Greek model system for quality assurance in guidance services
Name of the good/interesting practice/initiative/policy
Greek model system for quality assurance in guidance services
Country
GREECE
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 is the first system for quality assurance of guidance services in Greece aiming at the initial and continuous evaluation of public and private guidance services of both the education and employment sector. It was developed by EKEP (National Center for Vocational Orientation), National Euroguidance Center, executive body of System 6 of ESSEEKA “System of Counseling, Vocational Guidance and Connection with the Labour Market” (Law 3191/2003) and member of ELGPN network. The Greek model system for quality assurance in guidance services is a top-down model based on the British matrix standard and consists of 6 groups of benchmarks: 1. Leadership 2. Organizing – planning 3. Guidance practitioners – human resources 4. Client satisfaction 5. Delivery of services 6. Premises and equipment
Leadership group connects with the Policy development level, Organizing – planning, Guidance practitioners- human resources and Premises and Equipment connect with the organizational level, while Client satisfaction and Delivery of Services consist the Practice level. The system coincides fully with the theory of the quality circle of Deming et al.
• The motivation of the initiative
The diversity of guidance services in Greece, both public and private and the absence of a legal framework as far as the requirements that these services should fulfill, made necessary the creation of a system for quality assurance of guidance services in Greece.
• Linkages with LLG policy priorities
The Resolution of the Education Council on “Strengthening Policies, Systems and Practices in the field of Guidance throughout life in Europe” (May 2004) identified 3 priorities among them:
1. Developing high quality, broadly accessible guidance provision
2. Improving quality assurance mechanisms for guidance provision
Also the 2008 EU Council Resolution on better integrating lifelong guidance into lifelong learning strategies invited the Member States within their respective competences to develop the quality assurance of guidance provision.
• Participants
The participants of the initiative were: EKEP, IEKEP (the company that developed the system), the Greek Ministry of Education, Lifelong Learning & Religious Affairs – Directorate of Vocational Guidance and Educational Activities (SEPED) and the Greek Manpower Employment Organization (OAED), the official public authority responsible for the provision of Counselling and Vocational Guidance services in the employment sector which operates the Centres for Promotion to Employment (KPAs), that provide vocational guidance services to the unemployed at local level.
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)
• Objectives of the initiative
1. Set common quality standards in guidance provision in both public and private sector in Greece.
2. Develop know-how in quality assurance for guidance services in Greece
3. Create the necessary legal framework for monitoring and evaluation of Guidance services
4. Raise the quality of guidance provision in Greece for the sake of its citizens and protect them from low quality uncertified guidance services
• Target group
1. Public guidance services of
all levels of the education sector (primary –secondary and tertiary)
all types of VET sector (initial and continuous)
Employment sector
2. Private guidance services
3. Local government services
• Methods applied to reach the objective
1. Bibliographical research.
2. Development of benchmarks, quality indicators and documents of proof by a scientific committee of guidance counsellors
3. Pilot application in public guidance services of Greece
4. Gathering feedback from the services themselves
5. Revision of benchmarks and indicators
6. Consultation with ministries and responsible bodies (e.g. national guidance forum) (future action)
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)
Firstly EKEP conducted a study “International systems for quality assurance in Guidance services” which: 1. referred to the most important international quality management systems like ISO 9000etc 2. described the most well known quality assurance systems for career guidance like the Matrix quality standard for information advice and guidance services and the Canadian Blueprint for life/work Designs 3. presented the systems developed for the quality assurance of various public sector services in Greece e.g. the system for the evaluation of the continuous education and training centers of the Ministry of Employment. The fourth part of the study proposed a model system suitable for quality assurance in guidance services of Greece. The system describes the values, the quality indicators and the documents of proof according to the theory of the quality circle. All indicators produce indications for quality development. The values produce indicators, the indicators produce indications and the indications produce Evidence or measuring tools according to the theory.
The next phase was Pilot application in public guidance services e.g. the University of Piraeus Career Office, a Counseling and Guidance Center (KESYP) of Piraeus and a Centre for Promotion to Employment (KPA). The aim of pilot application was to inform the services about the system for quality assurance and to get their feedback concerning the values and quality indicators of the system.
