From 2010 the Government plans to have in place a universal Adult Advancement and Careers Service. Beyond the general support to help find jobs and complete applications offered by Job Centre Plus, the new framework will provide a more holistic approach to employment and training. Currently, this kind of holistic support is only available to…

Discusses how new technology is changing career testing and assessment. Describes several career information systems such as CareerScope, Ability Explorer, Work Keys, and Test of Adult Basic Education. (JOW)

Integrated computer-assisted career counseling and guidance systems use computers to assess self-knowledge and identify likely careers and counseling to discuss and analyze results. In Australia, a number of U.S.-developed and Australian-adapted computerized tools and integrated systems are in wide use. (JOW)

Recommendations of system developers, policymakers, researchers, evaluators, and practitioners for improving the design and use of computer-assisted career guidance systems include improved staff training, integration within the context of service delivery, and attention to client diversity. (JOW)

Defines career information, discusses how information is acquired and used, and provides a model for moving career information to career knowledge. In the model of self, search, and synthesis, individuals develop information about themselves, gather information about the world of work, synthesize the information, and apply their knowledge to the…

Emerging "fifth-generation" computer-assisted career guidance systems include Internet-based resources such as listservs and Web sites. Obstacles to fifth-generation systems include confidentiality, counselor resistance, and lack of training. Counselors can aid their development by authoring, collaborating, evaluating, and advocating for…

The following aspects of career information delivery systems are described: uses (assessment, job search, occupational information), access (secondary, postsecondary), integration into curriculum, the role of computer and counselor, and state and national sources of information. (SK)

As the European Community forms a single market, guidance and counseling can take on transnational roles. Computers have the potential to link people beyond national borders, improving access to education and employment information and facilitating mobility. (SK)

Presents job-hunting options and career opportunities available by searching the Internet, as well as tips for consulting others in a field of interest through a listserv or usenet news group. A collection of Internet addresses providing access to information on job search strategies or job availability is provided. (JPS)

Finds the Sampson et al. guidelines for computer-assisted career guidance systems (CE 521 972) comprehensive and self-explanatory, but states that user judgment is still required. Suggests revision of existing standards to take into account the feature-cost analysis method. (SK)

Articles describe elements of Oregon's' tech prep program: "New Software Helps Students Visualize a Career Path" (Buhl); "Bridge Construction Ahead" (Roach); and "To Track Students, Oregon Goes to the Bar" (Dutson). (JOW)

The framework for an ideal computer-assisted career guidance system is a combination of a decision support system and an expert system. Such a system takes into account individual differences in all relevant dimensions and guides the user to the relevant information in the shortest way. (SK)

Finds the feature-cost analysis method (Sampson et al., CE 521 972) a useful tool, but suggests that users need to determine which criteria are most important to them on the basis of a needs assessment. (SK)

Synthesizes critiques of the computer-assisted career guidance system selection guidelines (CE 521 972) in terms of system and feature effects, qualitative features, benefits, and costs. Presents implications for practitioners, researchers, system developers, and policy makers. (SK)

The economic union of the European Community will have a profound effect on educational opportunities available to adults. Differences among member states in the educational and vocational guidance provided to adults must be addressed to develop the flexible and sophisticated systems that will be demanded. (SK)