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Notes

If practice is not self regulated by professional bodies then the Government is likely to step in and regulate from outside.

 

UK context is that you are not required to belong to a regulatory body in order to practise careers guidance.

 

Nevertheless, important that practitioners recognise that the licence to practise carries with it the responsibility to practise ethically that is drawing on a code of practice which recognises:

Beneficence: actively doing good for your client

Non- maleficence: minimising harm for your client

Justice: doing what is fairest for the majority

Autonomy: recognising the voice of the individual

 

IN PAIRS WORK ON ACTUAL  ETHICAL PROBLEMS IN USING ICT FOR GUIDANCE DELIVERY – OR IDENTIFY POSSIBLE ISSUES

 

N. B WILL NEED TO BUILD UP CASE STUDIES FOR TRAINERS

 

 



Last update:  12:58 24/11 2004

ARIADNE
Ariadne: out of the e-labyrinth
Today’s group: who we are
Ariadne: out of the e-labryinth
Objectives
Intended learning outcomes are
We define how to work with ICT
IAEVG Competency framework
The web and your practice
Substitution (or value added)?
Value added (or substitution)?
Recommendations Gothenburg, 2001 I
Recommendations Gothenburg, 2001 II
Ariadne guidelines
Web-based tools & Underlying Theory
Matching Approaches
Sociological Approaches
Social Learning Theories
New Theories
Design considerations I
Design considerations II
Ethical implications
Evaluate 3 websites
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GRUNTVIG - European Cooperation Projects in Adult Education
This project has been carried out with the support of the European Union in the framework of the Socrates program
The content of this project does not necessarily reflect the position of the European Union, nor does it involve any responsibility on the part of the European Union