• Level of implementation
National
• Implementation
The procedure for initial evaluation or continuous monitoring of a guidance service is the following:
1. The service submits a portfolio which contains all the elements that prove the implementation of t he quality system.
2. A team of external evaluators visits the service and conducts the evaluation on the spot following a specific written form
3. The evaluators are asking to see specific evidence and documentation which proves the observance of each criterion
4. A quality certificate of conformity is awarded to each service reaching the desired marking
5. Data of certified services are entered in a special register
6. An electronic platform supports the whole procedure from applications to results of each evaluation
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
There was a Pilot application phase aiming at gathering feedback from services themselves. Actors involved were public guidance services of the education and employment sector (KESYPs, KPAs and Career Offices). This phase is still continuing. EKEP plans to have further consultations with ministries and responsible bodies (e.g. national guidance forum)
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
The first system for quality assurance of guidance services in Greece
• Cost effectiveness
The cost effectiveness is high since raising the quality of guidance provision in Greece will ultimately result in lower unemployment rates, higher mobility of citizens, better access to information and career opportunities
• Budget
The project was co financed by the Ministry of Education and the European Social Fund program). The overall budget was 40.000 Euros.
• Innovative aspects
The system includes values like: “The Service investigates client satisfaction by the services provided and the staff and makes use of the findings” and uses a mechanism for making use of client feedback. The mechanism which includes client satisfaction surveys, follow up activities, etc. researches citizens’ expectations and the level of their satisfaction by the services and the staff. The description of the mechanism includes the methodology used and the way the Service is making use of clients’ feedback for improving its services.
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?)
• Lessons learnt
Unintended impacts
Evaluation is a delicate matter. Sometimes services were suspicious of the system. They thought that they are being criticized and were afraid that the evaluation will reveal drawbacks and negative points of their functioning.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
Receiving feedback from guidance services at the development phase of the quality assurance system is a major strength of the system.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Dimitrios Gaitanis PhD
Role (in policy initiative)
Member of the scientific committee that developed the system. Author of the English translation and the english revised version.
Organization name
EKEP
Address
1 Parasiou & 99 Aharnon street
Phone
+30 210 8233669
Fax
+30 210 8233772
dmitrogaitanis@hotmail.com, info@ekep.gr
Website address
www.ekep.gr
Documents and publications
Attached files
- File: greek quality assurance system revised.doc (159 KB)
Links
http://www.ekep.gr/library/ekdoseis/odigoi/Diethni_Sys_Poiotitas.pdf
This information was provided/updated by:
Dimitrios Gaitanis PhD
No comments by users.
ELGPN, good practice, initiative, interesting practice, policy, assessment, career guidance services, competence assessment, customer satisfaction, evaluation, criteria, guideline, outcome, evidence-based, practice, Greece, guidance in schools, process, provision, system, human resource management, quality assurance, quality assurance system, quality evaluation, registers, quality, evidence-based policy
National Quality System for Guidance Provision - Portugal
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
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 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
pedro.fonseca@iefp.pt
Website address
No links specified.
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Pedro Moreno da Fonseca PhD
No comments by users.
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
Quality Assurance in the Danish Guidance System in the educational sector
Name of the good/interesting practice/initiative/policy
Quality Assurance in the Danish Guidance System in the educational sector
Country
Denmark
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 background of a national quality assurance system dates back to April 2003, when the Danish parliament adopted a new act on guidance, which aimed to establish a more efficient guidance system with an improved quality assurance system. On August 1st 2004, a simpler and more transparent guidance system was launched. The quality assurance system should be seen in this light as one method to facilitate a transparent, accountable guidance system. Quality assurance requirements have been part of the act on guidance since the adoption of the act. Part of the background for this is the 2004-resolution, which identified the need for quality assurance as one area that should be the focus of a prioritised effort. The quality assurance requirements have been extended gradually to include more indicators and areas of guidance.
The Ministry of Education is the main stakeholder of the quality assurance system in the educational sector on a national level, as well as the main organisations for managers and guidance counsellors. The guidance centres and the educational institutions are the main stakeholders on a local level and are required to establish a quality assurance system, which can be used to document activities, quality and effect on clients and society.
