European Lifelong Guidance Policy Network Database, ELGPN Database

Name of the good/interesting practice/initiative/policy

Adult education and VET

Country

Poland

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 2007-2008 in the Warmińsko-Mazurskie Vocational Development Centre the first project in Poland was implemented aiming at the validation of competences in two building and construction professions.

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 was entitled „Let’s build together”. The project was implemented within the framework of the EQUAL programme and covered the validation of competences in two professions: Gas installation fitter and Sanitary installation fitter. The project allowed for the development of a procedure for the validation of competences and 200 people were able to validate their competence and qualifications.

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)

Experience gathered in the area of validating competences contributed to the implementation of two further projects: „Specialist with a degree” and „Specialist with a degree 2”.
Within the framework of the „Specialist with a degree” project implemented in 2009-2010 a vocational degree or a master degree in following professions could be obtained: Upholsterer and Carpenter.
Within the framework of the second project people could validate their competences in 8 professions: Concrete placer/reinforcement fitter, electrician, gas installation fitter, stonemason, carpenter, upholsterer, technician of furnishing works in the construction sector.

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

In 2008-2009 a two-year project of innovation transfer was implemented in Poland, entitled: „Towards a Qualified Construction Workforce for Poland”.

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

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Paulina Bogdanska

No comments by users.

good practice, initiative, interesting practice, policy, access, qualifications, Poland

Name of the good/interesting practice/initiative/policy

Warmia and Mazury Pact for Vocational Counselling Development

Country

Poland

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

Warmia and Mazury Pact for Vocational Counselling Development functions for over 4 years. It is a tool for enhancing cooperation of 58 institutions and organisations, including institutions of the labour market, educational centres and organizations and associations of the Warmia and Mazury Region, dealing with issues of vocational guidance. The initiator of the agreement between the institutions was The Regional Labour Office in Olsztyn in November 2007.

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 teams responsible for different tasks were formed under the Pact. There are leaders who direct the works of participants who are the representatives of the partner institutions. The teams use the support of expert researchers in the implementation of each task. The members of the task force typically meet several times during the year.

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)

Meetings are organised in the premises of their partners in order to get acquainted the specificity of activity of the institutions of the partner. Within Warmia and Mazury Pact for the development of vocational guidance there are 4 sections, i.e.
- Vocational information team
- Training and professional development team
- Diagnostic team
- Coordination and promotion team

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

The main activity of the parts who signed the Pact is organisation and participation in different meetings, conferences and fairs.

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

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Paulina Bogdanska

No comments by users.

good practice, initiative, interesting practice, policy, co-operation, co-ordination, career information, Poland

Name of the good/interesting practice/initiative/policy

Discussion Platform for Lifelong Guidance

Country

Poland

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 2007 the Ministry of Labour and Social Policy established a Discussion Platform for Lifelong Guidance.

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)

This initiative is an opportunity for better co-operation in the area of career guidance activities at the national level through involvement of the most important government and NGO institutions, responsible for strategic solutions and legal provisions.

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)

Cross-platform meetings are held once a year. Each meeting is devoted to specific topics, which allow preparation of materials for discussion and facilitation of joint initiatives.

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

A lot of institutions which have guidance counselling in their responsibilities, take a part in platform meetings: Ministry of Labour and Social Policy, Ministry of National Education, Ministry of National Defence, Ministry of Science and Higher Education, National Centre for Supporting Vocational and Continuing Education, Central Board of Prison Service, Headquarters of Voluntary Labour Corps, Management Board of Professional Development Centre, Network of Academic Career Services, Forum of Directors of Local Labour Offices, Assembly of Directors of Regional Labour Offices, Polish Assocciation of Educational and Vocational Counsellors.

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?)

These key institutions intensify efforts to develop vocational guidance, during the meetings partners exchange key information and discuss to achieve common positions on important matters.

Strengths and weaknesses

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

- Are there still challenges ahead?

The partners who form the platform remain with each other in the current working contacts when necessary.

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

This cooperation of partners in the platform who operate at the central level is not formalised. The institutions are not tied with any formal agreement or contract.

Additional information

Name of contact

Role (in policy initiative)

Organization name

Ministry of Labour and Social Policy

Address

1/3/5 Nowogrodzka st.

Phone

48 22 529 07 40

Fax

48 22 529 07 41

E-mail

Website address

http://www.mpips.gov.pl

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Paulina Bogdanska

No comments by users.

good practice, initiative, interesting practice, policy, co-operation, co-ordination, career information, Poland

Name of the good/interesting practice/initiative/policy

Voluntary Labour Corps

Country

Poland

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 Voluntary Labour Corps is a state budget entity supervised by the minister competent for the labour issues.

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 Voluntary Labour Corps fulfils the duties of the state in the field of employment policy and in the field of counteracting the marginalization and the social exclusion of young people. It has a network of specialized stationary and mobile units providing a range of services for young people.

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)

Level of implementation - national.

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

Between 2009 and 2013 the Voluntary Labour Corps is carrying out a project co-financed by the EU within the ESF „The Voluntary Labour Corps as the provider of the labour market services”. The activities of the project will be directed to 25.000 young people aged between 15-25, including 600 unemployed and 2.440 people professionally inactive. The following persons will benefit from the assistance: unemployed or people seeking a job with different level of education and qualifications, requiring an assistance on the labour market; students and graduates preparing to enter the labour market and requiring an assistance in terms of professional counselling, job matching and vocational training; people at risk of social exclusion.

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?)

Project „The Voluntary Labour Corps as the provider of the labour market services” is compliant with the main activities undertaken to support young people entering the labour market.

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

Role (in policy initiative)

Organization name

Voluntary Labour Corps

Address

1 Tamka st., 00-349 Warsaw, Poland

Phone

Fax

E-mail

Website address

http://www.ohp.pl

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Paulina Bogdanska

No comments by users.

good practice, initiative, interesting practice, policy, access, people at risk, unemployed, career information, Poland

Name of the good/interesting practice/initiative/policy

"STOP & GO. Where do I stand - where do I want to go?"

Country

Luxembourg

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

What makes Stop & Go an example of good practice/initiative/policy?
It enables and empowers youngsters in a sustainable way and builds on the active involvement of the participants.
The approach is holistic, valuing the personal, social, cultural and economic context of the pupils.
The guidance and training is provided through artistic, interactive and innovative means, favoring self-expression without putting too much weight on language skills.
The working methods have a theoretical basis, are relevant to the purpose for which they are used and are implemented by competent, highly qualified and trained staff.
The project has been assessed by Trier University (Germany) researchers specialized in evaluating processes of social and personal change.

The purpose of the initiative:
Many young people have a real-life experience of multiple failures at school. To help them believe in themselves and develop a life-plan, they have to be offered a different way of learning than the one usually experienced at school: self-expression through body work and other non-verbal creative techniques. The young people are going to be perceived differently by the teacher and their classmates and they will perceive themselves more positively and feel more active because we work on their resources.

This is going to give them some energy to commit themselves to their personal careers.

The Integrative Therapy by Petzold (Petzold, Integrative Therapie: Klinische Theorie: das biopsychosoziale Modell, 2003) explains this process of learning:"Vom Wahrnehmen zum Erfassen zum Verstehen zum Erklären".

The work of the professionals of various sectors (artistic, educational and psychological) brings a great added value to the project.

Linkages with LLG policy priorities:
The project allows the educational integration of youngsters who have difficulties in accessing and understanding school culture (social inclusion). The pupils are trained to overcome social class and institutional barriers to learning and to work (social equity). To read more see "Lifelong Guidance Policy Development : a European Resource Kit, ELGPN, 2012" and "Programme gouvernemental concernant l’Education 2009-2014: Art.9. that states:"École pour tous les élèves: L’hétérogénéité des élèves constitue sans aucun doute le plus grand défi que l’école luxembourgeoise se doit de relever. Chaque enfant est différent, à la différence de capacité et de talent, viennent s’ajouter les différences socio-culturelles et les différences linguistiques. Il faut donc que l’enseignant, qui doit aider l’élève à réussir, différencie son enseignement et l’aide à progresser dans son apprentissage et à atteindre le niveau de compétence requis." available at http://www.gouvernement.lu/gouvernement/programme-2009/programme-2009/08-educ-forma/index.html. Read also "Prévention de l’exclusion scolaire" available at http://www.men.public.lu/fr/grands-dossiers/enseignement-secondaire-secondaire-technique/prevention-exclusion-scolaire/index.html


The ongoing reforms in Luxembourg aim, among other things, to provide each pupil with the resources they need in order to succeed in educational, vocational, personal and civic life. One common feature of these current policy developments is to make educational and vocational guidance a priority. Study programmes are designed so as to develop the pupils’ decision making competences and their career management skills from elementary education onwards (read more at https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Luxembourg:Specific_Ongoing_Reforms_and_Policy_Developments_at_National_Level). Stop&Go is one of the approaches brought to schools. It is chosen by those teams who expect guidance to be particularly responsive, which means “meeting the diverse needs of the citizens through a wide range of methods.” (Lifelong Guidance Policy Development : a European Resource Kit, ELGPN, 2012).

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)

Aims and targets:
The aim of the programme is to integrate the experiences of the students’ creative work into their everyday life and to favour the best possible development of their transversal skills. In getting self-assurance, self-worth and self-confidence they increase their self-efficacy (meaning “This conviction concerning one’s abilities determines how people feel, think, motivate themselves and act, and therefore influences perception and performance in different ways.“ Andreas Müller, Learning Factory, www.wolfhalden.ch), their ability to make decisions and to show flexibility in their actions, in a sustainable way, and without judging other participants.
The youngsters are provided with tools of expression that they can then transfer to their everyday lifes.

Objectives of the initiative:
- Developing team spirit, empathy, self-efficacy, and communication competences, …
- Learning by doing and expressing feelings and experiences.
- Providing pupils with information about training and guidance services.

Target group
- Pupils who encounter difficulties concerning certain course contents or the learning rhythm as such and who attend preparatory courses within modular classes of the Preparatory Regime.
- Pupils following transition classes after completion of the lower technical secondary education (classes IPDM – classes d’insertion professionnelle aux divers métiers).
- Early school leavers.

Methods applied to reach the objective
With his specific qualifications and competences (pedagogy of dance / theatre, eurythmics, integrative therapy), every professional brings his own perspective to the project. Still, they share the same holistic image of the young person (“Mensch als Körper-Seele-Geist Subjekt", Petzold, Für Kinder engagiert-mit Jugendlichen auf dem Weg; 2009 ). The techniques used are aimed to affect the different personal levels: body-psyche-mind. The techniques comprise body work: RSVP-model by Anna Halprin (Halprin, Anna; Kaplan, Rachel (1995). Moving toward life: five decades of transformational dance. Wesleyan University Press), theatre, photography, etc.

Teenagers use their creativity and treat their questions in different ways:
- playful and creative;
- aesthetic and perceptive;
- personal and process-orientated;
- artistically forming.
We work according to what Petzold calls „tetradisches System” which describes the four phases of the counseling method.

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)

Strategy and actions:

Stop&Go Outdoor:
"Life Stage Workshops” integrated in the continuous weekly course work help to develop social and personal skills during the school year. Intensive workshops on the "Artistic Stage" help to develop creative and artistic skills.

Stop&Go Indoor Coaching:
The outdoor version of Stop & Go is compressed into a period of one month. Young school-leavers from different Luxembourg institutions participate in the programme of their own accord.

Level of implementation:
The outdoor project has existed in Luxembourg for 6 years and is continuously developing. At this moment: we are working with 8 classes in 3 Luxemburgish secondary schools.
“Stop & Go Indoor Coaching” is provided at the Centre for Educational Psychology and Guidance at the Maison de l’orientation (House of Guidance) three times a year.

Monitoring and evaluation

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

- What actors are involved?

Monitoring and evaluation
STOP & GO was assessed by Trier University (IPW, Interregionales Institut für Professionsforschung und Weiterbildung, Wissenschaftliche Einrichtung der Universität Trier, Germany) in 2010.
The task force also participates in annual field work supervisions by professionals (Doris Von Eickstedt, Integrative Gestalttherapie, Mario Lantscheff à l’Academie Remscheid

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
- Increased self-confidence ("I am no longer afraid to talk to someone.").
- Increased interpersonal skills by all-class-inclusive work ("I meet with students from other classes during the break.").
- Increased motivation.
- Extended problem-solving skills due to flexible reasoning.
- Increased body awareness.
- Getting involved in new situations and coping with one’s own abilities.
- Increased self-evaluation and possibilities of reflexion.
Innovative aspects
- The project develops methods permitting the participants to integrate the experiences they have made in their creative process into their daily lives.
- The participants develop a behaviour assimilated into their personality through their own experiences, and is therefore available at all times unlike behaviour acquired trough training.
- The participants operate in an interdisciplinary context (Education / Psychology / Art) of creative media: playful and creative, aesthetic and perceptive, personal and process-orientated, artistically forming.
- Paricipants tend to band together.
- The work is based on a system of creative methodology for collaboration (RSVP developed by Anna Halprin).
-The project offers the possibility to integrate a new subject in Luxembourgish schools as well as providing the collaboration with different 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?)

Lessons learnt
- The offer has to be strongly adapted to the age of the participants as well as to the composition of the target group.
- The personal and artistic developments of young people go hand in hand. In Life-Stage, the participants develop access to their own style of life by aesthetic and body-orientated means.
- These means form the basis for artistic work. Through this creative process a personal transformation takes place that can have a supportive effect on their work prospects.
- Communication with teachers needs to be done with care.
- The School principal’s commitment to the project is essential.
- External group supervision is necessary.

What areas of the policy can we learn lessons from?
- Self-efficacy, commitment to learning, ability to make decisions, flexibility in taking action, all need to be built on self-worth and self-confidence. With some under-qualified pupils, that’s where guidance needs to start.
- The balance between verbal and non-verbal techniques is a key to success.
- The personal and artistic developments of young people go hand in hand.
- It is interesting to look for opportunities that make transfer possible.
- One weakness could be that the teaching staff might stay in the role of the observers, thus not benefiting from personal experiences in order to contribute to mutual understanding.
- The academic world must remain part of the project world, in order to maintain contact between professionals.
- The professional team should continue to look for other creative ways of enhancing more accessible reflexions for young people.
Are there still challenges ahead?
-To continue guaranteeing quality through:
Permenant evaluation and development of the team.
No rigid programme but flexible adaptation to the target group.
- The highly specialized competences of the trainers/practitioners can be transferred by holding on to the learning-by-experience method.
- How could more pupils benefit from the programme while costs are kept down?

Strengths and weaknesses

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

- Are there still challenges ahead?

What areas of the policy can we learn lessons from?
- Self-efficacy, commitment to learning, ability to make decisions, flexibility in taking action, all need to be built on self-worth and self-confidence. With some under-qualified pupils, that’s where guidance needs to start.
- The balance between verbal and non-verbal techniques is a key to success.
- The personal and artistic developments of young people go hand in hand.
- It is interesting to look for opportunities that make transfer possible.
- One weakness could be that the teaching staff might stay in the role of the observers, thus not benefiting from personal experiences in order to contribute to mutual understanding.
- The academic world must remain part of the project world, in order to maintain contact between professionals.
- The professional team should continue to look for other creative ways of enhancing more accessible reflexions for young people.

Are there still challenges ahead?
-To continue guaranteeing quality through:
Permenant evaluation and development of the team.
No rigid programme but flexible adaptation to the target group.
- The highly specialized competences of the trainers/practitioners can be transferred by holding on to the learning-by-experience method.
- How could more pupils benefit from the programme while costs are kept down?

The professional team :
The team consists of four people:
Feldhoff, Barbara (music teacher, eurythmics/piano)
Giebels, Esther (psychologist, integrative therapy)
Moris, Carole (educator, dance teacher)
Stauffer, Till (director, drama teacher )

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

Additional information

Name of contact

Giebels Esther;

Role (in policy initiative)

Psychologist, Integrative therapy for youngsters, Dance therapy

Organization name

CPOS (Centre de Psychologie et d’orientation scolaires) Luxembourg

Address

58, boulevard Grande-Duchesse Charlotte L-1330 Luxembourg

Phone

(+352) 247-75910

Fax

(+352) 45 45 44

E-mail

esther.giebels@cpos.lu

Website address

www.cpos.lu

Documents and publications

Attached files

Links

www.lebensbuehne.eu; www.culture-4d.com; www.akademieremscheid.de; www.eag-fpi.com; www.dgt-tanztherapie.de; www.managerbildung.eu; www.tournesols.lu

This information was provided/updated by:

Feldhoff Barbara, Ferres Jeannot, Friedel Claire, Giebels Esther, Moris Carole, Noesen Joseph

No comments by users.

good practice, initiative, interesting practice, policy, career management skills, guidance in schools, Luxembourg

Name of the good/interesting practice/initiative/policy

NATIONAL NETWORK OF COUNSELORS AND COUNSELLING STRUCTURES - ICT WEB FORUM “IRIDA”

Country

Greece

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 ICT web forum IRIDA is the electronic communication platform of the Greek Lifelong Guidance Forum.
The development of a network and electronic communication platform targeted to guidance practitioners was implemented in 2007 by the National Centre for Vocational Orientation (EKEP). Following a Ministerial Decision in 2011, the National Organization for the Certification of Qualifications and Career Guidance (EOPPEP) has incorporated all the responsibilities previously carried out by EKEP.

The motivation of the initiative was to develop a forum of dialoque and consultation on important issues of LLG in order to promote cooperation and coordination of career guidance counselors and services of the public and private sectors in national, regional and local levels according to the 4th priority set by the 2008 EU resolution on life long career guidance.
Through the coordination of all career guidance stakeholders of both the public and private sectors a certain complimentarity of actions is achived together with better exploitation of financial and human resources with ultimate result the improvement of quality of career guidance provision

The project is linked to the following LLG policy priorities: Quality, Coordination and Cooperation and Access.
The initiative is part of EOPPEP’s responsibilities as a National Euroguidance Center. For its operation, many European good practices of networking are taken in account, as well as CEDEFOP’s study "Establishing National Lifelong Guidance Forums».

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 platform is to connect all services providing career guidance at national regional and local levels, including:
Centres for Career Guidance (KESYPs)" that operate in the capitals of the prefectures under the juristiction of the Ministry of Education
Centers for Promotion to Employment operating within the Greek Public Employment Services.
Career offices in tertiary education
Career guidance services of the private sector: (The Centers of Life Long Learning (KDVM) (former Vocational Training Centers), The Private Job Finding Offices and The Temporary Job Enterprises
Social partners’ guidance structures.
The target group is mainly the Career Guidance Counselors of the public and private sector that work in the above services, who need to get informed and exchange ideas concerning issues of career guidance services in national and european level.
The initiative is the result of a fertile collaboration between its coordinator (EKEP and now EOPPEP) and an important number of career guidance centers.
The platform is designed as an ICT interface. It consists of an information data base and a dialogue interface, accessed only by subscribed users. It is controlled and supported by an administrator and several moderators.
The subscribed users of the platform are trained by the tool itself.

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)

For the implementation of the forum, the following actions have been undertaken:
• Definition of platform’s stakeholders and needs by EOPPEP
• Collaboration among the stakeholders and EOPPEP’s Career Guidance Directorate for the subjects to be discussed in the platform
• Design and implementation of the platform by an ICT company (EPAFOS) in collaboration with EOPPEP
• Testing of the platform by EOPPEP
• Creation of platform users’ accounts

The development of the platform is completed and the instruction of moderators is under way. The platform is about to be presented to the public afterwhich its official operation will start.
The communication among IRIDA users will be in a national, regional and local level.

Monitoring and evaluation

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

- What actors are involved?

EOPPEP has the role of scientific and ethical supervision of the web forum. Moreover it facilitates the active participation to the platform of all represantatives and stakeholders of career guidance services of the education, VET and employment sectors including social partners and users of the career guidance services. The contribution of the forum to the improvement of quality of career guidance services will be evaluated by EOPPEP
EOPPEP is responcible for the promotion of the platform to the public and of the technical maintenance

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 platform will give to its users (counselors of the Career Guidance Centers (KESYPs) of the ministry of education, Career Offices of the Universities, Centers for Promotion to Employment (KPAs) of the Greek Manpower Organization (OAED) of the Ministry of Labour etc) the possibility to communicate to each other, to exchange ideas, practices and knowledge, to discuss various subjects (e.g. career management skills, european dimension in career guidance etc) to raise questions etc thus promoting the cooperation and coordination of all career guidance stakeholders.

Cost effectiveness: The cost effectiveness is high since the complimentarity of actions, the dissemination of innovative policies and good practices and the exchange of information on available services, training opportunities, awareness seminars and scientific conferences will promote both the coordination and better access to career guidance services, all of which result in the improvement of quality in career guidance provision for the sake of its users.
In financial terms there will be reduced costs as the communication is evolved by economical means, i.e. mail and internet instead of high budget live meetings. Through the coordination of LLG activities, the cost of parallel and similar policies is eliminated.

Budget: Since the platform was developed in the framework of another ICT tool (Interactive Internet Portal for Adolescents) it had no cost. However, it will require annual technical maintenance.

Innovative aspects: Irida is the first and only web forum connecting career guidance counselors and services of the public and private sectors in national, regional and local levels. It is an easy to learn and use tool that stimulates cooperation and coordination of policies, projects and actions and promotes dialogue and exchange of opinions on issues relating to guidance practice..

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 forum’s development and improvement is a continuing procedure. EOPPEP has a daily relation with interested stakeholders in a formal (cooperation contracts) or informal way (phone contacts).
Its successful design and implementation is based mainly to the collaboration among stakeholders and to the consultation provided by EOPPEP.

Strengths and weaknesses

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

- Are there still challenges ahead?

The initiative can encourage cooperation on specific activities of the participants. They can have lot of benefits as described above .
The platform can inform career guidance counselors about several themes like career guidance tools and methods, career management Skills, quality assurance in career Guidance , career development of practitioners, seminars and conferences in Greece and abroad, ect.

The tool is interactive. The users can upload questions and answers on interesting issues. The practitioners can actively participate in conversations and get updated on innovative tools and methods. They can also make changes in their electronic profile.

In order to access the platform they need to create an account, after a relative application to EOPPEP.

EOPPEP is responsible for the coordination and the support of the platform, through a team work of internal users (moderators and administrator).

The biggest challenge for the forum is to become a strong and active mean of communication that will be accepted and widely used by all career guidance stakehloders.

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

Additional information

Name of contact

Fotini Vlachaki, (MSc) Manager of the Directorate of Career Guidance of EOPPEP - Dimitrios Gaitanis (PhD) Head of the Department of Scientific Support of Career Guidance Counselors and Services

Role (in policy initiative)

COORDINATORS

Organization name

EOPPEP - NATIONAL ORGANISATION FOR THE CERTIFICATION OF QUALIFICATIONS AND CAREER GUIDANCE

Address

41, ETHNIKIS ANTISTASEOS AVE. 14234 ATHENS GREECE

Phone

+30 210 2709172-7

Fax

+30 210 2709178

E-mail

guidance@eoppep.gr

Website address

http://guidanceforum.eoppep.gr/

Documents and publications

Attached files

Links

http://guidanceforum.eoppep.gr/

This information was provided/updated by:

Dimitris Gaitanis and Marina Katsimani, department of scientific support of career guidance counselors and services.

No comments by users.

good practice, initiative, interesting practice, policy, career guidance services, cooperation, coordination, data base, information, network, ICT, quality, co-operation, co-ordination, Greece

Name of the good/interesting practice/initiative/policy

Helpline/web-based services in the UK

Country

The United Kingdom

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

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

Learndirect, a national careers helpline for adults, was established in 2000. It offered online career information and advice by trained and qualified staff. In 2007, the service expanded to giving guidance over the telephone to specific target groups in England; other arrangements were in place for the rest of the UK. The service delivered over 14 million web sessions and over a million calls per year. These volumes were stimulated by marketing campaigns, including prime-time television advertising.

