whole will play the role of mediators/counsellors in the ethnical group frame

163 2.4 Unit 3: Assessment of Specific Needs of the Client in BD-BG Counselling The counsellor should be able to adequately assess the specific needs of their clients through demonstration of engagement and professionalism.

Therefore special attention should be paid to the following client related aspects in multicultural professional counselling:

• attitude towards education and career, quality of secondary and vocational education, importance of professional qualification • client’s motivation to achieve relevant goals as well as issues in regard with client’s specific requirements, ambitions, time management etc. • predetermined cultural limitations or preferences with regard to given professions and activities • communication habits of client • language competency, cultural competency, behavioural competency for professional life • behaviour during the decision making process and capacity for decision • making in the family (predominant orientation towards home country criteria or towards current dominant culture) Westwood and Ishiama (1991) see several clearly distinguished obstacles that threaten the multicultural counselling success. Some of them are:

1. Language barriers – incorrect interpretation, inaccurate information, unfavourable environment for conducting tests and in the process of goal determination. 2. Insufficient knowledge for the variety of professions and information for given possibilities for professional realization. 3. Unfavourable situations with regards to methods for identification for employability connected with the culture. 4. Insufficient coping with discrimination and intolerance in a social environment. 5. Psychological problems caused by life in a new environment and work experience with regards to self-assessment, culture shock, changing structure of family. 6. Threat of own identity and conflict arising in regard with client’s self-determination.

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3. Course 3: Skills in Multicultural Counselling

3.1 Learning Objectives

• BD-BG counsellor has an overview of multicultural counselling competencies as an effect of the counsellor’s commitment to cultural awareness and knowledge of the self and others. (TAX1 – foundation competences) • BD-BG counsellor can assess and adapt the multicultural competences at the different stages of the counselling process. (TAX 3 – foundation competences, client-interaction competences) • BD-BG counsellor is able and motivated to participate in organising counsellor training on the basis of the list of helping skills. (TAX 4 – supporting competences)

3.2 Unit 1: Professional Standards with Regards to Competences Concerning Multicultural Counselling Elaboration of clear professional standards with regards to competences that the counsellor should possess in order to provide the best quality service is one of the ways to cope with the above-mentioned obstacles in the process of multicultural counselling. To present multicultural and transnational competences and standards in professional counselling we should start with standards and competences that give the main and basic career counsellor’s skills. Skills and knowledge in rendering support to clients, market, assessment, different social groups, ethnical and legal issues, career development models, employability skills, high technologies are included in the process of career counselling independently of cultural and national belonging of the client. The competences a counsellor should possess are presented in the table below. They may be a basis for elaboration for a professional development scheme as well as of an educational programme for acquiring a professional qualification. The competencies are divided into general and specific. It is not necessary to modify the general competences for the different countries. The specific ones are modified in accordance with their implementation in a given country.

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Helping Skills

Explain the roles of the career counsellor and client in the BD-BG counselling process and negotiate its goals. Identify the needs and resources of the clients in a career transition and offer on-going support during the counselling process.

Build trust and maintain relations that enhance the client’s progress towards their goals.

Use appropriate techniques, interventions and approaches that are non-judgmental and adequate for the clients and take into consideration the linguistic, cultural, mental, etc. aspects

Demonstrate empathy and the ability to reflect the client’s feelings

Use experience, role models and messages to inspire self-confidence in the client

Show the capacity to assess interests, skills, abilities, aptitudes and development needs

Help clients to identify their strengths and obstacles for successful career development, especially in the context of transition

Recognize and discuss the clients’ readiness, maturity, integrity and obstacles for career decision making within the BD-BG process

Assist clients in setting career goals in short, mid and long terms, identifying resources and obstacles and formulating strategy for their attainment

Assist clients in the design and development of a career portfolio that helps demonstrate transversal competences (i.e. Europass) and promote specific vocational skills and unique abilities

Knowledge of referral services, agencies and resources for job, financial, education, social and personal issues that accompany the process of migration

Identify situations requiring referral to specialised services and facilitate effective referral processes for assisting clients in BD-BG and take advantage of special programs, services, and networks.

Assist clients in developing social skills that will facilitate their transition and integration into different societies

market information

Knowledge of national and European market trends and development of different vocational fields.

Collect, organise and provide up-to-date information for legislation, job vacancies, education and work force demand in Europe

Help clients explore resources and identify career opportunities in different economies.

Knowledge of main branch and job classification documents.

Identify information sources for tendencies influencing working life and employees in the given country.

Help clients define the importance and take advantage of lifelong (formal, non-formal and informal) learning opportunities that will increase their competitiveness in various settings

166 Assessment

Knowledge of different assessment techniques and instruments that help identify clients’ potential in a different social and cultural setting

Choose relevant assessment tools in accordance with BD-BG counselling goals

Interpret assessment results in a meaningful way for the client Understanding the meaning of reliability and validity of assessment tools and taking them into account when selecting the relevant tools.

Knowledge of factors to be considered when using assessment tools with a diverse population.

Diversity

Be sensitive about the racial, ethnical and cultural aspects of the clients and their influence in career development.

Consider existing stereotypes and impediments regarding the diversity of the work force in the international, national and local market and help clients overcome potential barriers

Knowledge of advantages and challenges of working environment including representatives from different cultural and social groups. Promote mobility and Brain Drain – Brain Gain as a win-win situation

Identify various career needs and difficulties of emigrants, immigrants (refugees), students attending mobility practices (i.e. Erasmus learning exchanges and placements), adults participating in international work-and-travel opportunities, etc.

Knowledge of specific assessment instruments and methods which BD-BG the counsellor may use with representatives of diverse groups.

Ethical and Legal Issues

Adhere to ethical standards and act in professional manner. Know the counsellor’s professional boundaries and offer only services that they are trained and licensed to deliver.

Seek further (continuous) training in order to upgrade competencies in transnational counselling.

Knowledge of legislation regulating employment, transnational placement procedures, immigration, discrimination and human rights.

Knowledge of relevant institutions, other specialists and service providers and credible resources that offer assistance and information related to transnational mobility and BD-BG issues.

Identify situations when client’s needs exceed counsellor’s competencies and refer the client to the relevant institutions or specialist.

Theories

Knowledge of career development theories and multicultural concepts and apply them to enhance clients’ development and transition in BD-BG

167 Define a client’s situation characteristics, their personality, possible assistance resources and approach strategies in transition situations.

Use best practices and research effective models and approaches to enlarge counsellors’ competencies in BD-BG

Employability skills

Knowledge of effective job seeking strategies and resources on national, regional and international scale

Ability to assist clients in identifying their competitive advantages and transferable skills and promote them in BD-BG situations

Ability to assist clients to find a balance between personal and professional roles, especially within the context of BD-BG and design strategies to overcome possible limitations

Use a variety of methods and networking skills for contacting employers in other countries

Knowledge of common trends and country specifics in recruitment procedures, selection stages and job interview techniques

Help clients in the job application process, research vacancies, prepare the CV and application (cover) letter, coach them for a job interview.

Assist clients in retaining a work place and facilitate further career development.

High technologies

Use computer resources in career planning and development in order to offer flexible and quality career guidance services.

Use online information resources for job searching, market information and public institutions in other countries, etc. that relate to BD-BG. Help clients explore transnational career opportunities using ICT

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4. Course 4: Theoretical Concepts Discovering Multicultural and Transnational Competences and Standards 4.1 Learning Objective

• BD-BG counsellor understands the theoretical background of the framework of multicultural counselling competencies. (TAX 2 foundation competences, supporting competences) • BD-BG counsellor is able and motivated to implement these competencies in their own practice. (TAX 3 foundation competences, client-interaction competences) • BD-BG counsellor is able to coach and supervise other practitioners on the basis of the framework of multicultural counselling competences. (TAX 4 – supporting competences)

4.2 Unit 1: Framework of Multicultural Counselling Competences

Following the competences that every counsellor should possess in order to provide successful career counselling we will present several main theoretical concepts discovering multicultural and transnational counselling competences and standards. Multicultural and transnational competences are the ability to communicate effectively and appropriately in a variety of cultural contexts (Bennett, J. 2003). According to a model synthesised from research literature (Bennett, J. 2003) intercultural competencies consist of a Mindset (cognitive variables), a Skillset (behavioural skills) and a Heartset (affective variables). The Mindset includes pure knowledge areas such as cultural self-awareness, culture- general and culture-specific frameworks, identity development patterns as well as understanding of cultural adaptation processes. The Skillset consists of behavioural skills relating to interaction management, stress and anxiety management, listening, observation, social adaptability, empathy, relationship building, problem definition and resolution. Finally, the Heartset deals with attitudes and motivation comprising, among others, curiosity, open-mindedness, patience, tolerance, perseverance, flexibility, initiative to explore other cultures, respect for others´ values and beliefs, confidence to take appropriate risks, and attention to group and interpersonal harmony. Another framework for developing multicultural counselling competences is created by Sue et al. (1992; 1996). This framework defines several competences – similar to those in the Bennett model – that a culturally competent counsellor should ideally have. The model of Sue et al. deals, among other things, with self-awareness, awareness of client culture, and intervention skills, including verbal and non-verbal communication skills, and working together with interpreters or qualified bilingual counsellors for helping the

client (see more about Sue et al. in the chapter 11 by Nissilä and Lairio).

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Framework of Multicultural Counselling Competences (Sue) is based on extensive research concerning cultural identity, intercultural communication, mental health of minorities, as well as on counselling research. It was originally carried out for counsellors in the United States for typical counselling interactions involving a White (Euro-American) counsellor with a client from a different ethnic background. The starting point is that competences can be seen as a broader framework for diversity- sensitive approach in counselling (e.g. Nelson-Jones 2002). This viewpoint is supported also by the latest research: there seems to be a positive correlation between clients’ ratings of Multicultural Counselling Competences and clients’ ratings of counsellors’ general competency (Fuertes & Brobst 2002; Farga 2004). The roots of the Multicultural Counselling Competences are in the framework of cross-cultural counselling competencies by Sue et al. (1982). In that position paper the authors outline three dimensions of cross-cultural counselling competences: beliefs and attitudes, knowledge and skills. The first dimension deals with the counsellor’s attitudes and beliefs about racial and ethnic minorities, the need to check biases and stereotypes and develop a positive orientation towards multiculturalism. The research has emphasised the importance of the counsellor’s awareness of his or her own culture and of the client’s culture. To be able to place oneself in the situation of a person from another culture, one has first to become aware of the effects of one’s own culture and values on one’s action. The second dimension proposes that the culturally skilled counsellor has a good knowledge and understanding of his or her own worldview has specific knowledge of the cultural groups he or she works with, and that he or she understands socio-political influences. The last dimension emphasises specific intervention techniques and strategies needed in working with minority groups. Multicultural Counselling Competencies by Sue et al. (1992; 1996) revises the original three-dimensional framework by adding to it the following three characteristics of a culturally competent counsellor: 1) awareness of his or her own assumptions, values and biases, 2) understanding of the worldview of a culturally different client as well as 3) an ability to develop appropriate intervention strategies and techniques. Due to the fact that each of these characteristics are described as having dimensions of beliefs and attitudes, knowledge and skills, Multicultural Counselling Competencies define a total of nine competence areas (as shown in Table 1). In order to encourage educators and practitioners to implement these competences, Arredondo and Toporek (1996) expanded and mobilised them into measurable behaviours and activities. In this expanded version, the authors described a framework for the development of the competences and included explanatory statements for each competence along with strategies for achieving them. The newest version of the competences differentiates multi-culturality and diversity. Multi- culturality refers to ethnicity, race and culture, whereas diversity means to other individual differences including age, gender, sexual orientation, religion, etc. 171

The framework of multicultural counselling competencies (adapted from Sue et al. 1992)

1. Counsellor’s 2. Understanding the 3. Developing appropriate intervention awareness of his/her worldview of the strategies and techniques own assumptions, values culturally different and biases client A. 1.The counsellors are aware of and 1. The counsellors are aware of their 1. The counsellors respect a client’s Beliefs sensitive to their own cultural negative emotional reactions toward other religious beliefs and values about physical and heritage and value and respect racial and ethnic groups that may prove and mental functioning. Attitudes differences. detrimental to their client in counselling. 2. The counsellors respect indigenous 2. The counsellors are aware of how their They are willing to contrast their own helping practices and respect minority own cultural background beliefs and attitudes with those of their community’s intrinsic help-giving influences psychological processes. culturally different clients in a non- networks. 3. The counsellors are able to recognize judgmental fashion. 3. The counsellors value bilingualism and the limits of their competencies and 2. The counsellors are aware of their do not view another language as an expertise. stereotypes and preconceived notions impediment to counselling. 4. The counsellors are comfortable with that they may hold toward other racial and differences that exist between themselves ethnic minority groups. and clients in terms of race, ethnicity, culture and beliefs. B. 1. The counsellors have specific 1. The counsellors possess specific 1. The counsellors have knowledge and Knowledge knowledge about their own racial and knowledge and information about the understanding of how different counselling cultural heritage and how if affects their particular group that they are working practices suit a culturally different client. definitions and biases of normality with. 2. The counsellors are aware of abnormality and the process of 2. The counsellors understand how race institutional barriers that prevent counselling. and culture may affect personality minorities from using different support 2. The counsellors possess knowledge formation, vocational choices, services. and understanding about how oppression, manifestation of psychological disorders, 3. The counsellors have knowledge of the racism, discrimination and stereotyping help seeking and the appropriateness of potential bias in assessment instruments affect them personally and in their work. counselling approaches. and use procedures and interpret findings 3. The counsellors possess knowledge 3. The counsellors understand and have keeping in mind the cultural and linguistic about their social impact upon others. knowledge about socio-political influences characteristics of the clients. They are knowledgeable about that impinge upon the life of racial and 4. The counsellors have knowledge of communication style differences and their ethnic minorities. For example, minority family structures, hierarchies, impact on clients of a minority group. immigration issues and racism are often values and beliefs as well as the features difficult and they may influence the and resources of a minority community. 172

counselling process. 5. The counsellors are aware of relevant discriminatory practices at the social and community level that may be affecting the psychological welfare of the population being served.

