Key component, consideration and item | Mdn | IQR |
---|---|---|
Holistic, systemic and comprehensive framework | – | – |
Include programs that are both developmental and progressive | – | – |
Should be age specific, from primary schools through transition aged youth/young adults | 6.5 | 1.0 |
Should be lifelong and progressive | 7.0 | 1.0 |
Address the unique characteristics and needs of the participant groups | – | – |
Should be customizable | 7.0 | 1.0 |
Should be culturally appropriate to the participants & community | 7.0 | 1.0 |
Utilize theories and frameworks to inform career and WFD programs for youth | – | – |
There is not just one theoretical foundation that should inform all career and WFD programs for youth | 6.0 | 1.0 |
Both conventional as well as new, innovative theories should be used to account for the changing socio-economic sphere | 6.0 | 1.0 |
Focus on programs, trainings, and information that have practical application | – | – |
Should provide training and programs that are evidenced based | 7.0 | 1.0 |
Should provide information and/or access to financial services | 6.0 | 1.0 |
Be rooted within the community | – | – |
Should include multiple institutions and organizations to achieve the goal of a holistic, systemic, and comprehensive program | 6.0 | 1.0 |
Should build awareness throughout the community and incorporate initiatives within the program to build interest in the community | 6.0 | 1.0 |
Needs assessment | – | – |
Aspects of implementation | – | – |
Should consider process and logistics | 6.0 | 1.0 |
Should consider accessibility issues | 6.0 | 0.5 |
Include a wide range of factors impacting youth | – | – |
Should consider talents, knowledge, skills, values, interests and intellects | 6.5 | 1.0 |
Should consider challenges that have traditionally impacted youth | 6.5 | 1.0 |
Current state of the community | – | – |
Should consider current/pre-existing community factors | 6.0 | 1.0 |
Should consider labor demand | 7.0 | 1.0 |
Should consider level of awareness regarding program initiatives | 6.0 | 1.0 |
Individual stakeholder groups | – | – |
Parents | 7.0 | 1.0 |
Counselors | 7.0 | 1.0 |
Researchers/scholars | 6.5 | 1.0 |
Programmatic stakeholder groups | – | – |
Educational programs | 7.0 | 1.0 |
Employment programs | 6.5 | 1.0 |
Social programs, including other youth and advocacy organizations | 6.5 | 1.0 |
Professional stakeholder groups | – | – |
Local and regional agencies | 6.0 | 1.0 |
Private sector industry | 7.0 | 1.0 |
Trade unions | 6.0 | 1.0 |
Professional associations | 7.0 | 1.0 |
Collaboration between all stakeholders | – | – |
There should be a system for communication with stakeholders; including why and how they are involved | 7.0 | 1.0 |
Should consider diverse and specific goals agreed upon by multiple stakeholder groups | 6.0 | 1.0 |
Trainer curriculum | – | – |
Utilize the most appropriate personnel | – | – |
Teachers with specialized and focused training can provide career and WFD programs for youth | 6.0 | 1.0 |
Teachers and specially trained career and WFD consultants should work together | 7.0 | 0.0 |
Include theories and techniques of helping and career development | – | – |
It is an important component of trainer curriculums | 6.0 | 1.0 |
Should be taught in applied/practical approach | 6.5 | 1.0 |
Should be adaptable/adapted to trainer and end-user/consumer groups | 7.0 | 1.0 |
Should include career choice and decision making | 7.0 | 1.0 |
An orientation to helping professions and roles will help build rapport and trust between the trainer and participants | 6.0 | 1.0 |
An orientation to helping professions and roles is an important component of trainer curriculums | 6.5 | 1.0 |
Developed from multiple sources | – | – |
Should be influenced by demographics of the participant/end-user population | 6.0 | 1.0 |
Should be influenced by current areas of strength and need | 6.0 | 0.5 |
Should be influenced by curriculum content experts | 6.0 | 1.0 |
Should be influenced by previous curriculum evaluation | 6.0 | 1.0 |
Should be influenced by collaboration between internal and external stakeholder groups | 6.0 | 1.0 |
Should be influenced by trainers’ ability to recognize their own preconceived notions, biases, and beliefs | 7.0 | 1.0 |
