Helpline/web-based services in the UK
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
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
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
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
The matrix quality standard in the UK
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
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
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
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
Guidance Network Austria – Adult Education
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
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
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
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
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
Development and Pilot Operation of National Database of educational opportunities - PLOIGOS
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
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
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
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
Training for the Parents of 7-19 Years Students
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
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
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
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
eGuidance
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
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The 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
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
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