C. Skills 1. The counsellors seek out educational, 1. The counsellors should familiarize 1. The counsellors are able to engage in a consultative and training experiences to themselves with relevant research. They variety of verbal and nonverbal helping enrich their understanding and should actively seek out educational practices and pay attention to their culture effectiveness in working with culturally experiences that enrich their knowledge, bound nature while choosing measures. different populations. understanding and cross-cultural skills. 2. The counsellors use interventions for 2. The counsellors seek to understand 2. The counsellors become actively the support of a client, helping him/her to themselves as racial and cultural beings involved with minority individuals outside see when problems are due to bias and and seek actively a non-racist identity. the counselling setting. racism in others and not in a client. 3. The counsellors are not averse to seeking consultation with traditional healers or religious leaders and practitioners of culturally different clients when appropriate. 4. The counsellors use the language requested by a client, and seek a translator if needed or refer a client to a qualified bilingual counsellor. 5. The counsellors are experts in the use of traditional assessment and testing instruments and they are also aware of the cultural limitations. 6. The counsellors should attend to as well as work to eliminate biases, prejudices discriminatory practices. 7. The counsellors take responsibility in educating their clients to the processes of psychological intervention such as goals, expectations, legal rights, and the counsellor’s orientation. 173

Sodovski et al. elaborated a self-assessment tool – Multicultural Counselling Inventory (MCI) based on the concept of multicultural counselling competences. Empirical validation of the tool led to 4 factors which can be properly interpreted. Three of them – multicultural counselling skills, multicultural awareness and multicultural counselling knowledge are comparable in principle with the three competences spheres (skill, assumptions and aptitudes, knowledge) defined by Sue. The fourth factor – multicultural counselling relation introduces the influence of certain counsellor’s aptitudes upon counselling interaction. Acquiring multicultural skills and knowing one’s own cultural conditionality and prejudice is not enough. Constant assessment of counsellor-client relation dynamics is also very important in multicultural counselling. Together with all skills the counsellor should possess and apply to develop the counsellor-client relation (trust establishment, showing respect, involvement, non- critical attitude), the counsellor should also possess basic knowledge for cultural determinants of communication process with a representative of a certain culture or nationality in multicultural and transnational counselling. It includes first-hand knowledge of peculiarities of non-verbal communication (gestures, facial expression, proximity, voice power etc.) and other aspects such as: Differences in perception of institutional conditions framework and the counsellor’s role Whether the signals for guiding the conversation are properly understood, in particular feedback for results and finalizing of conversation. Stereotyped perception of conversation partner and resulting form it behavioural models, etc.

It is important to remember that the counsellor should conform their vocabulary and questioning style to the language competencies of the client when working with a client with lower language competencies. Nugent (1994) states that multicultural oriented counsellors today are less involved with specialized theories and techniques for minorities. Nowadays more attention is paid to the inner reality as well as to surrounding factors of each client. The counsellor may achieve reliability and win client’s trust if they apply their methodology in accordance with the client’s cultural specifics regardless of certain counselling theories. Therefore multicultural counselling requires fundamental knowledge of different ethnical and national groups, enhanced sensibility towards clients from such groups as well as professional work with counselling theories in the sense of culture- adaptive eclecticism. It is essential to add some practical dimensions of multicultural and transnational competences and standards with regards to BD-BG counselling.

174 Expect of all the described skills and knowledge BD-BG counsellors are facing the necessity of considerable information for: • possibilities of the market and life-standard in other countries; • public institutions involved with immigrants’ and emigrants’ issues (including legal status issues, human rights, working visas, health and social insurance, everyday issues, etc.) • possibilities for continuing education and enhancing language skills in a certain country • necessity of qualification and prequalification for recognition of professional education and profession acquired, etc. Counsellors are not expected to be fully informed of all of these areas. The counsellors should be able to assist clients in finding such information through referral to relevant places where it can be found. Maintenance of contacts and relations with similar counsellors from different countries is especially useful. The information data base can be developed very easily in this was.

5. Course 5: Ethical Standards in BD-BG Counselling

5.1 Learning Objectives

• The BD-BG counsellor knows the most important international ethical guidelines and their origins. (TAX 1 and 2 – foundation competences) • The counsellor is able to diagnose areas of deficit in keeping ethical standards in BD-BG counselling, and to resolve the related problems. (TAX 4 – supporting competences) • The BD-BG counsellor knows examples of codes of ethical standards in related fields, and can transfer some good practices into their own counselling. (TAX 3 – supporting competences) 5.2 Unit 1: Basic Norms of Ethical Behaviour in BD-BG Counselling

It is necessary to discuss the ethical standards in counselling in order to achieve a more detailed presentation of the current subject. They are very important because they represent borders and character of ethical responsibilities connected with the counsellor’s activities. The ethical standards allow problems and counselling uncertainty solving and help direct counsellors in their everyday work. These standards are applicable and obligatory for each client independently of their cultural identity and national belonging.

175 The basic norms of ethical behaviour in career counselling are presented below. They may be the basis for elaboration of a detailed ethical code in BD-BG counselling area. 1. The career counsellor respects and protects the client’s right for a free choice in the framework of the services provided. 2. The counsellor informs clients before and in the beginning of the counselling relation about the goals, counselling techniques and specific framework requirements for conducting the counselling. 3. The counsellor keeps confidentiality in relations with the client with regards to information acquired through this relationship and in accordance with the responsibilities of the working environment. 4. The counsellors are aware of their competence limitations; they provide only services and use only methods they are qualified for. 5. If client’s needs go beyond the counsellor’s possibilities for assistance the counsellor acknowledges it and refers the client to a relevant specialist. 6. Counsellor’s duty is to provide balance between the client’s needs and the needs of the organisation he or she works for. 7. The counsellor should inform the client in an understandable way about the type, goal and results of the standardised test methods. 8. When computer programs are applied the career counsellor should be sure that: () the client is able in intellectual, emotional and physical sense to work with a computer; (b) the computer application is relevant to the client’s needs; (c) the client understands the meaning of the given computer application; (d) the client receives feedback in order to solve eventual problems (not understanding or incorrect usage) and assessment for additional needs to be made. 9. The career counsellor cannot conduct a relationship of a sexual, physical or intimate nature with their clients. 10. The counsellor does not allow and execute sexual harassment through intentional and often repeated comments, gestures or physical contact of a sexual nature. 11. The counsellor does not discuss and does not allow their personal and professional problems to threaten the relationship with the client. 12. The career counsellor is aware of the influence of stereotypes and discrimination (prejudice in regard with age, health status, ethnical belonging, gender, race, religion and sexual orientation) and protects individual rights and the personal dignity of the client. 13. The career development counsellor improves the provided practices and services through continuous education and working practice.

176 The following conclusions can be pointed out: Multicultural counselling is a theory and a practice that started its development a relatively short time ago but gaining outstanding speed with regards to world globalisation and increasing tendencies of migration within the world and European market. Therefore counsellors working within multicultural contexts will become more popular especially career counsellors. Competences and standards in professional counselling require a broad array of skills, knowledge and aptitudes which every specialist should possess and develop. Multicultural aspects of counselling broaden the complex of competencies that a counsellor should acquire and therefore the counsellor is a specialist possessing a broad array of knowledge and skills. As in all professional areas counselling specialists should be active and purposefully improve their personal competences that are necessary for providing high quality services.

5.3 Unit 2: Codes of Ethical Standards for International Working Career Firms

An example offers the Association of Career Professionals International (ACP), an organization of career specialist working in small practices as well as large firms. It was founded in 1989 and now has more than 2000 members in more than 30 countries (see CEDEFOP Panorama series; 151, 2008: Career development at work, pp. 67). ACP International members are bound by a code of ethical standards, which provide an insight into the nature of this professional group: All Members of the Association of Career Professionals International shall: (a) continuously improve their professional skills, competency and knowledge to provide the highest quality of service to organisations and individual clients; (b) comply with all laws, statutes and regulations affecting business practices and service relationships; (c) fully disclose any potential conflict of interest that may arise in the course of their professional practice; (d) report any illegal acts by their employers, peers or business partners to appropriate authorities; (e) clearly define the services which they offer, and ensure these services are within their knowledge and abilities. Members must recognise their boundaries of competence and provide only those services and use only those tools, techniques and materials for which they are qualified by education, training or experience;

177 (f) in marketing services, describe factually and neither claim, misrepresent nor imply professional qualifications exceeding those possessed, nor knowingly cannot be delivered; (g) administer and/or interpret only those assessment instruments for which they have appropriate qualifications; (h) release assessment results to third parties, where applicable, only after obtaining written permission from the individual client; (i) maintain confidentiality by disclosing to each individual client that general progress updates may be provided to a sponsoring organisation (at their request); however, such reports would be generic in nature, and no personal or confidential information will be provided; (j) take reasonable action to inform potentially vulnerable third parties and/or responsible authorities when conditions indicate that there is a clear and imminent danger to the client, sponsor or others. Ideally, this will be done with the individual client’s knowledge or permission, but if necessary, without; (k) offer no payment to employees of sponsoring organisations for referrals, nor accept inappropriate gifts; (l) refrain from supporting, assisting, participating in, and/or benefiting from the violation of these Standards’. (Source: http://www.acpinternational.org/about/ethics.html)

178

6. Course 6: Questions and Tasks for Self-Assessment

6.1 Learning Objectives

• The BD-BG counsellor is ready to accept self-assessment and supervision. (TAX 2 – supporting competences) • BD-BG counsellors apply the evaluation sheet for self-assessment. (TAX 3 – supporting competences) • The BD-BG counsellor is ready to develop knowledge of those categories which are in deficit. (TAX 4 – supporting competences)

6.2 Unit 1: Questions and Tasks

1. Competences self-assessment. Eight of the key skills necessary for the career counsellor’s work are listed below. Assess each of the skills in accordance with knowledge you possess at the moment using the 5-degree assessment scale. - - (not well at all) - (poorly) + - (fairly) + (well) + + (excellently)

Competences - - - + - + + +

1. Theory: Know the career development theories and cultural models that refer to transnational career development problems and apply into specific cases. 2. Helping Skills: Recognise and respect different kinds of diversity (racial, ethnic, sexual orientation, age, religion, etc.) 3. Diversity: Recognize special needs of individuals and groups related to Brain Drain – Brain Gain and adapt services to meet their needs. Be aware of cultural and market challenges that these groups meet in the transition and offer support to overcome the risks of isolation and frustration. 4. Assessment: Be competent about specific instruments and inventories that evaluate client’s potential and prognosticate their career chances within different contexts. Assess the client’s career maturity and ability to make independent and satisfactory decisions. Help identify and address the potential barriers and difficulties of clients in the context of BD-BG.