From 2008, responsibility for this service passed to the Learning and Skills Council, and it was re-titled the Careers Advice Service; this later became Next Step, and more recently the National Careers Service for England. The helpline includes not only telephone but also email and online chat. Separate arrangements now operate in Scotland, Wales and Northern Ireland, and a range of marketing tools including press articles, Facebook and Twitter are used to increase customer awareness and uptake of services.

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

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

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Christine Minott

No comments by users.

good practice, initiative, interesting practice, policy, helpline, Facebook, Twitter, web-based services, adult education, United Kingdom

Name of the good/interesting practice/initiative/policy

The matrix quality standard in the UK

Country

The United Kingdom

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

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

The matrix quality standard in the UK

The matrix Standard is a quality framework for the effective delivery of information, advice and/or guidance on learning and work, designed to promote continuous improvement amongst individuals and organisations. Organisations are assessed every three years by externally appointed assessors and are required to seek continuous improvements in the way they deliver their service. The matrix Standard was launched in February 2002 and revised in 2005. In 2011, a restructured and revised version was trialled with organisations accredited or likely to seek accreditation against the Standard, and was confirmed as being more robust but achievable. The organisations valued: the alignment with business processes; the increased focus on outcomes; the links between organisational aims and objectives and service outcomes; the focus on staff development; and the use of targeted evaluation to support continuous improvement. The matrix Standard has been adopted by a range of organisations across the UK and there is an increasing international interest in the Standard. Over 2,100 organisations are accredited under the Standard. It is the intellectual property of the Secretary of State for Business, Innovation and Skills (BIS) and is Crown Copyright.

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

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

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Christine Minott

No comments by users.

good practice, initiative, interesting practice, policy, quality framework, staff development, web-based services, adult education, United Kingdom

Name of the good/interesting practice/initiative/policy

Professionalisation developments in the UK

Country

The United Kingdom

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

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

In the UK, four career professional associations have formed a new Careers Development Institute (CDI). Their key message of ‘One Voice – Making an Impact’ aims to strengthen the UK careers profession, building upon recommendations from the Careers Profession Taskforce in England (2010). It is central to the mission of the CDI to raise the standard of all career development professionals and provide public assurance on the quality of career development activities and services across the UK. The CDI has established a National Register of Career Practitioners as part of a professional framework which guarantees that individuals are suitably qualified and operate to the highest standards. In England, this is supported by a new online Career Progression Framework. The CDI will engage employers and other stakeholders to promote the careers profession, and will eventually seek a Royal Charter from the Privy Council. In the four home nations within the UK, Government is being actively consulted to ensure that quality assurance, evidence-base systems and professional development arrangements are mutually supportive and coherent. In England, the Government has recognised the importance of the CDI’s work by signing up the National Careers Service to the CDI proposals.

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

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

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Christine Minott

No comments by users.

good practice, initiative, interesting practice, policy, professionalisation, careers profession, professional framework, VET, United Kingdom

Name of the good/interesting practice/initiative/policy

Model of the career management services in HE in Lithuania

Country

Lithuania

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

1. Background

What makes this an example of good/interesting practice/initiative/policy?

- The motivation of the initiative (What is the history/background of the policy?)

- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)

- Participants

The Model of the career management services for students in higher education was developed as a part of an EU-funded project implemented by Vilnius University in partnership with 27 other higher education institutions in Lithuania. Model represents an example of the agreement reached between the Ministry, university authorities, guidance practitioners and experts.
The initiative to develop the Model of the career management services for students in higher education represents the bottom-up guidance policy development. The process was provoked by the need to reach the shared understanding of the nature and principles of career management services which should be provided to the students in higher education.
The Model was created in accordance with the Council Resolution on Better Integrating Lifelong Guidance into Lifelong Learning Strategies, 2008.

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

The Model of the career management services for students in higher education is aimed at the career guidance policy-makers and higher education institutions which implement this policy by providing career services to students in Career centres. It was approved by the Ministry of Education and Science in 2011 and is recommended by the Ministry to be implemented in the higher education sector.

The Model describes the overall system of career management services in higher education institutions: their mission, vision, goals, tasks and evaluation criteria as well as group of main career management services. It also includes description of principles of career management services provision and organisational and financial issues.

The Model was developed by the group of experts as a part of an EU-funded project implemented by Vilnius University in partnership with 27 other higher education institutions in Lithuania

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

The Model of the career management services for students in higher education is being implemented on national level in the course of the EU-funded project by Vilnius University in partnership with 27 other higher education institutions (2010-2014). The career centres of the higher education institutions are providing to their students 5 types of career services (face-to face as well as web-based) described in the Model. This process is complemented by the career monitoring system, developing of career materials, standards for career service delivery, etc.

Monitoring and evaluation

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

- What actors are involved?

The Model described the result and outcome criteria for the evaluation aims and tasks of the system of career management services on national and institution level. The aims of the Model are evaluated on national level by the outcome criteria related to the benefits to students:

- Number and percentage of students, which received career services;
- Number of different type and group of career services provided to students;
- Number of qualified career counselors in higher education institutions;
- Number of students who are registered users of web-based career management system;
- Number of higher education institutions in which career centres were established or renewed;
- The tasks of the Model are evaluated on institutional level by product criteria related to the material and intellectual products and services which are created by using the allocated resources. This type of criteria is defined by the higher education institutions in respect to their priorities and particularity.

The evaluation of aims and tasks of the system of career management services on national level is defined by the Ministry of Education and Science, on institutions level – by higher education institutions. The data for both evaluations are provided by the higher education institutions.

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

The career centres of the higher education institutions are providing to their students career services in accordance to the Model of the career management services for students. Career services are provided using the EU-funds (2010-2014) and with own higher education institution’s budget. Creation of the model and agreement on core principles of career management services provision as well as related initiatives related to standards for career services, training of career counselors, development of new career materials and web-based career management system helps to ensure the provisions of quality comprehensive career services to students.

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

The success lies in the bottom-up guidance policy development approach and initiative taken by Vilnius University in partnership with 27 other higher education institutions as well as involvement of other stakeholders and social partners in the process.

Strengths and weaknesses

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

- Are there still challenges ahead?

Higher education institutions are independent bodies therefore it is of high importance to reach the shared understanding of the nature and principles of career management services which should be provided to the students in higher education. In order to keep the quality career service provision in all higher education institutions the establishment of the consorcium or association for the provision of career management services to students is needed.

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

Additional information

Name of contact

Ms Aleksandra Sokolova

Role (in policy initiative)

Representative of the Ministry of Education and Science of the Republic of Lithuania involved in the process of development of the Model of the career management services for students in higher education

Organization name

Ministry of Education and Science of the Republic of Lithuania

Address

A. Volano str. 2/7, Vilnius, Lithuania

Phone

+370 5 219 1240

Fax

+370 5 261 2077

E-mail

aleksandra.sokolova@smm.lt

Website address

www.smm.lt

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Ms Aleksandra Sokolova, Deputy head of the Vocational Education and Guidance Division, Ministry of Education and Science of the Republic of Lithuania

No comments by users.

good practice, initiative, interesting practice, policy, career management services, career education, career evaluation, career counselling, career opportunities exploration, job search, higher education, Lithuania

Name of the good/interesting practice/initiative/policy

Career information for young people in Austria

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

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 order to widen access to career guidance and vocational information, the Federal Ministry of Labour, Social Affairs and Consumer Protection is working closely together with the Federal Ministry of Education.

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 ministries made a common commitment that all 7th and 8th grades should visit the career information centres of the public employment service (PES). The regional offices of the PES invite schools for a visit and provide information about their guidance services and other information material. The ambition behind this measure is that in a knowledge based economy and a dynamic labour market, young people should deal with educational and career choice in an early stage, in order to smooth the transition from primary school (1st – 9th level of education) to secondary school or to an apprenticeship in the labour market and further to prevent drop outs.

Young people must have access to information, advice and counselling in order to enable them to make a self-determined choice about their future career. As parents often play an important role in their children’s career decision, an effort is made to reach and inform them as well. Thus the career information centres organise events for groups like parents, organisers of training measures and teachers. Information is also provided in foreign languages.

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

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

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

No comments by users.

good practice, initiative, interesting practice, policy, career information, young peopleschools, guidance in schools, Austria

Name of the good/interesting practice/initiative/policy

Guidance Network Austria – Adult Education

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

In order to improve guidance and counselling service provision, the Austrian Ministry of Education, Arts and Culture as well as the European Social Fund support networks acting at national and regional 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)

The aims of the projects are
• to promote guidance service provision for adults all over the country
• to sustain guidance service quality
• to address target groups in accordance with their specific needs,
• to develop and/or promote tools to widen service access.

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 every federal state a regional guidance network was or will be established, each of them consisting of service providers addressing general or specific target groups and strategic partners (e.g. gatekeepers).

A cross sectional project provides regional networks with various services and promotes quality assurance and development, by e.g.
• reviewing and certifying guidance and counselling suppliers,
• developing and implementing tools fostering common knowledge management (e.g. wiki for guidance counsellors: www.bibwiki.at), collecting information about fundings (www.kursförderung.at)
• collecting data from guidance providers out of the regional networks
• supplying further training for counsellors
• studying the evidences about reaching „difficult“ target groups
• integration of gender and diversity aspects
• developing innovative guidance types (distance counselling, competence oriented counselling)
• improving transparency and widening service access (e.g. database for guidance services www.bib-atlas.at)


The project started in 2011.

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

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

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

No comments by users.

good practice, initiative, interesting practice, policy, guidance service, adult education, Austria

Name of the good/interesting practice/initiative/policy

Career Orientation and Guidance (COG) Incentives plans 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

Two important initiatives have set the course for Career Orientation and Guidance. Both on secondary education (VO) and on senior secondary vocational education level (MBO) incentive plans were drawn up. Both projects started in 2009 and are still being carried out.
Both plans receive funding from the Ministry of Education, Culture and Science. The Ministry formulated the principles underpinning the projects.
The Netherlands Association of Secondary Schools (VO-raad) initiated the LOB Incentive Project (2009) to encourage schools to improve the quality of their guidance services. The main aim is to get students to think carefully before deciding on continuing education or a career, based on past experience and their own views. Many factors play a role in this respect, ranging from having a clear view of guidance to encouraging regional cooperation and expertise at school. The LOB Incentive Project, coordinated by the MBO-Diensten project office, is being carried out in cooperation with SBB (formerly Colo) and Skills Netherlands.

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)

By intensifying guidance for students, the project aims to:
• reduce the number of students who drop out, for example because they have chosen the wrong programme;
• give students an accurate picture of their talents, qualities and potential so that they can make sensible decisions concerning continuing education or a career.
Both incentive plans are based on the body of thought of Kuijpers and Meijers.
Kuijpers introduced the concept of career skills. These skills constitute a “beacon” in the field of education:
• Reflecting on motives: Investigating wishes and values important for a career.
• Reflecting on quality: Investigating skills and aptitudes and interpreting them in terms of qualities and talents that can be used to achieve goals in learning and work.
• Exploring work: Exploring work-related demands and values and the possibility of changing one’s work.
• Managing career: Planning and influencing learning and working. This involves making well-considered decisions and taking action to match one’s work and learning to one’s personal work-related qualities, motives, and challenges.
• Networking: Building and maintaining a group of professional contacts in the employment sector that is tailored specifically to one’s own career development.
The design of the learning environment is important in the development of career skills. A powerful, career-focused learning environment has three features
1. Practice-based, functional and real-life. This eases the transition from theory to practice.
2. Active, participatory. This means that students deal with the learning demand-driven content interactively and comprehensively.
3. Reflective and in dialogue

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)

Spearheads of the projects are:
- Professionalization of teachers
- Improvement of transfer from prevocational education-senior secondary vocational education –university vocational education (MBO incentive plan)
- Improvement of transfer from VO to university (VO incentive plan)
- Parental involvement
- More self management of students in COG and study choice

Regional cooperation and partnerships play an important role in further development steps

Monitoring and evaluation

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

- What actors are involved?

Impact assessment and research are instruments used. The project goals are concretely specified and monitored. The Ministry of Education, Culture and Science is closely involved in this.

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
Both incentive plans report more awareness of COG in schools. In the VO incentive plan 7 steps are defined to measure improvement. There appears to be more formulated vision on COG at schools, more developments. IN the VO plan organizing professionalization lacks behind the goals set.
- Cost effectiveness
Because of the decentralized character of the plans this is not clearly visible.
- Budget
Because of the decentralized character of the plans this is not clearly visible.
- Innovative aspects
Both plans clearly delivered many innovative instruments and tools, as well as inspiring and innovative good practices. The mbo project gathered all this in a public available Toolbox website.

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 character of the projects is that the Ministry stimulates, not determines developments. This enables creative and innovative solutions with bottom up ownership.
The projects are based on research and researchers are involved in implementing the incentive plans;
Success factor is the network approach: active involvement off all relevant stakeholders

Schools have their own dynamics in improving COG. There are definitely no fixed steps that can be defined here. In the VO plan the professionalization of teachers regarding COG competences lacks behind.
More schools have to be involved, and in schools already involved in COG pilots many developments can still be taken but the blueprint and the tools of how this could be established have become clearer

Strengths and weaknesses

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

- Are there still challenges ahead?

From policy perspective the incentive projects are good examples of bottom up approach supported by top down incentives. The projects give strong stimulus to regional development of career guidance services. Cooperation in the project between and cooperation of relevant stakeholders embeds developments. Many innovative tools were developed.
Strong element is the use of general accepted theoretical models - and the involvement of researchers in the projects.

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

Additional information

Name of contact

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

http://www.lob-vo.nl/ http://www.mbodiensten.nl/mbodiensten/p000047/projecten/loopbaanorientatie-en-begeleiding-lob

Documents and publications

LOB: de investering waard (2012) (VO-Raad)
Doorstart stimuleringsproject LOB ) (2012) (MBO Diensten)

Attached files

Links

No links specified.

This information was provided/updated by:

Petervan Deursen

No comments by users.

good practice, initiative, interesting practice, policy, career management skills, access, quality, co-operation, co-ordination, guidance in schools, The Netherlands

Name of the good/interesting practice/initiative/policy

Developing CMS in companies undergoing restructuring in 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 Portuguese Public Employment Service has developed a programme addressed to companies undergoing restructuring.

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)

This programme has two main goals, in one hand to decrease the impact of these changes in the workers and in other hand to have workers with the skills to face new challenges and in adjusting the availability of their workforce.

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 first step is to realize the skills profile of employees that the company needs, after this the work with the employees begin with an interview to evaluate expectations of workers and to explain all the process. Mainly the intervention is developed inside the company.

This initiative is in the hands of guidance practitioners, who operate as part of a wider technical team (counselors, social workers and jobs technicians) that works closely with diverse entities. The goal is to support worker retraining while enhancing employability, largely by fostering the CMS that enable them to face not only this transition, but also the future management of their careers in an autonomous way.
Workers typically accumulate knowledge that can be transferred to other work contexts.

The first intervention is a ‘balance of competences’ to support identify, assess and enhance the skills acquired throughout life in various contexts, as well as to detect skills gaps. After the ‘balance of competences’ is completed, an individual plan is drawn up. This may include the development of CMS (relational skills, as well as problem-solving, information management, learning skills, and teamwork), training (tailor made, according company needs and workers skills after a validation of all knowledge and skills , or other aspects that include attitudes towards change, self-esteem and entrepreneurship. Job seeking strategies are also often part of the plan when it is not possible the worker to remain on the same company or to be placed on one of the employee offers available on the employment center.
Depending on the included actions on the individual plan, small groups, of 10-12 elements that participated on the developing CMS interventions, are constituted. They can participate on a complete program, with an average duration of 60 hours or in specific modules according to the specific needs of each candidate.


This supports efforts to re-integrate workers in employment, in the same company, in another or as a self employee, linked to the needs of the company and the labour market is more and more helpful in times of high rates of unemployment .

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

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

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Marjo Halmiala

No comments by users.

good practice, initiative, interesting practice, policy, employability, transition, comptences, career management skills, learning skills, problem-solving, information management, teamwork, self-esteem, employment, unemployed, employed, career information, Portugal

Name of the good/interesting practice/initiative/policy

CMS in a University in 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

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)

Target groups consist of undergraduate students, PhD students and research grant-holders.

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)

A Career Self-Management Seminar (CSMS, forms A and B) has been developed and implemented by psychology teachers and researchers of the Career Guidance and Counselling Centre at the University of Minho. CSMS-A is intended to support career self-management of undergraduate students (career exploration, goal set¬ting, design and implementation of action plans, monitoring and feedback). It consists of eight sessions of 120 minutes each, developed weekly in a classroom environment or at the career centre, with small groups of students from different majors (n = 8–10). CSMS-B is intended to support PhD students and research grant-holders from the same institution, also in the acquisition or development of career strategic behaviours. It consists on seven sessions of 90 minutes each, developed weekly in the career centre, with small groups of participants from different scientific domains (n = 6–8).

Both forms of the SCMS are structured into three main blocks of sessions, in an attempt effort to address three components of the career construction process: vocational personality, career adaptability, and life themes. However, special emphasis is given to career adaptability resources.

Monitoring and evaluation

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

- What actors are involved?

The process and results of this career intervention model are assessed through the use of checklists, questionnaires and structured interviews.

Successful participants in the CSMS-A can apply to be a Career Self-Management Mentor of younger students at the university. The Career Self-Management Mentorship Programme is a complementary initiative developed by the same team of psychology scholars and includes continued supervision of SCSM Mentors by the team. SCSM Mentors are recognised by the University of Minho for purposes of the Diploma Supplement (DS). The DS is recommended by the Bologna Declaration, and has become one of the main tools to facilitate the mobility and employ¬ability of graduates. The aim of the DS is to provide enough data free from any value-judgments to pro¬mote the international transparency and fair aca¬demic and professional recognition of qualifications (diplomas, degrees, certificates).

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

Strengths and weaknesses

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

- Are there still challenges ahead?

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

Additional information

Name of contact

Role (in policy initiative)

Organization name

Address

Phone

Fax

E-mail

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Marjo Halmiala

No comments by users.

good practice, initiative, interesting practice, policy, vocational personality, career adaptability, life themes, career self-management, higher education, guidance in schools, Portugal

Name of the good/interesting practice/initiative/policy

Using quality manuals to develop a culture of learning within and across career development services

Country

Estonia

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

1. Background

What makes this an example of good/interesting practice/initiative/policy?

- The motivation of the initiative (What is the history/background of the policy?)

- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)

- Participants

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

In Estonia, three inter-related services currently operate: career education, career information and career counselling.

Career service developments are informed and supported by the introduction of three quality manuals which contain ideas and resources on: (i) how to ensure the quality of career education in schools, aimed at teachers and directors of general education and vocational training institutions, linking pedagogical principles to lifelong guidance policies and practices; (ii) how to develop service quality-assessment reviews and requirements concerning service delivery and record management systems; and (iii) how to understand the management and delivery of careers services, which in turn affects the quality of careers provision.

The main manual is the quality manual of career services, which formulates the basic principles of all the career services that are provided. There are two specific manuals, one on career education and second to support career information provision and counselling. These manuals visualise the process of providing the service, the expected outcomes and the indicators of the efficiency of the process. To ensure systematic service improvement the manuals are revised annually and updated if necessary.

Some examples of quality indices include:
- satisfaction of the users of careers services: measured using on-line questionnaire;
- satisfaction of stakeholders (mainly representatives of the National Career Guidance Forum): measured using questionnaire;
- satisfaction of career service professionals: measured using questionnaires, ‘on-the-spot’ inspections;
- attainment of the objectives set: measured using actual results measured against intended results;

Monitoring and evaluation

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

- What actors are involved?

In 2011, manuals were piloted in 17 regional youth information and counselling centres. Currently the system is being expanded to the Estonian Unemployment Insurance Fund (national employment offices) and career centres in the institutions of higher education.

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

Strengths and weaknesses

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

- Are there still challenges ahead?

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

Additional information

Name of contact

Margit Rammo

Role (in policy initiative)

Head of Centre; Program Manager

Organization name

INNOVE, National Resource Centre for Guidance

Address

Lõõtsa 4, 11415 Tallinn

Phone

372 735 0700

Fax

E-mail

margit.rammo@innove.ee

Website address

http://www.innove.ee/en

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Marjo Halmiala

No comments by users.

good practice, initiative, interesting practice, policy, career education, career counselling, career services, quality, schools, VET, guidance in schools, career information, Estonia

Name of the good/interesting practice/initiative/policy

Internet portal www.planet-beruf.de as leading instrument to support career choice and access to career guidance

Country

Germany

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

1. Background

What makes this an example of good/interesting practice/initiative/policy?

- The motivation of the initiative (What is the history/background of the policy?)

- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)

- Participants

This information portal “planet-beruf.de ” is a combination of different online media supporting young people, teachers and parents in all issues of career choice and also to find the regional service for career guidance and placement into apprenticeships. This combination of online media is accompanied by the yearly updated print and CD media distributed to students, teachers and parents.

The internet portal is provided by the Federal Employment Agency (BA) which has the legal task to provide career guidance for young people and adults. According to § 33 Social Code III this includes the provision of career information and orientation as part of the service. The portal and the assisting print and other media are part of the realisation of the legal task for the target groups. They are also used within the career education classes which are provided co-operatively within schools by teachers and career counsellors according to the Agreement between the BA and the Standing Conference of the Education Ministers of the Laender (KMK) on the Framework of Cooperation between Career Service and Schools (2004).

This example aims at widening access (policy priority of the EU Resolution 2008) to guidance which assists young people to prepare their choice of career and training in a well informed and systematic way. This modern ICT tool also helps users to make an appointment for a face-to-face guidance session if necessary. In addition it is an outstanding example for a concrete co-operation across the two sectors –education and employment (policy priorityEU Resolution 2008).

The online portal www.planet-beruf.de is developed, financed, edited and permanently updated by the Federal Employment Agency considering the changes in schools, training and further training and the labour market.

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

The media combination consists of the online portal “planet-beruf.de” (planet profession), a self-exploration programme “Berufe-Universum” (Universe of Professions), a training programme “How to apply for a training or job” and assisting print and CDs media. The self-exploration programme contains a questionnaire to assess interests, strengths, occupational behaviour and school marks to compare this information with job requirements leading to proposals of professions which fit to the user´s profile (you can land on your fitting planets respectively professions). The universe of professions shows the professional profiles and gives further detailed information including videos and films about the related profession or training and on the online portal. It also informs the user whether training opportunities/apprenticeships are available in the region. The online portal is linked to the nationwide databases of all professions (BERUFENET) and the database for all further training facilities including HE (KURSNET)) as well as to the Online Job Market (JOBBOERSE). Besides this online approach comprehensive information and exploration facilities are provided in the local Career Information Centres BIZ.

The aims of the online portal are complex and vary according to the target group. Students of lower secondary schools are the main target group. Planet profession aims to support their choice of a career, to assist their application process and to find a suitable training or apprenticeship. Teachers receive stimulations and suggestions for the career education classes and parents get advice how to support the career choice of their children. But also guidance practitioners, social workers and other partners make use of this offer.

Following a comprehensive approach the detailed media combination covers all relevant aspects of the career choice process. Therefore all media are structured along the process “informing – deciding – applying” and can be used in a flexible way in the classroom, at home or during the counselling session. The class room teaching in career education becomes more vivid and activity oriented. Teachers receive practical ideas for the exploration of strengths and interests as well as for career choice support and application needs. Students are activated through discovering learning and interactive elements and become more self conscious.
The concept, update and elaboration of the media is accompanied and monitored by an editorial board of teachers representatives, social partners and of teachers training institutions.

