European Lifelong Guidance Policy Network Database, ELGPN Database

Subject of the Policy document

EUROPE 2020: A strategy for smart, sustainable and inclusive growth

Reference data

Adopted/Released by European Commission

Year of adoption 2010

Reference number COM(2010) 2020 final

Available at http:// http://ec.europa.eu/europe2020/documents/related-document-type/index_en.htm

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

While the strategy makes no explicit reference to lifelong guidance, the paper and its flagship initiatives (Youth on the Move, The Agenda for New Skills and Jobs, Innovation Union, and A European Platform against Poverty and Social Exclusion) emphasise the active role of citizens' acquisition of lifelong career management skills.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

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ELGPN, legislation, policy, access, adult education, ageing population, career guidance, co-operation, communication, drop-out, early childhood education, higher education, informal learning, non-formal learning, schools, strategy, tertiary education, VET, vocational education, mobility, modernisation, European union, career management skills, co-operation and co-ordination, quality assurance and evidence-base, employment, social inclusion

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

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

E-mail

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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good practice, initiative, interesting practice, policy, assessment, best practice, career choice, career education, career guidance, career management, career management skills, competences, drop-out, early school leaving, educational, occupational, information, general upper secondary school, Germany, young people, guidance in schools, guidance in transitions, initial VET, instrument, parents, people at risk, portfolio, school curriculum, schools and training, secondary education, self-assessment, self-evaluation, teaching, teaching materials, schools, VET

Name of the good/interesting practice/initiative/policy

“Early intervention” activities with pupils – partnership based holistic approach in Croatia

Country

Croatia

I am proposing that this example will be published also in the KSLLL database

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 importance of creating social, educational and other conditions for the welfare of young people and their responsible participation in community, including the prevention of early – school leaving is emphasized as priorities in European strategies (e.g. Europe 2020, New Skills for New Jobs) and many national strategies in Croatia (National Youth Program from 2009 - 2013, Development Strategy of the Vocational Education System in the Republic Of Croatia 2008-2013, National Strategy for Entrepreneurial Learning, National Strategy of Equalization of Possibilities for Persons with Disabilities 2007 – 2015).

Presently, career guidance in Croatia is a transversal and comprehensive activity with a cross - sectored approach in youth policy implementation. A clear mandate is given to Croatian Employment Service (CES) to provide support to the educational system through vocational and career guidance services. This approach has been developed on partnership bases between CES, schools, employers, health and social welfare organizations.

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)

Croatian Employment Service includes “early intervention” activities in career guidance as an integrated part of its responsibilities to prevent early – school leaving. This approach has proven to be successful since Croatia has a very low rate of early school leavers (3.9%) in comparison to the European countries (where the average rate is close to 15%).

A key feature in Croatian model is client-oriented approach aiming at providing tailor-made services for pupils at risk (early - school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Educational, psychological, medical and social aspects are assessed for these target groups which are most in need of comprehensive vocational and career guidance services.

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)

Career guidance services are provided to pupils and students using the so-called ˝tiered services˝, starting from the fact that the largest number of pupils need to be informed about their future possibilities in order to make decision; some of them need additional counseling and are included in group counseling sessions and the smallest number (about 10%) are offered the most intense and complex services which could include psychological-medical assessment as well (for those with the risk of being early – school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Secondary schools students who achieve poor results are also referred to the expert team for career guidance.

Croatian Employment Service conducts a Survey on Vocational Intentions of Primary and Secondary School Pupils on a yearly basis. Under the leadership of CES professionals, expert teams are set-up in each primary and secondary educational institution in order to analyze the outcomes of the Survey and identify priority groups who may require special attention. Analysis is conducted on individual level (for each pupil), regional level (in relation to labor market needs) of and national level (trends in vocational intentions).

Each year the Ministry of Education adopts the Decision on Elements and Criteria for Candidate Selection for High-School Enrolment enabling pupils with developmental disabilities, health difficulties, learning difficulties, behavioral and emotional difficulties as well as pupils from the Roma minority to achieve direct enrolment or receive extra points to the score set in the enrolment valuation process. In order to obtain these rights, pupils among other documents enclose an expert opinion of the CES career guidance service on their abilities and motivation with a list of recommended educational programmes. In expert opinions on the most adequate choice of further education, needs of the labour market and education opportunities are taken into account, as well as the student's individual abilities and needs. In case of pupils with developmental disabilities (physical or mental disability), career guidance expert team’s opinion enables them direct enrolment in specialized schools or training programs.