179 5. Technology: Know how to use ICT to help clients explore career opportunities in different countries and offer career services in a flexible way. 6. Market Information and Resources: Be familiar with various reliable international sources about the market regarding other societies, and how to use it with clients. 7. Employability Skills: Be proficient in job searching strategies and skills, especially in the context of Brain Drain and Brain Gain; Know how to help clients identify their transferable skills, enhance their chances to find job openings and successfully apply for them in a different environment. 8. Ethical and Legal Issues: Adhere to the code of ethics according to which the counsellors are being trained and licensed; recognize the limits of their profession and their personal competences. Refer clients to other, more adequate services or professionals, if necessary.

2. Do you think that these competence areas comply with the BD-BG counsellor’s tasks? In what way? 3. Create concrete ideas on how you can develop your own Multicultural Counselling Competences (see Table 1). Try to evaluate which are the most important competence areas you should develop. 4. Think of a colleague or a friend who is representative of a different culture. Describe a moment when you realised that you were influenced in a cultural context by their behaviour, thoughts, and values. What did you do then? What will you do in a similar situation now? 5. How would you describe your own cultural identity (in a broad sense)? Reflect, for example, on the following reference groups: gender, religion, social class, ethnicity and race. 6. Do problems with regards to differences between people and the cultures they come from exist in your country and can they be discovered in the counselling process? Comment on them. 7. Consider the social dimensions of in your own society. What organisational changes or intervention strategies could be introduced to overcome the risk of marginalisation?

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7. Methodology - Proposals

Course 1: Lectures, group discussions Course 2: Group discussions, case studies, meetings with representatives of the target group (BD-BG) Course 3: Lectures, Micro-counselling, supervision Course 4: Lectures, group discussions, plan and carry out a scheme on BD-BG-training (in group work) Course 5: Presentation and discussion with experts, case studies Course 6: Self-learning, group discussion, supervision, coaching

8. References

Arredondo, P. & Toporek, R. 2004. Multicultural counselling competences . Ethical practice. Journal of Mental Health Counselling 26 (1). Arredondo, P. & Toporek, R. 1996. Operationalization of the multicultural counselling competences. Journal of Multicultural Counselling & Development 24 (1), 42– 79. Banka A., & Ertelt B-J. (2004). Transnational Vocational counselling, A Guide for students of post-graduate education programme in the field of eurocounselling Bennett, M.J. 1993. Towards ethnorelativism: a developmental model of intercultural sensitivity. In M.Paige (Ed.) Education for intercultural experience. Yarmouth, ME: Intercultural Press, 21–71. Ertelt B-J & W. Schulz. (2002/2008, 2nd. ed.). Manual for Counsellors’ Competence; Handbuch für Beratungskompetenz, Leonberg: Rosenberger Ertelt B-J & W. Schulz. (1997). (Counselling in Education and Profession); Beratung in Bildung und Beruf, Leonberg: Rosenberger Global Career Development Facilitator. Curriculum for training career counsellors. Ibrahim, F.A. (Sept/Oct 1991). Contribution of cultural worldview to generic counselling and development. Journal of Counselling and Development, Vol.70,pp.13-19 Fuertes, J. N. & Brobst, K. 2002. Clients’ ratings of counsellors’ multicultural competency. Cultural Diversity and Ethnic Minority Psychology 8 (3), 214–223. Nelson-Jones, R. 2002. Diverse goals for multicultural counselling and therapy. Counselling Psychology Quarterly 15 Nugent, F.A. (1994). An Introduction of the profession of counselling Pedersen, P.B., (1991). Multiculturalism as a generic approach to counselling. Journal of Counselling and Development, Vol.70,pp.6-12 181 Speight,S.L., Myers, L.J., Cox, CH.L, Highlen, P.S., (1991) A re-definition of multicultural counselling. Journal of Counselling and Development, Vol.70, pp.29-36 Ivey, A. E. (1994). International interviewing and counselling – facilitating client development in Sue, D. (1995). Toward a theory of multicultural counselling and therapy. In J.Banks and C. Banks (Eds.) , Handbook of research on multicultural education. New Yourk: Macmillan Sue, D. W., Bernier, J.E., Durran, A et al. (10/1982). Position paper: Crosscultural competencies. The Counselling Psychologist, pp.1-8 Sue, D. W., Ivey, A. E. & Pedersen, P. B. 1996. A theory of multicultural counselling and therapy. Pacific Grove, CA: Brooks/ Cole. Sue, D. W., Arredondo, P. & McDavis, R.J. 1992. Multicultural counselling competences and standards. A call to the profession. Journal of Counselling and Development 70, 477–486. Sue, D. W., Bernier, J. E., Durran, A., Feinberg, L, Pedersen, P., Smith E. J & Vasquez-Nuttall, E. 1982. Position paper: Cross-cultural counselling competencies. The Counselling Psychologist 10, 45–82. Sue, D. W & Sue, D. 1990. Counselling the culturally different. Theory & Practice. New York: Wiley. Westwood, M.J., Ishiyama, F.I. (1991). Challenge in counselling immigrant clients: Understanding intercultural barriers to career adjustment. Journal of Employment of Counselling Zunker, V., (1998), Career counselling

182 Overview The module “Building up an International Network of BDBG Counsellors” is aimed at qualified counsellors with counselling experience and practice and to prepare them for BDBG counselling. This module refers largely to module I “Management of information, Institutional and Regulatory Conditions” – b) “Services and Programmes”. There the main European and international networks in the field of educational and careers counselling and guidance are introduced. The added value of this module shall be a deeper knowledge of the two networks EURES and Euroguidance, their history and tasks and their main offers for outgoing, incoming and returning migrants. Another unit will deal with possible initiation of new networks on local, regional and international level. 1. Course 1: Building up an International Network of BDBG Counsellors 1.1 Learning Objectives

• The BDBG counsellor knows how and why the European network EURES was established. (TAX 3 – supporting competences) • The BDBG counsellor knows how and why the European Network Euroguidance was established. (TAX 3 – supporting competences) • The BDBG counsellor knows how and is willing to make use of the networks’ offers related to his work. (TAX 4 – foundation competences, client-interaction competences) • The BDBG counsellor knows of other than officially involved bodies (special NGOs, unions, employers’ organisations, chambers, big companies an their HRD departments, community bodies and networks, regional and local organisations for economic development, alumni networks, big newspapers, career centres of universities, special associations and societies) and their fields of activities and meaning for clients. (TAX 4 – supporting competences) • The BDBG counsellor shall be motivated to co-operate with other than the established official networks. (TAX 4 – supporting competences) • The BDBG counsellor shall be motivated to co-operate with colleagues on national and international levels. (TAX 4 – foundation competences, supporting competences) • The BDBG counsellor shall be motivated to establish new networks and able to promote new networks adequate to clients’ needs. (TAX 4 – supporting competences)

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1.2 Unit 1: Networks and Networking – a Definition

A network can be described as a chain or system of interconnected and/or intercommunicating organisation and/or people. A network includes a social process involving its’ actors working in a comparable field to achieve a common goal. Networking can take place in form a loosely based occasional co-operation to more formalised co-operation with defined standards of interaction and common work. From the Ergo in net website http://www.ergoinnet.net/ : “First to say, networking is to communicate between real people, even if we use mostly virtual communication. The idea of networking is to establish relationships with particular people and involve oneself in particular professional communities. A guidance network is usually formed by a group of guidance providers from a variety of organizations who • Have common area of interest • Shared aims and objectives • Wish to develop their service to clients through an exchange of information and experience • Establish new and effective working links Nowadays, the development of networking is very linked with ICT. Even if the principle of working altogether between professionals on a same task, a same theme, in a same professional organization, was established long ago. We could have called them work groups or associations or clusters...The daily use of the Internet has developed this method reducing distance, delay of answers, allowing a greater number of new networks to grow and develop, especially on an international basis. Networking also includes a social process involving a certain number of actors to achieve a common goal. The formal aspect of networking varies between a loosely based occasional cooperation between organisations that operate in the same field and a more formalised interaction with agreed standards of operation. Networking is the ability to use the different networks to develop and promote one’s own professional activities, to exchange information and practices. A counsellors’ network then could be a partnership between guidance providers to offer the most effective guidance service to clients. A characteristic of a guidance network is that it will result in more effective joint working practices for both practitioners and their organisations.

184 In a trans-national perspective, a network is a way to build relationships with other practitioners in Europe for the benefit of the end-users. Working informally or more formally, the aim is to: • share and exchange updated, validated, relevant information in the fields of offers and learning and training opportunities find a European professional identity though common key themes, shared experiences and resources • get a relevant approach to intercultural realities and specificities in the country • exchange good practices and innovative experiences • get the key entrance to other national guidance networks of professionals in each country” The characteristics - a good network is

• Responsive • Based on reciprocity • Respectful of ethical principles • Giving concise, concrete, accurate and updated responses • Operating to agreed/formalised quality standards which all members meet • Innovative • Cooperative with other networks • Not just a virtual community but people who know each other • Identified members through “identity cards” and professional backgrounds • A good marketing with outstanding events Skills needed for networking:

• ICT skills • Flexibility • Creativity • Good communication And at a European level members of a good network should have/be

• Intercultural knowledge • Language skills, fluency in English • Very open-minded • An European culture on VET, guidance, lifelong learning, market, • Knowledge on regulations and legislation

185 Benefits of Networking

Organisations (and individual counsellors) who participate in guidance networks will recognise the following benefits for membership:

• exchange of information, knowledge and ideas with other members • sharing good practice • efficient use of resources • collaborative staff development • opportunities for joint-working projects • mutual support • effective referral systems • joint marketing and publicity • participation in joint promotional events • pressure group support.

1.3 Unit 2: Main Official Networks in the Field of BDBG – the EURES Network

186 From the EURES networks’ website: http://ec.europa.eu/eures/main.jsp?catId=2547&acro=faq&lang=en (August 2009):

“EURES (European Employment Services) is a cooperation network formed by public employment services. Trade unions and employers’ organizations also participate as partners. The objective of the EURES network is to facilitate the free movement of workers within the European Economic Area (EEA) (the 27 members of the European Union, plus Norway and Iceland) and Switzerland.

187

What is the geographical coverage of EURES? EURES covers 28 countries: Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Liechtenstein, Luxembourg, Lithuania, Latvia, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, and United Kingdom.

Who can benefit from the EURES services? EURES targets both job-seekers interested in moving to another country to work or to study, and employers wishing to recruit from abroad.

How can I contact a member of the EURES network in my Country or region? EURES offers a network of advisers that can give information, help and assistance to jobseekers and employers through personal contacts. EURES advisers are trained specialists who provide the three basic EURES services of information, guidance and placement, to both jobseekers and employers interested in the European job market. There are more than 700 EURES advisers across Europe and the number is growing. Their contact details and addresses can be found on the page "Search for EURES advisers" in the section "EURES" of the portal or by clicking on the button "Contact a EURES Adviser" available on many of the portal's pages.

Do I have to pay for EURES services? EURES is a free service to both jobseekers and employers, subject to the conditions set out by individual EURES members.

188 History and Organsational structure: 1993 the EURES Network (EURopean Employment Services) was founded by the European Commission, GD 5 „Employment and Social Affairs. It shall be a cooperating network of the Public Employment Services, their partners (i.e. employers’ and employees’ organisations and the European Commission). The EURES network was created to link and mobilize the public employment services of the Member States of the E.U., the European Free-Trade Zone, as well as all those who deal with employment on a national and international level. The General Directorate (DG) for Employment and Social Affairs is the coordinator of the network. EURES has a human network of more than 700 EURES advisers that are in daily contact with jobseeker and employers across Europe. In European cross-border regions, EURES has an important role to play in providing information about and helping to solve all sorts of problems related to cross-border commuting that workers and employers may experience. Set up in 1993, EURES is a co-operation network between the European Commission and the Public Employment Services of the EEA Member States (The EU countries plus Norway, Iceland and Liechtenstein) and other partner organizations. Switzerland also takes part in EURES co-operation. The joint resources of the EURES member and partner organizations provide a solid basis for the EURES network to offer high quality services for both workers and employers. EURES advisers are trained specialists who provide the three basic EURES services of information, guidance and placement, to both jobseekers and employers interested in the European job market. They have developed specialised expertise in the practical, legal and administrative matters relating to mobility at national and cross- border levels. They work within the Public Employment Service of each member country, or within other partner organisations in the EURES network. EURES has a particularly important role to play in cross-border regions, areas in which there are significant levels of cross-border commuting. The more than 600 000 people who live in one EU country and work in another have to cope with different national practices and legal systems. They may come across administrative, legal or fiscal obstacles to mobility on a daily basis. EURES advisers in these areas provide specific advice and guidance on the rights and obligations of workers living in one country and working in another. There are currently over 20 EURES cross-border partnerships, spread geographically throughout Europe and involving more than 13 countries. Aiming to meet the need for information and coordination connected with mobility in the border regions, these partnerships bring together public employment and vocational training services, employers and trades union organisations, local authorities and other institutions

189 dealing with employment and vocational training. EURES cross-border partnerships serve as valuable points of contact among employment administrations, both regional and national, and the social partners. They are also an important means of monitoring these cross-border employment areas, which are a key element in the development of a genuine European market.” Funding: The European Commission provides Telecommunications Network, development and maintenance of the computerised network, Basic euro-adviser training in free movement issues, continuation training on specific subjects, language training. Partners provide network of people including salaries, managerial and technical support.”

