Careers guidance services within the European Community: contrasts and common trends

The main features of the guidance systems for young people aged 14–25 in the Member-States of the European Community are outlined. A number of important differences are analysed: in terms of the main location of guidance services, the focus of such services, the range of guidance activities, the structure of financing, and the professional identity of those occupying guidance roles. At the same time, three common trends are identified which have a general if not universal validity across the Member-States: the view of educational and vocational guidance as a continuous process; the emergence of a more open professional model; and the greater emphasis on the individual as an active agent, rather than as a passive recipient, within the guidance process.     

Book reviews

International Review of Education -     

The development of a lifelong guidance system in Hungary

The development of a lifelong guidance system in Hungary Systematic work is currently being undertaken in Hungary to develop a lifelong guidance system, in line with principles outlined by leading international organisations. The origins of career guidance in Hungary, and the nature of the current career guidance system, are outlined. The main features of the current development programme, supported by the European Social Fund, are presented, alongside the strategic work of the National Lifelong Guidance Council. Key issues relating to these developments are discussed.     

Experimenter Effects in Exercise Tolerance Testing: The Race and Gender of the Tester and the Tester/Subject Relationship

Abstract

Two studies examined the effects of the experimenter on heart rate (HR), rating of perceived exertion (RPE), and time to voluntary exhaustion on a graded treadmill test in college students. The first study determined the effects of the gender and race of the tester on black and white subjects of both sexes. Four testers (black female—BFT, white female—WFT, black male—BMT, and white male—WMT) tested 5 subjects of each gender and race. Differences based on gender and race were determined by a 2 × 2 × 2 × 2 ANOVA. The second study dealt with the tester/subject relationship. One tester tested 20 subjects. Ten were his friends (5 males, 5 females) and 10 (5 males, 5 females) did not know him. Differences were determined by 2 × 2 ANOVA. In both studies, the female subjects had poorer performance than the males. HR during moderate and heavy exercise was not affected by the race and gender of the tester or the tester/subject relationship. For time to exhaustion, white female subjects (WFS) exercised longer when being tested by a female but black female subjects (BFS) had a longer total time with male testers. Significant interactions occurred for HR at rest and at various times during light work for both studies. There were also significant interactions for RPE at various stages of light, moderate and heavy exercise for both studies. For subjects unaccustomed to exercise testing, it appears that the effects of the race and gender of the tester and the tester/subject relationship predominate at rest and during light work. Fewer effects are observed during moderate and heavy work. Many of the results in these studies are consistent with societal roles and expectations for males and females, blacks and whites. A consistent testing environment can minimize the influence of extrinsic testing variables.     

Non-reduced optimal observers for time-varying linear systems

A method is presented for constructing a nonreduced observer for a finite dimensional linear system. The systems considered are nth order, time-invariant or time-varying forced linear systems which are assumed to be bounded and uniformly completely state reconstructible. The observer dynamics are derived from an optimal estimation formulation which is related to the concept of observability. The cost functional used in this formulation includes a parameter which determines the relative weighting of the system output and the estimate of the initial system state. The result is a practical method of estimating the state of a linear system from noiseless measurements of the input and output. The results are also of theoretical significance in that a direct connection between reconstructibility and the existence of observers is established.     

Using a meta-analysis activity to make critical reflection explicit in teacher education

This paper describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education programme. Using a rubric presented by Ward and McCotter, (2004) and supported by an online discussion forum, the rubric was used in a meta-analysis activity where students identified the quality of critical reflection in their lesson evaluations. The evidence suggests that the activity can result in a qualitative improvement in the nature of critical reflection. The intervention also appeared to generate a growing acknowledgement by students that writing lesson evaluations, is a valuable process which can enhance their practice.     

Connexions: The Role of the Personal Adviser in Schools

The Personal Adviser is a new role within schools. It is an integral part of the new Connexions Service, which is being implemented throughout England in tranches, the first starting in April 2001. This article examines the origins of the role, the confusion that has surrounded its initial development, and some of the issues that it will have to confront. The paper draws on experience gained in some of the Connexions pilot schemes during 2000/1.