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

The portal is located within the overall webpage of the Federal Employment Agency (www.arbeitsagentur.de) but can also be accessed separately (www.planet-beruf.de). The online portal is assisted by print and CD media which are distributed to more than 11 000 schools and are used in the career classes to increase the use of the portal. Parts of the content can also be used as teaching material during lessons. The online portal is linked to other career initiatives like the Girl´s Day or the Career Choice Passport. All initiatives are implemented nationwide regardless the different school systems of the Laender. Regional agreements on the cooperation of schools with the career service recommend the use of the media of the BA.

Monitoring and evaluation

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

- What actors are involved?

Monthly statistics count the number of users and the calls of pages. Proposals of the customer’s reaction management are welcome and considered for the further development and updating. In 2010 an online user satisfaction survey is planned.

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

Since the start of the portal in autumn 2008 nearly 6 million visitors were counted with about 60 million calls/clicks of pages (March 2010).

Economic aspects of effectiveness are given through the comprehensive use of the portal by students, teachers, counsellors and parents according to their different needs and in increasing the level of information and the self and career awareness of the target groups.
Additionally, the other media (prints, CDs) and the class room teaching of teachers and counsellors become more effective. The face-to-face counselling sessions are more solidly prepared and therefore more effective.

The planet-beruf portal is financed by the regular budget of the Federal Employment Agency (by contributions of employers and employees) in the frame of its legal tasks.

The possibility to integrate all related aspects of information in a comprehensive way reinforce career activities of students, teachers and parents by the use of modern technology. More over the ICT tool allows students to “play” and navigate around the issues of career in a way youth nowadays are familiar with. Youngsters with poor ICT skills can get more competences in using them and thus become more self conscious. In addition new opportunities for teachers are offered by the portal to make their teaching more attractive and authentic in activating students by ICT tools. There are also chat room meetings (dates announced right in advance) where special issues can be discussed or relevant actual information is given by experts.

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

The online portal and related print media are linked to each other and both deepen the career reflections of all involved. Therefore, it is necessary to look after comprehensive networking with the contents of the portal in all future print media. This networking is also supposed to include the self exploration programme Berufe-Universum (universe of professions): For the proposed professions according to the strengths and interests of the user more detailed information like profiles of professions, daily schedules of job holders, authentic reports on the reality of the professions and videos and films are offered. Within the interactive portal public stars (like famous soccer players, actors, musicians or others) appear as door openers for questions of career choice by telling their personal (success) stories.

Other persons or institutions working also in the field of career orientation co-operate with the portal planet-beruf.de or use elements of the portal for their work. This means stimulation for co-operation in the guidance field.

Strengths and weaknesses

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

- Are there still challenges ahead?

The strength of this example is without doubt the modern form of ICT approach and the structure and design of the online portal which makes it interesting and attractive for young users. Furthermore, the combination of different tools with related databases makes the complex portal a valuable and flexible support for the task of career guidance and widens access to the offers of the guidance services as a whole.

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

On June 25th, 2010 the Federal Employment Agency was awarded the Comenius multimedia award 2010 for the internet portal www.planet-beruf.de. It received the Comenius-EduMedia-medal for outstanding examples of multimedia products. The award acknowledges the portal’s pedagogical concept, its content and design and underlines that it is particularly suitable for young people.

The Comenius-EduMedia-medal has been awarded for the 15th time by the Society for Pedagogy and Information (Gesellschaft für Paedagogik und Information, GPI). The Comenius awards are the most significant prizes for ICT-based education media.

Additional information

Name of contact

Dieter Romann

Role (in policy initiative)

Organization name

Bundesagentur für Arbeit, Zentrale Team SP III 21 Beratung/Orientierung/Information/U-25 (Federal Employment Agency)

Address

Phone

+49 (0)911 179 1365

Fax

+49 (0)911/179 1333

E-mail

Dieter.Romann@arbeitsagentur.de

Website address

http://www.planet-beruf.de

Documents and publications

Attached files

Links

http://www.planet-beruf.de

This information was provided/updated by:

Dr. Bernhard Jenschke, bernhard@jenschke.de

No comments by users.

ELGPN, good practice, initiative, interesting practice, policy, access, best practice, career guidance services, career counselling, career education, career guidance, career information, career planning, collaboration, communication, public employment service, Germany, young people, internet, provision, services, information technology, job seeking, lifelong guidance, online, placement, school curriculum, teaching, teaching curriculum, teaching materials, vocational guidance, youth education

Name of the good/interesting practice/initiative/policy

Quality in Career Guidance – open process of coordination for quality development and its results

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

According to the federal structure in Germany responsibilities for career guidance and counselling are split up between federal, regional and local authorities and the PES Federal Employment Agency (BA). There is also a large variety of training providers, non-profit organisations, private and semi-private institutions as well as private career counsellors, who offer guidance services. Since the abolishment of the state monopoly for career guidance and counselling (“Berufsberatung”) in 1998 which since 1927 was assigned to the PES the field of career guidance services became increasingly heterogeneous and intransparent. With the exception of the regulations for career guidance of the PES there are no common legal requirements for service provision, qualification of staff or quality standards in the guidance sector. This is why more and more professionals as well as representatives of users claim compulsory quality standards.
Beside the PES which still is the largest and most important provider for career guidance in Germany the Federal Ministry of Education and Research has launched initiatives and funding programmes under the “Lifelong Learning Programme 2007-2013” to improve guidance services (e.g. the “Local Learning”-Programme and the conception for a telephone service and an educational guidance portal,). Many regional governments (Länder) have also set up programmes for educational guidance. All these publicly funded initiatives could be supported by agreed quality standards for guidance services.
Further, European and international developments towards quality in career guidance, especially the EU Council Resolutions and the work in the ELGPN, influenced the growing discussions for a coherent strategy for quality development in Germany. The open method of coordination has been used in the European Union as a soft-law mechanism for policy development where no official regulations are in place. It has been used to manage bottom-up processes and therefore proved suitability for the process of quality development in Germany. The German National Guidance Forum (nfb), a network of actors and stakeholders in career guidance, has committed itself to further develop quality and professionalism of career guidance in Germany. With funding from the Federal Ministry of Education and Research (FMER) and in collaboration with the University of Heidelberg the nfb initiated and coordinates tan open process of coordination for the development of quality framework and instruments from October 2009 to January 2012.

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)

Aims: The overall aim of the project is to initiate an open process of coordination among the most important actors and stakeholders in the field of career guidance, to agree on
o a common understanding of career guidance,
o a catalogue of indispensable quality criteria for career guidance delivery as base for developing standards,
o a competence profile for career guidance practitioners,
o a Quality Development Framework to support service providers in their quality management systems including a set of tools and guidelines for implementation and a pilot testing in 19 services,
o recommendations for a sustainable, long term implementation strategy for quality development and establishing standards.

Target groups: guidance professionals, service providers; policy makers, funding bodies and users

Methods: “Open process of coordination”:
o Two parallel task groups (ca. 15 members each representing experts from the various guidance sectors) worked on the items outlined above (“aims and targets”) with scientific support by researchers from Heidelberg University.
o An intermediate peer learning meeting in October 2010 with practitioners from various guidance sectors evaluated the process and the first results of both Working Groups before they continued working
o A high level Advisory Board representing policy makers and stakeholders on federal and regional level accompanied the project, evaluated results and gave advice for implementation in the various guidance sectors.
o The German National Guidance Forum as project coordinator disseminates information and results via website, newsletter, press releases, presentations at conferences etc.

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 project developed quality criteria, a competence profile, and a Quality Development Framework in career guidance. A first piloting phase evaluated the usability, feasibility and acceptability of these commonly agreed criteria and of the Quality Development Framework. The experts in the working groups and the stakeholders in the Advisory Board also formulated recommendations for implementation. But the implementation itself – either the adoption or the adaptation to already existing standards and quality assurance systems is not a task of the project. This is up to the responsibility of the multiple actors and providers in the guidance field, i.e. policy makers in the federal, the regional and local governments, as well as the large number of service providers and funding institutions. In order to support the implementation and to further develop and validate the criteria, competence framework and the quality development framework through further testing and policy debates on standardization a second project has been initiated. This project “Quality in Guidance - Implementation strategies and scientific foundation” (02/2012 – 07/2014) will also look at the effects quality measures have to strengthen the evidence base.

Monitoring and evaluation

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

- What actors are involved?

An evaluation of the outcomes has been part of the project and has accompanied the development process: The catalogue of quality criteria and the Quality Development Framework have been piloted in 19 guidance institutions. This piloting phase was supported and evaluated by the University of Heidelberg. A further evaluation looks at the open process of coordination as such and its impact on subsequent implementation. This evaluation - realized by the University of Heidelberg – showed evidence that the developed quality criteria and the instruments are valued tools for quality development processes.

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 results of the project are presented to the public in January 2012 in a nationwide conference. and additionally in a number of publications. Preliminary results and the work in progress are described in a brochure (Qualitätsmerkmale guter Beratung – erste Ergebnisse aus dem offenen Koordinierungsprozess zur Qualitätsentwicklung”), a newsletter and the website have accompanied the process and provided transparency for the public. In January 2012 all the results will be dissiminated in a folder including short and long versions of the quality tools as well as in upcoming scientific publications and the website.

Specific results:
o a common understanding of career guidance and a definition of the field of guidance in education, career and employment
o a catalogue of quality criteria for career guidance delivery,
o a competence profile for career guidance practitioners,
o a Quality Development Framework to support service providers in their quality management systems including a set of tools and guidelines for implementation,
o recommendations for a sustainable, long term implementation strategy for quality standards and the Quality Development Framework.

Cost effectiveness: It is expected that the increase in service quality will require more investment in the service delivery (staff training etc.). On the other hand increased quality in service delivery will avoid the individual and societal costs of wrong career decisions, low skilled labour, mismatch in the labour market, unemployment benefits etc.
• The project has been funded by the Federal Ministry of Education and Research for 29 month (01.10. 2009 –31.01.2012) with a grant.

Innovative aspects:
o For the first time a catalogue of commonly agreed quality criteria for career guidance and counselling is available in Germany
o The catalogue of 19 common quality criteria is applicable for all kinds of career development interventions and in all sub-fields (though certain adaptations may be necessary). The criteria are operationalized through indicators refering to the 3 actors responsible for the quality of CG: Practitioners, Organisations/providers, Policy makers and are assembled on 5 levels following a theoretic systemic context model
o The competence profile and the quality criteria are based on scientific research and follow the systemic context model of career guidance (developed at the University of Heidelberg).
o The competence profile defines the competences of guidance practitioners and thereby helps to strengthen the profession.
o The quality development framework supports the implementation of the quality criteria
as part of a coherent quality strategy for CG providers: it is applicable in all kinds of CG providers, adaptable to other already existing QM strategies and includes a compendium of materials with tools and guidelines for implementation.
o The open process of coordination initiated by an NGO (nfb) and funded by the Federal Government is in itself an innovative initiative combining strategic (policy) development and civil society needs. It was able to create a movement for quality in the field and initiated a respective ongoing professional debate.

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?)

- A large number of actors and stakeholders from different and relevant guidance sectors whose expertise is accepted by the field of guidance in education, career and employment participated. .
- Strong commitment and motivation and engagement for the common aim of enhancing quality and professionalism of guidance in Germany which led to a kind of movement towards quality and professionalism among experts but also among providers and practitioners.
- A longer preparatory process in which key actors and stakeholders have been involved and which gave all players an opportunity to shape the process. This also ensured legitimization of the project partners and the process itself.
- Constant consultation and communication with different actors and stakeholders created a culture of openness to deal with resentments and fears.
- Scientific foundation of process and results and evaluation of the outcomes fosters legitimization and validation.

Unintended impacts:
- More networking and closer ties in the career guidance community which led to a movement for strengthening quality and professionalism in the field and to an ongoing dialogue about quality and professionalism in career guidance.

Strengths and weaknesses

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

- Are there still challenges ahead?

Strengths refer to the strong need expressed by professionals and users as well as by government officials to establish commonly agreed quality criteria in career guidance. By now some providers and practitioners associations have set up their own standards and their own accreditation system with the consequence of some confusion and missing transparency on the various certificates and accreditations that exist.
(see success factors above)

Weaknesses: The project is not be able to alter the diverse responsibilities for career guidance and counselling in Germany or legislation in this field. Thus a joint procedure to establish commonly agreed standards will rely on the voluntary self commitment of service providers or funding authorities, as well as stakeholders.
The quality criteria are only descriptive and do not include any standardizations which would have certain reliability. This will need further development through continuous consensus-oriented negotiation. The Quality Development Framework and particularly the competence profile are prototypical and need further piloting, validation and development.

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

The project has of course manifold roots, but a strong link to the European Lisbon Process and its follow-up activities on Lifelong Learning Strategies and Lifelong Guidance, in particular the two EU Council Resolutions on Lifelong Guidance (2004 and 2008) and the work of the European Commission’s Expert Group Lifelong Guidance as well as the foundation of and successful cooperation in the ELGPN. The previous OECD/World Bank/EU-Studies on Career Guidance and Public Policy (2001 – 2004) contributed much to the increasing awareness of the important role career guidance systems and services have to play in achieving major policy goals in education, employment, and labour market as well as in social inclusion.
The Federal Ministry of Education and Research started already in 2000 with the programme “Learning Regions” (2001 – 2007) funding regional networks for learning and work including also career guidance activities. In 2006 the Minister established a high level expert group to design recommendations for innovative lifelong learning strategies (“Innovationskreis Weiterbildung”). Results of this exert group (www.bmbf.bund.de) recommended a follow-up programme to the “Learning Regions” (“Local Learning”), the development of a telephone service and a guidance online portal to enhance transparency and better access to guidance, a funding programme with grants (“Bildungspraemie”) for further training of employed persons, and improvements in the quality of educational guidance services.
According to their responsibilities in educational and labour market policies several of the German Federal States (Laender) developed a variety of regional initiatives and funding programmes to establish Lifelong Learning Strategies and skills improvement programmes within their territories, which are complementary to the funding of the Federal Government (e.g. consulting and funding for SME who want to skill up their staff, further training for employed persons or for persons with no entitlement to unemployment benefits – always including some guidance activities for the beneficiaries).
The issue of quality standards for guidance delivery and staff qualification is crucial to all these publicly funded programmes. The project presented here is a result of the joint venture of an NGO activity in the field of career guidance and counselling (German National Guidance Forum – nfb) and manifold policy interventions on national and regional level to enhance Lifelong Learning.
Project Course:
After an initial phase in which the experts for the working groups and the stakeholders for the advisory board were found the groups started discussing the scientifically based drafts presented by the University of Heidelberg. Before the development of the criteria, the competence profile and the Quality Development Framework the experts agreed on a common definition of career guidance and of quality in career guidance. They also defined the field (guidance in education, career and employment) to which the results would apply. On the basis of this the criteria, competence profile and the Quality Development Framework could be developed. The results from the piloting and from the consultations with the wider career guidance community were used for the further debates in the working groups. And, the results were reflected in the Advisory Council. At last recommendations for implementations were discussed and agreed upon in the working groups and within a final common workshop with the piloting institutions.
Results:
The quality criteria provide a framework for orientation for what is good career guidance . In this they are supported by the competence profile and the QDF.
All the 19 quality criteria are operationalised through indicators referring to the 3 actors responsible for guidance in education, career and employment: practitioners, organizations and policy makers. The criteria are organized on 5 levels following the systemic context model. Overarching are the basic criteria which are basic for career guidance as a professional and communicative service. The quality criteria from a process perspective refer to those aspects which are evidently elements for the design of career guidance as an interactive process. The quality criteria from a consellor perspective describe the necessity for competences and continuous professional development. And quality criteria from the organizational perspective name the needs for a professional environment. The quality criteria from the societal context describe the relevant societal aims and focus on what needs to be reflected in the career guidance process to contribute to these aims.
The competence profile for guidance practitioners aims to strengthen professionalism in the field via the consensus on the necessary competences of guidance practitioners. It is set up parallel to the quality criteria with 20 competences which are in itself clearly defined. There are again basic competences, competences for the counseling process, competences and knowledge concerning the client, competences for professional self-reflection of the guidance practitioner, competences to act within the organization and competences and knowledge on the societal context.
The Quality Development Framework (QDF) supports the implementation of the quality criteria and the competences and increases transparency for a coherent quality strategy of a career guidance provider. It connects the criteria to quality management and evaluation and thus supports sustainable quality development. It is flexible as it may be applied in different career guidance institutions and can be adapted to existing quality management systems. Generally, the QDF follows a basic action circle with commitment to this quality process, an analysis of the status against the quality criteria, planning and implementation of measures and a further analysis of the outcomes.
With these results the open process of coordination has been successful in developing quality criteria, a competence profile and a QDF for career guidance in such a heterogeneous context as it is found in Germany. However, to date the criteria, competence profile and the QDF remain to be prototypical and need further development, implementation and validation. The criteria must become standards which will need another negotiation process. At the same time the criteria and competences and the QDF need to be continuously implemented in order to reach a dynamic, flexible, transparent and non-bureaucratic quality model.

Additional information

Name of contact

Karen Schober; Dr. Bernhard Jenschke

Role (in policy initiative)

President and 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; http://www.beratungsqualitaet.net

Documents and publications

- Nationales Forum Beratung; Forschungsgruppe Beratungsqualität am Institut für Bildungswissenschaft der Universität Heidelberg (2011). Qualitätsmerkmale guter Beratung – erste Ergebnisse aus dem Offenen Koordinierungsprozess zur Qualitätsentwicklung“. Bielefeld, Berlin, wbv.
- Nationales Forum Beratung; Forschungsgruppe Beratungsqualität am Institut für Bildungswissenschaft der Universität Heidelberg (2012). Ergebnisse des Offenen Koordinierungsprozesses zur Qualitätsentwicklung 2009–2011. Bielefeld, Berlin, wbv.
- Nationales Forum Beratung; Forschungsgruppe Beratungsqualität am Institut für Bildungswissenschaft der Universität Heidelberg (2012). Kompetenzprofil für Beratende. Ergebnis des Offenen Koordinierungsprozesses zur Qualitätsentwicklung 2009–2011. Bielefeld, Berlin, wbv.

Attached files

Links

http://www.beratungsqualitaet.net

This information was provided/updated by:

Karen Schober; Dr. Bernhard Jenschke

No comments by users.

good practice, initiative, interesting practice, policy, benchmark, best practice, career guidance services, career counselling, career guidance, co-operation, co-ordination, collaboration, competences, consultation, context, development, effectiveness, ELGPN, evaluation, criteria, evaluation data, guideline, evaluation method, Germany, practitioner, provision, lifelong guidance, national standard development, open method of coordination, profession, professional field, professional service, professionality, quality, quality assurance, quality assurance system, quality evaluation, vocational guidance

Name of the good/interesting practice/initiative/policy

The IQ Roma Service – The Centre for Counselling and Employment, Czech Republic

Country

Czech Republic

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

Background

IQ Roma Service provides accredited social services: social counselling, field work, drop-in facility for children and the young and activation services for families with children, in compliance with Social Service Law (108/2006) as amended and further complementary activities.
IQ Roma Service helps approx. 2000 people in need a year in Brno, Břeclav, Vyškov and in other localities of the South Moravian Region.
The clients are mainly Roma threatened by social exclusion, who want to resolve and change their adverse life situation actively. The social services are provided for free.

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)

Aims and targets

Vision of IQ Roma servis is “society of lively and friendly relations between Roma and other people…a world where Roma people have their dignified roles and respect as both individuals and a nation…“
Mission of IQ Roma servis is “to be a mediator which supports possibilities, opportunities and resolution of Roma in their development, social fulfilment and protects their rights and dignity within society.”
Employees of Centre of Counselling and Employment provide information and support in solving of adverse situation of people, mainly Roma and their children. They aim to improve or even solve their problems. The leading belief is that fact that someone is Roma should not be a complication in their life or on the life of their children.
IQ Roma Service wants to experience and assist success of young Romani generation in education, increase employment of Roma and set up their dignified place in the society, to support health, competencies of parents and good relationships within Romani families. An important goal is helping in ensuring accessible housing for active clients. The work also targets debts of the clients and provides help in finding active and systematic way in solving financial problems. The work aims at building positive image, pride and civic engagement of Roma. IQ Roma Services wants to be strong, independent and influential organization.

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 Program for Adults (which of the Centre of Counselling and Employment is a part) provides two ways of social work – field social work and advisory centres. The field social workers work mainly in Brno but also in other towns of South Moravian Region such as Břeclav Vyškov, Tišnov, Zastávka, Bučovice, Mikulov etc. IQ Roma servis has got four advisory centres – in Brno on streets Hybešova 41 and Cejl 49 and also in Vyškov and Břeclav. In this way a wide range of the clients´ needs is covered and also the regional structures are assisted through dissemination of the know-how and organizational methods.
Program for Children and Youth provides educational services in centres in Brno, Vyškov and Břeclav.
Apart from social and educational services the IQ Roma Service organizes various campaigns which reflect up-to-date events and trends within the whole society. “Dže andre lačchi škola” (“Go to a good school”) belongs to the most successful ones and aims to prepare children and their parents for a good start to educational system and choice of quality (non-segregated) school.
Campaign which brought a lot of attention in 2012 is “My pracujeme” (“We do work”). This campaign was launched on 1st August 2012 and aimed at showing positive examples of working Roma and so change negative attitude of the Czech majority and discriminatory tendencies. For more information on the campaign please see: http://www.mypracujeme.cz/
Similar campaign that attempted to point at discrimination on labour marked preceded on 2011 and was based on TV clip “Neviditelní” (“The Invisible”) which was broadcasted on Czech Television: http://www.ethnic-friendly.eu/nas_spot This campaign was part of concept of Ethnic Friendly Employer brand.

The strategic plan of IQ Roma servis is being updated on annual basis and is a living document that covers wide range of topics the service works on. It mainly contains goals related to social work (housing, debts, employment, social system), educational activities (catch-up classes for pupils/students, past-time activities, coaching of children to lead them to successful participation in education and decision making in further professional life, cooperation with parents, families, schools etc.), case-management (mainly work with families). The strategic plan is result of a wide cooperation of management of the organization but also participation of all employees and also clients´ ideas and opinions. Feedback from clients is gained on various occasions (feedback sessions, participation meetings, community meetings etc.)
The main strategy of IQ Roma Service is to provide complex service. It means that the focus is not on job seeking only. The aim is also to encourage the clients to set a reasonable budget in order to get rid of the debts. The assistance is provided in in financial matters, housing, family relationships etc. General aim is to set up a sustainable situation for the client.

Monitoring and evaluation

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

- What actors are involved?

IQ Roma Service has got Analytic and Methodological Department that monitors ways how social work is being provided and also results of the work. These outputs are processed on regular basis and often published in various media, magazines, strategic documents, web pages of the organization etc.
All activities are reflected by several means such as cross-check interviews, focus groups on various topics and continuous gaining of feedback from clients.

Funding/Cost effectiveness

It is difficult (if not impossible) to calculate influence of social work or educational activities. However calculations from 2011 show that cost of services provided to one client of the Centre of Counselling and Employment were approx. 56.6 EUR. Activities of IQ Roma Service are funded by European projects, Ministry of Labour and Social Affairs, Ministry of Education, Youth and Sports, South Moravian Region, Brno municipality and also by private donors. These donors fund our effort repeatedly and regularly therefore we are sure that they believe that they are worth finances invested into them.

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

Outcomes

Outcomes of the IQ Roma Service are published regularly in the Annual report. Please see the last one on: http://www.iqrs.cz/download.php
To name some facts about the main outcomes:
In 2011 50 children were helped in registering at a quality school or kindergarten, 13 families assisted in cooperation with Department of Social and Legal Protection of Children, 1,663 clients of the Program for Adults helped in solving their problems related to employment, housing, debts and social system, 535 children participated on activities of Program for Youth, 58 applied for a secondary school and 42 of them passed, 149 of pupils/students attended catch-up classes and 217 attended PC courses.