1.4 Unit 3: Main Official Networks in the Field of BDBG – the Euroguidance – Network

• educational and vocational guidance systems • project results, innovative working methods and good practice in the field of • lifelong guidance • education and training systems (descriptions at general level) • the Community initiatives and programmes within the field of education, training and mobility • other opportunities for mobility for learning purposes This is done through many different channels, public, like the national websites, PLOTEUS and the Euroguidance website and internal, like the Webboard and handbook, which are part of the members’ area. Some of the content in our common website is available both through the members’ area and the public part. Common for all Euroguidance centres are the “Terms of reference“ which stipulate the core objectives for the network’s activities. There are two overall objectives: A. Promote the European dimension in guidance B. Provide quality information on lifelong guidance and mobility for learning purposes.

190 From the Euroguidance Website http://www.euroguidance.net/ (August 2009):

“The Euroguidance network is a network of centres linking together the Careers Guidance systems in Europe. Euroguidance promotes mobility, helping guidance counsellors and individuals to better understand the opportunities available to European citizens throughout Europe. “

191 Resources for counsellors offered on the website are a newsletter and information on:

“Guidance Systems: A description of the guidance systems in the different Member States of the European Union, EEA and candidate countries. Projects and Practice Database: A fully searchable database of examples of good practice in guidance, projects concerning guidance and useful tools and resources for guidance Useful Links: Links to other websites of interest to guidance counsellors News: For information on the European Commission's centralised actions of the Lifelong Learning Programme And a list of more resources for guidance counsellors” As the Euroguidance Network does not address to end-users but to counsellors and/or reference points, it offers also a members’ section on the website:

192

Centres: Information on each centre, including contact details and staff pictures Webboard: The communication forum for the network Euroguidance Handbook: “The Euroguidance Handbook provides a wide range of useful information, guidelines and tools for the Euroguidance Network. Are you a new member of our network and want to know about the history of the network? Are you looking for guidelines on how to write your Annual Activity Report? Are you wondering where and when the next Euroguidance training event takes place? Would you like to know how your Euroguidance colleagues work? The handbook section also contains minutes and reports from Euroguidance meetings. Furthermore there is a Diary of events and meetings of interest to the network and a Manage Project Database: to add projects, examples of practice and useful tools to the Euroguidance database.” In the members’ section the Network describes itself as follows: “Euroguidance is a European Network of national resource and information centres for guidance. The Euroguidance Network Promotes the international dimension in careers guidance. Another task is to promote mobility by helping guidance counsellors and individuals to better understand the opportunities available to citizens throughout Europe. The first centres of the Euroguidance network where established already in 1992 within the Petra Programme. Today there are over 40 centres in 31 countries and Euroguidance is now part of the Lifelong Learning Programme. In 1992 the European Commission took the initiative to form a European Network of national resource and information centres for guidance, the NRCVG, now called EUROGUIDANCE. 193 A reason for this was that guidance played and still plays a significant role in EU policies for education, training and employment. The provision of lifelong guidance is recognised as a prerequisite to make lifelong learning a reality for European citizens. It has been suggested that it may be useful to provide a historical overview of the activities carried out by the network, especially as a background for discussions about the working groups within the Euroguidance Network. Why were such working groups, clusters etc. established in the first place? And what was the outcome of their work? According to the external evaluation of the Euroguidance network, carried out by a Finnish team in 2004, it is evident that the development of the network has been strongly influenced by the network itself, through various bottom-up initiatives. The Euroguidance centres have been involved in the development of the mission, management and activities of the network “[…] with proactive bottom-up strategy and by means of self evaluations, surveys, working clusters and technical working groups.”

“A historical overview … Between 1995 and 2006 the NRCVGs were funded under the Leonardo da Vinci programme (first phase1995-1999, and second phase 2000-2006). Under this 10- year period, the Euroguidance Network grew with three countries in 1995, when Austria, Finland and Sweden joined the EU and in 2004 when 10 of the 12 candidate countries joined. Bulgaria and Romania followed in 2007, but many of these 12 new member countries had already taken part in the Euroguidance work for some years. Today the network includes centres in 32 countries: 27 Member States and Turkey (since 2005). Norway, Iceland, Liechtenstein and Switzerland participate on a voluntary basis, without Community funding. From 2007 and onward the rest of the network is funded through the Lifelong learning programme (transversal part). Initially, the establishment of working groups and clusters was a consequence of the very vague legal basis and position of the network. With no clear directions from “above”, the Euroguidance centres decided to do what they possibly could to improve the network’s legal position and to influence the future of the network. Thanks to the hard work of Euroguidance centres involved in various clusters and technical committees, the network managed to strengthen its position (and to survive!). The legal basis of the Euroguidance Network is no longer uncertain as it was in the mid-1990s. The work of the network is included in the new transversal programme, and (the Network has its’) Terms of References defining (the) objectives and tasks.

Management of the Centres: Since 2007 the European Commission has appointed one expert at the Directorate- General for Education and Culture and a contact person at the Education, Audiovisual and Culture Executive Agency to be responsible for the Euroguidance 194 network at European level. This work includes: organisation regular network meetings; management of operational grants for the centres; preparation of synthesis reports; valorisation of activities of the centres; informing the Euroguidance network of recent EU policy documents and developments and promoting awareness of the Euroguidance activity among decisions-makers within the Commission. However, much of the management work still has to be done by the individual Euroguidance Centres. At network level the management is handled through working groups which are initiated by the network itself usually at network meetings. (…) The structure and organisation of the Euroguidance activity at national level varies from country to country. A majority of the Euroguidance centres are part of a structure closely linked to the Ministry of Education and/or and/or Social Affairs. There are a few countries with several Euroguidance centres, though most countries have one centre. Some centres are directly incorporated in the market organisation or in national institutions for vocational and educational guidance, whereas some countries operate within the National Agencies for the Lifelong Learning Programme. The management structures of the individual Euroguidance centres differ according to their national organisation.

Cooperation with other Networks: According to the Terms of Reference a specific task of the Euroguidance Network is to cooperate and exchange information with other European initiatives related to mobility, (such as Europass, EURES, Eurodesk, NARIC, Europe Direct Information Relays and others) and CEDEFOP. This may take form of regular meetings, mutual signposting, organisation of joint events, seminars, trainings, and joint participation at career fairs, development of common information materials etc.”

1.5 Unit 4: Other Networks

Very useful for vocational, educational and careers counsellors in the international field of Brain Drain and Brain Gain is to know also the WAPES Network. From the WAPES Network website http://www.wapes.org/infos/accueil- @/index.jspz?id=2 (August 2009): “WAPES is the World Association of Public Employment Services. The members are public employment services all over the world. The Association was founded in 1988/89 by six public employment services: Canada, France, Germany, the Netherlands, Sweden, and the USA, together with the International Office (ILO). Meanwhile the number of members has grown to more than 90. The ILO remains an observer to the Association. The official address of WAPES is at the ILO headquarters in Geneva, Switzerland. The WAPES Secretariat, however, is located in Brussels, Belgium. WAPES has three official languages: English, French and Spanish.

195

The purpose of WAPES: The main purposes are to

• encourage contacts between the various member bodies

• promote exchange of experiences and information of the activities of the members

• encourage co-operation between members, especially between the more developed bodies and the less developed ones

• provide services of common interest such as surveys, studies, data bank

• management, training and upgrading

• organise congresses, conferences, meetings, workshops, and seminars dealing with themes of common interest.”

196 Membership in WAPES: National public or governmental bodies responsible for activities related to employment management or implementation of market policies may join WAPES. Membership is at country level. When the various activities regarding employment management are performed by different national organisations the one responsible for worker placement may join WAPES. Its Director General represents the member country. Membership is not open to private employment management organisations, employee associations, unions or individuals.” Brain Drain – Brain Gain counsellors can use this website to learn about WAPES’ current activities and find a list of addresses of the members’ organisations to assists clients to learn about employment opportunities all over the world. Other networks are described in module I.a)

1.6 Unit 5: Exercises for Self-Assessment and Networking

As counsellors shall be encouraged to find other than the established partners to cooperate with – such as special NGOs, unions, employers’ organisations, chambers, big companies and their HRD departments, community bodies and networks, regional and local organisations for economic development, alumni networks, big newspapers, career centres of universities, special associations and societies – these possible partners have to be named according to the special needs of the counsellors and their groups of clients. Possible Network partners could be classified in the following way:

Officially involved Non-official contacts, opinion bodies/organizations/person leaders, private networks responsible

Bodies, organizations, persons, contacts of the main area

Bodies, organizations, persons, contacts in the secondary areas

The participants complete this grid by filling in the cells with information of their own country/region or working field.

197 Possibilities and Ways of Cooperation: To improve the networking in BDBG step by step and to heighten its efficiency, the information to and the experiences with network partners should be divided in the following way:

Bodies, organizations, persons, etc. … … …

1. 1. General description and establishment of targets

2. 2. Organizational-structure

3. 3. Tasks

4. 4. Links with special networks

5. 5. Possible agreement contents

6. 6. Legislative basis

7. 7. Former experiences with contacts

198

1.7 Methodology - Proposals

Lecturer: input on EUREES and Euroguidance network, presentation of the websites. Students work with specific websites looking for information (Cases could be used). Forum: collecting ideas on a definition of networks and networking Forum: collecting knowledge on other networks (to be added by lecturer) Case related work Participants work on the tables

1.8 References Kreutzer, F. /Roth, Silke: Transnationale Karrieren. Biografien, Lebensführung und Mobilität. Wiesbaden, VS, 2006 En: Transnational Careers. Biographies, Ways of Living and Mobility. OECD (ed.): The Global Competition for Talent – Mobility of the High Skilled. OECD 2008. Inside: Networking in Brain Circulation, pp 47 and pp 121 Internet – last download October 2009: ec.europa.eu/eures http://www.euroguidance.net/ www.wapes.org

199

I. Management of Information, Institutional and Regulatory Conditions

I.a) Information Gathering and Information Management

2.2 Knowledge of Valid and Reliable Information Sources in Selected Countries Internet: http://www.ba-auslandsvermittlung.de http://www.zav-reintegration.de http://www.arbeitsagentur.de http://berufenet.arbeitsagentur.de/berufe/index.jsp http://infobub.arbeitsagentur.de/kurs/index.jsp http://www.bibb.de/de/index.htm http://www.dipf.de

PL:

ERGO-IN-NET. Mobility in Europe. Handbook for guidance practitioners working with mobility issues. ASTER Scienza Tecnologia Impresa - S.Cons.p.a. Bologna 2006 3.3 Knowledge of Legislations Pertaining to Education, Training and Work at Local, National and International Level

