The IQ Roma Service – The Centre for Counselling and Employment, Czech Republic
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
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
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
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
Partnership based URIHO's model of CMS for persons with disability in Croatia
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
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
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
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
Federal Programmes Educational Chains and Coaching for the transition to work for at-risk youth in Germany
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
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
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
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