Should be influenced by Aspects of Positive Youth Development (i.e. an approach to global youth development which “engages youth along with their families, communities, and/or governments so that youth are empowered to reach their full potential) | 6.5 | 1.0 |
Include psychosocial interventions (e.g., crisis and trauma, substance abuse, disability, etc.) | – | – |
It is an important component of trainer curriculums | 6.0 | 1.0 |
Local agencies should provide this support/collaboration | 6.0 | 0.5 |
Should be offered at an advanced level for certain trainer groups | 6.0 | 1.0 |
Include operational and business components of an effective global youth WFD program | – | – |
Should involve a hands-on program development component | 6.0 | 1.0 |
Should include innovative and low-cost procedures | 6.0 | 1.0 |
Should include expanding career opportunities for end-user/participants | 7.0 | 1.0 |
Should include social entrepreneurial skills | 7.0 | 1.0 |
Should include coaching | 6.0 | 1.0 |
Should include marketing strategies | 6.0 | 1.0 |
Participant curriculum | – | – |
Developed with multiple sources | – | – |
Should consider labor market demand | 6.0 | 1.0 |
Should consider valid assessment tools | 7.0 | 1.0 |
Should consider hands-on, participatory, and real-world delivery | 7.0 | 1.0 |
Should consider both trainers and participants/end-user groups | 7.0 | 1.0 |
Should consider input from parents and other community stakeholders | 6.0 | 1.0 |
Include curriculum for parents/family members | – | – |
Should consider the influence parents and family have on participants | 6.0 | 1.0 |
Should consider providing information regarding career specific issues | 6.0 | 1.0 |
Should consider providing information about current social, economic, and labor market trends | 6.0 | 1.0 |
Should consider providing information about what their child is being exposed to and the implications of the education/work decisions made by the participant | 6.5 | 1.0 |
Should consider allowing room for discussion when needed | 6.5 | 1.0 |
Should consider providing the skills and information to assist their child in making an objective career related decision | 7.0 | 1.0 |
Should consider their participation when participants are under the age of consent | 6.0 | 1.0 |
Include curriculum for other community members/stakeholders | – | – |
Should consider the role that community has on influences certain jobs/careers; stereotypes, attitudes, and perceptions | 6.0 | 1.0 |
Should consider addressing and developing social/community responsibility | 6.0 | 1.0 |
Should consider creating support networks for career and workforce initiatives and participants | 6.0 | 1.0 |
Recruit target participants through various avenues | – | – |
Youth themselves (e.g., self and other nominations) | 6.5 | 1.0 |
Parents and other stakeholder groups | 6.0 | 1.0 |
Schools | 7.0 | 1.0 |
Public health programs | 6.0 | 1.0 |
Personal/community networks | 6.0 | 1.0 |
Professional networks | 7.0 | 1.0 |
Local administrations | 6.0 | 1.0 |
Local youth groups | 6.0 | 0.0 |
Local youth NGO’s | 6.0 | 1.0 |
Special education programs | 6.0 | 0.0 |
Social service agencies | 6.0 | 0.0 |
Physical/mental health service agencies | 6.0 | 0.0 |
Incorporate effective career education and guidance components | ||
Career education and guidance is an essential component | 6.5 | 1.0 |
Career education and guidance should be the underlying theme throughout the program | 6.0 | 1.0 |
Creates better understanding of self and the world of work | 7.0 | 0.5 |
Assists participant in finding a good match between self and career/job | 6.5 | 1.0 |
Leads to increased information related to skills needed to achieve a career-related goal | 7.0 | 1.0 |
Leads to a better understanding of participant career-related values | 7.0 | 1.0 |
Is the starting point for career exploration | 6.5 | 1.0 |
Creates awareness regarding self and world of work, within the participant | 6.5 | 1.0 |
Promotes work-based learning and career readiness skills | 7.0 | 1.0 |
Promotes career management (i.e. career skills for youth to use throughout their lives; including self-determination and self-direction) | 7.0 | 0.5 |
Assists in developing current and future skills | 7.0 | 1.0 |