Kittner, M. & Deinert, O. (2009). Arbeits- und Sozialordnung. Gesetzestexte, Einleitungen, Anwendungshilfen (34. Aufl.). Frankfurt am Main: Bund-Verl. (ISBN 978-3-7663-3914- 0) Luthe, E.-W. (2003). Bildungsrecht. Leitfaden für Ausbildung, Administration und Management. Berlin: de Gruyter. (ISBN 3899491165) Personalrecht 2009. Arbeitsrecht, Lohnsteuer und Sozialversicherung kompakt. Tabellen, Übersichten, Fristen und Daten für die optimale Personalarbeit. Freiburg: Haufe. (ISBN 978-3-448-09145-8) Rebhahn, R. & Kodek, G. E. (2007). Zuständigkeit bei grenzüberschreitenden Arbeitsrechtsfragen. Wien: LexisNexis ARD Orac. (ISBN 978-3-7007-3677-6) Rechberger-Bechter, C. (2008). Europäische Gemeinschaft in der Bildungspolitik. Zuständigkeiten und Handlungsmöglichkeiten. Baden-Baden: Nomos. (ISBN 978-3- 8329-3129-2) Welte, H.-P. (2008). Arbeitsmigration und Studium von Ausländern. Praxishandbuch zum Zuwanderungsrecht. Regensburg: Walhalla. (ISBN 978-3-8029-1045-6)

a Internet: http://www.ariadneproject.org/index.php?id=17 “Guidelines for Web-based Guidance” http://www.ictskills.org/inglese/cover_en.htm LdV-Projekt “ICT Skills for Guidance Counsellors http://www.iaevg.org/IAEVG AIOSP/IAEVG: International Competencies for Educational and Vocational Guidance Practitioners, Bern: September 2003

PL:

ERGO-IN-NET. Mobility in Europe. Handbook for guidance practitioners working with mobility issues. ASTER Scienza Tecnologia Impresa - S.Cons.p.a. Bologna 2006

4.4 Knowledge of Equivalence of Degrees and Professional Qualifications Obtained in Different Countries

Mytzek, Ralf & Klaus Schömann (Hg.) (2004). Transparenz von Bildungsabschlüssen in Europa. Sektorale Studien zur Mobilität von Arbeitskräften. Berlin: Edition Sigma. (ISBN 3-89404-230-3) Woltering, K. (2005). Vereinheitlichung der EU-Bildungsabschlüsse von Ingenieuren und Wirtschaftswissenschaftlern. Grundlagen, Vergleiche, Perspektiven. Berlin: VDM- Verl. (ISBN 3-86550-055-2)

Internet: http://www.daad.de/de/index.html http://europa.eu.int/eures http://ec.europa.eu/ploteus http://www.cedefop.europa.eu http://www.daad.de/de/index.html http://www.hochschulkompass.de http://europa.eu.int/eures http://ec.europa.eu/ploteus http://www.cedefop.europa.eu http://www.anabin.de http://www.europass-info.de/de/start.asp http://www.enic-naric.net/ http://ec.europa.eu/youreurope/nav/en/citizens/index.html http://ec.europa.eu/internal_market/qualifications/index_en.htm

b PL: Biuro Uznawalnoci Wyksztacenia i Wymiany Midzynarodowej ENIC/NARIC Polska. Dobra praktyka i uznawanie kwalifikacji zdobytych w ramach ksztacenia transnarodowego (Transnational Education) [Recommendation on Criteria and Procedures for the Assessment of Foreign Qualifications] Warszawa 2004 ERGO-IN-NET. Mobility in Europe. Handbook for guidance practitioners working with mobility issues. ASTER Scienza Tecnologia Impresa - S.Cons.p.a. Bologna 2006 Paszkowska-Rogacz A. Doradztwo zawodowe w systemach szkolnych krajów Unii Europejskiej (ze szczególnym uwzgldnieniem Irlandii i Danii) Warszawa: KOWEZiU 2001

References Referring to Module I (on the whole) and Other General Sources of Information

Baron, S.C. (2008), Das Duale Ausbildungssystem unter dem Einfluss der EU- Berufsbildungspolitik: Entwicklungsprozesse und Herausforderungen, Saarbrücken: VDM, Müller En: The dual system under influence of EU educational policies. Processes of development and challenges. Der Europäische Bildungsraum – Beiträge der Berufsbildungsforschung: 6. Forum der Arbeitsgemeinschaft Berufsbildungsforschungsnetz, Bielefeld: Bertelsmann 2006 En: The European educational area – contributions by vocational educations’ research. Ertelt, B.-J., Schulz, W.E.: Beratung in Bildung und Beruf. Leonberg 1997 En: Counselling in education and profession. Ertelt, B.-J., Schulz, W.E.: Handbuch der Beratungskompetenz. Leonberg 2. Aufl. 2008 En: Handbook on counselling competencies. Nationale Agentur Bildung für Europa (2006), Leonardo da Vinci 1995 – 2004, Bundesinstitut für Berufsbildung/Klaus Fahle, Bonn OECD (Hrsg.), (2008), Bildung auf einen Blick – OECD-Indikatoren 2008, Bielefeld: Bertelsmann En: Education at a glance - OECD indicators. Schneider, G. (2007), Lernen in Europa – EU-Bildungsprogramm für lebenslanges Lernen, in: Berufsbildung in Wissenschaft und Praxis 36(2007); Nr 3, 27-29:III En: Learning in Europe – EU educational programme for lifelong learning. Selka, R. (Hrsg.) (2002), Qualifizierung von Migrant(inn)en – Konzepte und Beispiele, Schriftenreihe des Bundesinstituts für Berufsbildung, BiBB, Bielefeld: Bertelsmann En: Qualifications of migrants – concepts and samples.

c http://www.ijab.de http://www.rausvonzuhaus.de http://www.wege-ins-ausland.de http://www.inwent.org http://europa.eu/youth/ http://www.euroguidance.net http://www.fit-for-europe.info/ http://www.eurodesk.org/ http://www.auswaertiges- amt.de/diplo/de/Laenderinformationen/VertretungenFremderStaaten- Laenderauswahlseite.jsp

I.b) Marketing and Programmes for Mobility Marketing for mobility, especially for returning migrants

PL: Altkorn J., Podstawy marketingu, Instytut Marketingowy, Kraków 2003 Bangs D.H., Plan marketingowy, PWE Warszawa 1999 Ba ka A, Ertelt B.J., Transnacjonale poradnictwo zawodowe, Ministerstwo Gospodarki i Pracy, Warszawa 2007 Beckwith H, Sprzedawanie niewidzialnego. Przewodnik po nowoczesnym marketingu us ug, One Press, 2006 Buczuma-Zielonka J., D. Tyszkiewicz-Janik, Programy szkole modu owych dla kadry publicznych s ub zatrudnienia – Promocja us ug rynku pracy, WYG International – Ministerstwo Pracy i Polityki Spo ecznej, Warszawa 2007 Czuba a, A. Jonas, T. Smole , J.W. Wiktor, Marketing us ug, Oficyna Ekonomiczna, Kraków 2006 Garczarczyk J., A. Michalak, J. Perenc, Podstawy marketingu, Wysza Szko a Biznesu, Gorzów Wlkp., 2001 Kotler P., Marketing, REBIS, Pozna 2005 Nowotny J., Plan marketingowy, Poltex, Warszawa 1999 OECD, The Global Competition for Talent – Mobility of The Highly Skillled, Paris Cedex 2008 Payne A., Marketing us ug, Polskie Wydawnictwo Ekonomiczne, Warszawa 1997 r. Perenc J. (red.) Marketing us ug. Wybrane aspekty, wydawnictwo Naukowe Uniwersytetu Szczeci skiego, Szczecin, 2005 Sargeant A., Marketing w organizacjach non profit, Oficyna Ekonomiczna, Kraków 2004 Seria Zeszytów Metodycznych Po redników Pracy, Zeszyt numer 2, Marketing urz dów pracy, Krajowy Urz d Pracy, Warszawa 1996

d Seria Zeszytów Metodycznych Po redników Pracy, Zeszyt numer 3, Marketingowy model funkcjonowania publicznych su b zatrudnienia, Krajowy Urz d Pracy, Warszawa 1997 Sty A. (red.), Marketing usug, AE, Wrocaw 2003 Woods P., A. Dolan, Podr cznik marketingu dla su b zatrudnienia, Warszawa 1995

National programmes for outgoing, incoming, returning

Internet: Poland: National Programme POWROTY http://www.powroty.gov.pl/ Austria: OST Scientist Network www.ostina.org/scientists Germany: GAIN www.gain-network.org , EURAXESS http://ec.europa.eu/euraxess/links/index_en.htm

3.3 European and international programmes (EURES, Euroguidance, financial support)

Internet http://www.europa.eu.int/eures/ http://www.euroguidance.net/ www.eurodesk.org ec.europa.eu/youth/youth-in-action-programme www.enic-naric.net ec.europa.eu/euraxess/inde_en.cfm?l1=0&l2=0&l3=0 www.europass.cedefop.europa.eu/europass/preview.action?locale_id=1 ec.europa.eu/europedirect europass.cedefop.europa.eu/europass/home/vernav/Information+and++Support/Nat ional+Reference+Points.csp eacea.ec.europa.eu/portal/page/portal/Eurydice fedora.plexus.leidenuniv.nl/ www.iac-irtac.org/ www.iaevg.org/ www.iccdpp.org www.nfsy.org ktl.jyu.fi/ktl/elgpn/ ec.europa.eu/education/programmes/llp/leonardo/index_en.html ec.europa.eu/education/lifelong-learning-programme/doc84_en.htm www.esn.org/ ec.europa.eu/education/programmes/llp/grundtvig/index_en.html ec.europa.eu/education/programmes/llp/jm/index_en.html ec.europa.eu/education/programmes/mundus/index_en.html ec.europa.eu/education/programmes/tempus/index_en.html http://www.arbeitsagentur.de -> http://www.arbeitsagentur.de/nn_26254/Navigation/zentral/Buerger/Hilfen/Hilfen-Nav.html http://www.daad.de/de/index.html

e II. Working and Living Conditions

II.a) Push and Pull Factors

1.1. Push and Pull Factors

Geis, W., Uebelmesser, S. & Werding, M. (2008). How do migrants choose their destination country? An analysis of institutional determinants. http://www.cesifo- group.de/~DocCIDL/cesifo1_wp2506.pdf) Szell, G. (1972). (Hrsg.). Regionale Mobilität. Elf Aufsätze. München: Nymphenburger Verlagsbuchhandlung. (ISBN 3-485-03210-7) 3.3 Working and Living Culture in Other Countries

Jäggi, C. J. (2009). Sozio-kultureller Code, Rituale und Management. Neue Perspektiven in interkulturellen Feldern. Wiesbaden: VS Verlag für Sozialwissenschaften.

(ISBN 978-3-531-16374-1)

PL: Doga-Herzog Halina, Herzog Tomasz, Rosalska Magorzata, Wawrzonek Anna Praca w Polsce - Dobry Start. Ankieta rejestracyjna dla obcokrajowców. Podrcznik dla doradcy Warszawa KOWEZiU 2007

4.4 Living and working conditions in selected countries

Herlyn, G. (2009). Arbeit und Nicht-Arbeit. Entgrenzungen und Begrenzungen von Lebensbereichen und Praxen. München: Hampp. (ISBN 978-3-86618-308-7) En: Work and non-work. Delimination and limits for sectors of living and pratices.

