Evidence on guidance and counselling
Publication name
Evidence on guidance and counselling
Author(s)
Gerd Christensen & Michael Søgaard Larsen
Date of publication
2011
Country of publication
Denmark
Abstract (in English)
This review has looked at guidance and counseling in the transition from primary and lower secondary
school to upper secondary education, from upper secondary education to higher education, and of employed
adults, i.e. ’transition guidance and counseling.’ It contains only studies that deal with guidance and
counseling in which the effects are documented.
It appears from the foregoing section that, on the basis of the 39 studies included in this review, we can say
that what contributes most to guidance and counseling as a feeling of clarification and decision-making
competence is a combination of many forms of intervention (guidance and counseling activities) that are
part of a curriculum.
This paper addresses the impact of career development... [Tick all that apply]
in learning organisations (e.g. school, VET, adult education, higher education)
for those out of work or returning to work (e.g. young people/NEETs, unemployed workers, women returners)
for those in work
for those who are seeking to taper or stop paid work (e.g. moving to part-time work or retirement)
Methodologies reported in this paper: [Tick all that apply]
Quantitative methods e.g. surveys
Longitudinal methods e.g. tracking clients, cohort studies
Control trials
Secondary analysis of administrative data e.g. re-examining service monitoring data
Literature review/ meta-analysis
Other (please specify)
Is an English language version of this paper or report available?
No
If no would you be prepared to speak to the consultant to discuss the content of the report?
No
Why did you recommend this report?
Additional information
Website address
http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers.org/files/resources/Evidence%20on%20Guidance%20and%20Counseling_0.pdf
Attached files
This information was provided/updated by:
Tristram Hooley
No comments by users.
evidence, evidence base, career education, career guidance, school
The Contribution of Careers Education and Guidance to School Effectiveness In 'Partnership' Schools
Publication name
The Contribution of Careers Education and Guidance to School Effectiveness In 'Partnership' Schools
Author(s)
Morris, M., Rudd, P., Nelson, J., & Davies, D.
Date of publication
2000
Country of publication
UK/England
Abstract (in English)
This summary, which accompanies a fuller report entitled ‘The Contribution of Careers Education and Guidance To School Effectiveness In ‘Partnership’ Schools’, provides an overview of the findings from the first phase of a research project that was carried out by the National Foundation for Educational Research (NFER) between December 1998 and September 1999. The study, which was conducted in 30 selected schools across England, was
commissioned by the DfEE in order to gain a clearer understanding of the impact that careers education and guidance might have upon the overall effectiveness of schools.
This paper addresses the impact of career development... [Tick all that apply]
in learning organisations (e.g. school, VET, adult education, higher education)
for those out of work or returning to work (e.g. young people/NEETs, unemployed workers, women returners)
for those in work
for those who are seeking to taper or stop paid work (e.g. moving to part-time work or retirement)
Methodologies reported in this paper: [Tick all that apply]
Quantitative methods e.g. surveys
Longitudinal methods e.g. tracking clients, cohort studies
Control trials
Secondary analysis of administrative data e.g. re-examining service monitoring data
Literature review/ meta-analysis
Other (please specify)
Is an English language version of this paper or report available?
No
If no would you be prepared to speak to the consultant to discuss the content of the report?
No
Why did you recommend this report?
Additional information
Website address
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/RB198-99.pdf
Attached files
This information was provided/updated by:
Tristram Hooley
No comments by users.
evidence, evidence base, school, career education
Effects of career education interventions: A Meta-Analysis.
Publication name
Effects of career education interventions: A Meta-Analysis.
Author(s)
Baker, S. B., & Taylor, J. G.
Date of publication
1998
Country of publication
USA
Abstract (in English)
Twelve studies published between 1983 and 1996 that met the definitions for admissible studies established by Baker and Popowicz (1983) for a meta-analytic review of the effects of career education interventions were submitted to a similar meta-analytic integration. Effect sizes based on Glass's (1976) formula were determined for the current sample and were combined with the Baker and Popowicz (1983) sample, providing a sample of 30 studies and an overall effect size of 0.39.
