European Lifelong Guidance Policy Network Database, ELGPN Database

Subject of the Policy document

Quality Standards For The Vocational Guidance and Selection Services At The Croatian Employment Service

Reference data

Adopted/Released by Croatian Employment Service

Year of adoption 2005

Reference number

Available at http:// http://www.hzz.hr/docslike/Standardi_kvalitete_usluga_profesionalnog_usmjeravanja_i_slekecije_u_HZZ-u.pdf

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

The material describes how career guidance services are provided in regional offices as well as those possible activities now provided in only some of the offices. Improving the career guidance system presumes introduction of new types of services for specific groups of users and ensures co-ordinated action between different departments of the CES. Precondition for introduction of new services is a continuous investment into upgrading of counsellors’ competences.

The overall goal in the quality management system is:
• CES services quality standardisation
• That the activities of the Employment Service are more visible and transparent to the users and public
• That the services provided are within the resources allocated and the legislation framed, that they match best the needs of the users
• Permanent training for the CES employees in order to gain needed competences
• That the changes i.e. adjustments are made in accordance with users’ needs and potential
• To ensure a nation wide concept in delivering services, with possibilities for regional variations

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, access, administration, adult education, advisory services, apprenticeship, availability, career counselling, career guidance, career information, career management skills, career planning, co-operation and co-ordination, competence assessment, counsellor training, Croatia, guidance services, development plan, disadvantaged groups, education planning, education provision, effectiveness, employees, employer, employment services, evaluation criteria, evaluation data, evaluation guidelines, evaluation outcome, evidence-based, group counselling, guidance provision, human resource management, implementation, in-company training, individual counselling, information services, labour market, standard development, people at risk, people with disabilities, personality assessment, PES, quality assurance, quality evaluation, student counseling, young people, Staff working document, Regional level, quality assurance and evidence-base, schools, VET, higher education, employment, social inclusion

Subject of the Policy document

Act On Professional Rehabilitation And Employment Of Persons With Disabilities

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2002/2005

Reference number Official Gazette 143/02, 33/05

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/288162.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 6
(1) A person with disabilities has a right to professional training and rehabilitation (hereinafter: professional rehabilitation) under general conditions and, if necessary, due to the severity and type of disability in question or success of the rehabilitation process in special schools and institutions for professional rehabilitation, under specially adapted or special programmes.
(2) Professional rehabilitation covers the following measures and activities:
– definition of other working and general abilities,
– professional information, counselling and assessment of professional abilities,
– labour market analysis, employment possibilities and inclusion in the world of labour,
– assessment of possibilities of performance, development and implementation of professional development programmes,
– professional training, additional qualification and programmes for maintenance and development of work and society-related skills and abilities in the employment,
– information and counselling on supplementary technologies in learning and working,
– individual and group programmes for improvement of work and society-related inclusion in the community,
– proposals on use of different technologies and techniques in the learning and working processes with the assessment of possible use,
– pre-professional learning, planning and implementing the chosen technology,
– development of motivation and training of persons with disabilities in use of the chosen technology,
– technical assistance, support, monitoring and assessment of results,
– information and support regarding financial resources.
(3) Duration of professional rehabilitation depends on the other working abilities and complexity of its organization and implementation.
(4) Professional rehabilitation of persons with disabilities is organized and implemented by an organization for professional rehabilitation, secondary school or another legal entity which fulfils conditions prescribed by this Act and other acts.
(5) Practical dimension of training during professional rehabilitation is carried out at employers' premises, or, exceptionally, within an institution for professional rehabilitation or a specialised educational institution.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, rehabilitation, labour market analysis, society-related, skills, technical assistance, monitoring, access, act, active placement, adult education, assessment, career counselling, career information, social exclusion, social inclusion, special needs education, disability, disabled, disadvantaged groups, people at risk, Croatia, legislation, career management skills, co-operation and co-ordination, quality assurance and evidence-base, employment

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

No comments by users.

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

Development and Elaboration of the Open Information, Counselling and Guidance System (AIKOS)

Country

Lithuania

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

Main problems and challenges before the start of the project:
– The need of further development of the Open Information, Counselling and Guidance System (AIKOS) portal (www.aikos.smm.lt) in order to improve it’s usability, user-friendliness, appropriateness to different target groups, to ensure accuracy of information, to introduce on-line career information services. The need to develop and ensure effective interconnection of AIKOS and PLOTEUS II (Portal on Learning Opportunities throughout the European Space).
– The need to broaden the existing network of career information services by establishing 640 new Career Information Points (CIP).