II b) Psycho-Social Effects of Brain Drain – Brain Gain

4.4 Psychological separation of people working and living abroad

Busch, A. (1982). Migration und psychische Belastung. Eine Studie am Beispiel von Sizilianerinnen in Köln. Berlin: Reimer. (ISBN 3-496-00733-8) Borde, T. & David, M. (2006). (Hrsg.). Migration und psychische Gesundheit. Belastungen und Potentiale. Frankfurt am Main: Mabuse-Verlag. (ISBN 978-3-938304-44-0)

PL: Antoszkiewicz J., Metody heurystyczne. Twórcze rozwizywanie problemów [Heuristic Methods. Creative Problem Solving], PWE, edition II, Warszawa 1990. Bajcar B., Borkowska A., Czerw A., Gsiorowska A. C., Nosal S., Psychologia preferencji i zainteresowa zawodowych. Przegld teorii i metod. [Psychology of Occupational Preferences and Interests. Review of Theories and Methods] Zeszyty informacyjno- metodyczne doradcy zawodowego, Zeszyt 34, Ministerstwo Pracy i Polityki Spoecznej - Departament Rynku Pracy, Warszawa 2006 f Balcerzak-Paradowska B., Skutki migracji dla rodzin [Effects of Migration for Families],[in:] Conference Economic Migration – Reasons and Results, Radziejowice October 3-5, 2006 Ba ka A, Ertelt B.J., Transnacjonalne poradnictwo zawodowe [Transnational vocational counselling], Ministry of Economy and Labour, Warszawa 2007 Ba ka A., Poradnictwo transnacjonalne.[Transnational Counselling] Cele i metody mi dzykulturowego doradztwa karier [Goals and Methods of the Multicultural Career Counselling] - Zeszyty informacyjno-metodyczne doradcy zawodowego [Informative and Methodical Brochures of Career Counselling,] Zeszyt 36 [Brochure No 36], Ministerstwo Pracy i Polityki Spo ecznej - Departament Rynku Pracy,[Ministry of Labour and Social Welfare – Department of Labour Markets] Warszawa 2006 Bogaczyk D., Kompetentne pomaganie [Competent Assistance] [in:] Biuletyn Informacyjny WUP w Zielonej Górze [WUP Information Bulletin], Grudzie [December] 2005, Zielona Góra 2005 Buczuma-Zielonka J., Tyszkiewicz-Janik D., Programy szkole modu owych dla kadry publicznych s ub zatrudnienia, [Module Training Programmes for the Staff of Public Employment Service] WYG International – Ministry of Labour and Social Policy, Warszawa 2007 Cieslikowska D., Kownacka E., Olczak E., Paszkowska-Rogacz A. (ed.), Doradztwo zawodowe a wyzwania Mi dzykulturowe [Occupational Counselling vs. Intercultural Challenges] KOWEZiU, Warszawa 2006 Launikari M., Puukari S. (red.), Poradnictwo i Doradztwo Multikulturowe [Multicultural Counselling and Consultancy], Ministerstwo Pracy i Polityki Spo ecznej [Ministry of Labour and Social Welfare] - Departament Rynku Pracy [Department of Labour Market], Warszawa 2007 Leira A., Working Parents and the Welfare State, Cambridge University Press, New York 2002 OECD, The Global Competition for Talent – Mobility of The Highly Skillled, Paris Cedex 2008 r. Pozna ski J., Ma e stwo i rodzina w czasach migracji [Marriage and Family in the Times of Migration] [in:] Pos aniec [The Messenger], No 9(2008), Dublin 2008 Rybi ski K., Globalny rynek pracy i jego granice. Przyczyny i skutki powstania homo sapiens globalus, [Global Labour Market and its Limits. The Reason and Results of Creation of Homo Sapeins Globalus] [in] The Debate: ROBOTNICY 2020 – wizja rynku i rodowiska pracy w nadchodz cych dekadach [WORKERS 2020 – a Vision of the Labour Market and Environment in the Coming Decades] Gda sk, June 10, 2006 St pniak B. C., Zarz dzanie równowag praca – ycie [Managing the Work-Life Balance] [in:] Marketing w Praktyce [Marketing in Practice], No 12 (118) December 2007, Warszawa 2007, p 86

g References for II in general: Finkelstein, K.E. (2005), Ausgewandert: wie Deutsche in aller Welt leben, Berlin:Links En: Emigrated: How Germans live all over the world. Kerber, B. (2004), Nichts wie weg: der Traum vom Leben im Ausland, in: Psychologie heute 31(2004); H. 10, S. 48 – 51 En: Nothing but leaving: the dream of life abroad. Kreutzer, F., Roth, S. (Hrsg.) (2006), Transnationale Karrieren – Biografien, Lebensführung und Mobilität, Wiesbaden: VS Verlag (und die darin angegebene Literatur) En: Transnational careers – biographies, ways of living and mobility. Laws, B. (2008), Mitarbeiter ins Ausland entsenden: Verträge gestalten und Vergütungen optimieren, Wiesbaden: Gabler En: Sending employees abroad: creating contracts and optimising salaries. Mütze, K. (2007), Handbuch Auslandsentsendung: Praxisbuch für die Vorbereitung und Durchführung von Auslandsentsendungen, Köln: Datakontext En: Pactical handbook for preparation and performance of foreign assignments.

h III. Counselling Tools and Mobility Support III. a) Counselling Theories

2.2. Identification of (other) Competences of Clients Baumer, T. (2002). Handbuch Interkulturelle Kompetenz. (Band 1). Zürich: Orell Füssli Verlag. (ISBN 3-280-05081-2) Földes, C. (2007). Interkulturelle Kommunikation. Positionen zu Forschungsfragen, Methoden und Perspektiven. Wien: Universitätsverlag. (ISBN 978-3-7069-0442-1) 5.5 Multicultural Context for Ability Testing and Interests Assessment Baumer, T. (2002). Handbuch Interkulturelle Kompetenz. Anforderungen, Erwerb und Assessment. Zürich: Orell Füssli Verlag. (Band 1 und 2) (ISBN 3-280-05081-2)

PL: Cie likowska Dominika, Kownacka Ewa, Olczak El bieta, Paszkowska-Rogacz Anna Doradztwo zawodowe a wyzwania midzykulturowe Warszawa: KOWEZiU 2007 Launikari M., Puukari S. (red.), Poradnictwo i Doradztwo Multikulturowe [Multicultural Counselling and Consultancy], Ministerstwo Pracy i Polityki Spoecznej [Ministry of Labour and Social Welfare] - Departament Rynku Pracy [Department of Labour Market], Warszawa 2007 Doga-Herzog Halina, Herzog Tomasz, Rosalska Magorzata, Wawrzonek Anna Praca w Polsce - Dobry Start. Ankieta rejestracyjna dla obcokrajowców. Podrcznik dla doradcy Warszawa KOWEZiU 2007

III b) Multicultural and Transnational Competences and Standards in Counselling

Rademacher, H. & Wilhelm, M. (2009). Spiele und Übungen zum interkulturellen Lernen. Berlin: VWB. (ISBN 3-86135-225-7) En: Games and exercises for intercultural learning.

Rauen, C. (2005). (Hrsg.). Handbuch Coaching (3. Aufl.). Göttingen: Hogrefe. (ISBN 3-8017- 1873-5) En: Handbook coaching. PL: Cie likowska Dominika, Kownacka Ewa, Olczak El bieta, Paszkowska-Rogacz Anna Doradztwo zawodowe a wyzwania midzykulturowe Warszawa: KOWEZiU 2007 Launikari M., Puukari S. (red.), Poradnictwo i Doradztwo Multikulturowe [Multicultural Counselling and Consultancy], Ministerstwo Pracy i Polityki Spoecznej [Ministry of Labour and Social Welfare] - Departament Rynku Pracy [Department of Labour Market], Warszawa 2007 Smagowicz Marta, Kulesza Marta. Midzykulturowy O rodek Doradztwa Zawodowego - kompleksowe doradztwo midzykulturowe. Pakiet organizacyjny. Warszawa 2007 i References on Module III in general: Brown, D. (2007), Career information, career counseling, and career development, Boston: Allyn & Bacon, 9. ed. Ertelt, B.J., Schulz, W.E. (2008), Handbuch Beratungskompetenz – Mit Übungen zur Entwicklung von Beratungsfertigkeiten in Bildung und Beruf, Leonberg: Rosenberger, 2. Auflage En: Handbook on counselling competencies – With exercises on development of counselling competencies in counselling and profession. Nestmann, F…. (ed.), (2007), Das Handbuch der Beratung, Tübingen: Dgvt, Band 1 und 2, 2. Auflage En: The handbook of counselling. Sickendiek, U. Hrsg.), (2007), Beratung in Bildung, Beruf und Beschäftigung, Tübingen: Dgvt En: Counselling in education, career/profession and employment. Sue, W.S., Sue, D. (2007), Counseling the culturally diverse: theory and practice, Hoboken, N.J.: Wiley & sons, 5. Ed.

Further reading on Counselling and Interculturality (Beratung und Interkulturalität)

Erll, A. & Gymnich, M. (2007). Interkulturelle Kompetenzen. Erfolgreich kommunizieren zwischen den Kulturen. UNI-WISSEN Kernkompetenzen ISBN 978-3-12-940005-0) En: Intercultural competencies. Successful communication between cultures. Hecht-El Minshawi, B. (2008). Interkulturelle Kompetenz. Soft Skills für die internationale Zusammenarbeit (2. Aufl.). Weinheim: Beltz. (ISBN 978-3-407-36469-2) En: Intercultural competence. Soft skills for international co-operation. Herbrand, F. (2002). Fit für fremde Kulturen. Interkulturelles Training für Führungskräfte. Paul Haupt Verlag. En: Fit for foreign cultures. Intercultural training for executive staff. Kreutzer, F., Roth, S. (Hrsg.) (2006), Transnationale Karrieren – Biografien, Lebensführung und Mobilität, Wiesbaden: VS-Verlag En: „Transnational Careers – Biographies, ways of Living and Mobility. Good overview, articles with case studies’ character on different groups of mobile professionals. Prof. Kreutzer is new professor at HdBA. Kumbruck, C. & Derboven, W. (2004). Interkulturelles Training. Trainingsmaterial zur Förderung interkultureller Kompetenzen in der Arbeit. Berlin: Springer. En: Intercultural training. Training material to support intercultural competencies at work. OECD (2008), The Global Competition for Talent – Mobility oft the highly skilled, Paris Cedex Basic reading: good overview, regarding also „Brain circulation“ processes (including back going and returning migrants) and migrants’ individual forms of living. Many new references and sources for further research.

j General Literature Cedefop (Ed.): Future Skills Needs in Europe _ Medium Term forecast – Synthesis Report. Thessaloniki 2008 Kate, Mary-Anne and Niessen, Jan: Guide to Locating Migration Policies in the European Commission. 2nd Edition. EPIM and MPG October 2008 OECD: International Migration Outlook: SOPEMI. 2008 Edition. Paris 2008

I. Management of Information, Institutional and Regulatory Conditions

I.a) Information Gathering and Information Management

1.1. Knowledge of legislations pertaining to education, training and work at local, national and international levels

Internet: www.navet.government.bg - CAREER GUIDANCE IN BULGARIA 2009 - 2013 . ROAD MAP, http://www.karieri.bg/ http://www.kakvidastanem.bg www.minedu.governemrnt.bg http://www.jobtiger.bg/ http://www.minedu.government.bg/ http://www.cedefop.europa.eu/ http://ec.europa.eu

1.2. Knowledge of valid and reliable information sources in selected countries /http://www.fbo.bg/

2.1. Knowledge of equivalence of degrees and professional qualifications obtained in different countries http://europa.eu/index_bg.htm http://ec.europa.eu/ploteus http://www.cedefop.europa.eu

I.b) Services and Programmes

5.1. Marketing for mobility, especially for returning migrants

6.1. National programmes for outgoing, incoming, returning

6.2. European and international programmes (EURES, Euroguidance, financial support) www.ec.europa.eu/education/lifelong-learning-programme www.ec.europa.eu/education/programmes/mundus

a II. Working and Living Conditions

II.a) Psychological Efects

3.2. Psychological separation of people working and living abroad

2.3. Knowledge of psycho-social effects of BD-BG

II.b) Push and Pull Factors

3.1. Push and pull factors

4.2. Working and living culture in other countries

5.3. Living and working conditions in selected countries

III. Counselling Tools and Mobility Support

III. a) Counselling Theories

2.2. Identification of (other) competencies of clients http://www.mappbg.com/

3.4. Counselling theories of international careers

3.3. Multicultural context for ability testing and interests assessment

8.1. Multicultural and Transnational competencies and standards in counselling http://www.mappbg.com/ http://www.uni- sofia.bg/index.php/bul/fakulteti/fakultet_po_pedagogika/novini/za_prepodavatelite/partn_orst vo_mezhdu_fakulteta_po_pedagogika_i_fondaciyata_na_biznesa_za_obrazovanieto http://karea-bg.com/index.php?section=55 http://www.karierist.com/ http://www.jobtiger.bg/careerlib.php?id=108&ln=2&cached&js=0 www.fbo.bg/ CAREER GUIDANCE IN BULGARIA 2009 - 2013 . ROAD MAP,

b REFERENCES LUXEMBOURG

There do not exist any specific references regarding ‘Brain Drain - Brain Gain’ for Luxembourg. A principal reason is that Luxembourg does not train guidance counsellors and possibly more important, Luxembourg very much and almost exclusively is a Brain Gain country.

Below you will nevertheless find a few websites that give relevant information regarding ‘LIVING AND WORKING IN LUXEMBOURG’ in English, and not in French (as most do).