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 aim of the system is to ensure that the contents of guidance services meet high quality standards so that the guidance provided is of greatest possible benefit to the clients. The quality assurance system should contribute to achievement of the aims of the guidance reform and establish a feedback loop, which provides information to decision makers on the scope, results and effects of guidance. This serves as foundation for further development and the collected data will provide an evidence-base for evaluating the guidance centres and for improving their services.
The main target group are the guidance centres and the educational institutions, who are required to establish a quality assurance system, which can be used to document activities, quality and effect on clients and society. It will give the centres and institutions a comprehensive view of their guidance services and serve as a foundation for further development.
The main intention behind the method of quality assurance is to apply common guidelines and methods for quality assurance in order to create a basis for comparability between similar units (i.e. the guidance centres and the educational institutions) and a view over time about performance of guidance. By applying common guidelines a systematic approach and method for the guidance centres and the educational institutions in their developing and measuring quality is introduced.
The Ministry of Education provides the guidance centres with a set of quality assurance tools to support that they reach the act’s main targets through continuous evaluation of their activities. This includes tools to report quality level, results and effects of the activities. Several indicators are included in the quality assurance system. When fully implemented, the quality assurance system will include data on indicators, which are comparable between different guidance and educational institutions and, consequently, allow the main stakeholders to compare institutions on a national as well as a local level.
Among the indicators are user surveys, based on nationally representative samples of pupils and students, responding on the same questionnaire. The user surveys are designed to provide information on user benefit of guidance in order to create the basis for a user-driven development. Based on inputs from guidance counsellors, the user surveys make it possible to compare and evaluate the user benefit of different types of guidance activities. Nationwide indicators based on data available from the administrative systems of the guidance and educational institutions as well as data from Statistics Denmark are also included in order to be able to evaluate the guidance provided, see below.
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)
Development of the national quality assurance system has taken place in cooperation between the Ministry of Education and the interested parties and main stakeholders such as manager and guidance counsellor organisations. Different work groups with representatives from the Ministry as well as the guidance counsellors and managers have been set up in order to draft manuals on how to introduce quality assurance systems.
Generally, the work related to quality assurance is a task for each of the municipal or regional centres. However, annual reports and developments will be discussed at yearly reviews with the municipal councils and the Ministry respectively. The Ministry of Education has implemented the statistical indicators of the quality assurance system. Furthermore, the Ministry provided the technical set-up for the surveys in 2009.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The quality assurance system contains a monitoring clause in order to ensure that the guidance services meet the main objectives of the new act and lead to the expected results. The system is designed to create a comprehensive view on the guidance provided as possible. The evaluation process is to a high extent a task for the practitioners, due to their hands-on knowledge of the actual content of the guidance provided.
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 quality assurance system has resulted in an increase of valid data available on guidance. This includes user surveys with more than 45.000 respondents from all level of education. Additionally, the statistical material available on guidance has increased. Through data from Statistics Denmark the ministry produces statistics on completion and transition rates that can be used by the centres and institutions. This has generated a gradual increase in sharing of good experiences/good practice among practitioners. This development is still in process.
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?)
Developing a quality assurance system on a complex area such as guidance has been a learning process, which will continue in the years to come. Other factors than guidance influence young people’s pathway through the education system. An unambiguous connection can hardly be established between guidance services and the effect measured, such as, for instance, quick completion of an education. Moreover, the purpose of guidance is to make the young people self-reliant, which make the direct effect of guidance difficult to measure. On the other hand, it is possible to determine probable connections and establish indicators on guidance’s input to the total effect.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
A new political agreement aims at increasing the use of results-based management in the guidance centers. This is to be supported by a new database, which includes data from all relevant sources.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Jeppe Christiansen
Role (in policy initiative)
Organization name
Ministry of Education
Address
Vester Voldgade 123, 1552 Koebenhavn V, Denmark
Phone
(+45) 3392 5017
Fax
jeppe.christiansen@uvm.dk
Website address
No links specified.
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Jeppe Christiansen
No comments by users.
ELGPN, good practice, initiative, interesting practice, policy, quality, evidence-based policy, Denmark