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 project had two main objectives:
1. elaboration of the Open Information, Counselling and Guidance System (AIKOS).
2. developing of the career information system facilities and establishing the network of Career Information Points (CIP).

Direct beneficiaries – students of general education, vocational education and higher education schools, career advisors, teachers. Indirect beneficiaries – all citizens interested in learning opportunities.

Methodologies and tools: applying IT technolgies, making research, creating models.

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)

1. Development of the elaborated AIKOS portal programme equipment (new functional components, new contents produced according to the Standard – descriptions of occupations, qualifications, study programmes, other)
2. Development of the model of establishing the network of Career Information Points in the country. Establishing the CIP’S in the general schools, vocational schools, libraries, labour exchanges, prisons, etc. Equiping the CIP’s with the computors and other office facilities.

Monitoring and evaluation

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

- What actors are involved?

The main indicators are:
1. number of the new AIKOS portal functional components and new content items (e.g. number of the descriptions of occupations, etc.).
2. number of the instititions in which the Career Information Points were established.

The Ministry had contracted the IT company (JSC “Sintagma”) for the development of the AIKOS portal, this company worked together with the project partner – Centre of Informations Technologies of Education.
The Ministry worked in cooperation with the 60 municipalities in order to ensure the establishment of the network of Career Information Points in the country.

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

1. New programme equipment of the Open Information, Counselling and Guidance System (AIKOS) portal.
2. 640 Career Information Points established in various institutions.

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?

The main strength – usability of project results, free and easy access of the AIKOS portal and the network of Career Information Points for the beneficiaries (various groups of users).
The main weakness – need to find financial resoursces for persistent mainteneance of the AIKOS portal and support of the established Career Information Points.

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

Additional information

Name of contact

Aleksandra Sokolova

Role (in policy initiative)

Representative from the The Ministry of Education and Science of the Republic of Lithuania in regard with the information about the Project

Organization name

The Ministry of Education and Science of the Republic of Lithuania

Address

A. Volano g. 2/7, LT-01516, Vilnius

Phone

00370 5 219 1190

Fax

00370 5 261 2077

E-mail

Aleksandra.Sokolova@smm.lt

Website address

http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm

Documents and publications

General information about the project (in Lithuanian) and it’s results is available on the official web-site of the Ministry of Education and Science of the Republic of Lithuania (www.smm.lt)
Direct link to the poject’s information:
http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm

Attached files

Links

http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm; http://www.smm.lt

This information was provided/updated by:

The Ministry of Education and Science of the Republic of Lithuania and Euroguidance

No comments by users.

good practice, initiative, interesting practice, policy, guidance, career management skills, access, quality, guidance in schools, people at risk, tertiary education, unemployed, employed, older adults, disadvantaged groups, career information, qualifications, Lithuania

Name of the good/interesting practice/initiative/policy

The approach to Early School Leaving in the Netherlands

Country

the Netherlands

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

Tackling the problem of early school leaving is one of the priorities of the European Commission. Currently,
1 in 7 young Europeans leave school early without gaining a basic qualification. The aim is to reduce the
average percentage of early school leavers from 14.1% to less than 10% by 2020. This will involve all young
people aged between 18 and 25 who are not undertaking education/training. Measured according to the
European definition, the Dutch target is 8% in 2020. The Rutte-Verhagen Government has decided on a
more ambitious target than that for the EU, namely a maximum of 25,000 early school leavers by 2016.
The Netherlands compares well with other European countries. In 2010, the European average fell from
17.6% to 14.1%. In the Netherlands, the figures for 2010 again showed a decrease, from 15.4% in 2000 to
10.9% in 2009 and to 10.1% in 2010, making the country one of Europe’s leaders in tackling the early school
leaving problem. Better cooperation between the EU Member States, exchange of know‑how, best practices,
and focussed use of EU funding can help solve the problem.
Early School Leaving in the Netherlands – Pupils leaving school early – is an economic, social, and individual problem. Each young person has his or her own aims, wishes and ambitions, and having a good education increases the likelihood of achieving them. The Dutch knowledge economy requires well-educated employees, while Dutch society also finds itself confronted by dejuvenation and the ageing of the population, with the pressure on the labour market consequently increasing.
Tackling the problem of pupils leaving school early is one of the priorities of the Dutch government implemented by the “Drive to Reduce Drop-out Rates” approach. The Dutch target is to have no more than 25,000 new early school leavers each year by 2016.