Achievements

IQ Roma Service belongs to the most prestigious non-profit organizations in the Czech Republic and it is a leading expert in the area of social inclusion which is proven by the national & international awards, recognition and accreditation (please see: http://www.iqrs.cz/kvalita).
In first half of 2012 15 clients of Centre of Counselling and Employment managed to find a job with the help of IQ Roma Service, 28 clients have set up a plan how to get rid of their debts and other 6 clients managed to get rid of them, 3 clients found house/flat rented by a private owner (which is a big success in view of the fact that Roma are frequently discriminated in housing).

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?)

All activities are watched, monitored and evaluated on a regular basis. Strategic plan sets up specific targets and rates of clients who to be employed, find a housing, pay off their debts, apply for a school and graduate it etc.
These numbers are processed and if the intended targets are not achieved the management analyses the deficiencies and searches for solutions for improvements.


Unintended impacts

All the clients helped in finding a job, flat, pay off their debts and sort out their problems with bureaus, or the children who graduated school act as the best PR for community of Czech Roma. Through work with them the view of the Czech society on Romani people is positively influenced.

Strengths and weaknesses

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

- Are there still challenges ahead?

The main strength is the complexity of the services which cover problems that occurs in life of clients throughout their whole life – from early age, through school years, entering the labour market, maintaining good family relations, coping with a difficult economic situation up to the aging and retirement issues. Not only social or educational services are provided in high quality (as many other organizations do) but the impact of the services has also an aspect of social and civic activism and participation.
Although respected and recognised by public institutions and even government IQ Roma Service still works on finding its place among those who play strategic role in decision making related to complex work with socially excluded communities. Another area of improvement is in monitoring and measuring the impact of the services on the lives of the clients.

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

Additional information

Name of contact

Role (in policy initiative)

Organization name

IQ Roma Servis

Address

Cejl 49 602 00 Brno Česká republika

Phone

+420 549 241 250

Fax

E-mail

iqrs@iqrs.cz

Website address

http://www.iqrs.cz/

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Jana Kvapilová

No comments by users.

good practice, initiative, interesting practice, policy, goods, services, access, act, active citizenship, active job seeking, adult education, adult student, adults, advisory services, alcohol and substace abuse, career counselling, civil society organisations, Czech Republic, people at risk, social inclusion, guidance in schools, unemployed, older adults, disadvantaged groups, career information

Name of the good/interesting practice/initiative/policy

The Hungarian LLG Council and LLG System development

Country

Hungary

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 Hungary there is no official central ownership of guidance issues. While guidance activities and development are overseen by the Ministry of Social Affairs and Labour (Szociális és Munkaügyi Minisztérium), the Ministry of Education and Culture (Oktatási és Kulturális Minisztérium) is also a key actor in the field. However, the two ministries do not have a long term strategic agreement on the issue. On the other hand, neither the citizens, nor the employers have a clear idea of the aims, methods or the benefits of guidance, counselling and vocational orientation.

Since the establishment of the European Lifelong Guidance Policy Network (ELGPN) at EU level, national developments have pushed ahead. The Hungarian LLG Council (Nemzeti Pályaorientációs Tanács, NPT) was founded in January 2008 and in September of the same year a new national programme was launched in the framework of the Social Renewal Operational Programme (Társadalmi Megújulás Operatív Programja, TÁMOP) of the New Hungary Development Plan (Új Magyarország Fejlesztési Terv, ÚMFT) 2007-2013 which includes the development of a new national LL guidance network.

The national LLL strategy (2005) as well as the National Reform Programme (2008-2010) also specifies the development of some elements of career guidance activities but a policy document was elaborated by the new Hungarian LLG Council.

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 main aim of the national council is to develop and promote a framework for lifelong guidance policy. The work of the council is strongly related with the national development programme for LLG System in Hungary. According the Hungarian Government decision (2007) this programme was designed for the 7 years period of the NSRF (2007-2013) and cover 22,6 millions EUR total. Within this main aim the subtasks are the followings:
1. unifying the meaning of career guidance within the educational and employment, social regulations in national level
2. re-establish and also reinterpretat policy mechanism in the field of career guidance after the 70’s
3. develop an unified regulation for career guidance and also develop the financing mechanism
4. develop a cross-sectoral common understanding in the field of lifelong guidance/ carrier education and career counselling
5. develop a web-based unified cadastre for career counselling professionals and for other professionals whose are working in related fields (i.e. teachers, social workers etc.)
6. develop unified guidelines for career counselling professionals
7. upskilling professionals for LLG
7a. offering in-service trainings at two different levels:
- for career counselling professionals
- and for professionals in the related fields
7b. develop tools for all age guidance
7c. publishing a new review (Életpálya Tanácsadás) for the professional community
7d. widening access for career guidance services as a common project of different stakeholders

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)

SROP 2.2.2. under the professional supervision of the NPT implementing a numerous new features in the field of career guidance. The main items within the first 2 year-long period are:
- Development a new toolkit for career guidance professional (questioners for all-age services, web based databank)
- Get together the professionals and the related professionals of career guidance
- Provide in-service training for 2000 people whose working in related professions
- Provide 2 year-long post-graduate diploma for career guidance professionals as widening the network of trained professionals
- Develop a national and regional network of the professionals

The programme SROP 2.2.2 supports development in the areas of IT and methodology. In the area of IT development, the development of a new national guidance portal is envisaged, targeting the youth, adults and professionals/experts, with the aim of providing integrated, up to date, and user friendly information related to education and the labour market. The webpage would also offer a portal for the career guidance professionals, where they could reach all the information and tools regarding the project. It has four main functions:
- Social networking
- Knowledgebase
- Special functions: online storage of counselling case diaries, nameless statistical treatment of their facts, tools that make possible to analyse the offline questionnaires

Monitoring and evaluation

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

- What actors are involved?

The first round of monitoring will be carried out in 2010 before than end of the first phase. Internal evaluation is must of the Hungarian Development Agency (NDA) and the National Agency of European Social Fund. Four internal evaluations are compulsory within these 2 years:
- May 2009
- October 2009
- May 2010
- December 2010

NDA and ESA Agency are monitoring the programme outcomes. The Ministry of Social Affairs and Labour will get a professional summery before the second programme proposal will be submitted to the National Development Agency Human Resources Managing Authority till June 2010.

Two independent external evaluations are also planed within this period.
- one in policy context,
- another for measuring the performance of the 50 career counsellors’ activates working in the programme

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

Project indicators and their status:
- Number of clients receiving guidance services - base: 30 000 persons/year, aim: 40 000 persons/year, status: achieved (2009)
- Trained persons (from the fields related to guidance) - base: 0, aim: 2000 persons, status: in progress
- Number of persons who successfully finished trainings - base: 0, aim: 1900 persons, status: in progress
- User satisfaction of clients included in guidance activities - base: N/A, aim: + 20%, status: in progress
- Persons attended in post-gradual trainings - base: 0, aim: 50 persons, status: achieved
- Newly developed occupation folders - base: 202, aim: 302, status: in progress
- Updated occupation folders - base: 172, aim: 222, status: in progress
- Newly developed training materials (and courses) - base: 0, aim: 10, status: achieved
- Newly developed occupation films - base: 344, aim: 364, status: in progress
- Unique visitors of the newly developed national guidance portal - base: 223 200 visitor/year, aim: 268 000 visitor/year, status: achieved (2009)

Budget: 2,08 Bn HUF - 7,8 M EUR - is to be used in the first 2 years.

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?)

A strong professional view of the programme management and the international developments (ie. EU Resolutions 2004, 2008, EU-OECD 2004. ILO 2006. UNESCO 2002 publications etc.) help in the implementation period.

Strengths and weaknesses

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

- Are there still challenges ahead?

Lack of evidence of the real economic impact of career guidance and a very segmented human resources development system make the ongoing development and further implementation very fragile. Lack of national resources for the maintaining of the ESA founded development is also an important issue, especially after 2013/2014 for the next development period (2014-2020) of the EU. A national level and cross-sectoral unfiled re-regulation of this field is essential for the success and the marinating of the developments.

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

Additional information

Name of contact

Borbély-Pecze, Tibor Bors, NPT

Role (in policy initiative)

Secretary of NPT

Organization name

Nemzeti Pályaorientációs Tanács

Address

Nemzeti Pályaorientációs Tanács Titkársága Foglalkoztatási és Szociális Hivatal (Borbély-Pecze Tibor Bors, titkár) Budapest Kálvária tér 7. 1089 Hungary

Phone

+36.30.216.0095

Fax

+36.1.459.2099

E-mail

beneiv@lab.hu; borbelytibor@lab.hu

Website address

http://internet.afsz.hu/engine.aspx?page=full_kulfoldi_palyaor_eu_magyar_llg_tanacs

Documents and publications

Attached files

Links

http://internet.afsz.hu/resource.aspx?resourceid=full_kulfoldi_palyaor_eu_magyar_llg_szakpol_ang

This information was provided/updated by:

BORBÉLY-PECZE Tibor Bors

No comments by users.

ELGPN, good practice, initiative, interesting practice, policy, national development, LLG system development, cadastre, career guidance counsellor, ICT, effectiveness, national standard development, education policy, PES, cross policy coordination, training of the guidance professionals, access, quality, co-operation, co-ordination, guidance in schools, unemployed, employed, older adults, career information, qualifications, Hungary

Name of the good/interesting practice/initiative/policy

Development and Pilot Operation of National Database of educational opportunities - PLOIGOS

Country

GREECE

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

Ploigos gives valid information about Learning opportunities and training possibilities available in Greece in all educational levels and all types of education.

The decisions of EU councils of Lisbon and Stockholm called for the creation of unified information systems on education and training opportunities in Europe. The first phase (2002-2008) of such an information system was completed with the development of PLOTEUS I (Portal on Learning Opportunities throughout the European Space), a European internet portal which aimed to help students, job seekers, parents, guidance counsellors and teachers to find out information about studying in Europe. The development of Ploteus I was assigned by DG Education and Culture to Euroguidance Network. EKEP as the Greek Euroguidance center provided Ploteus I with links to web sites of universities and higher education institutions, databases of schools and vocational training and adult education courses in Greece. The second phase of a European Internet portal on learning opportunities PLOTEUS II (2009-today) does not provide links to websites of education institutions, instead it gives the actual information – details of each educational opportunity. Necessary prerequisite for this was the creation from every EU country of a national database of learning opportunities and the connection of these datasources on the basis of a common protocol. The development of the Greek National Database on Learning Opportunities "Ploigos" was assigned by the Greek Ministry of Education to EKEP.

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)

Objective: The development of the first national database on educational opportunities in Greece

Target group: students of all education levels, their parents, graduates interested for post graduate studies, teachers, counsellors, european citizens interested for studying in Greece

Method: Cooperation with education opportunity providers for the collection of information - Field Study.

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)

Implementation:
1. First we communicated with supervising ministries asking for their support in order to secure the cooperation of the departments, services and organizations within their competence, to define all the sources of educational opportunities within their competence and to assign a representative responsible for the co-ordination of the relevant departments, services and supervised organizations
2. As a result relevant ministerial decrees were issued
3. We created the tool for gathering information, a questionnaire in excel form with the 21 fields - elements (in 4 data sheets) comprising each educational opportunity according to the common protocol of Ploteus II
4. The blank queries were sent by e-mail to the contact person of each educational institution together with detailed instructions for filling
5. The contact persons filled the queries and returned them to EKEP in electronic form (either by e-mail or by regular mail – cds) before a certain deadline
6. EKEP’s team checked the queries for right filling and sent them to contractor for translating in English and insertion to the data base

Level of Implementation: National

Monitoring and evaluation

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

- What actors are involved?

Ploigos is already accessible trough the website of EKEP. In order to safeguard the smooth operation, monitoring and evaluation of the database a "team for support and renewal of Ploigos" has been established. In particular this team is responsible for: administration of the database, communication with Ploteus II as well as with national education opportunities providers, enrichment and renewal of the contents of Ploigos (insertion - modification - deletion of educational opportunities), promotion of national educational opportunities database
The following steps have been taken:
1. The contractor (ICT company that developed the Greek national database "Ploigos") has offered EKEP a 5 years warranty for good operation and technical support
2. Since Ploigos will be a permanent national database, EKEP conducted a viability study in order to define the technical, financial and organizational factors that will permit the smooth operation of the database. The system’s architecture permits the enrichment of the content of the database e.g. the entry of new or the change of existing educational opportunities. This can be done either by the institutions themselves with the use of specific passwords or by EKEP’s ploigos team
3. In order to strengthen the dissemination of Ploigos there are plans to promote it by brochures, articles, advertisements in newspapers-TV-radio, presentations in conferences e.t.c. A promotional booklet in Greek and English has allready been handed out to students and guidance counsellors.
The actors involved are:
1. EKEP's "team for support and renewal of Ploigos"
2. ICT company CYBERCE (The company that developed the Greek National Database Ploigos)
3. ICT company EUROPEAN DYNAMICS (The company responsible for the provision of technical assistance to the Commission, in order to ensure the smooth running of Ploteus II portal) and from January 2010 onwards "Intrasoft International"
4. National Educational Opportunities Providers (Ministry of Education, Lifelong Learning and Religious Affairs, Ministry of Labour and Social Security etc)

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

"Ploigos" is the first official database of educational opportunities in Greece.
It gives valid information to a broad target group about learning opportunities and training possibilities available in Greece in all educational levels and all types of education. It so promotes the mobility of European citizens within the European space and offers them equal access to educational opportunities

The cost effectiveness is high since Ploigos is the first and only such database in Greece. The information it contains helps students, graduates etc in their educational and career decisions and functions as a multiplier of their opportunities in today's labour market.

The project was financed by the Operational Program “Education and Initial Vocational Training” (EPEAEK II) of the Ministry of Education - Action 2.4.1.a.: “Strengthening of the Counselling & Vocational Guidance structures” - “Support of the EKEP” (European Social Fund program). The development of the database was undertaken by the private ICT company “Cyberce” after the conduct of an international open competition announced by EKEP. The overall budget of the project was 143.266,48 Euros. The development of the system started in 10-9-2007 and finished in 15-5-2009

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 support we had from the supervising ministries e.g. the Ministry of National Education , Lifelong learning and Religious affairs, helped us very much in the process of communication and collection of educational opportunities of schools, initial vocational training institutions etc. However in the cases of educational opportunities providers that were somewhat independent e.g. higher education institutions, it proved more difficult to collect all the educational opportunities on time. Another lesson learnt is that the value of a good ICT company is very important for the successful completion of the project. Good project managing was also a very important factor as well as good cooperation – coordination of all participating parties.

Strengths and weaknesses

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

- Are there still challenges ahead?

We can learn lessons about the use of an electronic tool (database) in order to promote access to educational opportunities and education information. Other areas are: The interconnection of such tools in European level into a bigger portal (Ploteus II) which supports european mobility. The cooperation between so many different actors (educational opportunities providers, ICT companies, Ploteus II central authority etc)

The challenge is the continuous renewal and upgrade of both the contents and systems of Ploigos in order for it to be technically modern and uptodate in terms of its contents

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

Additional information

Name of contact

Dr. Dimitrios Gaitanis

Role (in policy initiative)

Project Manager of "Ploigos" National Database of Educational Opportunities

Organization name

EKEP (National Resource Center for Vocational Guidance)

Address

1 Parassiou str. & 99 Aharnon str.

Phone

+30 210 8233669

Fax

+30 210 8233772

E-mail

dimitrisgaitanis@ekep.gr

Website address

www.ekep.gr

Documents and publications

Attached files

Links

http://ploigos.ekep.gr/ekep/external/index.html

This information was provided/updated by:

 

No comments by users.

ELGPN, good practice, initiative, interesting practice, policy, adult education, career information, career management, career planning, education planning, education provision, Greece, guidance in schools, schools and training, student counselling, vocational adult education and training (VET), career management skills, access, quality

Name of the good/interesting practice/initiative/policy

The Retirement Compass

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 the light of the changing demographics and the future manpower shortage elder people are becoming increasingly important as active citizens. Active aging is an aim and necessity both of the Council of the European Union as well as of the Federal Republic of Germany. The Retirement Compass (Ruhestandskompass) is a new tool to support people with the transition from work to retirement promoting active aging.

It has been developed as part of the Federal programme ‘Local Learning’ (Lernen vor Ort) in the city of Leipzig/ Germany. ‘Local Learning’ (Lernen vor Ort) is a public-private partnership between the Federal Ministry of Education and Research and some German foundations funded by the ESF and the Federal Government with the overall aim to promote coordinated Lifelong Learning of the individual. The programme supports municipalities to strengthen education management in the region. In addition to better regional cooperation and coordination and educational monitoring, the programme aims to facilitate transitions from one life-phase to the other.

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 Retirement Compass aims to support orientation and planning of retirement and thus helps to manage the transition into a self-determined retirement as a conscious step and should assist to make this phase of life as active as possible.

The tool targets people who will retire shortly (around the age of 65 – but also those who may retire earlier or later). It can be applied individually but consulting a guidance practitioner during the process of working with the compass is highly recommended. Thus, the Compass creates an occasion for guidance and actively encourages elder people, who rarely approach guidance services, to use guidance provisions. It also encourages to exchange reflections, ideas and plans with friends, family and colleagues.

Following a portfolio approach and inspired by such approaches for young people and for competence assessment, the tool also helps to improve self-knowledge and self-reflection, assessing and acknowledging personal interests as well as planning of the future life phase.

The Retirement Compass is open to all possible outcomes including the decision, not to plan anything and leave open space for the retirement. It further provides information on opportunities for volunteer work, and possibilities of leisure, sports and other activities and related services in the municipality.

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)

After its development the Retirement Compass was piloted in 2010 with staff personnel of the municipial administration of Leipzig. Since June 2011 the tool is offered to all employees of the municipal administration who will go into retirement shortly. They are encouraged to use the retirement compass and to see a guidance practitioner. The educational guidance service of Leipzig which has also been established as part of the programme ‘Local Learning’ provides a special guidance offer for the Retirement Compass. The Compass and guidance provision is open to all citizen of the city of Leipzig. It is also available in a fully accessible version for blind and visually impaired people ( developed in cooperation with the German Central Library for the Blind).

This regional implementation results from the context of the development of the tool in the programme ‘Local Learning’ in Leipzig. But, through the exchange between the municipalities taking part in the programme at conferences and working groups, tools and experiences are communicated and shared. In general, the tool is designed to be easily adaptable in all regions.

Other cities have already become interested and are planning to implement the tool. In the city of Dresden the Office for Senior Citizens has made a cooperation agreement with the city of Leipzig to adapt and implement the Retirement Compass. Steps have been taken in the city of Dresden to evaluate the demand and ways of use and dissemination of the tool. Another cooperation agreement has been made with the city of Erfurt. Particularly, the information part on regional opportunities is specific to one region and must be adapted to the provisions and offers available elsewhere.

Monitoring and evaluation

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

- What actors are involved?

In Leipzig educational guidance on the Retirement Compass is regularly evaluated on the basis of questionnaires handed out to clients. The evaluation of the 1st edition of the Retirement Compass was broadened by involving senior citizen’s clubs and associations as well as providers of continuing education for senior citizen’s. On the basis of these questionnaires and further reactions and responses a second revised and updated edition of the Retirement Compass was developed.

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
Results from the piloting show that individuals who have used the Retirement Compass felt better informed about opportunities in their region. Further, they had clearer plans for retirement which they were confident to realize.

- Cost effectiveness
The tool is free of charge and is available online as well as in print.

- Budget
The budget is part of the overall budget of the “Local Learning” project in Leipzig which is funded by the city of Leipzig, the Federal Ministry of Education and Research, partly by the ESF and which is supported by private foundations.

- Innovative aspects
In the aging society the elder generation is becoming more and more important for the society. Many retired people are still healthy and motivated to work or engage themselves voluntarily. It is important to keep social contacts and to ensure participation in the society. This may also support well-being and health as some studies suggest. The transfer of knowledge and experience to new generations is also of importance to the individual as well as to the society.

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?)

Despite the need for orientation at the transition to retirement and the growth of further education for senior citizens confirmed by the Senior Citizen’s Council in Dresden (Seniorenbeirat), the actual demand for the tool is low. Elder citizen are not usually accustomed to using guidance provisions and hesitate to visit places they are not familiar with. Hence, the Retirement Compass needs to remain a voluntary tool which may be used in easily accessible guidance provisions. Thus, the tool is intended to be offered and guidance may be provided in places which older citizens frequently visit, such as libraries, senior’s citizen’s centres etc.

The information on provisions and offers in the region supports local networks between the relevant stakeholders in the field of education and social work for senior citizens.

Strengths and weaknesses

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

- Are there still challenges ahead?

The Compass may be used individually without consulting a guidance practitioner which may not lead to the same results as if a professional practitioner supports the reflection of the personal interests and aims.

Implementing the Retirement Compass more strongly in public administration and to involve more organisations (e.g. the Job Centers for the long-term unemployed, the local PES) remains to be a challenge in Leipzig. In addition, the Retirement Compass shall be disseminated to as many employers as possible. It should be offered more openly than before in the educational guidance service of Leipzig.

Another critical question which is discussed in other cities is the question of publishing. If the tool is published by the municipality it may, on the one hand, receive a higher level of authority. On the other hand, it runs the risk of becoming part of public administration. The question of publishing through the public authorities or the local agencies and non-profit organisations for education or senior citizen’s and social well-fare is also a question of top-down and bottom-up mechanisms of cooperation and coordination with all its implications.

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

The Retirement Compass is organised in three parts:
1. Reflection of working life (positive and negative aspects, leaving and new beginning)
2. Clarification of interests (hobbies, commitments voluntary work)
3. Information and service including adresses, profiles and courses offered of providers adult education etc.
Discussions on the contents of the Retirement Compass and their organisation and arrangement are still going on. While some exoperts feel that the contents and their representation in the tool is banal, others argue that the simplicity of the tool enables all citizens to easily access the Compass by themselves encouraging them to access educational guidance and to review their past, present and future.

Additional information

Name of contact

Stadt Leipzig, Amt für Jugend, Familie und Bildung, Stabsstelle “Lernen vor Ort”

Role (in policy initiative)

Bureau responsible for Local Learning in the city of Leipzig

Organization name

Stadt Leipzig, Amt für Jugend, Familie und Bildung, Stabsstelle “Lernen vor Ort”

Address

Postfach, 04092 Leipzig

Phone

Fax

E-mail

jugend-familie-bildung@leipzig.de, lernen-vor-ort@leipzig.de

Website address

http://www.leipzig.de/lernen-vor-ort

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Bernhard Jenschke

No comments by users.

good practice, initiative, interesting practice, policy, access, active ageing, citizenship, transition, continuing education, elderly persons, employed, Germany, hobbies, guidance services, information, instrument, libraries, life planning, lifelong, guidance, municipal, administration, municipalities, portfolio, project, Regional level, self-assessment, social welfare, transitionadult education, older adults

Name of the good/interesting practice/initiative/policy

Workplace Guidance

Country

Denmark

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 motivation of the initiative
The Workplace Guidance (WG) project consisted of two consecutive WG 1 and WG 2 Leonardo da Vinci projects. The first one was a mapping and interview-based project; the second one focused on extending guidance and counselling practices to low-paid workers. The WG project developed, therefore, a number of educational materials and a training course targeted at vocational guidance counsellors, trade union activists and employers, in order to update their skills/competence in relation to the identified target group (low-paid workers) and to enhance access of low-paid workers to lifelong learning.

* Linkages with LLG policy initiatives
These overall aims respond to several objectives of the Copenhagen process and the Maastricht communiqué: to increase the skills and competence of low-qualified workers and enhance their motivation to enter in a lifelong learning process; to provide workers with lifelong learning guidance; to increase the attractiveness of vocational training and education.