Provides clear direction, goal, plan and supports | 6.0 | 1.0 |
Incorporate effective technical and vocational training components | – | – |
Can be acquired by all youth, regardless of literacy and/or academic levels/abilities | 6.0 | 0.5 |
Creates opportunities for both wage-employment and self-employment | 6.0 | 1.0 |
Creates a full picture of career options, not just those requiring higher education | 6.0 | 1.0 |
Can include academic training | 6.5 | 1.0 |
Meets the increasing global demands for skilled work | 6.5 | 1.0 |
Incorporate effective soft skills training components | – | – |
Effective soft skills training is essential | 6.5 | 1.0 |
Greatly enhances other training received | 7.0 | 1.0 |
Helps to address unknown future situations | 7.0 | 1.0 |
Includes problem solving | 7.0 | 1.0 |
Includes networking | 7.0 | 1.0 |
Includes work ethic | 7.0 | 1.0 |
Includes both independent and team work skills | 7.0 | 1.0 |
Is customizable to the community/population of interest | 6.0 | 1.0 |
Includes attitude | 7.0 | 1.0 |
Incorporate effective transferable skills training components | – | – |
Must define the relevant transferable skills | 6.5 | 1.0 |
Effective transferable skills training is essential | 7.0 | 1.0 |
Must be able to be customizable to the community/population of interest | 6.0 | 1.0 |
Creates a continued effect as the participant moves from job to job or encounters new experiences | 7.0 | 1.0 |
Helps to deal with issues related to temporary work | 6.5 | 1.0 |
Delivery | – | – |
Respond to the realities of its participants and the community | – | – |
Such as access to technology | 7.0 | 1.0 |
Such as literacy levels | 6.0 | 1.0 |
Such as socio-economic conditions and refugee status | 6.0 | 1.0 |
Such as language and translation issues | 6.0 | 1.0 |
Be feasible and accessible to its participants | – | – |
Should consider a user-friendly approach | 6.0 | 1.0 |
Should consider timing | 6.0 | 1.0 |
Should consider location | 6.0 | 1.0 |
Should consider accessibility | 6.5 | 1.0 |
Should consider delivery mechanism (e.g., electronic, paper, lecture, experiential) | 6.0 | 1.0 |
Should consider repeating programs (i.e. same program offered again) | 6.0 | 1.0 |
Should consider short programs | 6.0 | 1.0 |
Should consider online programs | 6.0 | 1.0 |
Single locations (such as career centers) as standalone locations for career and WFD programs should work in conjunction with the academic standards/practices already within the community | 6.5 | 1.0 |
Include different approaches within the curriculum | – | – |
Should consider project based/experiential approaches | 6.0 | 1.0 |
Should consider educational information | 6.0 | 1.0 |
Should consider focusing on developing positive models | 6.0 | 1.0 |
Should consider innovation | 6.0 | 1.0 |
Should consider combining different methods and interventions | 7.0 | 1.0 |
Should consider adaptability | 6.0 | 1.0 |
Should consider participant-guided approaches | 6.0 | 1.0 |
Should consider different methods of communications and learning styles | 7.0 | 1.0 |
Effective delivery of career and WFD programs should consider accountability tools | 6.5 | 1.0 |
Incorporate participant and stakeholder issues | – | – |
Should consider privacy and confidentiality issues | 6.5 | 1.0 |
Should consider information for family members | 6.0 | 1.0 |
Should consider time for discussion with program leaders/trainers | 6.0 | 1.0 |
Include individual interventions | – | – |
Allow for specific, personalized attention and support | 6.5 | 1.0 |
Should not be the only form of intervention | 7.0 | 1.0 |
Include group interventions | – | – |
Group interventions are essential | 6.0 | 1.0 |
Allow participants to learn from each other | 6.0 | 1.0 |
Improve participant ability to work in groups | 7.0 | 1.0 |
Improve participant’s interpersonal skills | 6.0 | 1.0 |
Can take the form of small group guidance | 6.5 | 1.0 |
Can take the form of whole classroom activities | 6.0 | 1.0 |
Promote soft skills such as collaboration and problem solving | 6.0 | 1.0 |
Include peer to peer interactions | – | – |
Peer to peer interactions are essential | 6.0 | 1.0 |
Facilitates social skills development | 6.0 | 1.0 |
Incorporate technology | – | – |