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)

In 2010, the Rutte-Verhagen Government tightened up the target, setting it at a maximum of 25,000 new early school leavers by 2016. Efforts to achieve the new, tighter target will primarily be based on what has been achieved so far. This is why that policy will continue to be pursued: systematic improvements in education, support from the youth care, public safety and employment sectors, closer monitoring, and
stricter enforcement. These measures, combined with close coordination by the municipalities, have led to success. It is
an approach that requires long-term policy and the certainty of structured, long-term funding. To achieve the 25,000
target, long-term performance agreements and transparent figures have again been decided on. The motto continues to be “prevention is better than cure”.
Continuing the approach means:
* New agreements for 2012-2015; regional cooperation;
* Truancy policy: improvements are still possible. Agreements with those in the field;
* Improved education, specifically at secondary vocational education levels 3 and 4;
* Early school leaving figures: clear and more thorough;
* Continuous learning pathway from pre-vocational secondary education to secondary vocational education;
* Focus on first year of secondary vocational education;
* Integrated approach by the youth care, public safety, and the labour market

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 2011, the Netherlands set a new and ambitious objective: maximum 25,000 new early school leavers in 2016. To achieve this objective, the current approach will be sustained and strengthened where necessary. The five key measures are:

1. Adequate and complete non-attendance and ESL registration.

2. Long-term performance covenants between the government, municipalities and schools. Schools are held to strict percentage targets and receive a performance bonus if they reduce ESL.

3. 39 regions throughout the country will work together to implement measures to combat ESL. The regions will receive funding to develop policies themselves. Good examples are actively promoted online and during regional and national conferences.

4. Extra facilities for vulnerable youth: a combination of regular education with care and support and vocational training if necessary.

5. In secondary vocational education: intensification of first year teaching, close pupil supervision and career guidance.

Monitoring and evaluation

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

- What actors are involved?

The report The approach to Early School Leaving Policy in the Netherlands and the provisional figures of the 2010-2011 performance agreements http://www.aanvalopschooluitval.nl/userfiles/file/2012/2012026_OCW_VSV_UK-versie_VSV_beleid_LR_internet.pdf gives extensive information on monitoring and evaluation

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

At national level, there were 38,600 new ESL’s between 1 October 2010 and 1 October 2011. This figure is based on more accurate records than previously.1 The national ESL percentage for the 2010-2011 school year has fallen to 2.9%. At secondary schools (VO), that figure has fallen to 1.0% and at schools for (senior) secondary vocational education (MBO) to 7.2%.
None of the regions saw a rise in the number of ESL’s compared to 2005-2006.

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 consistent theme of the Dutch approach is the collaboration between the ‘golden triangle’ of the government, municipalities and schools. Together they are responsible for reducing ESL numbers. This collaboration is set down in long-term covenants per region, while the national government initiates, stimulates and co-ordinates.
At the regional level, the approach begins with the day to day assurance of quality education and effective organisation. Inspiring teachers, challenging lessons, reliable schedules, a smooth transition to the labour market, pupils’ self-confidence: these all play a role in motivating pupils to stay at school. Moreover, we approach ESL not only as an educational issue, but as a social issue too. Pupils are frequently faced with various social problems that affect their performance at school, such as debt, addiction or neglect. To combat these issues, schools offer their pupils care tailored to individual needs. More investment in career guidance helps pupils to choose follow-up programmes that offer them realistic perspectives and match their talents.

Strengths and weaknesses

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

- Are there still challenges ahead?

The collaboration between the ‘golden triangle’ of the government, municipalities and schools is one of the succes factors. Another success factor of the Dutch approach is the reliable Student Number registration system. This makes it possible to track exactly who leaves school and when, so that immediate and targeted action can be taken if necessary.

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

EU Commissioner Androulla Vassiliou had this to say about the Dutch approach: “Tackling early school leaving is a challenge because it means so many sectors have to work together. In most Member States, this does not yet happen in a systematic way, though some countries such as the Netherlands show the way forward.”. A number of European countries have expressed an interest in the integrated approach and accurate record-keeping system adopted by the Netherlands.

Additional information

Name of contact

Martine Soethout

Role (in policy initiative)

Projectsecretaris

Organization name

Ministerie van Onderwijs, Cultuur en Wetenschap. Directie Voortijdig Schoolverlaten (VSV)

Address

Phone

Fax

E-mail

m.m.f.soethout@minocw.nl

Website address

http://www.aanvalopschooluitval.nl/english

Documents and publications

1. Ministry of Education, Culture and Science (2012). The approach to Early School Leaving Policy in the Netherlands and the provisional figures of the 2010-2011 performance agreements
http://www.aanvalopschooluitval.nl/userfiles/file/2012/2012026_OCW_VSV_UK-versie_VSV_beleid_LR_internet.pdf

2. Van Bijsterveldt, Marja. Preventing Early School Leaving: the Secret of the Dutch Approach. Government Gazette. http://governmentgazette.eu/?p=3701

Attached files

Links

No links specified.