This paper addresses the impact of career development... [Tick all that apply]
in learning organisations (e.g. school, VET, adult education, higher education)
for those out of work or returning to work (e.g. young people/NEETs, unemployed workers, women returners)
for those in work
for those who are seeking to taper or stop paid work (e.g. moving to part-time work or retirement)
Methodologies reported in this paper: [Tick all that apply]
Quantitative methods e.g. surveys
Longitudinal methods e.g. tracking clients, cohort studies
Control trials
Secondary analysis of administrative data e.g. re-examining service monitoring data
Literature review/ meta-analysis
Other (please specify)
Is an English language version of this paper or report available?
No
If no would you be prepared to speak to the consultant to discuss the content of the report?
No
Why did you recommend this report?
Additional information
Website address
http://onlinelibrary.wiley.com/doi/10.1002/j.2161-0045.1998.tb00714.x/abstract
Attached files
This information was provided/updated by:
Tristram Hooley
No comments by users.
evidence, evidence base, meta-analysis, career education
Model of the career management services in HE in Lithuania
Name of the good/interesting practice/initiative/policy
Model of the career management services in HE in Lithuania
Country
Lithuania
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The Model of the career management services for students in higher education was developed as a part of an EU-funded project implemented by Vilnius University in partnership with 27 other higher education institutions in Lithuania. Model represents an example of the agreement reached between the Ministry, university authorities, guidance practitioners and experts.
The initiative to develop the Model of the career management services for students in higher education represents the bottom-up guidance policy development. The process was provoked by the need to reach the shared understanding of the nature and principles of career management services which should be provided to the students in higher education.
The Model was created in accordance with the Council Resolution on Better Integrating Lifelong Guidance into Lifelong Learning Strategies, 2008.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The Model of the career management services for students in higher education is aimed at the career guidance policy-makers and higher education institutions which implement this policy by providing career services to students in Career centres. It was approved by the Ministry of Education and Science in 2011 and is recommended by the Ministry to be implemented in the higher education sector.
The Model describes the overall system of career management services in higher education institutions: their mission, vision, goals, tasks and evaluation criteria as well as group of main career management services. It also includes description of principles of career management services provision and organisational and financial issues.
The Model was developed by the group of experts as a part of an EU-funded project implemented by Vilnius University in partnership with 27 other higher education institutions in Lithuania
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The Model of the career management services for students in higher education is being implemented on national level in the course of the EU-funded project by Vilnius University in partnership with 27 other higher education institutions (2010-2014). The career centres of the higher education institutions are providing to their students 5 types of career services (face-to face as well as web-based) described in the Model. This process is complemented by the career monitoring system, developing of career materials, standards for career service delivery, etc.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The Model described the result and outcome criteria for the evaluation aims and tasks of the system of career management services on national and institution level. The aims of the Model are evaluated on national level by the outcome criteria related to the benefits to students:
- Number and percentage of students, which received career services;
- Number of different type and group of career services provided to students;
- Number of qualified career counselors in higher education institutions;
- Number of students who are registered users of web-based career management system;
- Number of higher education institutions in which career centres were established or renewed;
- The tasks of the Model are evaluated on institutional level by product criteria related to the material and intellectual products and services which are created by using the allocated resources. This type of criteria is defined by the higher education institutions in respect to their priorities and particularity.
