[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589357-105":59,"doc-detail-589357-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","measuring-client-progression-in-adult-guidance-introduction","Measuring Client Progression in Adult Guidance - Introduction","","Adult guidance stakeholders link educational guidance for adults with lifelong learning to improve mobility in education and employment. The study questions whether current policy demands for measurable data using positivistic analysis truly reflect individual progression, arguing for methods that generate extensive qualitative evidence through longitudinal tracking of clients. The paper examines adult guidance policy, emphasizing evaluation gaps in career guidance quality, and discusses Ireland’s guidance definitions and initiatives supporting adult learners’ progression.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/measuring-client-progression-in-adult-guidance-introduction/589357/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/measuring-client-progression-in-adult-guidance-introduction/589357.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the author question existing progression measurement methods in adult guidance?","Question",{"text":112,"@type":113},"The author argues that positivistic approaches and measurable data requirements may not provide a true reflection of individual progression, motivating the need for more qualitative longitudinal evidence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What gap in career guidance evaluation does the cited OECD material highlight?",{"text":117,"@type":113},"It notes that there is little regular and systematic evaluation of career guidance quality in most countries, and where standards or frameworks exist they are often voluntary rather than mandatory.",{"name":119,"@type":110,"acceptedAnswer":120},"How does Ireland’s policy document define educational and career guidance for adults?",{"text":121,"@type":113},"It defines guidance as a range of activities that help people make choices and make transitions based on those choices, including information, assessment, advice, counselling, advocacy, networking, and related support activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589357,1792161033,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Measuring Client Progression in Adult Guidance  \nlucy hearne  \nIntroduction  \nCurrently, in the field of guidance, relevant stakeholders including guidance practitioners, educators and policy makers, have identified progression for adults in education and employment as one of the key outcomes of educational guidance. Lifelong guidance is now inextricably linked with lifelong learning as a mechanism to enhance individual mobility in the workforce for future economic growth. However, the current policy requirement for measurable data through positivistic methods of analysis may not provide a true reflection of individual progression. The author argues that methodologies generating extensive qualitative data in the longitudinal tracking of clients in adult guidance provision are now required. This is the topic of current research by the author which aims to determine whether progression can be effectively measured within the framework of longitudinal tracking systems in adult guidance.  \nAdult Guidance Policy  \nAccording to the Unit for the Development of Adult Continuing Education“The primary purpose of educational guidance is to improve the match between learning opportunities and the needs and interests of learners and potential learners”(Brown, 2003, p.1). Within the context of lifelong learning it is now recognised that economic and social development will require a better-educated and adaptable population to meet the challenges ahead. Recently developed government policy in adult education in Ireland now confirms this requirement and views educational guidance as one of the “fundamental foundation blocks which must be in place in building a comprehensive system of Adult Education within an overall framework of lifelong learning”(DES, 2000, p.19) .  \nThe 2004 publication of the Organisation for Economic Co-Operation and Development (OECD), Career Guidance: A Handbook for Policy Makers, states that:  \nWell planned and organised career guidance services are increasinglyimportant. Countries in the OECD and the European Union are implementing lifelong learning strategies, as well as policies to encourage the development of their citizens’ employability.  \n(OECD, 2004, p.6)  \nThe OECD stresses that in order to implement these strategies and policies, it is envisaged that citizens will have to develop skills to manage their own education and employment over their lifespan, requiring them to re-evaluate their career and life goals. Therefore, continuous access to appropriate information, advice and guidance about education, training and employment will be a necessity in the future. However, it also confirms that there are gaps in the regularity and systematic evaluation of the quality of career guidance services in most countries, concluding that:  \nThere is little regular and systematic evaluation of the quality of career guidance provision in most countries. Service standards for provision do not exist or are present in some sectors but not in others. Quality frameworks, where they exist, tend tobe voluntary rather than mandatory, and to operate as guidelines. Users of career guidance services have a key role to play in the design and evaluation of services.  \n(OECD, 2004, p.8)  \nA more recent OECD Report (2005), Improving Lifelong Guidance Policies and Systems, prioritises six EU policy goals where lifelong guidance can positively contribute. These are “efficient investment in education and training, labour market efficiency, lifelong learning, social inclusion, social equity and economic development”(Wannan and McCarthy, 2005, p.14). In order to improve policy, develop common European indicators and benchmark best practice, its expert group on lifelong guidance has developed a number of European reference tools. It recommends that in order to ensure quality of provision for citizens, guidance services need to have a culture of continuous improvement involving regular ‘citizen’ feedback.  \nRecognition of the need for research in","cbCairCA6IvMdErR","https://ap.wps.com/l/cbCairCA6IvMdErR","pdf",75909,"English","# Introduction\n# Adult Guidance Policy\n# Adult Guidance in Ireland","[{\"question\":\"Why does the author question existing progression measurement methods in adult guidance?\",\"answer\":\"The author argues that positivistic approaches and measurable data requirements may not provide a true reflection of individual progression, motivating the need for more qualitative longitudinal evidence.\"},{\"question\":\"What gap in career guidance evaluation does the cited OECD material highlight?\",\"answer\":\"It notes that there is little regular and systematic evaluation of career guidance quality in most countries, and where standards or frameworks exist they are often voluntary rather than mandatory.\"},{\"question\":\"How does Ireland’s policy document define educational and career guidance for adults?\",\"answer\":\"It defines guidance as a range of activities that help people make choices and make transitions based on those choices, including information, assessment, advice, counselling, advocacy, networking, and related support activities.\"}]","Measuring Client Progression in Adult Guidance - Introduction | PDF",1792067035,23]