1. Luxembourg Board of Economic Development http://www.bed.public.lu

2. Just Landed Luxembourg Guide http://www.justlanded.com

3. Luxembourg for Finance http://www.lff.lu/living-in-luxembourg

4. EURES http://ec.europa.eu/eures/main.jsp?countryId=LU&acro=lw&lang=en&parentId=0&catId=0&re gionIdForAdvisor=®ionIdForSE=%®ionString=LU0%20

References

Balá, V. – Williams, A. (2004): ’Been there, done that’: International student migration and human capital transfers from the UK to Slovakia, Population, Space and Place, 10, # 3, pp. 217-237

Balá, V. – Williams, A. – Kollár, D. (2004): Temporary versus permanent youth brain drain: economic implications, International Migration, 42, # 4, pp. 3-34

Belev, B. et al. (2003): The informal economy in the EU Accession Countries – Size, scope, trends and challenges to the process of EU enlargement, Center for the Study of Democracy, Sofia

Bijak, J. – Kicinger, A. et al. (2004): Long-term international migration scenarios for Europe 2002-2052, Study prepared within the research project “Impact of international migration on population dynamics and labour force resources in Europe”, Warsaw

Bijak, J. – Kupiszewski, M. et al. (2004): Long-term international migration scenarios for the new EU member and accession countries, Draft of research report prepared for the project “Compilation of long-term national and regional population scenarios for the 12 EU candidate countries”, Warsaw Bijak, J. – Kupiszewski, M. – Kicinger, A. (2004): International migration scenarios for 27 European countries 2002-2052, Central European Forum for Migration Research Working paper 4/2004, Warsaw Blanchflower, D. – Saleheen, J. – Shadforth, C. (2007): The impact of the recent migration from Eastern Europe on the UK economy, Discussion paper No. 2615, Institute for the Study of Labor (IZA), Bonn BMWA (2005): Potential for labour migration in border regions examined, Paul Lazarsfeld- Gesellschaft für Sozialforschung et Bundesministerium für Wirtschaft und Arbeit, Wien Buch, C. – Kuckulenz, A. – Le Manchec, M. (2002): Worker remittances and capital flows, Kiel Working paper No. 1130, Institute for World Economics, Kiel Comenius University (2006): Population Atlas of Slovakia, Comenius University, Bratislava COST (1997): Brain drain from Central and Eastern Europe, European co-operation in the field of scientific and technical research, Brussels Council of Europe (2005): Recent demographic developments in Europe 2004, Council of Europe Publishing, Strasbourg Divinsk, B. (forthcoming): Chapter 22 – Slovakia, in Tryandafyllidou, A. – Gropas, R. (Eds.): European Immigration: A Sourcebook, Ashgate, Aldershot Divinsk, B. (2007a): Vybrané problémy zahranicní migrace na Slovensku v soucasnosti [Selected problems of international migration in Slovakia at present], www.migraceonline.cz, Prague Divinsk, B. (2007b): Country Report Slovak Republic on migration and asylum 2003, Berliner Institut für Vergleichende Sozialforschung for the EU Commission – European Migration Network

a Divinsk, B. (2007c): Labor market – migration nexus in Slovakia: time to act in a comprehensive way. International Organization for Migration, Bratislava. Divinsk, B. (2006a): Chapter 3.2 – International migration, in Mládek, J. et al.: Demogeografická analza Slovenska, Comenius University, Bratislava

Divinsk, B. (2006b): Zahranicná migrácia v Slovenskej republike: Potreba novch prístupov [International migration in Slovakia: need for new approaches], Zahranicná politika, 10, # 3, pp. 3-5

Divinsk, B. (2005a): Zahranicná migrácia v Slovenskej republike – stav, trendy, spolocenské súvislosti [International migration in the Slovak Republic – Situation, trends, social contexts], Friedrich Ebert Stiftung, Bratislava

Divinsk, B. (2005b): Migration in the Slovak Republic – state, trends, and impacts on Slovak society, Recommendations for the Slovak Government, Working Group XI. for Justice and Home Affairs within the National Convent on the EU (a consultative body for the Slovak Government and Parliament) Divinsk, B. (2005c): Active Civic Participation of Immigrants in Slovakia, Country Report prepared for the European research project POLITIS, Carl von Ossietzky Universitat Oldenburg, Oldenburg Divinsk, B. (2005d): Selected problems of foreigners in Slovakia in the context of current migration policy in the country, Social and Cultural Diversity in Central and Eastern Europe: Old Factors and New, Multikulturní centrum Praha, Prague, pp. 32–34 Divinsk, B. (2004): Migration Trends in Selected EU Applicant Countries, Volume V- Slovakia – An Acceleration of Challenges for Society, International Organization for Migration, Vienna Divinsk, B. – Popjaková, D. (2007): How many Slovaks work abroad? [Kolko Slovákov pracuje v zahranicí? (Jeden expertn odhad)], Forum Statisticum Slovacum, 3, # 3, pp. 70-76 Djankov, S. et al. (2002): Going Informal: Benefits and Costs, World Bank, Washington D.C. Docquier, F. – Rapoport, H. (2004): Skilled Migration: The Perspective of Developing Countries, Policy Research Working paper series No. 3382, World Bank, Washington D.C. Drbohlav, D. (2005): International Migration and the New EU Member States, Development & Transition, # 2, United Nations Development Program et the London School of Economics and Political Science, Bratislava et London Duleba, A. (2004): Economic cooperation, cross-border cooperation, human contacts and ethnic minorities issues, border management in relations between Ukraine and the Slovak Republic, in Hudak, V. – Herrberg, A. – Solonenko, I. (Eds.): 2004 European Union Accession: Implications for Ukraine’s Relations with its Central European Neighbours, EastWest Institute et Institute for Regional and Euro-Integration Studies “EuroRegio Ukraine”, Kyiv EC (2004): Undeclared work in an enlarged Europe – an analysis of undeclared work, European Commission, Brussels b EC (2001): The free movement of workers in the context of enlargement, Information note, European Commission, Brussels ECB (2006): Convergence Report December 2006, European Central Bank, Frankfurt am Main

ECB (2004): Convergence Report 2004, European Central Bank, Frankfurt am Main EFILWC (2006): Mobility in Europe – Analysis of the 2005 Eurobarometer survey on geographical and labour mobility, European Foundation for the Improvement of Living and Working Conditions, Office for Official Publications of the European Communities, Luxembourg EFILWC (2004): Migration trends in an enlarged Europe, European Foundation for the Improvement of Living and Working Conditions, Office for Official Publications of the European Communities, Luxembourg Eurostat (2007a): Demographic Outlook – National reports on the demographic developments in 2005, Office for Official Publications of the European Communities, Luxembourg Eurostat (2007b): Europe in figures – Eurostat yearbook 2006-07, Office for Official Publications of the European Communities, Luxembourg Eurostat (2006a): Population statistics – 2006 Edition, Office for Official Publications of the European Communities, Luxembourg Eurostat (2006b): Long-term population projections at national level, Statistics in focus – Population and social conditions 3/2006, Office for Official Publications of the European Communities, Luxembourg Eurostat (2006c): Regional unemployment in the European Union, Bulgaria and Romania in 2005, Office for Official Publications of the European Communities, Luxembourg Eurostat (2006d): Non-national populations in the EU Member States, Statistics in focus – Population and social conditions 8/2006, Office for Official Publications of the European Communities, Luxembourg Eurostat (2006e): Regions: statistical yearbook 2006, Data 2000-2004, Office for Official Publications of the European Communities, Luxembourg

Fassmann, H. – Hintermann, C. (1997): Migrationspotential Ostmitteleuropa – Struktur und Motivation potentieller Migranten aus Polen, der Slowakei, Tschechien und Ungarn, ISR- Forschungsberichte Heft 15, Verlag der ÖAW, Vienna Futo, P. – Jandl, M. (2006): 2005 Yearbook on illegal migration, human smuggling and trafficking in Central and Eastern Europe, ICMPD, Vienna GCIM (2005): Migration in an interconnected world: New directions for action, Global Commission on International Migration, Geneva Gergelová, K. – Líka, M. – Pruová, A. (2002): International mobility of workforce [Medzinárodná mobilita pracovnej sily SR], Vskumn ústav práce, sociálnych vecí a rodiny, Bratislava

c Gilpin, N. et al. (2006): The impact of free movement of workers from Central and Eastern Europe on the UK labour market, Department for Work and Pensions Working paper No. 29, London

Halás, M. (2007): Development of work migration between SR and CZ [Vvoj pracovnej migrácie medzi SR a CR], in Kraft, S. (Ed.): Ceská geografie v evropském prostoru – Lokální a regionální rozvoj/politika, Sborník príspevku z XXI. sjezdu Ceské geografické spolecnosti, Jihoceská univerzita, Ceské Budejovice

Harrison, A. et al. (2004): Working abroad – the benefits flowing from nationals working in other economies, Organization for Economic Co-operation and Development, Paris

Heinz, F. – Ward-Warmedinger, M. (2006): Cross-border labour mobility within an enlarged EU, Occasional paper series No. 52, European Central Bank, Frankfurt am Main Herzog, H. (2006): Rules applicable to workers of Hungary, Slovakia and Romania in Austria – the working of transitional arrangements in practice, in Traser, J. (Ed.): A regional approach to free movement of workers: Labour migration between Hungary and its neighbouring countries, University of Szeged Faculty of Law, Szeged Home Office (2007): Accession Monitoring Report, May 2004-December 2006, Home Office, London ILO (2004): Towards a Fair Deal for Migrant Workers in the Global Economy, International Labour Organization, Geneva IOM (2006a): Controled migration as reaction on the needs of modern labour market [Riadená migrácia ako odpoved na potreby moderného trhu práce], Feasibility study, International Organization for Migration, Bratislava IOM (2006b): Managing Migration in Ireland: A Social and Economic Analysis, International Organization for Migration et National Economic and Social Council of Ireland, Geneva et Dublin IOM (2006c): Migrants’ Remittances and Development – Myths, rhetoric and realities, International Organization for Migration, Geneva IOM (2005a): World Migration 2005: Costs and benefits of international migration, International Organization for Migration, Geneva IOM (2005b): Essentials of Migration Management: A Guide for Policy Makers and Practitioners, International Organization for Migration, Geneva IOM (2003): World Migration 2003: Managing Migration – Challenges and Responses for People on the Move, International Organization for Migration, Geneva IOM (1998): Migration potential in Central and Eastern Europe, International Organization for Migration, Geneva IOM et ICMPD (2002): New challenges for migration policy in Central and Eastern Europe, International Organization for Migration et International Centre for Migration Policy Development, Asser Press, The Hague

IPPR (2004): Labour migration to the UK, Institute for Public Policy Research, London d Kaczmarczyk, P. – Okólski, M. (2005): International migration in Central and Eastern Europe – current and future trends, Department of Economic and Social Affairs, United Nations, New York

Kellenbergerová, K. (2006): In- and Out-Labour migration trends in the Slovak Republic, in Traser, J. (Ed.): A regional approach to free movement of workers: Labour migration between Hungary and its neighbouring countries, University of Szeged Faculty of Law, Szeged

Kostolná, Z. (2006): Factors and barriers in work mobility [Faktory a bariéry mobility za prácou], presentation at the conference Migracné trendy v SR: otázniky a vzvy, November 22, 2006, Bratislava

Kúska, M. – Gyárfáová, O. (1997): Odliv mozgov: príciny a súvislosti (Potencionálna migrácia vedeckch a vskumnch pracovníkov v Slovenskej republike), Sociológia, 29, # 2, pp. 191-209

Lubyová, M. (2000): Status of foreign residents and foreign workers in selected Central and Eastern European countries, presentation at the OECD Seminar on Recent developments in migration and the labour market in Central and Eastern Europe in the context of the EU enlargement, March 2-3, 2000, Bratislava Novysedlak, V. (2006): The pension system in the Slovak Republic, Institute of Financial Policy - Ministry of Finance of the Slovak Republic, Bratislava OECD (2006a): International migration outlook, Sopemi 2006 Edition, Organization for Economic Co-operation and Development, Paris OECD (2006d): Education at a glance 2006 Edition, Organization for Economic Cooperation and Development, Paris Okólski, M. (2006): Costs and benefits of migration for Central European countries, CMR Working papers No. 7/65, Centre of Migration Research, Warsaw OSCE – IOM – ILO (2006): Handbook on establishing effective labour migration policies in countries of origin and destination, Organization for Security and Co-operation in Europe, International Organization for Migration et International Labour Office, Vienna et Geneva Özden, C. – Schiff, M. (2006): International migration, remittances and the braindrain, World Bank et Palgrave Macmillan, Washington D.C. Salt, J. (2006): Current trends in international migration in Europe, Council of Europe, Strasbourg Saczuk, K. (2004): Labour force participation scenarios for 27 European countries 2002- 2052, Central European Forum for Migration Research Working paper 5/2004, Warsaw Schrooten, M. (2005): Bringing home the money – What determines worker’s remittances to transition countries?, Institute of Economic Research, Ú SR (2006e): People migration [Migrácia obyvatelstva], Statistical Office of the Slovak Republic, Bratislava

e Tamas, K. – Münz, R. (2006): Labour migrants unbound? EU enlargement, transitional measures and labour market effects, Institute for Futures Studies, Stockholm Traser, J. (2005): Who’s afraid of EU enlargement? Report on the free movement of workers in EU-25, European Citizen Action Service, Brussels