The evaluation of aims and tasks of the system of career management services on national level is defined by the Ministry of Education and Science, on institutions level – by higher education institutions. The data for both evaluations are provided by the higher education institutions.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
The career centres of the higher education institutions are providing to their students career services in accordance to the Model of the career management services for students. Career services are provided using the EU-funds (2010-2014) and with own higher education institution’s budget. Creation of the model and agreement on core principles of career management services provision as well as related initiatives related to standards for career services, training of career counselors, development of new career materials and web-based career management system helps to ensure the provisions of quality comprehensive career services to students.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
The success lies in the bottom-up guidance policy development approach and initiative taken by Vilnius University in partnership with 27 other higher education institutions as well as involvement of other stakeholders and social partners in the process.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
Higher education institutions are independent bodies therefore it is of high importance to reach the shared understanding of the nature and principles of career management services which should be provided to the students in higher education. In order to keep the quality career service provision in all higher education institutions the establishment of the consorcium or association for the provision of career management services to students is needed.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Ms Aleksandra Sokolova
Role (in policy initiative)
Representative of the Ministry of Education and Science of the Republic of Lithuania involved in the process of development of the Model of the career management services for students in higher education
Organization name
Ministry of Education and Science of the Republic of Lithuania
Address
A. Volano str. 2/7, Vilnius, Lithuania
Phone
+370 5 219 1240
Fax
+370 5 261 2077
aleksandra.sokolova@smm.lt
Website address
www.smm.lt
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Ms Aleksandra Sokolova, Deputy head of the Vocational Education and Guidance Division, Ministry of Education and Science of the Republic of Lithuania
No comments by users.
good practice, initiative, interesting practice, policy, career management services, career education, career evaluation, career counselling, career opportunities exploration, job search, higher education, Lithuania
Using quality manuals to develop a culture of learning within and across career development services
Name of the good/interesting practice/initiative/policy
Using quality manuals to develop a culture of learning within and across career development services
Country
Estonia
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
In Estonia, three inter-related services currently operate: career education, career information and career counselling.
Career service developments are informed and supported by the introduction of three quality manuals which contain ideas and resources on: (i) how to ensure the quality of career education in schools, aimed at teachers and directors of general education and vocational training institutions, linking pedagogical principles to lifelong guidance policies and practices; (ii) how to develop service quality-assessment reviews and requirements concerning service delivery and record management systems; and (iii) how to understand the management and delivery of careers services, which in turn affects the quality of careers provision.
The main manual is the quality manual of career services, which formulates the basic principles of all the career services that are provided. There are two specific manuals, one on career education and second to support career information provision and counselling. These manuals visualise the process of providing the service, the expected outcomes and the indicators of the efficiency of the process. To ensure systematic service improvement the manuals are revised annually and updated if necessary.
Some examples of quality indices include:
- satisfaction of the users of careers services: measured using on-line questionnaire;
- satisfaction of stakeholders (mainly representatives of the National Career Guidance Forum): measured using questionnaire;
- satisfaction of career service professionals: measured using questionnaires, ‘on-the-spot’ inspections;
- attainment of the objectives set: measured using actual results measured against intended results;
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
In 2011, manuals were piloted in 17 regional youth information and counselling centres. Currently the system is being expanded to the Estonian Unemployment Insurance Fund (national employment offices) and career centres in the institutions of higher education.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Margit Rammo
Role (in policy initiative)
Head of Centre; Program Manager
Organization name
INNOVE, National Resource Centre for Guidance
Address
Lõõtsa 4, 11415 Tallinn
Phone
372 735 0700
Fax
margit.rammo@innove.ee
Website address
http://www.innove.ee/en
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Marjo Halmiala
No comments by users.
good practice, initiative, interesting practice, policy, career education, career counselling, career services, quality, schools, VET, guidance in schools, career information, Estonia
Internet portal www.planet-beruf.de as leading instrument to support career choice and access to career guidance
Name of the good/interesting practice/initiative/policy
Internet portal www.planet-beruf.de as leading instrument to support career choice and access to career guidance
Country
Germany
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
This information portal “planet-beruf.de ” is a combination of different online media supporting young people, teachers and parents in all issues of career choice and also to find the regional service for career guidance and placement into apprenticeships. This combination of online media is accompanied by the yearly updated print and CD media distributed to students, teachers and parents.
The internet portal is provided by the Federal Employment Agency (BA) which has the legal task to provide career guidance for young people and adults. According to § 33 Social Code III this includes the provision of career information and orientation as part of the service. The portal and the assisting print and other media are part of the realisation of the legal task for the target groups. They are also used within the career education classes which are provided co-operatively within schools by teachers and career counsellors according to the Agreement between the BA and the Standing Conference of the Education Ministers of the Laender (KMK) on the Framework of Cooperation between Career Service and Schools (2004).