•Participants
The partnership included partners from 10 European countries: Czech Republic, Denmark, Finland, Iceland, Italy, Luxembourg, Norway, Spain, Sweden, United Kingdom. Among these participants, the policy impact of WG was most significant in IS & DK. Thus, this report concentrates on these two countries as examples.

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
The aim of the project was to assist lowpaid workers into lifelong learning through the provision of vocational guidance that is easy for them to access, i.e. at the workplace. Hence the project highlighted good practice, and also gave 100 hours training to vocational guidance counsellors, human resource workers and trade union activists in order to highlight the value of, and assist with, the provision of guidance to lower-paid workers.

•Target group
Low paid workers: the fact that the low-paid workers can receive guidance and counselling on-hand at the workplace increased their learning opportunities and enhanced their motivation to enhance their competence through acquiring new skills. Enhancing the skills of lower-paid workers in Europe is urgently needed to meet both new technological innovations and competition from other countries and continents.

•Methods
The project delivered an online course on workplace guidance that included a wide range of materials on the website through which it was delivered. The project website contains all the education materials in 11 languages, as well as the online course.

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)

Outreach Workplace Guidance was an experimental and somewhat fragmented practice in Denmark, initiated by trade unions. Subsequently components of the Workplace Guidance project were transformed into mainstream national guidance policies, especially in Iceland and Denmark, as mentioned below in Section 3

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

Policy impact
The outreach guidance components of the Workplace Guidance project were transformed into mainstream national guidance policies. Thus, the concepts of Learning Advisors and of Guidance Corners were transferred to Iceland on the basis of the Danish experiences with guidance in the actual workplace, thus incorporating the concept of Workplace Guidance into the 9 Lifelong Learning/Lifelong Guidance Centres all over Iceland (see http://www.frae.is). This guidance provision coverage is remarkable, considering that Iceland is a country with only 300.00 inhabitants. The outreach workplace guidance activities are supported partly by the education funds, which were already in place as part of industrial agreements between employers and trade unions.
In both the case of Denmark and of Iceland, the Workplace Guidance project played an active role in contributing and influencing current adult learning and adult guidance policies. As in the other Nordic countries, in an attempt to improve the skills and qualifications of the workforce, various learning policies have stressed the importance of reaching out the workers with low pay and low formal qualification. In Sweden, for instance, a national ‘Competence and knowledge’ campaigns (Kunskapslyft) stressed the dual purpose of adult learning: (1) the global competitiveness aspect in creating a knowledge-based society; (2) the aspects of social inclusion and democratisation.
In the Danish context, the economic competitiveness has been brought to the forefront, and guidance plays a pivotal role here. In a governmental white paper on the challenges of Globalisation, a whole chapter dealt with guidance, and of 333 concrete proposals, 30 were specifically on guidance, many of which focused on lifelong, and, in particular, adult guidance (see Fremgang, fornyelse og tryghed. Strategi for Danmark i den globale økonomi. København: Regeringen, 2006. 165 pages. Online: Fremgang, fornyelse og tryghed). In this policy-forming process, the Workplace Guidance project was presented by the Danish WG project member to the Danish Ministry of Education, both formally and informally, and explained in some detail to an inter-ministerial policy-making group, which took a special interest in the low-cost aspects of outreach workplace-based guidance, and of the potential synergy between formal and non-formal (peer-based: learning advisors/educational ambassadors). The ensuing political discussions lead, among other things, to a Parliamentary decision on a temporary Adult Guidance Reform, which alotted EUR 17 Mill over two years (2008-2009) to develop workplace guidance (in 22 regional networks), and a further decision to follow this by research into the effects of different approaches (see http://www.uvm.dk/Uddannelse/Vejledning/Vejledningsordninger/Voksenvejledning.aspx). A new National Council on Adult Guidance was also established. On this basis, after a tender, a National Centre for Competence Development was established, with the brief to produce research results to underpin further policy developments in the adult guidance and adult learning field (see www.ncfk.dk). This approach was to be an example of truly evidence-based policy making. Ironically, this plan was overtaken by other policy decisions, whereby the mentioned 22 adult guidance networks were replaced by 13 new, regional adult learning centers (VEU-Centre, 2009), even before the evaluation of the trial period had come to an end.

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
In both countries (IS & DK) the WG project was in line with current national policy-making, as described above. This gave momentum to the policy impact. Moreover, as an example of cross-national impact of an EU-project, WG had the good fortune to have project members who were themselves centrally placed in guidance policy-making.

•Unexpected outcomes
The Workplace Guidance project was awarded the EU 2006 Helsinki Award as an innovative Leonardo da Vinci project (see http://www.minedu.fi/vet2006/Helsinki_Award.html ), and it was subsequently chosen as one of the outstanding LdV projects with policy transfer potential at the conference in Ljubljana, May 2007 on The voice of Users in Guidance (see http://www.lmvet.net/page/tg1_usersvoice ).

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

Project No
2003/ISL/03/B/F/PP-164 001

Project title
Vocational guidance for low-paid workers (Workplace Guidance)

Project promoter
Starfsafl Educational Fund

Contact details
Name Starfsafl Educational Fund
Address Sætún 1
105 Reykjavík
E-mail starfsafl@starfsafl.is

Partnership
The partnership included partners from 10 European countries: Czech Republic, Denmark, Finland, Iceland, Italy, Luxembourg, Norway, Spain, Sweden, United Kingdom.

Website
http://www.gla.ac.uk/wg
Project duration
Start date: 13.10.2003 / End date: 31.3.2006

Additional information

Name of contact

Peter Plant

Role (in policy initiative)

Expert

Organization name

Danmarks Pædagogiske Universitetsskole/Forskningsenhed i Vejledning / Guidance Research Unit

Address

Tuborgvej 164 DK-2400 København NV

Phone

+ 45 88 88 94 07

Fax

+ 45 88 88 97 08

E-mail

pepl@dpu.dk

Website address

http://www.gla.ac.uk/wg/

Documents and publications

Clayton, P (2007). The potential of workplace guidance in the development of lower-paid workers in Europe. In: Lorenz Lassnigg, Helen Burzlaff, Maria A. Davia Rodriguez, Morten Lassen (Eds.), Lifelong Learning: Building Bridges Through Transitional Labour Markets, Amsterdam: Het Spinhuis

Plant, P. & Turner, R. (2005). Getting closer: workplace guidance for lifelong learning. International Journal of Lifelong Education, 24:2, 123-135

Plant, P. (2008). On the shopfloor: guidance in the workplace. In: Athanasou, J. & Esbroeck, R.V. (eds) (2008). International Handbook of Career Guidance. London: Springer

Attached files

Links

http://www.gla.ac.uk/wg/

This information was provided/updated by:

Peter Plant

No comments by users.

ELGPN, good practice, initiative, interesting practice, policy, workplace guidance, vocational education, access, employed, Denmark

Name of the good/interesting practice/initiative/policy

Training for the Parents of 7-19 Years Students

Country

Turkey

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

7-19 year-olds which include the childhood and adolescence period compose the great part of the population in Turkey. Increasing the rate of divorce and suicide are the risk factors for this age group. To minimize the risk factors parent/caregivers involvement of education is highly important. If parents give developmental support to their children, the level of academic achievement, attitudes toward the school, self-design can increase in the long term. Parent trainings supported by government provide opportunities for all parents/caregivers from community, school and teacher.
In this context to establish stronger and more qualified communication and relationship between parents and children take place the priorities of the Government of Turkish Republic. In order to realize this priority 7-19 parent training program was developed with in the scope of the “Children First Project” by the coordination of the Ministry of National Education and financial support of the EU. More over the importance of parent training is supported with one of the official document “Preventing and Reducing Violence in Educational Environments Strategy and Action Plan (2006-2011+)¬of MoNE“

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)

This program is developed by Turkish experts to help the parents of 7-19 years students to identify their children better, to improve their interaction and communication with their children, enable them learn appropriate attitudes and approach to be aware of possible risks and take the necessary measures against these risks, provide support for them to plan their future more effectively. For this purpose, The Ministry Education, General Directorate for Special Educational and Guidance Services is coordinating the implementation of this program comprehensively. Moreover, this program has been implemented to the Turkish citizens who live in Belgium and Germany by the coordination of Turkish Education Attaché’s offices.
Adult learner principles, multiple intelligent theory, constructivist approach, transactional analysis, analytic approach, small and large groups, drama, imagination activities are applied to reach the objectives.

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 program has been implemented in the schools, Counseling and Research Centers and Public Education Centers in 63 provincial. By the help of this program Totally 428.362 parents have been reached and 7242 guidance teachers are trained by the help of program since 2006.
Guidance teachers apply the program as a closed group of which participants aren’t changed for one day and three hours in a week in schools. This is a modular program of which compose 8 sessions. Maximum 24 parents can take part in a group. If it is necessary, applying the open group method is also possible. Maximum 50 parents can participate the open group implementations. The interactive participation of parents is aimed with activities. At the end of each sessions the annotations are distributed, affiches are posted, preview session is evaluated, experiences are shared the subject of the session and outline are presented, module is structured, activities, presentations and exercises are applied, general evaluation is done, tasks are given, process is discussed. Moreover, a file included a notebooks, brochures, magnets are given to the participants at the end of fourth session.
This program includes following topics:
1. Identification of adolescence
2. Communication
3. Growing up together
4. Managing possible risks
5. Resolution of conflicts
6. Parents’ attitudes
7. Improvement of behaviours
8. Planning future effectively

Monitoring and evaluation

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

- What actors are involved?

Monitoring and evaluation web based system is developed with in the scope of “The Children First Project”. Parents and psychological counsellor benefit from the web portal through the http://oncecocuklar.meb.gov.tr/portal_aile/ internet address. Surveys on the parents’ satisfaction, opinion and suggestion can be filled in the portal by parents who attended the program.
At the end of the eighth session parents fill the monitoring and evaluation form. There are some closed and open ended questions about the sociocultural features, benefit of education, the subject of further education which they want to participate. To evaluate efficiency of the training “Family Attitudes Inventory” and “Family Assessment Inventory” were conducted after and before the training.

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

With the scope of parent training totally 428.362 mother and father, 7.242 professional are trained since 2006. This training which is started as a project, then become a government policy. The training is mentioned in 2012-2014 strategy plan for MoNE to ensure the sustainability. Training for the Parents of 7-19 Years Students was started in 12 provinces with the scope of project. After the completion of the project the implementation of training is institutionalized and extended in to 61 provinces.
The training which was financially supported by the project budget with 200.000 € has being supported by MoNE’s budget and experts since the end of project.

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 materials and documents are structured efficiently and reinforced with the legislations, in this way the sustainability of the training was achieved. The broad service network and staff of MoNE are well organized and managed.
The communication between school and family are increased, schools are supported for social aspect of institutional strengthening.
There can be some problem because of the over work load of experts. Training is a team work and unless there is sufficiently support, this issue pose the risk factors about the sustainability and efficiency of training.

Strengths and weaknesses

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

- Are there still challenges ahead?

The training is based on voluntariness like the other trainings for adult.
Guidance teachers and other branch teachers’ effort is necessary to transfer the importance of training to the families. Participation of both mothers and fathers increase the qualification and applicability of the training; however, it is observed that the participation of the father is more limited than mothers.

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

Additional information

Name of contact

Hakan SARI, Assoc. Dr.

Role (in policy initiative)

Genaral Director of Special Education and Guidance Services of Turkish Ministry of National Education and also National Coordinator for Turkey for ELGPN.

Organization name

Directorate of General Special Education and Guidance Services of the Turkish Ministry of National Education

Address

MEB Beşevler Kampüsü A Blok ANKARA/TÜRKİYE

Phone

0312 212 76 14-15

Fax

0312 213 13 56

E-mail

oer@meb.gov.tr

Website address

http://orgm.meb.gov.tr

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Esra Çalık Var, ELGPN National Representative for Turkey and Educational policies unit in MONE

No comments by users.

good practice, initiative, interesting practice, policy, parent training, guidence for parents, schools, VET, adult education, guidance in schools, Turkey

Name of the good/interesting practice/initiative/policy

Quality assurance through a training curriculum for guidance practitioners in higher education in Germany by the university association for counsellors and guidance practitioners “Society for Information, Guidance and Therapy at Universities” (´´´GIBeT)

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

The professional status of guidance practitioners is not commonly regulated in Germany including in the Higher Education (HE) system. However, through the Bologna reforms and the increasing differentiations of HE, professional guidance services are becoming increasingly important in this sector. They are expected to support individual study choices and transitions from school to HE, provide transparency of the various study opportunities and avoid disorientation that result from the substantial changes whithin the German HE system. At the same time, universities are even more competing with each other and guidance is a quality criterion of services for students.

Higher qualifications for counsellors in HE have already been recommended by the German Rector´s Conference (HRK) in order to support the Bologna reforms (HRK, 1994). Now, the ´´´GIBeT training curriculum comes at a time when quality and professionalism of guidance are high on the agenda in Germany as well as in Europe. The EU Council Resolutions on guidance 2004 and 2008, European developments e.g. in the ELGPN, ERASMUS and national developments significantly forced the establishment of a professional and quality standard in guidance services.

Guidance in HE is further competing to support the EU2020 goals: reduce drop-out, increase participation in higher education and raise the number of graduates in natural sciences and engineering. These objectives however may only be reached if guidance practitioners have the necessary skills and competences to provide services in high quality.

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 order to enhance the quality and professionalism of guidance services and counselling in HE as well as to ensure the professional status of practitioners through qualification and certification, the university counsellor’s association “Society for Information, Guidance and Therapy at Universities (´´´GIBeT)” developed a training curriculum for guidance practitioners in this field. Furthermore it encourages lifelong vocational education and training. And in general, the curriculum is intended to support the professionalisation and the standardisation of the job profile.

The training curriculum is directed at people providing educational counselling in institutions of HE. This involves all kinds of different professions e.g. pedagogical, psychological or socio-pedagogical professions.

The contents of the training curriculum are grounded in the tasks of the general guidance services in HE which are based in central counselling and guidance units in contrast to the faculty-based expert advisory on subject related matters. The curriculum defines a series of compulsory basic modules and a number of further specific modules from which counsellors may choose.

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)

Since 2009, the draft of the training curriculum, which was developed by some of the association’s board members, was broadly discussed within the ´´´GIBeT. In September 2011 the curriculum was finally passed by the general assembly which is constituted of practitioners working in educational
guidance and counselling in HE. The curriculum defines the structure for potential training programmes . In 2012 the training commission started its work to build up the relevant structures, to evaluate and accredit available training provisions and to include them in an online database. Being driven by a national professional association, the curriculum will be implemented on a national level. This offers flexible and decentralized training provisions as each practitioner can select what he or she needs. Courses of different training providers throughout Germany must be accredited by the training commission in order to be included in the database of training provisions.

Arranged in basic and advanced modules, the curriculum based programmes in the database involve courses on different aspects of counselling and guidance at universities: the education and labour system, pedagogical/ psychological theories, counselling competences, group and project management, information and cooperation and quality assurance. Practitioners may choose between two profiles according to their main professional tasks: „educational counselling” and „education management”..

Once counsellors successfully completed the related qualifications and trainings, they receive a certificate from the training commission. This is an individualized process in which informal and prior learning and experiences may also be examined and recognized by the training commission.

Monitoring and evaluation

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

- What actors are involved?

The training commission examines the training provisions according to the training curriculum and organises the implementation. Additionally, the commission is responsible for the further development of the training curriculum. Further, the training commission examines and decides upon the recognition of practitioner competences. The training commission is appointed for a period of two years by the executive board which is in turn elected by the members of the association.

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 present (summer 2012) the training commission is working on accreditation criteria for training providers. The online-database with accredited available training provisions will be published in autumn 2012. At the same time the recognition procedure for competences acquired in vocational practice will start.

Cost effectiveness is provided through a NGO approach.

Practitioners pay a low fee for the certificate and for the examination of prior and informal learning and experiences. Members of the ´´´GiBET receive a considerable discount while non-members also have to pay for access to the training provisions database.

The training curriculum of the ´´´GiBET is an innovative approach in a context with little regulation. The practitioners of the association decided as a form of self-regulation to define their own standards. Here practitioner’s competences become quality criteria of good student guidance services in HE.

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?)

Due to the bottom-up approach of this initiative which involved many practitioners, a high sense of identification is produced. There is a participative nature which will have a positive influence on the acceptance.

As a side effect, the online database including the accredited training provisions also improves transparency in the field of counsellor vocational education and training.

Strengths and weaknesses

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

- Are there still challenges ahead?

As the initiative is lacking governmental and legal reinforcement, implementation will take some time and will be more difficult. Therefore, the board continuously ensures the involvement of the members and their acceptance of the curriculum. In addition, communication and cooperation with other associations, the National Guidance Forum in Education, Career and Employment and the involvement in the Open Process of Coordination for Quality Development provides exchange and mutual recognition in the professional community.

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

Additional information

Name of contact

Anne Käther

Role (in policy initiative)

Speaker of the training commission

Organization name

Gesellschaft für Information, Beratung und Therapie an Hochschulen, ´´´GIBeT ( Society for Information, Guidance and Therapy at Universities)

Address

Fortbildungskommission Geschäftsstelle, c/o Universität Greifswald, Zentrale Studienberatung, Rubenowstraße 2, 17489 Greifswald

Phone

Fax

E-mail

fortbildungskommission@gibet.de

Website address

http://www.gibet.de/fortbildungszertifikat.html

Documents and publications

http://www.gibet.de/fortbildungszertifikat/ordnungen.html

Attached files

Links

http://www.gibet.de/fortbildungszertifikat/fortbildungsdatenbank.html

This information was provided/updated by:

Bernhard Jenschke

No comments by users.

good practice, initiative, interesting practice, policy, accreditation, associations, best practice, career counsellor, career counselling, career guidance, competence recognition, counsellor training, Europe 2020, Germany, higher education, guidance practitioner, guidance provision, national curriculum framework, professional development, professional improvement and retraining, professionality, qualification, quality, quality assurance, student advising, student counselling, study adviser, tertiary education, training module, training of the guidance professionals, training programmes, validation, informal learning, non-formal learning

Name of the good/interesting practice/initiative/policy

Transfer of Innovative Methodology for Assessment of VET Teachers’ Prior Learning

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

In three partner countries – Lithuania, Latvia and Estonia – there are modular study programmes based on the acquisition of competencies, but there is no possibility for VET teachers to assess and recognize their non-formal and informal learning achievements. Project activities and results will promote the development of VET teachers’ education system by establishing the methodology for the assessment of the prior (non-formal and informal) learning and the study module based on this methodology. The possibility to recognize non-formal and informal learning achievements would increase the access to formal education and personalize studies for VET teachers, having practice and pedagogical experience, but having no formal teaching qualification.

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 project is to enrich the existing VET teachers’ education programmes in three partner countries – Lithuania, Latvia and Estonia by developing introductory module for Assessment of Prior Learning (APL). The possibility to recognize non-formal and informal learning achievements will increase the access to formal education and personalize studies for VET teachers, having practice and pedagogical experience, but having no formal teaching qualification. Expected project results:
• study of APL in VET teachers’ education systems in partner countries;
• methodology for assessment of VET teachers’ prior learning, basing on “donor” – partner (Jyvaskyla University of Applied Sciences) experience;
• study module for assessors of VET teachers’ prior learning developed and tested in partner countries;
• trained groups of assessors of VET teachers’ prior learning in three partner countries – Lithuania, Latvia and Estonia;
• introductory module for assessment of VET teachers’ prior learning developed and tested in partner countries.
Target groups:
•VET teacher educators.
•VET teachers.
•Researchers of education.
•Education policy makers.

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)

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

•A study of APL in VET teacher education systems in partner countries (EN) (LT) (LV) (EE)
•Methodology for assessment of VET teachers’ prior learning (EN) (LT) (LV) (EE)
•Study module for assessors of VET teachers’ prior learning
◦Handbook (EN) (LT) (LV) (EE)
◦Study module description (EN) (LT) (LV) (EE)
•Trained groups of assessors in three partner countries (LT, LV, EE).
•Introductory module for assessment of VET teachers’ prior learning
◦Handbook for APL candidates (EN) (LT) (LV) (EE)
•Special issue of scientific journal "Quality of Higher Education"
The material is available on-line: http://projects.ambernet.lt/timabalt/en/7415

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

Aušra Fokienė

Role (in policy initiative)

Project manager

Organization name

Vytautas Magnus University, Centre for Quality of Studies

Address

S. Daukanto st. 27-314, LT-44249 Kaunas, Lithuania

Phone

0037037327973

Fax

0037037327973

E-mail

a.fokiene@skc.vdu.lt

Website address

http://projects.ambernet.lt/timabalt/en/7415

Documents and publications

•A study of APL in VET teacher education systems in partner countries
•Methodology for assessment of VET teachers’ prior learning
•Study module for assessors of VET teachers’ prior learning
◦Handbook
◦Study module description
•Trained groups of assessors in three partner countries
•Introductory module for assessment of VET teachers’ prior learning
◦Handbook for APL candidates
A special issue of the scientific journal The Quality of Higher Education No. 6 - http://skc.vdu.lt/index.php/en/journal/archive/no6
All documents and publications are available in LV, LT, EE and EN languages online: http://projects.ambernet.lt/timabalt/en/7415

Attached files

Links

http://projects.ambernet.lt/timabalt/en/7415

This information was provided/updated by:

Euroguidance LT

No comments by users.

good practice, initiative, interesting practice, policy, competence assessment, competence recognition, competence-based qualifications, competences, continuing education, education planning, education provision, educational development, evaluation of informal learning, evaluation of non-formal learning, further vocational qualifications, lifelong learning, quality, validation of non-formal and informal learning, valuation process, vocational education and training, vocational studies teacher, vocational teacher education college, career management skills, co-operation, tertiary education, employed, qualifications, effectiveness, Lithuania

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

“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:

 

No comments by users.

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:

 

No comments by users.

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

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

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

E-mail

dmitrogaitanis@hotmail.com, info@ekep.gr

Website address

www.ekep.gr

Documents and publications

Attached files

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

Name of the good/interesting practice/initiative/policy

The German National Guidance Forum – a bottom-up approach

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

The German National Forum Guidance in Education, Career and Employment nfb was created following the OECD country review and the 2004 EU Resolution on Lifelong Guidance. The initiative for the Forum was set up alongside a national conference on the “Future of Guidance for Education, Career and Employment – Shaping and Networking” organised in 2004 by the Ministries for Education and Research, Economy and Labour, the Federal Employment Agency and the National Federal Training Institute (BiBB) as well as the German Leonardo da Vinci Office . A steering committee for the continuous development of the Forum managed to secure the support of most of the stakeholders and actors in the guidance field including the ideal support of ministerial authorities. Meanwhile two EU projects within the Joint Action programme (2004 – 2006) were set up by the European Commission to support the establishment of national guidance coordination and cooperation mechanisms. In this context through the exchange with other countries and partners the drafting and final agreement of a Mission Statement was crucial for the common understanding and approach of the German Guidance Forum. After this intensive bottom-up process involving all actors and stakeholders the National Guidance Forum was officially founded as a legal identity in 2006 by 21 members, amongst them, professional associations and guidance experts, the Federal Training Institute and organisations for further education, agencies and unions, research institutes and the Ministry of Labour as a supportive member.