Monitoring and evaluation

- What has been put in place for monitoring and evaluation?

- What actors are involved?

Monitoring and evaluation of career guidance services in Croatia is carried out periodically by Croatian Employment Service in co-ordination with secondary and tertiary educational institutions. According to the results of the Survey on pupil’s intentions, approximately 60% of the pupil population expresses a need for professional assistance in their choice of further education program. It indicates a further need for further development of group methods and e-counseling services for pupils and students. Career guidance services are planned on a yearly basis according to the expressed needs.

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

In a partnership based approach and coordination between employment and educational sectors, it is considered more cost effective to the entire society to provide adequate support to those of greater need at primary and secondary school rather than spending public money for unemployed citizens when adults.
Career guidance services in Croatian Employment Service are considered a key element in preventive activities in order to avoid potential social exclusion. On average, 30% of the pupil/student population in Croatia is included in the “early intervention” activities of CES career guidance services.

In addition, aggregate results of the Survey on pupil’s intentions indicate the trends in pupils'/students' vocational intentions and are delivered to the stakeholders in the field of education and employment on the county and national level. According to the Survey and forecasting the needs of the labor market for certain occupations, every year recommendations for enrollment policy and scholarship policy are made and referred to the educational institutions, local and regional stakeholders, sector councils and the Ministry of Education.

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 key feature of the ˝early intervention˝ model is client-oriented approach aiming at providing tailor-made services for pupils at risk. It represents a multidisciplinary approach that involves co-operation and co-ordination of experts in the fields of education, employment, health and social welfare. It has proven to be successful since Croatia has a very low rate of early school leavers (3.7%).

Strengths and weaknesses

- What areas of the policy can we learn lessons from?

- Are there still challenges ahead?

One of the challenges is the positive discrimination of pupils at risk as a way of addressing their disadvantages in educational and labor surroundings. A necessity to develop more efficient tailor-made CG services for pupils at risk exists, which leaves fewer opportunities for providing CG services to other target groups (undeceive pupils, talented pupils, etc.).

Currently, Croatia is in the process of establishing a LLCG National Forum and drafting legislation for guidance provision. The awareness of inter-institutional cooperation is increasing, including the need to define the roles and responsibilities of different stakeholders on national, regional and local levels.

4. Additional narrative description of the policy/practice/initiative

Additional information

Name of contact

Mirjana Zećirević

Role (in policy initiative)

Head, Employment Preparation Department

Organization name

Croatian Employment Service

Address

Radnička cesta 1, 10 000 Zagreb

Phone

+385 1612 6091

Fax

+385 1612 6039

E-mail

mirjana.zecirevic@hzz.hr

Website address

http://www.hzz.hr/

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

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good practice, initiative, interesting practice, policy, career counselling, career guidance services, disabilities, health difficulties, learning difficulties, co-operation, co-ordination, Croatia, drop-out, early school leaver, effectiveness, employment services, expert opinion, group counselling, young people, schools, guidance provision, labour market information, PES career guidance service, prevention, professional informing, school children, secondary education, self-assessment, survey, transition, vocational guidance, youth education, VET, employment, guidance in schools, career information

Name of the good/interesting practice/initiative/policy

Jugendcoaching

Country

Austria

I am proposing that this example will be published also in the KSLLL database

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 services of the Austrian model of career guidance, professional information and individual support at the end of their compulsory school education is called ‚Jugendcoaching‘. It aims to reduce the risk of failing a sustainable integration into education and the labour market. The countrywide information concept ‚Jugendcoaching’ should provide a consulting plan to ensure that every endangered pupil has access to a wide range of individually adjusted and supportive services. The idea behind the initiative is that pupils at risk of drop out should obtain appropriate information and counselling in order to be able to make an independent and well-considered decision concerning their educational future. The concept of ‚Jugendcoaching’ is a bilateral agreement between the Federal Ministry of Labour and Social Affairs and the Federal Ministry of Education and, therefore, a best practice example for an interagency collaboration. The construction of ‚Jugendcoaching’ follows the idea of the Austrian concept of Life Long learning (LLL).