This example aims at widening access (policy priority of the EU Resolution 2008) to guidance which assists young people to prepare their choice of career and training in a well informed and systematic way. This modern ICT tool also helps users to make an appointment for a face-to-face guidance session if necessary. In addition it is an outstanding example for a concrete co-operation across the two sectors –education and employment (policy priorityEU Resolution 2008).
The online portal www.planet-beruf.de is developed, financed, edited and permanently updated by the Federal Employment Agency considering the changes in schools, training and further training and the labour market.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The media combination consists of the online portal “planet-beruf.de” (planet profession), a self-exploration programme “Berufe-Universum” (Universe of Professions), a training programme “How to apply for a training or job” and assisting print and CDs media. The self-exploration programme contains a questionnaire to assess interests, strengths, occupational behaviour and school marks to compare this information with job requirements leading to proposals of professions which fit to the user´s profile (you can land on your fitting planets respectively professions). The universe of professions shows the professional profiles and gives further detailed information including videos and films about the related profession or training and on the online portal. It also informs the user whether training opportunities/apprenticeships are available in the region. The online portal is linked to the nationwide databases of all professions (BERUFENET) and the database for all further training facilities including HE (KURSNET)) as well as to the Online Job Market (JOBBOERSE). Besides this online approach comprehensive information and exploration facilities are provided in the local Career Information Centres BIZ.
The aims of the online portal are complex and vary according to the target group. Students of lower secondary schools are the main target group. Planet profession aims to support their choice of a career, to assist their application process and to find a suitable training or apprenticeship. Teachers receive stimulations and suggestions for the career education classes and parents get advice how to support the career choice of their children. But also guidance practitioners, social workers and other partners make use of this offer.
Following a comprehensive approach the detailed media combination covers all relevant aspects of the career choice process. Therefore all media are structured along the process “informing – deciding – applying” and can be used in a flexible way in the classroom, at home or during the counselling session. The class room teaching in career education becomes more vivid and activity oriented. Teachers receive practical ideas for the exploration of strengths and interests as well as for career choice support and application needs. Students are activated through discovering learning and interactive elements and become more self conscious.
The concept, update and elaboration of the media is accompanied and monitored by an editorial board of teachers representatives, social partners and of teachers training institutions.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The portal is located within the overall webpage of the Federal Employment Agency (www.arbeitsagentur.de) but can also be accessed separately (www.planet-beruf.de). The online portal is assisted by print and CD media which are distributed to more than 11 000 schools and are used in the career classes to increase the use of the portal. Parts of the content can also be used as teaching material during lessons. The online portal is linked to other career initiatives like the Girl´s Day or the Career Choice Passport. All initiatives are implemented nationwide regardless the different school systems of the Laender. Regional agreements on the cooperation of schools with the career service recommend the use of the media of the BA.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Monthly statistics count the number of users and the calls of pages. Proposals of the customer’s reaction management are welcome and considered for the further development and updating. In 2010 an online user satisfaction survey is planned.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Since the start of the portal in autumn 2008 nearly 6 million visitors were counted with about 60 million calls/clicks of pages (March 2010).
Economic aspects of effectiveness are given through the comprehensive use of the portal by students, teachers, counsellors and parents according to their different needs and in increasing the level of information and the self and career awareness of the target groups.
Additionally, the other media (prints, CDs) and the class room teaching of teachers and counsellors become more effective. The face-to-face counselling sessions are more solidly prepared and therefore more effective.
The planet-beruf portal is financed by the regular budget of the Federal Employment Agency (by contributions of employers and employees) in the frame of its legal tasks.
The possibility to integrate all related aspects of information in a comprehensive way reinforce career activities of students, teachers and parents by the use of modern technology. More over the ICT tool allows students to “play” and navigate around the issues of career in a way youth nowadays are familiar with. Youngsters with poor ICT skills can get more competences in using them and thus become more self conscious. In addition new opportunities for teachers are offered by the portal to make their teaching more attractive and authentic in activating students by ICT tools. There are also chat room meetings (dates announced right in advance) where special issues can be discussed or relevant actual information is given by experts.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
The online portal and related print media are linked to each other and both deepen the career reflections of all involved. Therefore, it is necessary to look after comprehensive networking with the contents of the portal in all future print media. This networking is also supposed to include the self exploration programme Berufe-Universum (universe of professions): For the proposed professions according to the strengths and interests of the user more detailed information like profiles of professions, daily schedules of job holders, authentic reports on the reality of the professions and videos and films are offered. Within the interactive portal public stars (like famous soccer players, actors, musicians or others) appear as door openers for questions of career choice by telling their personal (success) stories.