UNFPA (2006): The state of the world population 2006, A Passage to Hope – Women and International Migration, United Nations Population Fund, New York

UNHCR (2005): 2004 Global Refugee Trends, United Nations High Commissioner for Refugees, Geneva

Veszelei, V. (2006): Legal implications of labour mobility in Slovakia – Recent experience: challenges and achievements in Traser, J. (Ed.): A regional approach to free movement of workers: Labour migration between Hungary and its neighbouring countries, University of Szeged Faculty of Law, Szeged

WB (2006a): Labor migration from the new EU Member States, World Bank EU8 Quarterly Economic Report, September 2006, World Bank, Washington D.C. WB (2006b): Migration and remittances – Eastern Europe and the former Soviet Union, The International Bank for Reconstruction and Development et World Bank, Washington D.C. WB (2006c): Global Economic Prospects 2006 – Economic Implications of Remittances and Migration, World Bank, Washington D.C. WB (2002): Slovak Republic – Living Standards, Employment, and Labor market study, A World Bank country study, World Bank, Washington D.C. Williams, A. – Balá, V. (2005a): Vietnamese community in Slovakia, Sociológia, 37, # 3, pp. 249-274 Williams, A. – Balá, V. (2005b): Winning, then losing, the battle with globalization: Vietnamese petty traders in Slovakia, International Journal of Urban and Regional Research, 29, # 3, pp. 533-549 Williams, A. – Balá, V. (2005c): What human capital, which migrants? Returned skilled migration to Slovakia from the UK, International migration review, 39, # 2, pp. 439-468 Williams, A. – Balá, V. – Kollár D. (2001): Coming and going in Slovakia: international labour mobility in the Central European “buffer zone”, Environment and Planning A, 33, # 6, pp. 1101-1123 ZDS (2006): Workers’ mobility – Position paper of employers’ associations of Central and Eastern Europe, Association of Employers of Slovenia ZDS, Ljubljana

f Links: www.migraceonline.cz - A specialised website of the Multicultural Centre Prague focusing on migration issues in Central and Eastern Europe. www.profesia.sk – Job portal with specific information about Living and working conditions in Slovakia (www.profesia.sk/cms/kariera-v-kocke/100)

I. Management of Information, Institutional and Regulatory Conditions

I.a) Information Gathering and Information Management

1.3. Knowledge of legislations pertaining to education, training and work at local, national and international levels

Internet: Türkiye'de Örenim Gören Yabancı Uyruklu Örencilere li kin Kanun: http://www.yok.gov.tr/content/view/438/183/lang,tr/

Meslek Eitimi Kanunu: http://statik.iskur.gov.tr/tr/kurumumuz/mevzuat/kanun9.htm

Milli Eitim Temel Kanunu: http://www.mevzuat.gov.tr/Metin.Aspx?MevzuatKod=1.5.1739&sourceXmlSearch=&MevzuatI liski=0

1.4. Knowledge of valid and reliable information sources in selected countries

Internet: www.egitim.gov.tr

2.1. Knowledge of equivalence of degrees and professional qualifications obtained in different countries

Internet: www.egitim.gov.tr www.meb.gov.tr http://europass.cedefop.europa.eu/europass/home/hornav/Introduction.csp?loc=tr_TR

References referring to Module I (on the whole) and Other general sources of information

I.b) Services and Programmes

5.1. Marketing for mobility, especially for returning migrants

6.1. National programmes for outgoing, incoming, returning

6.2. European and international programmes (EURES, Euroguidance, financial support)

Internet http://www.ua.gov.tr/

a II. Working and Living Conditions

II.a) Psychological Efects

3.2. Psychological separation of people working and living abroad

2.3. Knowledge of psycho-social effects of BD-BG

II.b) Push and Pull Factors

3.1. Push and pull factors

4.2. Working and living culture in other countries

Bedirhan, Yaar (2009), “Avrupa birlii ülkelerinde yaayan Türk çocuklarının

Kültürel uyum sorunları ve çözüm önerileri”, Akademik Bakı, Sayı 16, Nisan.

5.3. Living and working conditions in selected countries

Yılmaz, Fatih (2009), “Küreselleme sürecinde gelimekte olan ülkelerde ve Türkiye’de i salıı ve güvenlii“, Uluslararası nsan Bilimleri Dergisi, Cilt: 6, Sayı: 1.

(ISSN 1303 – 5134)

III. Counselling Tools and Mobility Support

III. a) Counselling Theories

2.2. Identification of (other) competencies of clients

Korkut, F., “Counselor’s thoughts and practices related to career guidance and counselling”, Hacettepe University Journal of Education, 32, 2007, 187-197.

3.4. Counselling theories of international careers

3.3. Multicultural context for ability testing and interests assessment

8.1. Multicultural and Transnational competencies and standards in counselling

III.b) Building up an International Networt of BDBG-Counsellors

8.3. Building up an international network of BD-BG counsellors

b REFERENCES ON MOBILITY – TURKEY

Turkey’s Ministry of Foreign Affairs: http://www.mfa.gov.tr/default.en.mfa (in English) http://www.mfa.gov.tr/default.tr.mfa (in Turkish)

Information on Living: http://www.goturkey.com/index.php?lng=en (in English) http://www.goturkey.com/index.php?lng=tr (in Turkish) http://www.mymerhaba.com/Home-Sweet-Home-in-Turkey-308.html (in English)

How to Buy Immovables in Turkey: http://www.mfa.gov.tr/guidance-for-foreigners.en.mfa (in English)

Information on Work Visa: http://www.mfa.gov.tr/visa-information-for-foreigners.en.mfa (in English)

Working in Turkey: http://www.mymerhaba.com/Working-in-Turkey-205.html (in English) Work Permits for Foreigners: http://www.mymerhaba.com/Working-in-Turkey---by- Expatia-in-Turkey-3440.html Rebublic of Turkey Ministry of Labour and Social Security: http://www.csgb.gov.tr/en/

I. Management of Information, Institutional and Regulatory Conditions

I.a) Information Gathering and Information Management

Knowledge of legislations pertaining to education, training and work at local, national and international levels

1.1 Knowledge of valid and reliable information sources in selected countries

www.careerseurope.co.uk Careers Europe Is a resource centre for the UK, producing information on opportunities in other countries, particularly in the EU and EEA but also in other countries worldwide. Produces ‘Exodus’ – Big database of information about studying, training and working overseas and ‘Eisodus’ information to support professionals helping incoming migrants into the UK. These are can be accessed through paid subscription.

www.derby.ac.uk/ask-icegs- ICEGS information-services International Centre for Guidance Studies.

www.ergoinnet.net Ergo-in-Net Project Addressed mainly to guidance practitioners who work with mobility issues but other professionals working in the training, education and labour fields can also find useful information here.

http://ec.europa.eu/ploteus/ Ploteus Portal on Learning Opportunities throughout the European Space. PLOTEUS aims to help students, job seekers, workers, parents, guidance counsellors and teachers to find out information about studying in Europe. Multilingual site.

www.cedefop.gr CEDEFOP The European Centre for the Development of Vocational Training is a European agency that helps promote and develop vocational education and training in the European Union (EU). It is the EU's reference centre for vocational education and training.

www.trainingvillage.gr European Training Village This is a virtual community of practitioners, policymakers and researchers developed by CEDEFOP.

www.ilo.org International Labour Organisation Is the tripartite UN agency that brings together governments, employers and workers of its member states in common action to promote decent work throughout the world.

http://ec.europa.eu European Commission Provides information, advice and recruitment / placement services for the benefit of workers and employers.

www.oecd.org/ Organisation for Economic Cooperation and Development Has a vast number of reports, research and documents regarding mobility and the vital part that career guidance counsellors have to play in this system.

www.mevoc.net Mevoc Project Provides a wide range of information on how to acquire/improve counsellor skills and competences. Has a database of resources for 31 competence standards. Multi- lingual.

UK Specific Information

www.dcsf.gov.uk/ Department for Children, Schools and Families The website for education in the UK with a lot of information.

www.dwp.gov.uk/ Department for Work and Pensions The website for the labour market in the UK with a lot of information.

www.lsc.gov.uk/ Learning and Skills Council A non-departmental public body which began work in 2001, taking over the roles of the former Further Education Funding Council and Training and Enterprise Councils. It is responsible for planning and funding high quality education and training for everyone in England other than those in universities.

www.statistics.gov UK National Statistics Statistical information on a number of themes in the UK.

www.careersbox.co.uk/ CareersBox Is a research and practice network supported by an on-line tool content developer and delivery specialist in the market of careers information and Labour Market information.

www.icg-uk.org/ Institute of Careers Guidance Aims to influence the UK Government and ensure members are kept up-to-date with the latest parliamentary debates and discussions through their weekly email service. They are the awarding body for the Qualification in Career Guidance (QCG) and have a partnership agreement with Edexcel and SQA to award NVQs and SVQs in Advice and Guidance. They also define and regulate the ethics and standards of the guidance profession through an Ethics & Standards.

c www.careersengland.org.uk/ Careers England Careers Information in England

www.careers-scotland.org.uk Careers Scotland Careers Information in England.

www.careerswales.com Careers Wales Careers Information in Wales – award winning site.

www.delni.gov.uk Department for Employment and Learning Northern Ireland Employment and education Information in Northern Ireland.

2.1. Knowledge of equivalence of degrees and professional qualifications obtained in different countries

www.enic-naric.net The National Recognition Information Centres The NARIC network can provide information and advice on recognition of diplomas and study periods in EU countries

I.b) Services and Programmes 5.1. Marketing for mobility, especially for returning migrants

6.1. National programmes for outgoing, incoming, returning

www.euroguidance.net/ Euroguidance Network Is a network of centres linking together the Careers Guidance systems in Europe. Euroguidance promotes mobility, helping guidance counsellors and individuals to better understand the opportunities available to European citizens throughout Europe.

e 6.2. European and international programmes (EURES, Euroguidance, financial support)

http://ec.europa.eu/education/lifelong Life Long Learning -learning-programme/doc78_en.htm Programmes A number of funded mobility programmes for people in all stages of life.

II. Working and Living Conditions

II.a) Psychological Effects

www.intcomp.eu Intercultural Competence Training Project Blended Learning units. Multi lingual site.

www.britishexpat.com/Lifestyle__Culture_Shock.28 British Expat 3.0.html News, humour and information for Brits worldwide! Has a number of different articles.

www.intcomp.eu Intercultural Competence Training Project Blended Learning units. Multi lingual site.

III. Counselling Tools and Mobility Support

- a) Counselling Theories

2.2. Identification of (other) competencies of clients

www.mevoc.net Mevoc Project Provides a wide range of information on how to acquire / improve counsellor skills and competences.

g 3.4. Counselling theories of international careers

http://glossary.ambernet.lt/ Borderless Guidance Project Is a project that has a glossary of 148 guidance terms defined in 5 different EU languages, descriptions of guidance systems and a summary of popular guidance theories.

3.3. Multicultural context for ability testing and interests assessment

www.mevoc.net Mevoc Project Provides a wide range of information on how to acquire / improve counsellor skills and competences.

8.1. Multicultural and Transnational competencies and standards in counselling

www.mevoc.net Mevoc Project Provides a wide range of information on how to acquire / improve counsellor skills and competences.

www.ecgc.at European Career Guidance Certificate Project Has developed a European examination for EU guidance practitioners.

III.b) Building up an International Network of BDBG-Counsellors

8.3. Building up an international network of BD-BG counsellors

www.academia-europe.eu Academia Project Every year organises funded exchanges for guidance practitioners all over the EU.

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Publisher Hochschule der Bundesagentur für Arbeit (HdBA) (University of Applied Labour Studies of the Federal Employment Agency) E-Mail: [email protected] ISSN 1869-8506 January 2010