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German Association for Educational and Vocational Guidance ( dvb - Deutscher Verband für Bildungs- und Berufsberatung e.

German Society for Behavioural Therapy ( DGVT - Deutsche Gesellschaft für Verhaltenstherapie).

German Society für Supervision and Coaching ( DGSV - Deutsche Gesellschaft für Supervision und Coaching e.V.

German Society for Career Advice ( Deutsche Gesellschaft für Karriereberatung, DGfK).

Bundesverband der Träger im Beschäftigtentransfer)

Federal Association of services for outplacement, employee transfer ( BVTB e.V.

Federal Association of vocational training providers ( BBB e.V: Bundesverband der Träger beruflicher Bildung - Bildungsverband).

Federal Institute for Vocational Training ( BIBB - Bundesinstitut für Berufsbildung,.

Federal Committee of the Vocational Training Centres ( Bundesarbeitsgemeinschaft der Berufsbildungswerke - BAG BBW).

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Professional Association for Counselling, Pedagogy and Psychotherapy ( BVPPT -Berufsverband für Beratung, Pädagogik und Psychotherapie e.V.).

Work and Training Association ( Arbeit und Bildung e.

Agency for Adult and Further Education ( Agentur für Erwachsenen- und Weiterbildung ).

In addition, the forum promotes political transparency carrying out surveys among parties on their plans for lifelong guidance provision before federal elections (e.g. Moreover, it has elaborated a concept for quality assurance for career guidance providers (see section Quality assurance).

The Forum has published a comprehensive mapping of the lifelong guidance system in Germany: nfb (2014): Lebensbegleitende Bildungs- und Berufsberatung in Deutschland: Strukturen und Angebote. Ministries and the Federal Employment Agency participate as observers. It involves numerous stakeholders and guidance experts on the basis of institutional and individual membership, thus providing a national platform for exchange, cooperation and quality development. In 2006, the National Forum for Educational, vocational and employment-oriented guidance ( Nationales Forum Beratung in Bildung, Beruf und Beschäftigung - nfb) was founded in September 2006 taking the form of a civil society association. Several relevant coordination and cooperation institutions have been created to increase transparency, synergies, effectiveness and efficiency of service delivery.įollowing the adoption of the first European Council Resolution on Lifelong Guidance in 2004, an inter-institutional working group pushed for the establishment of a cooperation structure involving all relevant stakeholders. Sozialgesetzbuch Zweites Buch (SGB II) - Grundsicherung für Arbeitsuchende (2003). The same also applies in terms of quality assurance, as the quality standards are set by guidance providers, except for the field of education, where quality standards are included in legally binding regional standards. Training requirements are set by the providers and vary across the provision landscape.

However, in Germany, like in many other countries, career guidance is not a (legally) regulated profession.

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A strong legal base is evident according to the German Law ( Social Code III), the Bundesagentur für Arbeit (Federal Employment Agency) has to offer vocational guidance to young people and adults including guidance for further training for those participating in the labour market or intending to do so.

financial statements (e.g.Lifelong guidance provision reflects the constitutional setup of the education and employment system in Germany distributing tasks between the federal, the regional level ( Länder) and municipalities.

Understanding and processing information in written and spoken business related material

discussing business start-ups and viability.

opening closing, dealing with interruptions, etc.) Language and communication skills for the study and work-related situations

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producing a bibliography using s specific style guide (as covered in the first course ‘Essential Business English’) plus the use of in-text referencing and footnotes.using academic language and style (AWL).

conducting research for an academic paper.In addition to further developing the areas covered in the first two courses, students should be guided towards effectively