Other persons or institutions working also in the field of career orientation co-operate with the portal planet-beruf.de or use elements of the portal for their work. This means stimulation for co-operation in the guidance field.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
The strength of this example is without doubt the modern form of ICT approach and the structure and design of the online portal which makes it interesting and attractive for young users. Furthermore, the combination of different tools with related databases makes the complex portal a valuable and flexible support for the task of career guidance and widens access to the offers of the guidance services as a whole.
4. Additional narrative description of the policy/practice/initiative
On June 25th, 2010 the Federal Employment Agency was awarded the Comenius multimedia award 2010 for the internet portal www.planet-beruf.de. It received the Comenius-EduMedia-medal for outstanding examples of multimedia products. The award acknowledges the portal’s pedagogical concept, its content and design and underlines that it is particularly suitable for young people.
The Comenius-EduMedia-medal has been awarded for the 15th time by the Society for Pedagogy and Information (Gesellschaft für Paedagogik und Information, GPI). The Comenius awards are the most significant prizes for ICT-based education media.
Additional information
Name of contact
Dieter Romann
Role (in policy initiative)
Organization name
Bundesagentur für Arbeit, Zentrale Team SP III 21 Beratung/Orientierung/Information/U-25 (Federal Employment Agency)
Address
Phone
+49 (0)911 179 1365
Fax
+49 (0)911/179 1333
Dieter.Romann@arbeitsagentur.de
Website address
http://www.planet-beruf.de
Documents and publications
Attached files
Links
http://www.planet-beruf.de
This information was provided/updated by:
Dr. Bernhard Jenschke, bernhard@jenschke.de
No comments by users.
ELGPN, good practice, initiative, interesting practice, policy, access, best practice, career guidance services, career counselling, career education, career guidance, career information, career planning, collaboration, communication, public employment service, Germany, young people, internet, provision, services, information technology, job seeking, lifelong guidance, online, placement, school curriculum, teaching, teaching curriculum, teaching materials, vocational guidance, youth education
The Berufswahlpass (career choice passport): A portfolio approach to support CMS and career orientation
Name of the good/interesting practice/initiative/policy
The Berufswahlpass (career choice passport): A portfolio approach to support CMS and career orientation
Country
Germany
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
In Germany career orientation plays an important part in secondary school curricula. Educational matters are under the responsibility of the 16 federal states, the Länder. However, preparation for the world of work and career orientation has a long tradition in German secondary schools. It is of particular importance in the light of the choice of a career and the transition to the dual vocational education system. Hence, in all the Länder systematic vocational preparation and orientation are taught in a special subject which may be named differently e.g. lessons in working, work- economy-technology or they are embedded in other subjects. Here, career orientation and Career Management Skills (CMS) are key contents. In order to facilitate, support and document learning processes in the area of CMS and career orientation the portfolio Berufswahlpass (career choice passport) is used in 12 of the 16 Länder integrated into the lessons.
The Berufswahlpass was developed as part of the program “school/ economy and work” (funded by the Federal Ministry of Education and Research) and is used since 2005. Continuous further development is ensured by a working group of the participating federal states which also runs the website and organizes professional exchange and further related activities.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The Berufswahlpass aims to support young people in lower secondary education in their career orientation process and enables their parents, educators, guidance practitioners and employers to help them in various ways. Thus, it seeks to assess career learning and encourages critical reflection and exchange with other learners. Through the resource-oriented portfolio approach of the Berufswahlpass self-consciousness, self-esteem and self-efficacy is also strengthened.