Technology is essential | 6.0 | 1.0 |
Provides flexibility | 6.0 | 0.5 |
Can be used to present information in diverse ways | 6.5 | 1.0 |
Allows participant to access information at different times and locations | 7.0 | 1.0 |
Should include teaching participants how to use technology to their benefit (e.g., finding valid/reliable information, how to search for services, etc.) | 7.0 | 1.0 |
Must be tied into other interventions to be effective and appropriate | 6.0 | 1.0 |
Evaluation | – | – |
Utilize basic fundamentals as related to its development and implementation | – | – |
Should be driven by common goals and outcomes | 6.0 | 1.0 |
Should be contextual | 6.0 | 0.5 |
Should use simple evaluation tools | 6.0 | 1.0 |
Should be measurable | 6.5 | 1.0 |
Should be performance based | 6.0 | 1.0 |
Should utilize technology to store participant data on assessments, progress, etc. | 6.0 | 1.0 |
Should combine progress measures (quality assurance) with program outcomes | 6.0 | 1.0 |
Should include different forms of data | 6.0 | 1.0 |
Utilize clear operational definitions of items to be measured | – | – |
Should be driven by a common definition and understanding of “impact” | 6.0 | 1.0 |
Should match clear and systemic inputs with measurable outcomes | 6.5 | 1.0 |
Should use explicit indicators | 6.0 | 1.0 |
Include observations from multiple aspects of the program | – | – |
Should look at what has been learned | 6.0 | 1.0 |
Should look at any behavioral differences within participants | 6.0 | 1.0 |
Should look at how the target audience was engaged throughout the program | 6.0 | 1.0 |
Should look at what has been invested within the program | 7.0 | 1.0 |
Include intervention research; with the aim of analyzing and evaluating the program itself | – | – |
Intervention research is essential | 6.5 | 1.0 |
Should include exploring the optimum timing, duration and mode of delivery of career guidance interventions | 6.0 | 0.5 |
Should look at why something works, as well as if it works | 6.0 | 1.0 |
Should include the use of administrative datasets and (online) big data in the evaluation of interventions | 6.0 | 1.0 |
Should include regular use of statistical meta-analyses as a way of synthesizing the literature | 6.0 | 1.0 |
Should include longitudinal work | 6.5 | 1.0 |
Include intervention research; with the aim of informing future projects and contributing to broader systemic change | – | – |
Should include how evidence interfaces with practice and practitioner | 6.0 | 1.0 |
Adds support to continued funding | 6.0 | 1.0 |
Should be targeted to policy makers | 6.0 | 1.0 |
Should assist policy makers in evaluating current policies, as well as developing new policies | 7.0 | 1.0 |
Include key outputs and outcomes related to participant variables | – | – |
Should include job satisfaction | 6.0 | 1.0 |
Should include personal confidence | 6.0 | 1.0 |
Should include increased motivation and empowerment | 6.0 | 1.0 |
Should include job retention | 6.0 | 1.0 |
Should include supervisor assessment of performance | 6.0 | 1.0 |
Include key outputs and outcomes related to program and community related variables | – | – |
Should include development of resources | 6.0 | 0.5 |
Should include activities undertaken | 6.0 | 1.0 |
Should include the extent to which the program addressed the needs of the community/participants | 6.0 | 1.0 |
Should include the extent to which the program is sustainable | 7.0 | 1.0 |
Should include the context of where the program was delivered | 6.0 | 1.0 |
Should include the type of modality that was used | 6.0 | 1.0 |
Should include determining what the local socio-economic context necessitates | 6.0 | 1.0 |
Should include participation in target groups | 6.5 | 1.0 |
Utilize methodological rigor when identifying and measuring key outputs and outcomes | – | – |
Should include defining terms before collecting data | 7.0 | 1.0 |
Should include the use of common terms throughout | 6.5 | 1.0 |
Should include using a highly representative sample | 7.0 | 1.0 |
Should include both qualitative and quantitative data | 7.0 | 0.0 |
Should include both indirect and direct measures | 7.0 | 1.0 |
Should include vetted findings and analysis | 6.0 | 1.0 |