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)

One of the main objectives of the initiative is that teenagers, who have to face integration constraints, can benefit from the provision of a wide range of services such as consulting, supervision and/or individual care. Another important aspect of ‚Jugendcoaching’ aims at motivating pupils to visit school as long as possible or to start an apprenticeship in the labour market. If the objective of encouraging teenagers to complete school successfully fails, a downstream network of mentors will work out possible solutions in form of case management strategies in collaboration with those affected. The focus should lie on identifying potential problems in the personal environment of the teenager concerned. The next step would focus on finding and communicating an adequate and reasonable solution.

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 pilot scheme started at the beginning of the school year 2012 initially in Vienna and Styria and, according to the schedule, measures will soon expand all over the country.
The services of ‚Jugendcoaching’ should not replace existing offerings, such as school social work and school psychology services. They rather claim to be unterstood as complementary counselling-orientated services. With the regional implementation of ‚Jugendcoaching‘ we aim to guarantee an open and equal access to information, support and individual counselling. A country-wide development is planned for the year 2013, which requires an adequate range of services all over the country.

Monitoring and evaluation

- What has been put in place for monitoring and evaluation?

- What actors are involved?

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 program was implemented in Vienna and Styria a few months ago, we can determine that the concept enjoys great popularity among youngsters. By now we can record very satisfying figures. Eight months after the pilot project was introduced, we count as many as 4.600 consultations.
We estimated an annual budget for the implementation of the pilot project of around EUR 8.5 million. Up to now an approximate amount of EUR 4.5 million of the available sum was spent.

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?)

It is too early to make a clear statement.

Strengths and weaknesses

- What areas of the policy can we learn lessons from?

- Are there still challenges ahead?

A pilot scheme took place in selected federal states, starting in the school year 2012/2013. The goal is to establish a well-structured and comprehensive model within the next years.

4. Additional narrative description of the policy/practice/initiative

Additional information

Name of contact

Dagmar Brandstätter

Role (in policy initiative)

Organization name

Federal Ministry of Labour, Social Affaires and Consumer Protection

Address

Stubenring 1

Phone

+4301711002004

Fax

E-mail

dagmar.brandstaetter@bmask.gv.at

Website address

www.bmask.gv.at

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

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good practice, initiative, interesting practice, policy, drop-out, young people, access, people at risk, disadvantaged groups, career information, Austria

Term

Early school-leaver

Definition

Early school-leavers are individuals below the statutory school-leaving age who have withdrawn from or left an education or training programme without completing it.

Comment

In an EU context this term has a specific technical meaning. The early school-leaving rate is defined by the proportion of the population aged 18-24 with only lower secondary education or less and no longer in education or training. Early school-leavers are therefore those who have only achieved pre-primary, primary, lower secondary or a short upper secondary education of less than 2 years (ISCED 0, 1, 2 or 3c short), and include those who have only a pre-vocational or vocational education which did not lead to an upper secondary certification.
Early school-leaver needs to be distinguished from drop-out which is a more general term.

Source

EU Council Recommendation on Early School Leaving (2011). Official Journal of the European Union. Available from Internet: http://ec.europa.eu/education/school-education/doc/earlyrec_en.pdf

Attached files

Links

http://ec.europa.eu/education/school-education/doc/earlyrec_en.pdf

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ELGPN Glossary, drop-out, early school leaving, young people

Term

Drop-out

Definition

A drop-out is anyone who has withdrawn from an education or training programme without completing it.

Comment

Drop-out is a more general term and should be distinguished from ‘early school leaver’ which has a specific meaning in an EU context. See separate definition.

Source

Cedefop (2008a). European Training Thesaurus. Luxembourg: Publications Office. Available from Internet: http://www.cedefop.europa.eu/EN/Files/3049_en.pdf

Attached files

Links

http://www.cedefop.europa.eu/EN/Files/3049_en.pdf

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ELGPN Glossary, early school leaving, drop-out