This information was provided/updated by:

Peter van Deursen

No comments by users.

good practice, initiative, interesting practice, policy, early school leaving, career management skills, evidence-based policy, co-operation, guidance in schools, people at risk, qualifications, The Netherlands

Name of the good/interesting practice/initiative/policy

National Quality System for Guidance Provision - Portugal

Country

Portugal

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 present initiative stands as the first articulated attempt to create a fully comprehensive system of quality assurance for guidance activity in Portugal.
Although previous measures existed, providing the quality of instruments and methods used in PES-supplied guidance, as well as basic training for professionals, there was a clear need for a more integrated instrument, with adequate monitoring tools.
Given its institutional mission of assuring the adaptability and adequacy of guidance provision, the national public employment service, IEFP, has taken initiative in establishing a national standard, which will also account for the visions of an advisory network of relevant participants.
Other entities will be enrolled in the project to guarantee diffusion and improvement of standards, namely: the Portuguese Ministry of Education; Universities with research on guidance; professional/scientific associations; inter-national structures.

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 objectives of the initiative can be resumed in three main points:

- Gaining efficacy and efficiency in guidance provision through implementation and constant check of clear standards, measures and practises
- Increasing autonomy of citizens in establishing critical learning and labour pathways, both by competence building and ease of access
- Sponsoring innovation through systematic research on critical factors in guidance for employability and job stability/success

The end target of the system is the guidance user, although we can also consider both guidance professionals and employment/educational service managers as being targeted by the measures undertaken.
The system is implemented by understanding guidance activity as part of a value chain and acting upon the phases of that chain, considering inputs, process and outputs. Primarily is considered the intervention of the PES and its creation of public value and economic spillovers.
Up-date of instruments, improvement of registry tools, accessibility, competence-assessment and of management information supports and fluxes are part of the methodology, affecting all aspects of guidance provision (materials, contents, technology).

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 system has a national scope and is sustained in an incremental and progressive logic. Firstly, its scope is the operation of the PES services with a test run in some of its main job and training centres. Secondly, the initiative should be generalised to the full PES network. A third step should enable the adjusted diffusion of the system to different sectors and networks, namely education and private operators. As early as step two, the standard is to be shared and discussed in a advisory forum of external participants.
Common standards and information tools are already under development.
Some key measures to undertake are:
- Set periodic updates and testing of diagnosis tools, guidance methodologies, information supports, on-line contents/tools
- Improvement of registry and information transitions that allows for interchangibility of user information while guarantying users' rights
- Improvement of accessibility by development of comprehensive e-guidance tools and the improvement of information to disabled people (paper and online) and immigrant users
- Set evaluation and update of guidance professionals' competencies, with strict standards and ethical conduct
- Development of adequate tools for the follow-up of guidance users
- Balanced score-cards for guidance management and multi-level modelling of supervised

Monitoring and evaluation

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

- What actors are involved?

Monitoring and evaluation is primarily undertaken by the Guidance Directorate of IEFP in articulation with other network participants.
A monitoring mechanism has been established, measuring the efficacy of the planned measures affecting inputs and process as well as a system of indicators aimed at measuring impact variables.
Input variables are monitored through direct control of measures and by user enquiring.
Process/organisation variables are monitored by tools' assessment, management enquiring and technical staff enquiring.
Outputs are monitored by follow-up of PES users (with and without guidance), defining samples that have as basic statistical unit the job/training centres. Follow-up focus on job stability/success, job mobility, autonomy assessment (labour and education), educational success, labour market queuing, entrepreneurship capacities.
A balanced scorecard has been defined with all the assessment dimensions deemed relevant.
A statistical modelling process is being developed to enable research-based adjustments to guidance policy, using as a methodology multi-level analysis.

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

Specific results: only planning and tools have been developed
Cost effectiveness: progressive implementation and thigh instrument control should allow for low costs of project and improvement of present cost-result ratio in provision
Innovative aspects: Research-based approach

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

Pedro Moreno da Fonseca

Role (in policy initiative)

Organization name

IEFP

Address

Phone

Fax

E-mail

pedro.fonseca@iefp.pt

Website address

No links specified.

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This information was provided/updated by:

Pedro Moreno da Fonseca PhD

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ELGPN, good practice, initiative, interesting practice, policy, career management skills, access, quality, evidence-based policy, co-operation, guidance in schools, people at risk, unemployed, employed, disadvantaged groups, career information, qualifications, effectiveness, Portugal