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 general aim of the National Guidance Forum is to promote the professionalism and quality delivery of guidance in education, initial and further vocational training and in the employment sector in Germany. It aims to stimulate the (further) development of a coherent guidance system which meets the different needs of the users and to draft guidelines for quality and quality assurance which are accepted and recognized by all actors and stakeholders. The work of the Forum is guided by the definition of guidance of the European Union and takes account of internationally accepted ethical standards and competences for practitioners while respecting the specific profiles of services and institutions in the different sectors. Further, the Forum intends to signal the importance of guidance for the development of individual skills and competences as well as for the competitiveness of the economy and promotes the equality within society. Through its activities the Forum aims to support policy development on national and regional level according their respective responsibilities. Thereby, the Forum stands for the preservation of plurality and competition within the guidance scene. To guarantee transparency of and easy access to guidance services the Forum considers that better networking and coordination among actors in the different areas of guidance is indispensable.

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 National Guidance Forum offers a platform to exchange knowledge and experience for all actors and stakeholders, practitioners, policy makers and researchers in the field through workshops and conferences, its website and through participation in projects and events. It takes action in networking, cooperation and coordination between the different actors in the fields of guidance and education. Though expert’s reports and statements as well as proposals the National Guidance Forum takes part in policy development, for instance 2009 through a Discussion Policy Paper on necessary reforms in the guidance sector. In addition, international cooperation and networking is used to exchange knowledge and experiences for the development of educational and career guidance in Germany. The Forum was appointed by the Federal Ministry of Education to be part of the German delegation in the ELGPN. Hence, it cooperates and supports the Ministry for Education in guidance matters and in the ELGPN. The National Guidance Forum implements projects to develop quality and professionalism in guidance and identifies needs for research and evaluation. With the funding of the Ministry of Education the Forum started a joint project with the Institute for Education and Research of the University of Heidelberg to develop quality standards and a quality development framework for guidance institutions.

Monitoring and evaluation

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

- What actors are involved?

Being an incorporated legal association according to German Civil Law the National Guidance Forum has standing rules of procedures which make sure that decisions are made democratically and that all members accept the goals of the Forum. Through this structure it keeps its impartiality and independence of interests. The Forum is constituted by 3 bodies. The member’s general assembly elects the Board of Directors. A Board of Trustees (Kuratorium), which is assigned by the Board of Directors, monitors and accompanies the work of the Forum professionally, particularly in relation to policy development. The members of the Board of Trustees provide the link to the policy makers and give advice the Forum how best to realize its aims. Members of the Board of Trustees are representatives of the Federal Education and Labour Ministries, the Federal Employment Agency, a Member of Parliament, representatives of the social partners and the Federal States and the Permanent Conference of Education Ministers of the Lander. The General Assembly meets at least once a year and evaluate the progress and success of the Forum in relation to its aims and purposes.
The Board provides an annual report to the Member's General Assembly on the activities which can be discussed and monitored by all members. Throughout the year there are Newsletters to the Members. The use of the public webpage is another instrument to monitor the public interest in the Forum’s activities.

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 Forum took part in the Federal Minister’s Innovation Committee and stimulated recommendations concerning guidance policy development and a research study on guidance quality and professionalism.
- The National Forum is a member of the German ELGPN delegation.
- It organised 3 workshops and a European Peer Learning event on guidance quality within the ELGPN. A documentation booklet with statements of all stakeholders was published in 2008.
- A joint project – involving all relevant actors and supported by the Federal Ministry of Education - for the development of common agreed quality standards and counsellor competence profiles has been initiated.
- The website is a permanently updated professional communication platform which contains European and international documents.
- In 2009 the Forum published a White Paper “Corner stones of a sustainable and future-oriented guidance system in Germany” in which it calls for a coherent guidance system and proposes relevant reforms.

Cost effectiveness and Budget:
The members and the board are working voluntarily. The running costs are covered by the member fees, donations and by project based allowances by the Ministry of Education and Research. This kind of financing guarantees the cost effectiveness of the work and sustainability regardless of changing governments. Despite its low budget the National Guidance Forum successfully expanded and was able to set up an office in Berlin in 2009.

Innovative aspects:
The cooperation of many different actors and stakeholders in the field of guidance is quite innovative in Germany where guidance provisions are still fragmented. Thus, the Forum was able to start a number of initiatives for a coherent guidance system and for quality. The bottom-up approach secures involvement of all actors and also consideration of different professional and user interests.

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 successful start of the National Guidance Forum could only be achieved through consistent networking with the key actors in the field. Particularly, the active engagement and personal commitment of nationally and internationally recognised key players in the guidance scene laid the basis for all activities in relation to the Forum. Professional personal leadership is one of the success factors. The support of many participating experts and the stimulation of the EU Guidance Resolution 2004 and the Joint Action Project facilitated the foundation of the Forum. Through the European communications and networking on the importance of Career Guidance, the engagement of policy makers and key players in guidance policy development has been increased. The structural link to policy makers within the Board of Trustees is also crucial.

Strengths and weaknesses

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

- Are there still challenges ahead?

After having consolidated itself in its first 3 years, the National Guidance Forum now aims to continue and intensify its work towards more quality in guidance in Germany. In the next two years the Forum will coordinate a joint project with the University of Heidelberg on quality development in Guidance. Together with many partners from policy and practice it will agree quality guidelines following the European developments. The project will also set up a Quality Development Frame for guidance institutions with tools supporting its implementation. The development of sustainable structures for quality assurance and evidence-based policy in Germany will be a great challenge. The Forum will continue to contribute to lifelong guidance policy development, and to initiate relevant research, especially on the impacts of guidance for Lifelong Learning, the economy and the society. Weaknesses are the restricted resources which limits activities.

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

The German National Forum Guidance in Education, Career and Employment (nfb) is an independent network in which all institutions and organisations, relevant research and training institutions for guidance practitioners, governmental authorities and non-governmental agencies dealing with, offering or financing guidance and counselling as well as organisations of guidance users and consumers can collaborate.
The Forum deals with guidance provided for individuals in education, vocational training and employment sectors. Psychotherapeutic and business consultancy of companies or organisations do not belong to the area of activity of the National Forum. The Forum understands itself as a platform of all stakeholders and actors in the field of career guidance providing an opportunity for exchange of knowledge and experience across all institutional sectors, for the discussion of common concerns and projects, and for the achievement of common aims. The interesting difference in comparison to other co-operation mechanisms is the bottom-up approach of the German guidance community. Instead of a top-down model which is launched and lead by governmental activities as in other European countries, the Forum is a combination of professional expertise and independence and co-operation with governmental authorities through the Board of Trustees (Kuratorium).
Founded in 2006 the Forum currently has 51 members (25 organisations, 25 individual experts and one sustaining member, the Ministry of Labour and Social Affairs) who support the mission and the aims.
The general aim of the National Forum is to promote the professional delivery of guidance in education, vocational training and employment sectors in Germany, to stimulate the (further) development of guidance services which meet the different needs of the users, to draft guidelines for quality and quality assurance, and to motivate all partners to accept and recognise them. Based on the EU Council Resolution 2004 on guidance and with reference to the results of the various studies of the OECD, EU and the World Bank (2001-2004) the Forum intends to contribute with its activities to the professional development of the guidance field in Germany. The work of the National Forum is based on the definition of guidance of the European Union and takes account of internationally accepted ethical standards and competences for practitioners while respecting the specific profiles of services and institutions in the different sectors. It intends to signal the importance of educational and vocational guidance for the development of skills and competences of the individual as well as for the human capital of the society. Modern societies and the global economy depend for their well-being on the mobilisation of the talents and strengths of their members. Guidance assists in discovering and developing these talents and strengths and thus contributes to the improvement of competitiveness, of economic wealth and social integration.
The National Forum promotes all developments and activities integral to good and comprehensive guidance to enhance autonomous initiative, responsibility of the self and the competence of an individual to manage its own education and career; to promote and increase the educational potential of individuals and their abilities to participate in social life and labour market; to maintain and improve the employability of individuals; to support citizens in using their basic legal rights according the constitution of the Federal Republic of Germany, especially the right of free development of the individual, of free choice of a career and employment, and to stimulate equal opportunities.
Through its activities the Forum intends to support the responsible authorities in the Federation and the Federal States and in other public bodies in achieving these tasks. Thereby, the Forum stands for the preservation of plurality and competition within the guidance scene. However, to guarantee transparency of and easy access to guidance services the Forum considers that better networking and coordination among actors in the different areas of guidance is indispensable. In Germany guidance is in general only offered at points of transition (at the choice of initial training, education and studies, during unemployment and for decisions to further training). But the implementation of a strategy of lifelong learning needs a continuous and coordinated system of guidance services.
In the past the National Guidance Forum has been very active in the field of public relations and communication for the issue of guidance. As part of the Innovation Committee for Further Education by the Ministry of Education and Research the Forum supported the articulation of targets for the extension and improvement of guidance in Germany. Since 2008 the Forum supports and advises the Ministry of Education and Research concerning its cooperation in the ELGPN. On the basis of international developments and as consequence of a series of workshops and events the National Guidance Forum started the “Process of open coordination for quality development and professionalization in educational, vocational and career guidance” in October 2009. In order to carry out the project, the National Guidance Forum cooperates with the Institute for Education and Research (ibw) of the Ruprecht-Karls University of Heidelberg as joint project partners. The joint project is supported by government grants from the Federal Ministry for Education and Research during the time of 27 month (1.09.2009 – 31.11.2011). The joint project aims to develop and implement guidelines for quality and professionalism in guidance in education, career and employment in Germany which, if possible, should be supported by all relevant actors. Furthermore, the project will develop and test tools for lasting quality assurance. For this purpose active cooperation of the many different stakeholders from the distinct areas of guidance is encouraged.
In addition, the Forum will further strive to improve the quality and transparency of guidance in Germany through the encouragement of cross-sectoral cooperation of all actors and stakeholders in the field of educational, vocational and career guidance. It also will contribute to a strategy of Lifelong Learning in which a coherent system of lifelong guidance is an integral component.

Additional information

Name of contact

Dr. Bernhard Jenschke, nfb

Role (in policy initiative)

Vice President of German National Guidance Forum

Organization name

Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V.

Address

Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., Kurfürstenstr. 131, 10785 Berlin, Germany

Phone

+49 30 263 980 993

Fax

+49 30 263 980 999

E-mail

bernhard@jenschke.de; info@forum-beratung.de

Website address

http://www.forum-beratung.de

Documents and publications

- Nationales Forum Beratung, „Eckpunkte für ein zeitgemäßes und zukunftsfähiges Beratungsangebot in Deutschland“ (2009) (White Paper on Reforms)
- Nationales Forum Beratung,“Dokumentation Qualitätsentwicklung und Professionalität in der Beratung in Bildung, Beruf und Beschäftigung“ (2009)
- Nationales Forum Beratung, Mission Statement of National Guidance Forum
- Jenschke, Bernhard, “The Development of the National Guidance Forum in Germany” in:Lifelong Guidance for Lifelong Learning, ed.Peter Härtel et.al., Krakow, 2007

Attached files

Links

http://www.forum-beratung.de

This information was provided/updated by:

Dr. Bernhard Jenschke

No comments by users.

ELGPN, good practice, initiative, interesting practice, policy, best practice, career counselling, career guidance, co-operation, co-ordination, collaboration, communication, context of guidance, cross-sectoral, education policy, effectiveness, evaluation, expert, expert body, Germany, provision, system, lifelong guidance, network development, project, quality, vocational guidance, leadership

Name of the good/interesting practice/initiative/policy

A Success Story: The Case of the Educational Sector of Guidance in Cyprus

Country

Cyprus

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

Since Frank Parsons’ work at the turn of the twentieth century, career counselling has attempted to help the students understand and resolve issues and problems associated with their careers (Engels & Splete, 1995). Career counselling evolved and multiplied as different theories all over the world emerged (Gysbers & Moore, 1987). Contemporary career counsellors find themselves in a world that is redefining traditional trait-factor approaches (Tracy & Rounds, 1995), questioning them and pushing them to change the way they offer their services, especially when it comes to managing information. The goal of having a counsellor in each school was set years ago (Georgiades, 1967) but the political, educational and socio-economical system of Cyprus wasn’t ready to adopt those proposals.
In this case study we will present the establishment and evolution of the Career Counselling and Education Service. The initiatives for the formation of the service go back to 1964 but only until the 1990’s this were possible. The proposal came out of the Ministry of Education and Culture in 1991. Seven proposals were put forward and it was decided to have the Counsellors in the schools.

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 School Counsellors in Cyprus are asked to resume a double role: that of the Career Counsellor / teacher and of the Personal Counsellor. Counsellors are expected to teach the Career Guidance lesson in Year 3 of the Secondary School, as well as carry out individual counselling for career choices and for personal problem solving. They are also asked to offer a more developmental approach at the crossroads of the students’ choices. In Cyprus, students are asked to make choices at the 3rd grade (whether to go to a general Lyceum or a Technical School), during the1st year of the Lyceum (subject choices) and again during the 2nd year of the Lyceum (subject choices) and finally when applying for the Pancyprian examinations (School Final Examinations and University Entrance Examinations).
Counsellors can be placed at the Central offices of the Ministry of Education and Culture, at the Regional Offices and at every Secondary School. All Counsellors hold a first degree in a subject with which they can be employed as teachers in Secondary Schools as well as a post-graduate Diploma and / or a Masters in Guidance / Counselling. To reach this objective for almost seven years teachers of other disciplines operated as part time Counsellors until we had qualified Counsellors to staff the services. The target group includes all secondary and tertiary education students and the general public.

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 strategic plan that made the reform work had the commitment of the state to support financially the new recruit, through the standard procedure of employment (Educational Committee). The steps that were taken included ratios and a transitional plan. The formula of almost 60 students per Counsellor and the concentration and specialization only on Career Guidance and Counselling services came later. The last decade we are working on having one full – time Counsellor at each Gymnasium and two, at every Lyceum or Technical school.

Monitoring and evaluation

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

- What actors are involved?

The Central Office provides constant support and supervision to all Counsellors and especially to those who have less than two years of service. New analytical programmes and more counselling oriented training, due to the differentiated duties Counsellors have in school, is being offered to all Counsellors. New textbooks and constant revision of all existing material is also being carried out by the Central Offices at the Ministry

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 a national level, there are 125 School Counsellors today, six of which are placed in the central offices. The rest are placed at 123 schools. A Counsellor is placed at the Examination Services and three more in other departments of the Ministry of Education and Culture. The annual cost of the services is close to €3,500,000. This amount comes out of the Ministry of Education and Culture’s budget. What distinguish the provided services in Cyprus are the dual role of the service – Teacher and Counsellor – and the dual role of the Counsellor – Career Guidance and Personal Counselling.

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?)

• Counselling and Career Education Services (CCES) support and inform pupils in realizing and developing their inclinations and interests, for better adapting to the school environment and taking the best possible personal educational and professional options.
• The CCES operates within the Public Secondary Education System of Cyprus and offers help to students and other youngsters through the CCES Offices at Schools and at the Central Offices at the Ministry of Education.
• School Counsellors have the official status of Secondary School Teacher. A Counsellor must have a university degree in a subject taught in secondary education and a post-graduate degree either in Counselling or in Careers Education/ Guidance.
• The goal of the C.C.E.S is the provision of specialized help to students and other young people through the counselling technique for
• The healthy development of the students´ personality
• The development of problem-solving skills which effectively deal with personal, educational, professional and social problems.
• Counsellors offer help to students and other young people in order to make effective personal, educational, and vocational choices.

Strengths and weaknesses

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

- Are there still challenges ahead?

A major weakness is the number of students each Counsellor is responsible for. As a result, a Counsellor may work in more than one school.
Due to the multiple socio – economic and cultural changes there is increase and complexity in all matters young people are concerned with. A major strength is that the Counsellors help students acquire necessary skills to make effective personal, educational and vocational choices through:
1. Personal, group, and family counseling
2. Administration of specialized tests offered during counselling sessions to help students explore in depth, their personality, interests, etc.
3. Teaching the Careers and Social Education course.
4. Organization of seminars and conferences on vocational, educational, social psychology, and related subjects
5. Production of career – education films.

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

The C.C.E.S. participates in different Committees at the M.O.E.C., which have as major goals the empowering of students by developing the necessary decision and problem solving skills. The inclusion of children with special needs in mainstream Secondary Education constitutes part of the policy of the Ministry of Education and Culture. Providing equal opportunities to the children with special needs to be educated along with other children of the same age in the Public Secondary Schools of their community / neighborhood, the Counsellors provide personal and educational Counselling to these students and contribute to the development of individual educational programs for them. Additionally, the C.C.E.S. publishes many books and provides professional development for all Counsellors.

Additional information

Name of contact

Lena Nicolaou

Role (in policy initiative)

Inspector of Guidance, responsible for implementing all of the above.

Organization name

Ministry of Education and Culture

Address

Kimonos and Thoukydidou Corner, 1434 Nicosia, Cyprus

Phone

00 35722800761

Fax

0035722305117

E-mail

lnicolaou@moec.gov.cy / lenanicol7@gmail.com

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Lena Nicolaou

No comments by users.

good practice, initiative, interesting practice, policy, schools, guidance in schools, career information, Cyprus

Name of the good/interesting practice/initiative/policy

Career information centres

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 Federal Ministry of Labour and Social Affairs collaborates with the Federal Ministry of Education in order to widen access to career guidance and vocational information. Both ministries agreed on a bilateral commitment that all pupils on the transition from school to further education or to the labour market should visit career information centres (BIZ-Berufsinformationszentrum). The motivation behind this step is that in a knowledge-based economy and a dynamic labour market, young people should concern themselves with further schooling and career choice as early as possible in order to make a well-considered decision.

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 initiative is to enable youngsters to making well considered career decision as a lack of information or support often leads to drop outs and break ups. Another important aspect of the measure is to encourage girls to take up professions which are traditionally assigned to male domains, such as mechanical and technical jobs. At the same time vocations in the health and care sector, which are typically known as female occupations, should be introduced to boys. In that sense we try to break up labour market segmentation and force equality between men and women as both sexes have the same access to all professions.

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 initiative is based on a common commitment between the Federal Ministry of Labour and the Federal Ministry of Education. A national action plan was set up and the curriculum schedules a vocational information class. In this class teachers and pupils together visit a career information centre of the public employment service. The regional offices (66 in Austria) provide information about their guidance services and other material about further education, professions, apprenticeships etc. Pupils are invited to test their skills in different workshops and may find out more about their professional interests through various tests. As the services are free youngsters and their parents are invited and motivated to come again if they need further guidance on their career choice. As parents tend to be the contact person when it comes to a child’s career decision, one part of the strategy aims at including them in the decision-making process.
Career Counsellors of the PES are educated with special seminars and they update their knowledge regularly in in-house trainings. Fifty new career counsellors were hired and qualified to handle the run on this new service as well as to provide good quality.

Monitoring and evaluation

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

- What actors are involved?

The career information centres provide data and statistics about the group visits on school level. Data is also provided on sex, age and type of school. Additionally the public employment services report on their pursued strategies for reaching and supporting the schools once a year.
Teachers fill in an online-questionnaire after the visit.

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

55.300 pupils came to career information centres during vocational orientation class. Compared to the beginning of the initiative a plus of + 12.200 or +28,3 % visitors in this age group is recorded.

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 success factor of this initiative is the cooperation between schools and the career information centres of the public employment service. The guidance services are provided all over the country with a special regional focus.

Strengths and weaknesses

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

- Are there still challenges ahead?

The initiative is successful in reaching secondary modern schools (Hauptschule) but it hasn’t been that successful in grammar schools (Gymnasium) so far. The focus is to get in contact with all types of schools that educate pupils from the 5th to the 8th level of education.

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:

 

No comments by users.

good practice, initiative, interesting practice, policy, access, guidance in schools, career information, Austria

Name of the good/interesting practice/initiative/policy

Job Exposure

Country

Malta

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 Job Exposure consists of a two-week national project where a selection of Form 4 students are placed for one week within a workplace context either related to the Financial sector, such as a bank or an insurance company, within the Health Sector, such as a hospital or a healthcare centre or within the ICT Sector such as a software or hardware company. Students have the opportunity to observe workers on the job.

The importance of linking schooling with the world of work has always been given importance in Malta. The National Curriculum Framework – Towards a Quality Education for all (Document 2) (2011, p. 29) identifies as one of the educational objectives, the effective and productive participation in the world of work. It states that students should be exposed to direct work orientation experiences (p. 62). The document also emphasis the importance of students acquiring employability skills such as the skills of creativity, problem solving, teamwork, responsibility, time management, job search skills and others – skills which students experience during work orientation experiences.

Participants: A cross-section of Form 4 students within state schools. The selection of students is carried out on the basis of structured personality-based interviews, carried out by a three-member board set up within each school. The format of the interviews is based on research carried out by the team, and each board consists of a team member, a college-based trainee career advisor and a school-based guidance teacher. This is done following the student’s submission of a letter of application and curriculum vitae. In this way, a ‘real-life’ learning experience in interviewing is also provided to those students who sit for the interview but are not selected for participation in the experience.

Students are also prepared for the experience through weekly e-mailed tutorials, addressing the following topics:
• gathering industry and health related information;
• making a good first impression;
• planning your way to the place of work;
• and making good use of the log book.
Queries are followed up and appropriate guidance provided.

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)

AIMS of the initiative:
- expose students to real life contexts and situations, providing them with a glimpse/view of what is in store for them in the future;
- serve as a bridge between compulsory school and the world of work;
- expose students to workplace ethics common to different work environments;

LEARNING OUTCOMES:
- understand the relevance of school regulations to the world of work;
- understand the importance of acquiring employability skills such as team work; communication, leadership, responsibility and accountability etc;
- Acquire a number of job search skills: writing of a letter of application, the filling-in of a CV, preparation for an interview (for which students are also encouraged to look up information), sitting for an interview.
- entice students who find schooling ‘difficult’ to see the relevance of school subjects to different careers;
- broaden students’ knowledge of career options by encouraging them to explore careers they would never have thought of considering;
- widen students’ exposure to careers in a particular sector, e.g. the different career options found in the tourism sector;
- help students to assess whether their perceptions of a particular career is realistic and help in deciding whether or not to take up that career.
- encourage students to enquire about post-secondary/other courses and hence realise the importance of taking school seriously;

Target Group: Fourth Formers (14-15 year old students)

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 Job Exposure is a national initiative. This ensures that all secondary state schools are involved in the implementation of the initiative. Collaboration was sought by the Directorate for Educational Services with entities such as the Malta Financial Services Authority (MFSA) for the financial sector placements, the Malta Information Technology Agency (MITA) for the ICT sector placements and entities in the health sector for placements in health sector. The initiative is co-ordinated by the Career Guidance Teachers at the central unit at the Directorate for Educational Services, Student Services Deparment. Career Advisors and/or guidance teachers are responsible for coordinating work at school level. The job exposure is conducted during the summer period, thus complementing the career initiatives which are undertaken during the scholastic year. In this way students are well prepared for the experience.

Monitoring and evaluation

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

- What actors are involved?

Monitoring: Students are monitored during the week of the job exposure by career advisors from the Directorate of Educational Services. A minimum of 3 visits are conducted by the supervisor during the week. During these visits time is dedicated for helping the student to critically reflect on workplace issues such as conditions of work; career prospects, employee relations, etc. Students are also helped to engage in self-reflection through the use of a log-book. This helps them to assess whether their perception of the career is realistic. This provides the student with an opportunity to think concretely about their career path and to decide whether to take up a particular path or not. Students are also informed about the right educational route and qualifications needed to pursue the career in question.

Evaluation: Students are asked to fill in an evaluation questionnaire at the end of the experience outlining the strengths and weaknesses of the initiative. An evaluation exercise is also conducted by the entities responsible for choosing the work placements thus assessing the viability of the students’ placements.

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 – Strenghtening the link between education and the world of work in a number of emerging sectors in Malta.

Cost effectiveness :
The job exposure poses a number of cost effective advantages:
- These expos are often aimed at motivating students to study. Students often do so on becoming aware of subject/educational relevance. Research suggests that early school leavers often cite lack of work and life relevance of their schooling as a factor in their dropping out. Dropping out of school has serious and lifelong consequences for young people. One of the strategies for retaining young people in the school system is through job exposure experiences which provide students with an opportunity to understand this link between what they are learning in school and work opportunities beyond schooling. These students are more likely to attend to their class work and build a positive mental image of their future.