The Berufswahlpass is a folder-based portfolio approach including information and provisions for career orientation. First it introduces important partners for making a career choice (e.g. it clarifies the roles of parents, schools, career guidance practitioners in the Employment Agencies EA , companies in the process). Further sections assess and evaluate personal interests and competences combining self- and external assessment. In addition, the Berufswahlpass contains checklists on various topics e.g. matching career profiles with personal strengths and provides documentation facilities. As the folder also includes practical information e.g. on public administrations, insurances and income, it not only focuses on vocational aspects but applies a broader understanding of life orientation.
Career education in the curriculum and the career choice process of the pupils are accompanied by career guidance activities of career counselors of the EA (lessons or short interviews in the school, visits to the Career Information Centre BIZ or counseling provision in the EA) .
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The tool is widely used in secondary schools with about 70%-80% of the pupils in 12 federal states. It is often combined with other provisions for career orientations such as printed information material and the Internet portal “Planet Beruf” both provided by the EA (see good practice/ Case Study 5 Planet Beruf: WP2, ELGPN, 2010) and the portfolio “ProfilPASS® for young people”.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Self-evaluation is part of quality assurance in the context of the use of the Berufswahlpass in schools. Defined quality standards as input criteria structure this work and provide the basis of evaluation for which material is provided online.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
The Berufswahlpass supports the acquisition and development of Career Management Skills. In particular, it strengthens self-reflection and evaluation-skills and builds self- esteem and self-efficacy. Hence, the self exploration of interests and abilities provides a contribution to a reflected and individual career choice. At the same time the Berufswahlpass increases the motivation of the young people to involve in further learning, job search and career planning. Further, the tool may help teachers to identify students at- risk of early school leaving and may help to refer them to another programme for pupils at-risk (see good practice/ Case Study: Educational chains WP 2).
The folder is not free of charge. The prizes differ depending on the mode, type and scope of delivery but range around 5 Euro per folder. These expenses may be paid by the schools, the pupils or it may be sponsored by a government or private body.
The Berufswahlpass supports CMS acquisition and development as well as self-assessment through intensive reflection and evaluation of personal strengths, competences and interests as well as through goal setting and career planning. As an integral part of the curriculum of secondary education it is linked with other tools and initiatives and activities concerned with career orientation and guidance such as online resources, visits to the BIZ and career counselling interviews in the EA... Hence, in many German Länder it supports and accompanies a longer and systematic process of career education, orientation and planning, continuously building CMS.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
The tool may function as an accreditation instrument for those pupils who do not succeed gaining their secondary school certificate.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
The folder based approach of the Berufswahlpass involves some challenges as it rather appeals to young people who are at with written work and with portfolios and folders. In addition, the intensive use of the portfolio in the school may attach the tool closely to the logic of school and to this period of time. Thus, there is a danger that young people will not go back using their folder after they have left school.
4. Additional narrative description of the policy/practice/initiative
On the whole, the Berufswahlpass contains the following sections:
- Introduction: Overview over the steps and stages of successful career orientation
- Part 1 “Providers and cooperation”: introduction to the important partners and their tasks (e.g. school, parents, guidance service of the EA, companies)
- Part 2 “Way towards career choice”: assessment and evaluation of interests, competences etc.; checklists on matching skills and interests with job demands (includes counselling of EA and planning the transition from school to VET)
- Part 3: Documentation: collection of all the information gathered
(e.g. interests, goals, practical experiences); arrangement and valuation of the collected documents and certificates
More details in German language under : www.berufswahlpass.de
Additional information
Name of contact
Dr. Bernhard Jenschke
Role (in policy initiative)
Vice President of German National Guidance Forum in Education, Career and Employment ( nfb)
Organization name
National Guidance Forum in Education, Career and Employment (Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., nfb)
Address
Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., Kurfürstenstr. 131, 10785 Berlin, Germany
Phone
+493025793741
Fax
+4930263980999
bernhard@jenschke.de; info@forum-beratung.de
Website address
http://www.forum-beratung.de
Documents and publications
Attached files
Links
http://www.berufswahlpass.de
This information was provided/updated by:
Dr. Bernhard Jenschke, nfb
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