- Students obtain a realistic image of the career observed. If at the end of secondary schooling the student eventually opts to follow this career path, there is more guarantee that he/she will follow through and not drop out of the course of studies;

Budget - the expenditure comes out of the national educational budget

Innovative aspects – These initiatives are being followed through at College level where colleges are organising their job exposure initiatives thus targeting the needs of their students.

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

Lessons learnt
Job exposure experiences have been successful for the following reasons:
- Cooperation between the entities involved – Directorate for Educational Services, MITA, MFSA and health sector entities;
- Involvement of career guidance professionals who co-ordinate and or/supervise students both at college level and at the place of work;
- Cooperation from Colleges;
- Cooperation and support of parents of students participating in the initiative

Strengths and weaknesses

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

- Are there still challenges ahead?

Challenges
- Coordinating job expos at national level and thus providing all students with the opportunity to experience work place exposure;

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

Additional information

Name of contact

Dorianne Gravina/Sandra Cortis

Role (in policy initiative)

Policy initiators and implementers

Organization name

Directorate for Educational Services, Student Services Department

Address

Fra Gaetano Pace Forno Street, Hamrun, HMR1100

Phone

0035621225943

Fax

0035621220838

E-mail

dorianne.gravina@gov.mt; sandra.cortis@gov.mt

Website address

No links specified.

Documents and publications

Attached files

Links

https://www.education.gov.mt/MediaCenter/Docs/1_BOOK%202%20ENG.pdf

This information was provided/updated by:

Dorianne Gravina/Sandra Cortis

No comments by users.

good practice, initiative, interesting practice, policy, schools, guidance in schools, people at risk, career information, Malta

Name of the good/interesting practice/initiative/policy

eGuidance

Country

The Danish Ministry of Children and Education launched eGuidance in January 2011. It provides individual and personal guidance to all citizens via various virtual communication channels: chat, telephone, SMS, e-mail and Facebook. eGuidance is for everyone who wants information about education and employment; it may also refer users to other guidance tools (www.ug.dk) and to institutions for further guidance. It is especially targeted at resourceful young people and their parents, to give them easy access to independent information and guidance and thereby to motivate the young people to continue the search and clarification process on their own. It plays a central role as a guide to the national guidance portal, and as a communicator of guidance information etc. Use of Facebook was introduced in January 2012, enabling eGuidance to provide guidance in a common forum and in the social media (www.facebook.com/eVejledning). Users can contact eGuidance during the day and evening as well as at weekends.

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 Danish Ministry of Children and Education launched eGuidance in January 2011. E-guidance is established providing opportunity for personal guidance through “e-channels”
Primarily aimed at resourceful youths and their parents

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)

eGuidance provides individual and personal guidance to all citizens via various virtual communication channels: chat, telephone, SMS, e-mail and Facebook. eGuidance is for everyone who wants information about education and employment; it may also refer users to other guidance tools (www.ug.dk) and to institutions for further guidance. It is especially targeted at resourceful young people and their parents, to give them easy access to independent information and guidance and thereby to motivate the young people to continue the search and clarification process on their own. It plays a central role as a guide to the national guidance portal, and as a communicator of guidance information etc. Use of Facebook was introduced in January 2012, enabling eGuidance to provide guidance in a common forum and in the social media (www.facebook.com/eVejledning). Users can contact eGuidance during the day and evening as well as at weekends.

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)

eGuidance is a national service and is manned by professional guidance counsellors and cooperates with the youth guidance centres, the regional guidance centres and the national guidance portal www.ug.dk.

Monitoring and evaluation

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

- What actors are involved?

eGuidance is evaluated together with all other initiatives in the new Act on Guidance in 2010. eGuidance.

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. eGuidance has establish a quality assurance system, which can be used to document activities, quality and effect on clients and society. Several indicators are included in the quality assurance system. 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

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

Strengths and weaknesses

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

- Are there still challenges ahead?

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

Additional information

Name of contact

Steffen Jensen

Role (in policy initiative)

Organization name

Ministry og Children and Education

Address

Frederiksholms Kanal 26

Phone

0045033952135

Fax

E-mail

steffen.jensen@uvm.dk

Website address

evejledning.dk

Documents and publications

Attached files

Links

http://www.ug.dk/evejledning

This information was provided/updated by:

Hanne woller

No comments by users.

good practice, initiative, interesting practice, policy, schools, VET, higher education, adult education, employment, guidance in schools, unemployed, employed, career information, Denmark

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

Agreements between the Labour- and Welfare service and the County Education Administration in Norway

Country

Norway

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 Ministers of different Ministries jointly address challenges that have a negative impact on the individual, the labour market and on the goals and expenditure of the sectors.
The Ministers of Education and Labour respectively have recognised the need to see means and measures of the education sector and the employment sector in a context to achieve the goals of both sectors. Both sectors have obligations to a large number of the same people; groups outside of working life and with low levels of education . Norway also faces substantial challenges related to the high rate of drop-outs from upper secondary school, (30%), particularly in the VET programmes (50+%).
Based on both bottom up and top down processes, the government has recognised the need to strengthen the system of career guidance and the citizens’ rights and access to education.
Agreements are used as an instrument to building structures of cooperation, enhancing the commitment of common efforts. A national agreement was signed between the Ministry of Labour and the Norwegian Association of Regional and Local authorities in 2007. Through the national agreement the counties were encouraged by the partners to establish cooperating agreements at county and 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)

The main objectives of the central agreement are to:
• enhance and systemize cross- sectoral cooperation to better achieve labour market and educational goals
• to provide unemployed people with better opportunities of completing upper secondary school
• build a basis for committed regional agreements between the Labour and Welfare service and Regional education authorities
The national agreement listed areas of particular relevance, like improving access to career guidance services, APEL, basic skills, upper sec/VET training, etc. It also encouraged countypartners to establish mechanisms for committed, continuous collaboration at di8fferent levels, both coordinating bodies and systems for cooperation at operative level. Regional agreements should regulate this cooperation and thus promote better targeting and tailoring of means and measures and plans of actions.
The national agreement was communicated to both sectors in the counties through parallel letters and presentations from the national partners in their respective national and county fora and through steering signals to NAV (PES) to initiate the process, and was further discussed and processed in joint cross-sectoral conferences.

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)

Based on the national agreement, all counties have implemented countywise agreements between the NAV (PES) and the county education administration. The partners aim to define and enhance the degree of commitment to cooperation in areas important to both sectors.
The regional partnerships for career guidance were included into the counties’ agreements as one main cooperation area along with the system of APEL and targeting youth challenges. Most career centres provide individual guidance services as well as career-planning courses. Some of them also cooperate with NAV in serving companies facing challenges. Many of the centres also support staff at NAV offices and in schools. The county agreements contribute to anchoring the services of the career centres.
Cooperation on young school drop-outs and young unemployed is important in these agreements. In most counties this implies the implementation of more detailed interaction routines between the local NAV office and schools and Follow-up services in the schools. Currently the Ministry of Education is implementing a comprehensive commitment to increasing the rate of completion in upper secondary school (“Ny GIV”). The NAV is a key cooperating partner in the implementation of the Ministry’s projects. The county agreements provide a basis for this new extensive project.

Monitoring and evaluation

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

- What actors are involved?

The Directorate of Labour and Welfare is monitoring the results of the agreements in the counties. Among the activities are a cross-ministry-body, national seminars for the partners in the counties, report routines, focus on further development of cooperation structures and training projects combining cross-sectoral measures.
To start the implementation process of the national agreement in 2007, the Directorate of Labour gave some minor steering signals, encouraging the NAV counties to initiate a process by inviting the county education administration to jointly work out a county agreement. During the following years the expectations through the steering signals became more specific.
In 2009 an external evaluation, ordered and managed by the Directorate of Labour and Welfare, was carried out by the research institution SINTEF.(The subject was the implementation of the national agreement.)

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

Cross-sectoral bodies and fora have been established in the counties at different levels. This may be strategic sector meetings at governing level, fora at administration level, and continuous contact and routines for cooperation at local provision level. Working on strategies, coordinating project planning and increasing mutual knowledge are among the subjects. This has also increased the efforts to define roles and responsibilities at a formal level in sub-agreements and in practical measures. In some cases contact as described has been established from a very low or non-existing level between local actors. Thus the structural outcomes derived from the agreements provide a better basis for coordinated services to the users.
The number of career centres in the counties has increased during the agreement period, most of them offering career guidance services to all ages.
A lot of projects and programmes directed particularly at young people have been undertaken, involving local NAV offices, schools, employers and other stakeholders, with elements of vocational training, work experience and close follow up, tailored to individual needs. The rates of following up young people from NAV offices have increased and reached the requirements. Further external evaluation and research is needed to properly document more specific effects.

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 evaluation report from SINTEF (2009) showed both success factors and challenges to be further addressed at national and county level.
- county agreements intensify and systemise cooperation between the partners
- the agreements contribute to increased coordinated use of measures - assisting more users into education and work, approaching national goals
- the importance and results of the agreements varies among the counties, still potential for improvement
- authorities national and local, must maintain focus on further cooperation development.
- national authorities are recommended to look into colliding regulations

Strengths and weaknesses

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

- Are there still challenges ahead?

ln counties that have established closer co-operating structures, these structures offer a better basis for better coordinated and targeted measures.
External evaluation and experience so far show that it takes time to establish sustainable structures and routines of cooperation and coordination. This is due to sector-based differences in mandate, regulations (colliding), budgets and sectoral culture. It takes time to organise routines and build relations and networks, as well as knowledge to exploit the total capacity as to projects and means. Limited resources and capacities between partners lead to limitations of speed and progress in periods.

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

Additional information

Name of contact

Ingunn Hagen

Role (in policy initiative)

Senior adviser at directorate level

Organization name

Directorate of Labour and Welfare

Address

P.b. 5 St. Olavs plass, N-0130 Oslo, Norway

Phone

+47 21 07 01 28

Fax

E-mail

Ingunn.hagen@nav.no

Website address

www.nav.no

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Ingunn Hagen

No comments by users.

good practice, initiative, interesting practice, policy, co-operation and co-ordination, lifelong guidance, LLG system development, Norway, PES, youth policy

Name of the good/interesting practice/initiative/policy

Partnership based URIHO's model of CMS for persons with disability 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

According to conducted researches (UNDP/CES research 2007) and monitoring of labour market situation in Croatia it is visible that persons with disabilities have difficulties to enter open labour market because of their inadequate educational structure, lack of work experience and long term unemployment what additionally decrease their employability because of disuse of professional knowledge and diminished motivation. Prejudices of employers and general public about their working abilities also contribute to their hard placement on open labour market.
The Strategy on Equalization of Possibilities for Persons with disabilities in Croatia (2007-2015) among others states: “to allow access to career management for persons with disabilities...to develop new employment models for persons with disabilities”.

Croatian Employment Service in cooperation with URIHO (organization for rehabilitation), Fond for vocational rehabilitation and local communities have developed model to enhance the employability of unemployed persons with disabilities by improving their career management skills using tailor made work-related and social 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 objective of established new model of professional rehabilitation is to enhance the employability of persons with disabilities by improving their career management skills using tailor made work-related and social activities. Target groups of participants are long-term unemployed persons with disabilities and in smaller extent other vulnerable and marginalized groups.

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)

New model includes activities which take place in group settings, individual sessions and social-related activities - assessment and upgrading of their vocational competences, their key competences - communication in mother tongue, mathematical and digital competences, sense of initiative and entrepreneurship; social skills, job-searching skills including how to write CV-s, knowledge and skills needed for their interview with potential employer. They also have possibility for self-evaluation by using “My Choice” - career guidance software. In addition, individual counseling on career possibilities leads towards improving their career management skills. Group work is organized once a week (1, 5 hour) and is focused on themes such as: communication and presentation skills, non-violent conflict resolution, recognition and expression of emotions, stress management, decision- making, creative and critical thinking, building effective relationships, team work, self-assessment, ect. Group work is based on interactive approach which includes group discussions, role plays, working in pairs, presentations.

The described model of professional rehabilitation has started as model at national level followed by setting up similar regional professional rehabilitation centers.

Monitoring and evaluation

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

- What actors are involved?

The evaluation of this programme proves that after 6 months participants improve their working potential including different aspects related to career management skills.

Croatian Employment Service is involved in process of monitoring the participants’ progress, conducting evaluation of the program and works on improvement of this form of vocational rehabilitation along with the other partners. Additionally, new model of professional rehabilitation contributed to the increased level of cooperation among all partners: Croatian Employment Service, URIHO (Institution for Rehabilitation of Persons With Disability by Vocational Rehabilitation and Employment), the City of Zagreb and Fund for Professional Rehabilitation and Employment of People with Disabilities.

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

Participants have learnt how to write CV, how to make active job search and effective interview with potential employer. They have improved their career management skills through self-evaluation techniques, by using “My Choice” career guidance software, individual and group counseling. According to the survey and follow up 45% of unemployed persons with disabilities who used URIHO facilities found their jobs on open labor market.

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 main factors which led to success of this model were: improved vertical and horizontal communication between all key players who were indispensable for CMS policy implementation. CMS policy implementation was incremental and gradual due to bottom up process which relayed on constant observation and assessment of needs of participants involved in the activities of professional rehabilitation.

The factors that hindered success were unclear legislation regulations about participant’s compensations during the rehabilitation process which influenced their motivation. This issue was resolved through communication with the relevant ministry.

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

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

www.hzz.hr

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

No comments by users.

good practice, initiative, interesting practice, policy, assessment, key competences, self-evaluation, vocational rehabilitation, disabled, Croatia, adult education, employment, social inclusion, people at risk, unemployed, disadvantaged groups, career information, qualifications, effectiveness

Name of the good/interesting practice/initiative/policy

A youth database system

Country

Denmark

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 act on guidance supports the Danish Government's declared goals that by 2015, 95% of all young people should complete a youth education programmen and by 2020, 60% should complete a higher educational programme.

New legislation has also been introduced that requires every young person to have an educational plan with these centres

In Denmark, the Ministry of Children and Education has a youth database system in place designed to collect data on all 15-29 years olds (in accordance with the civil registration system) in order to support the Youth Guidance Centres in their outreach work.

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 Youth database enable Youth Guidance Centres and Jobcentres to target their effort – it enables them to sort of young people, that are not in education or employment in order to take measures:
15-17-years-old: Must be in education or employment
18-24-years-old: Youth Guidance Centres must make contact and motivate for education
25-29-years-old: Job centres must make contact to unemployed and take measures for employment
Provide up-to-date overview and statistics for the educational and employment status of 15-29-years-old

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)

Statistical information is used and analysed within the Ministry to compare student applications in March and placements in October. This information is supported by careers practitioners, teachers and managers, and feeds into the set goals and ‘performance improving’ agenda outlined by the Ministry. A new pilot project is being considered by the Ministry to introduce a ‘balanced score card’ approach for quality assurance and evidence-based learning which includes data gathering linked to six specific domains:

• Transition rates (after 15 months).
• Number of years before young people start higher education.
• Drop-out rates (after 12 months).
• User benefits reported from the guidance they received.
• Respondents attending collective events.
• Number of counsellors holding a professional diploma.

The results will feed into a continuing improvement plan for national, regional and local career de-velopment service design and delivery.

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

Costs of establishing and operating in two years is amounted to DKK 12 million.

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?)

As a result of the registration and follow-up activities, the percentage of 15-17-year-olds who are not participating in any activity are down from 2.8 % in January 2011 to 1.9 % in March 2012.

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

Steffen Jensen

Role (in policy initiative)

Organization name

Ministry og Children and Education

Address

Frederiksholms Kanal 26

Phone

0045 3392 5135

Fax

E-mail

sj@uvm.dk

Website address

www.uvm.dk

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Hanne woller

No comments by users.

good practice, initiative, interesting practice, policy, Denmark

Name of the good/interesting practice/initiative/policy

National Cooperation and coordination mechanisms in guidance practice and policy development in Norway; The National Unit for Lifelong Guidance

Country

Norway

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

Public career guidance provision in Norway is available through public services in the education sector and in the work and welfare sector.

In the White Paper „Education Strategy“ („Utdanningslinja“) from the Ministry of Education and Research to the Storting in 2009, it was pointed out that career guidance is an important element in the development of systems supporting education for all. The need for better cooperation and coordination was emphasised.

Since 2006, local authorities have been instructed to develop regional partnerships to enhance cooperation and coordination between the different stakeholders at county level. The partnerships should support the development of cross-sectoral provision of career guidance for certain target groups.

Due to different local situations, such as economy, demography and geography, these partnerships developed differently. There was a need for national coordination and cooperation to support further development of the partnerships, in order to provide a broad range of services for all target groups.

The regional partnerships established career centres in the respective counties. The career centres developed provision based on different local priorities and therefore were quite different. To enhance the quality of these services and ensure development in line with national policy, national criteria for career centres were necessary.

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

The Ministry of Education and Research initiated a project aimed at getting a nation-wide overview of the current career guidance provision and proposing a feasible way of organising future coordinating and cooperation mechanisms at national level. This included a short study of cooperation and coordinating mechanisms in relevant European countries. The project report was put together in close cooperation with national stakeholders, who were represented in a reference group consulted throughout the project period.

The project report was sent out for broad consultancy, and the Ministry of Education and Research concluded the process by establishing a National Unit for Lifelong Guidance in Vox, the Norwegian Agency for Lifelong Learning. This Unit was instructed to establish two national bodies for cooperation and coordination; the National Forum for Career Guidance and the National Coordination Group, and to further develop the field of career guidance in cooperation with the regional partnerships. At present there are nine staff members in the Unit; five working with guidance issues exclusively.

Monitoring and evaluation

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

- What actors are involved?

The Ministry of Education and Research follows closely the development of the National Unit, through a dedicated contact person and regular meetings and reporting routines. In addition, as part of the Vox Agency, the National Unit will automatically be included in the quality control routines established for Vox.

One of the many tasks for the National Unit will be to develop a quality framework for career guidance provision in Norway. Various kinds of evaluation of local provision have been used so far, but only locally, and even so, these are scarce and in need of further development. The National Unit will develop overarching systems for quality assurance in cooperation with stakeholders.

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 National Unit for Lifelong Guidance has been established and is up and running. These are major focal points of the Unit:
•Coordination of all the different career guidance provisions and the stakeholders involved, including regional partnerships
•Competence development and research, both to develop career guidance as a specific profession and to enhance competence development for professionals
•Quality development and quality assurance.
The overall strategy is based on a lifelong perspective; that career guidance is relevant and necessary in all the different phases and transitions a person faces throughout life.
The Unit chairs a National Coordination Group at directorate level, which is set up to coordinate policy development and implementation in the different sectors. Also, a National Forum for Lifelong Guidance is established, including all relevant stakeholders. Participation in the National Forum reflects representation in the regional partnerships already established in the regions/counties.
Career Guidance Partnerships have been established in most counties in Norway. The objective is to develop cooperation and coordination between the different career guidance services in each county, as well as to enhance the quality of the services. Partnerships include regional authorities, the educational sector, the work and welfare sector, the social partners and other relevant stakeholders.

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?)

Involvement of relevant stakeholders at various stages in the process has been a crucial success factor. The importance of involving different sectors and communicating with different administrative levels should not be underestimated.

Strengths and weaknesses

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

- Are there still challenges ahead?

The challenges ahead for the National Unit are massive, as it has only just been established. One starting point has been to initiate research in the form of various surveys and reports to get a good overview of the status in the field.

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

Additional information

Name of contact

Hanne Christensen

Role (in policy initiative)

Senior Adviser in the National Unit for Lifelong Guidance

Organization name

Vox, Norwegian Agency for Lifelong Learning

Address

P.O. Box 236, N-0103 Oslo, Norway

Phone

+47 23381300* / 59

Fax

E-mail

hanne.christensen@vox.no

Website address

www.vox.no

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Camilla Alfsen and Hanne Christensen

No comments by users.

good practice, initiative, interesting practice, policy, lifelong guidance, national policies, Norway

Name of the good/interesting practice/initiative/policy

Federal Programmes Educational Chains and Coaching for the transition to work for at-risk youth in Germany

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

With the aim to prevent early school leaving as well as to ensure the successful transition from school to vocational education the Educational Chains (Bildungsketten) initiative of the Federal Ministry for Education and Research (BMBF) connects and integrates existing projects and tools. In 2008 the Federal government and the Federal States (Länder) determined as part of the “Initiative for Qualification” quantitative targets for education in the “Dresden statement” These includes the aim to reduce early school leavers from 8% to 4 % and young adults without a vocational education certificate from 17% to 8,5%. In this context the initiative intends to develop a “community of responsibility” among the actors and stakeholders involved in transition from school to vocational education and work. This system will be systemically enhanced to become more efficient in order to respond to demographic changes and the lack in qualified workforce. (Schuck, 1)

In combining different programmes of the labour and education sectors the “Educational Chains” initiative is a good example of inter-sectoral cooperation and coordination (Council resolutions 2004, 2008). It is also a good example of preventive action tackling drop-out and early school leaving. With preventive career guidance activities, the programme also follows the Council Recommendation on the policies to reduce early school leaving (2011/C191/01) where it also is recommended that the members “ensure comprehensive strategies” (like in the “Educational Chains” initiative).

Involved actors and stakeholders are the Federal Ministry of Education and Research, the Federal Ministry of Labour and Social Affairs, the Länder, the Federal Employment Agency and the social partners .

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 programme “Educational Chains” aims to support the transition from general into vocational education in the dual system as well as to prevent drop-outs in both systems. It supports young people to prepare for their general school certificate and their vocational education. The central idea is to use existing programmes, that have proved to be successful, and to connect them like links in a chain in order to ensure transparency and efficiency. Among others the initiative in particular involves the programme “Coaching for the transition to work” of the Federal Ministry of Labour and Social Affairs (BMAS) which was also expanded by the BMBF.

The target groups are pupils and young adults in general education and vocational education who are at risk of dropping out or who are facing difficulties with the transition from school to work. They are selected for participation through an analysis of their potentials. The initiative also aims to provide parents, teachers, social workers, guidance practitioners and vocational education teachers with a professional framework for networking and cooperation.

The “Educational Chains” programme contains 3 elements. It starts with an analysis of potentials in the 7th or 8th year in participating secondary general schools. The analysis focuses on key competences and assesses interests and strengths of the pupils. The results of this analysis constitute the basis for individual curricular and extra-curricular measures. It works like a compass for a structured and systematic career orientation process.

During the career choice process (constituting the 2rd element) measures and activities are intensified and coordinated. Young people make their first vocational experiences, test their interests and talents and gain confidence and optimism. During this phase schools, Employment Agencies (EA) and companies cooperate supporting the pupils with career orientation and with the search for an apprenticeship placement. Young people are encouraged to make an appointment with the career counsellor in the EA and to use the information provided at the Career Information Centre (BIZ). All career orientation activities are of course supported by online resources such as www.planet-beruf.de or www.berufe.tv.

Strengthening vocational orientation of pupils in full-time vocational schools, the career orientation programme of the BMBF offers all young people insights of various professional fields through short internship placements and so called workshop-days which they spend in companies.

(For further projects and programmes involved see the narrative below.)

The third element involves the intervention of Educational Coaches as part of the programme “Coaching for the transition to work”. Young people at risk who are selected in cooperation with teachers and social workers are supported individually. Intensive coaching starts one year before reaching the secondary school certificate and continues into the first year of vocational education in order to ensure the continuation of vocational education in the company. The coaches guide the young people; they help with problems and difficulties following an individual support plan on the basis of the results of the analysis of potentials . They also assist the young people with career orientation. The whole process is supervised by the career counsellor of the EA who is responsible for the integration of the young person into a vocational training. Further, the Educational Coaches, who are based in lower secondary schools, cooperate with parents, teachers, voluntary mentors and r companies and other partners who may be involved.

The Educational Coaches are experienced in the dual vocational education system as trainers or social education workers.

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 order to manage and coordinate the process, the BMBF set up a steering group of the federation and the Länder. This group is also intended to coordinate and match federal and Länder measures. A further group on federal level is working on proposals to better integrate and coordinate programmes and instruments for NEET. At last, a service office has been set up at the Federal Institute for Vocational Education and Training (BIBB) to accompany, evaluate and communicate the initiative. (Schuck, 5-6)

Previously, in 2008 the Federal Ministry of Labour and Social Affairs initiated the programme educational coaches, which is organised by the Federal Employment Agency (FEA). Since then it has been extended to run at 1.000 schools supporting about 30.000 young people. The initiative “Educational Chains” by the Federal Ministry of Education and Research now complements and expands the programme since 2010 with additional 1000 coaches reaching many more young people through the different programmes involved.

Monitoring and evaluation

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

- What actors are involved?

Monitoring and evaluation is ensured by the ministries funding the initiative and its integrated programmes.

First reports have been published, particularly on the programme “Coaching for the transition to work”. These use the statistical data base of the FEA as well as questionnaires and telephone interviews with the participating youth, coaches, educators etc. In addition, qualitative case studies are provided.

The Federal Ministry of Labour and Social Affairs has commissioned the evaluation of the outcomes and success of the programme “Coaching for the transition to work” and reports to the German Parliament (the Deutscher Bundestag).

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

Outcomes are not available yet as the programme started 2009/2010. First results are expected in 2013/2014 when the pilot phase of the programme “Coaching for the transition to work” ends.

However, first intermediate reports on the programme “Coaching for the transition to work” based on questionnaires of all the involved actors and participants show that positive effects on the integration of at-risk youth into vocational education and training are suspected (Straif, 70).

The programmes and tools have been coordinated in the initiative “Educational Chains” in order to become more efficient. The initiative prevents young people from droping-out of schools or spending time waiting for placements in the dual vocational education system or in continuing projects and initiatives. This is intended to save costs for youth unemployment and related societal costs.

The “Educational Chains” programme involves a budget of € 362 million Euros 2010-2014; a longer term approach is already intended.

The cooperation and coordination of programmes and projects run by different federal ministries is an innovative aspect of the initiative. Linking and coordinating different successful projects and programmes so that they effectively work together and build on one another is an important measure to enhance the previously intransparent transition system. In this context it affects positively the cooperation of different responsibilities and hierarchies in the federal structure of Germany.

Voluntary mentoring projects have functioned as examples for the programme “Coaching for the transition to work”. Hence, the programme also involves voluntary work but provides professional support and structures for the voluntary mentors (Straif, 21).

The holistic approach of the initiative “Educational Chains” and the programme “Coaching for the transition to work” takes besides the aquiaition of career management skills also life management skills and career orientation into account. In this context, the municipality, schools, projects and programmes on career orientation follow an coordinated overall concept with a common understanding of career orientation.

On the micro-level the coaches take time with each young person and follow a person-centered approach which differs from the usual logic of the school system (BT DRS 17/3890).

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?

Strengths: First intermediate evaluations of the programme “Coaching for the transition to work” showed that the Coaches value their freedom of action.

Challenges:

First evaluations showed that fluctuation is high among the professional coaches and guidance practitioners because of their status of being only temporarily employed. Hence, continuous personal coaching which has been intended for at-risk youth could not always be delivered (BT DRS 17/3890).

A further challenge for all actors involved is to overcome situation-focussed approaches and crisis-intervention, which have been characteristic for the transition system in the past. It is necessary to reach an ongoing, holistic and preventive guidance process which continues after the young people have left school and therefore change into another system (BT DRS 17/3890).

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

In addition to the programme “Coaching for the transition to work”, the initiative “Educational Chains” involves the following projects and programmes:

• the senior expert programme (VerA – Initiative for Vocational Education) supports and guides young people in their first year in vocational education and helps them to accustom to the new system, a period which is particularly critical for dropping-out. Senior experts may accompany the young person until the end of vocational education. The senior experts are elder professionals who work voluntarily as coaches in a one-to-one tandem model.
• The career orientation programme (Berufsorientierungsprogramm BOP) which supports practical experiences in companies as part of the career orientation process. For 2 weeks pupils work in 3 different fields in out-plant vocational training centres where they can try out different professions.
• The programme Jobstarter which supports regional projects to increase the number of vocational education opportunities in local companies.
• The programme Jobstarter Connect which tests modules for vocational education to ease the transition into dual vocational education for those young people who could not transfer successfully into dual vocational education after school.
• The special programme coach@school aims at these schools, which are not part of the “coaching for the transition to work” - programme. Coaches in this programme work voluntarily in the schools similar to the senior experts.
All these programmes and tools have been coordinated so that they become more efficient. This prevents also that young people spend time waiting for placements in the dual vocational education system or in continuing projects and initiatives.
For further information see: http://www.bildungsketten.de/de/276.php

Additional information

Name of contact

Dr.Bernhard Jenschke

Role (in policy initiative)

reports on behalf of Federal Ministry of Education and Research, BMBF

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

Council of the European Union. Council Recommendation on policies to reduce early school leaving. 2011/C191/01. 28 June 2011.

Council of the European Union. Better Integrating Lifelong Guidance into Lifelong Learning Strategies, Doc 14398 EDUC 241 SOC 607, 2008

Council of the European Union. Strengthening Policies, Systems and Practices on Guidance throughout Life. Doc. 9286/04, EDUC 109 SOC 234, 2004.
Deutscher Bundestag: Drucksache 17/3890 Unterrichtung durch die Bundesregierung Zwischenbericht 2010 zur Evaluation der Berufseinstiegsbegleitung nach §421s des Dritte Buches Sozialgesetzbuch.Berlin 2010

Schuck, Ulrich: Abschluss und Anschluss – Bildungsketten bis zum Ausbildungsabschluss“ BBE Newsletter 4/2011. http://www.b-b-e.de/fileadmin/inhalte/aktuelles/2011/04/nl4_schuck.pdf

Straif, Charlotte: Berufseinstiegsbegleitung: Unterstützung individueller Wege in den Beruf. Bundesinstitut für Berufsbildung, Good Practice Center Benachteiligtenförderung GPC (Ed.). Bonn, 2011.

See also: http://www.bildungsketten.de/de/276.php

Attached files

Links

http://www.bmbf.de/de/14737.php , http://www.bildungsketten.de/ , http://www.good-practice.de/infoangebote_beitrag3544.php

This information was provided/updated by:

Dr. Bernhard Jenschke, National Guidance Forum

No comments by users.

good practice, initiative, interesting practice, policy, schools, VET, social inclusion, guidance in schools, people at risk, disadvantaged groups, Germany

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.

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

Name of the good/interesting practice/initiative/policy

Co-operation and Co-ordination Mechanisms in Guidance on policy level

Country

Slovenia

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

Working group on lifelong career guidance (National Forum) was nominated by Ministry of Education and Sport on December 2008. This was the second attempt to have established national forum on career guidance . First national forum was established in 2005 and worked until 2006. At that time forum prepared a proposal how to place career guidance into Operational plan 2007-2013. That proposal was sent to the Ministry of Education and Ministry of Labour. Ministry of Education devoted some funds to operate information counselling centres for adults. Ministry of Labour has allocated funds for a study review on career guidance in Slovenia.

Linkages with LLG policy priorities
• Lifelong Learning Programme 2007-2013
• Operational Plan 2007-2013

Participants
Working group is strongly related to ELGPN. Three members of Slovenian ELGPN team are members of the group. Slovenian ELGPN members function as a transmission between the network and the group. Chair of the group is from University of Ljubljana. Other members come from: Ministry of Labour, Family and Social Affairs, Ministry of Higher Education, Science and Technology, Ministry of Education and Sport, Centre for Adult Education, Centre for Vocational Education and Training, Employment Service Slovenia, Euroguidance Centre Slovenia, Government Office for Local Self-Government and Regional Policy, School for Headteachers.

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)

Aims and targets
Main aims are as follows:
• To coordinate the policy of ministries and other national organizations
• To deal with the development of common national guidance terminology
• To develop common plan for implementation national lifelong guidance strategy
• To develop national coordination point for the concept of comprehensive national lifelong guidance strategy.

Target groups
All the ministries responsible for career guidance, policy makers, guidance professionals, service providers, funding bodies and users.

Measures adopted to reach the objectives
• Development of the plan for implementation national lifelong guidance strategy .
• Preparation of the key documents for different sectors responsible for career guidance.

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)

Implementation
Strategy and actions
• As a basis for development of the common plan for implementation national guidance strategy an expert Sasa Niklanovic did expertise to build a systematic approach on lifelong guidance. The results of the study was presented to policy makers and practitioners at the conference in September 2009 where were attended more than 100 people. Participants came from different sectors and different levels.
• Working group has prepared a document on lifelong guidance strategy to be incorporated in a new White Book . This document has been sent to the National Coordination Group and sub groups preparing White paper.
• Ministry of Higher Education, Science and Technology prepares documents to establish career centres on university level. Working group on lifelong career guidance will be asked to approve this particular document.
• Ministry of Labour, Family and Social Affairs has prepared a document for establishing national coordination point for career guidance. The project proposal was presented to the Working group. Members were asked to give comments and approval of the project. National coordination point will act as administrative support for Working group in the future.
• Ministry of Labour, Family and Social Affairs is now preparing new labour market law. Working group has reviewed the proposal and expressed ideas and make suggestions.
• In conjuction with ELGPN members l Working group is going to organise national conference on career guidance for practitioners and decision makers in September this year.

Monitoring and evaluation

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

- What actors are involved?

Once a year the group has to report what has been done to the Ministry of Education and Ministry of Labour, Family and Social Affairs.

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

Outcomes
• Lifelong guidance is recognised as an important issue at the level of the Ministry of Labour, Family and Social Affairs. The Ministry approved the project of national coordination point for career guidance which will be implemented in the period of 2010 - 2015 using ESF funds. National coordination point will serve as a support for Working group and it will disseminate and implement the decisions made by the group.
• Working group would like to reach an agreement regarding the aims of the initiative by policy makers and other social partners in next years.
• A commonly agreed quality standards in lifelong career guidance in various sectors and by different providers.
• Policy and professional support for development of a coherent model of career education at the general, vocational and higher sectors.

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 assumed that the efforts to involve a large number of stakeholders from different sectors will be one of the success factors. It is important that the group reaches cooperative spirit. It means to build mutual trust, good personal relationships and good cooperation. It needs to be continous group membership in order to ensure the aims are realized.

Strengths and weaknesses

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

- Are there still challenges ahead?

It is a good example for co-ordination and collaboration on policy level between different sectors.

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

Additional information

Name of contact

Brigita Rupar

Role (in policy initiative)

Head of Ljubljana Regional Unit

Organization name

National Education Institute

Address

Poljanska 28, 1000 Ljubljana, Slovenia

Phone

+386 1 2363 100

Fax

+ 386 1 2363 150

E-mail

brigita.rupar@zrss.si

Website address

No links specified.

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Brigita Rupar

No comments by users.

ELGPN, good practice, initiative, interesting practice, policy, co-ordination, co-operation, collaboration, lifelong guidance, Slovenia

Name of the good/interesting practice/initiative/policy

MEMORANDUM OF UNDERSTANDING FOR THE CAREER INFORMATION, GUIDANCE AND COUNSELING SERVICES IN TURKEY

Country

Turkey

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 “Career Information, Guidance and Counseling Services Cooperation Protocol” was signed and came into force on 26th October, 2004 with participation of all related stakeholders including public authorities, social partners, and NGO’s to provide coordination and cooperation on career information, guidance and counseling services. A Memorandum of Understanding (MOU) was signed in 2009 with participation of the organizations in the protocol in order to update the tasks and roles defined in the protocol and define the responsibilities for the National Career Information System (CIS). The MOU has been a significant effort and outcome to enhance the communication, coordination and collaboration of all the stakeholders.
It has links with all four LLG policy priorities:
Encourage the lifelong acquisition of career management skills,
Faciliate access by all citizens to guidance services,
Develop quality assurance in guidance provision,
Encourage coordination and cooperation among the various stakeholders
Participants are:
The Ministry of National Education, PES in the Ministry of Labor and Social Security , the Undersecretariat of the State Planning Agency, The Turkish Institute of Statistics the Higher Education Council, National Qualifications Authority, the Agency for Development and Support of Small and Middle Scale Industry, the National Productivity Center, the Turkey Union of Chambers and Stock Exchanges, the Confederation of Turkish Employers Unions, the Confederation Turkish of Tradesman and Artisans and the Confederation of Turkish Workers Unions

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 main aim of the MOU is to define and contribute to the development of the roles and responsibilities of all the the related stakeholders, government, social partners, universities and non-governmental organizations in the national web based CIS. Moreover, to also support an integrative approach to all the services in Turkey.
The target group includes individuals from every age and a wide range of groups such as students, youth adults, unemployed, employment seekers, people want to change career, retired, disabled, women, dropouts etc.
Methods applied to reach the objective are face-face interviews ,meetings, workshops and the process of writing the country reports (2003,2006)

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)

All the stakeholders will provide updated data periodically to the national web-based system.
Career guidance services will be carried out in a coordinated way
The stakeholders will share the materials and documents they develop.
The MOU covers the guidelines for the actions to be carried out by the stakeholders on lifelong career information, guidance and counseling services at national, local and international levels (Euroguidance, PLOTEUS etc.) and on the national web-based system to be coordinated by the Ministry of National Education. Moreover, the MOU has guidelines on how to carry on the services at the local level.

Monitoring and evaluation

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

- What actors are involved?

At governmental level, monitoring and evaluation will be carried out by the Career Guidance Services Development Unit established under the General Directorate for Special Education Guidance and Counseling Services of the Turkish Ministry of National Education (MONE) and by Occupation Information Commission, MEDAK) under the Turkey Employment Agency; and
At local level, by Guidance and Research Centers and Provincial Directorships of the Turkey Employment Agency
The strategic plan is in the process of development by all the stakeholders has outcome indicators to be used, ie. number of personnel trained for ICT skills, number of students who used web based self-assessment tools, etc.)

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

Inter-agency cooperation.
Cooperation, coordination and collaboration at the national level.
Effective use of human resources and finances.
Sustainability of the national web-based information system.
Awareness on guidance services
Increase in the quality of the services
Right to use of career guidance services
Leading to the development of the strategic plan as a joint effort of the stakeholders
Each institution will finance its own activities itself.
Although career guidance services have been provided mostly in educational institutions previously, hereafter individuals from every part of the society will have opportunity to have information about these services and benefit from them.

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 cooperation, coordination and collaboration of all stakeholders are a major success factor. Twelve public authorities, social partners and NGO’s came together and they undertook some tasks and responsibilities for providing career information, guidance and counseling services.
Lessons learnt are:
Team work
Importance of cooperation
Effective use of the resources
Use of stocked information

Strengths and weaknesses

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

- Are there still challenges ahead?

There are organizations providing career guidance services at local level. Also, structured and institutionalized career guidance providers are available. The MOU is an opportunity to further cooperation, coordination and collaboration among all the related the stakeholders. A web-based career information system has been established. A strategic plan for the career guidance services in Turkey is in the process of development.

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

Additional information

Name of contact

Ruhi KILIÇ, PhD

Role (in policy initiative)

Director General for Special Education Guidance and Counseling Services of the Turkish Ministry of National Education and also National Coordinator for Turkey for ELGPN

Organization name

Directorate General for Special Education Guidance and Counseling Services of the Turkish Ministry of National Education

Address

MEB Kampusu A Blok Beşevler/ANKARA/TÜRKİYE

Phone

+90 312 212 76 14-15

Fax

+90 312 213 13 56

E-mail

ruhikilic@meb.gov.tr, orgm@meb.gov.tr

Website address

http://orgm.meb.gov.tr

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Seza Karaman, ELGPN National Representative for Turkey and the Career Guidance Services Development Unit in MONE

No comments by users.

ELGPN, good practice, initiative, interesting practice, policy, career management skills, access, quality, co-operation, co-ordination, career information, Turkey

Name of the good/interesting practice/initiative/policy

Learning & Working

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

The project directorate Learning & Working has developed a method to successfully translate EU- and national-level goals with regards to adult learning to concrete local-level actions. Stimulating and facilitating regional cooperation between local and regional governments, public employment services like the Centre for Work and Income (CWI) and the Social Security Agency (UWV), educational institutions, employers and employees is the heart of the project and has proven to be the key to it’s success.

• The motivation of the initiative (What is the history/background of the policy?)

The interdepartemental project directorate Learning & Working is a joint project of the Ministry of Education, Culture and Science and the Ministry of Social Affairs and Employment with the involvement of the Ministry of Agriculture, Nature Management and Food Quality. It was started in 2005 to take concrete steps forward to advance adult learning.

• Linkages with LLG policy priorities (Please add references to other policies or documents)

Obviously the activities of the project directorate Learning & Working are closely connected to (the national implementation of) the Lisbon objectives on training and education, specifically the following:
- 20% of the Dutch between the ages of 25 and 64 should be following a course or educational programme in 2010. The Lisbon objectives state that 12,5% of the adult population should participate in education and training. In 2000 the Dutch percentage already exceeded this with a score of 15,6%. Therefore a more ambitious national goal was formulated for 2010.
- 50% of the working population should be highly educated in 2020.
- 80% of the Dutch working population should have a basic qualification (MBO level 2) in 2010.

• Participants

Adults in broadest sense

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 intention of the project directorate was to take concrete actions. This was implemented and stimulated by formulating concrete objectives that were to be reached at the end of the project period, initially planned at the start of 2008. The goals and objectives from the 2005 action programme related to the intended regional infrastructure for adult learning were the following:
- Ensuring that more young people and adults combine their job or job-seeking efforts with training and education that will lead them to acquiring a vocational and educational training qualification.
- Employers and employees, education providers and local governments in the region conclude collaboration agreements (at least ten in 2005) concerning the creation of work based learning in the region.
- These collaboration agreements will result in a total of 15,000 work-based learning programmes being realized before the start of 2008. This concerns learning-working programmes aimed at integration into the labour process or at earning an occupational qualification, possibly in combination with learning the Dutch language.
- The interdepartmental project directorate for Learning & Working has resolved to realize 20,000 APL procedures (Accreditation of Prior Learning) before the start of 2008.
- Setting up easily accessible and independent contact desks for learning and working in the region is to provide employed people, job-seekers and employers with low-threshold access to career advice, assessment of competencies acquired and education opportunities.

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)

When the project directorate Learning & Working was set up, it was decided that an unorthodox and dynamic approach was needed to achieve progress with adult learning. In the years before, there had been plenty of discussions, expert meetings had taken place and many policy documents were written, but very little action had been undertaken. The establishment of an interdepartemental and temporary project directorate was a change in approach. A pro-active, almost activistic, mentality focused on regional cooperation was chosen.

In the first phase of setting up an infrastructure many parties in the region (employers, employees, education providers and local governments) were consulted concerning concrete objectives. They were asked to establish these objectives in regional collaboration agreements. It started with establishing contacts with regional partners in four regions with regard to setting up such an infrastructure for APL, including career advice and services on educational opportunities. Based on the experiences gained in these four regions, similar initiatives were launched in other regions.

• Level of implementation (national, regional etc.)
Regional implementation , national driven

• Implementation (description)
Several actions were taken to encourage and involve more regional parties. Among others these steps were:
- Conduct discussions with interested parties to explore their interest in collaboration.
- Analyse existing initiatives in order to gain greater insight into the opportunities and possible bottlenecks in the process of launching extra work-based learning programmes in the region.
- Organize account management in order to support parties in finding partners and closing deals.
- Provide temporary financial contributions (subsidies) in order to stimulate and support the organizational capacity of parties.
- With regards to the project plans the account manager from the project directorate Learning & Working played various roles in the implementation ranging from support, steering and feedback up to evaluation.
- Gain more insight into and increase access to financial resources such as subsidies from the European Social Fund.
- Organize a national communication campaign in order to get individuals and employers to invest more in training and to support regional projects, make funds available to them for communication.
- Organise interactive meetings, workshops and work conferences for regional partners.
- Trace any (institutional) bottlenecks and, if possible, solve them or have them solved.
- Monitor, both quantitative and qualitative, results to distinguish successful (and unsuccessful) projects, so other projects may learn from their experiences.

Monitoring and evaluation

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

- What actors are involved?

An adult learning infrastructure was created virtually covering the whole country. Today there are over 40 partnerships. With the number of parties involved in each of these ranging from five to sometimes fifteen, there are literally hundreds of local organizations taking part in our effort to take adult learning in the Netherlands to the next level.

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
See above
• Cost effectiveness
Every two years the Ministry of Education, Culture and Science carries out a big research about the external valuation of directorates. This research evaluates directorates in six areas: Transparency, understandability of communication, quality of policy, quality of employees, customer driven and consistency. On all levels the project directorate Learning & Working scores better than other directorates

• Budget
Participating monitoring is used in combination with more formal monitoring by independent agencies. In other projects or subsidies, where government officials are far more monitoring from a distance, less FTE is necessary. The way account management is designed in this project, is more expensive.

• Innovative aspects
The approach of the project directorate Learning & Working is innovative in four different ways. First, the role of national government as both partner in the region and subsidiser. Second, both on the local as the national level a break with traditional structures. Third, as a result of more cooperation between regional and national level, difficulties are made explicit far more quickly. Fourth, partner selection is based on innovative criteria, which strengthens the progress of the regional projects.

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?)

Success factors (What key success factors have led to or prevented success? Up to 200 words)
Using a whole new approach compared to the years before, the target number of work-based trajectories was easily surpassed. In terms of network, infrastructure and innovation, much more was achieved than anticipated. Only APL lagged behind, though the number of trajectories completed tripled in comparison to the years before 2005.
• Lessons learnt
Even though an important push has been given, the project directorate’s activities in relation to the whole Dutch society remain modest. External spin-off effects and as mentioned in the previous paragraph further concept-development and implementation of our experiences into new policies are all needed to give this ‘big push’ in adult learning in the Netherlands.

Unintended impacts (Have there been any unintended impacts? Positive or negative? Up to 100
words)
On top of the structural challenges we will have to deal with the impact of an economic crisis whose full scope remains to be grasped. The full package of actions by the Dutch government is still being discussed at the time of writing. It is very likely that the project directorate Learning & Working and it’s regional projects will be involved in the realisation of these actions.

Strengths and weaknesses

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

- Are there still challenges ahead?

In the Learning & Working project, no blue print was used to force the partner selection; an open intake was made possible. This bottom-up process formed the basis for composition of new partnerships in the region. Beside this innovative approach to forming new partnerships, it is obliged to involve employers or employer representatives. This enhances the sustainability for following years, when there will be no financial stimulus on cooperation. This way, companies themselves are involved in the project, which means more focus on human resource management and development.

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

Additional information

Name of contact

Amnon Owed

Role (in policy initiative)

Project Advisor

Organization name

Ministry of Social Affairs and Employment

Address

Anna van Hannoverstraat 4, 2595BJ The Hague

Phone

+31 70 333 5413

Fax

+31 70 3334318

E-mail

aowed@minszw.nl

Website address

http://www.leren-werken.nl

Documents and publications

- Carrying on with Learning & Working: Plan of approach 2008-2011
- Reinforcing Learning & Working: Action programme 2005-2007

Attached files

Links

No links specified.

This information was provided/updated by:

Peter van Deursen

No comments by users.

ELGPN, good practice, initiative, interesting practice, policy, career management skills, access, co-operation, employed, The Netherlands

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

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

E-mail

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