European Lifelong Guidance Policy Network Database, ELGPN Database

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

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

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

Subject of the Policy document

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

Reference data

Adopted/Released by Croatian Employment Service

Year of adoption 2005

Reference number

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

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

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

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

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

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

Subject of the Policy document

Ordinance On The Composition And Operation Of Expert Bodies In The Procedure Of Achieving Social Welfare Rights And Other Rights According To Special Regulations

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2002/2011

Reference number Official Gazette 64/02, 145/11

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2011_12_145_2950.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Form No. 1: SOCIAL WORKER'S SHEET
10. SOCIAL AND FAMILY HISTORY INFORMATION (place, duration and reason for temporary stay, previous expert analysis, previously achieved rights, information on household members, housing conditions, financial situation, circumstances and progress of education, career guidance and rehabilitation, work status, marital status, situation in the marriage or parents' marriage, description of behaviour, respondent's opinion or the opinion of his/her legal representative on the abilities and needs of the respondent).

Form No. 8: PHYSIATRIST – ORTHOPAEDIC SHEET
13. Use of aids (appliances):
13.1. Which aids are used
13.2. Is the aid used throughout the day or a portion of the day
13.3. Does the aid effect career guidance and does it improve work and everyday activities
14. Assessment of:
14.1. Ability to stand, move, sit, balance (sitting down and standing)
14.2. Conditions to attend school – go to workplace
14.3. Posture at the workplace
14.4. Body position when lying down for persons over 65
14.5. Ability to move arms
- dominant
- non-dominant
14.6. Contraindications for career guidance considering work conditions and surroundings.

Form No. 13e: DEFECTOLOGIST'S SHEET FOR PERSONS WITH MENTAL RETARDATION INDICATION
If the person is going to school or has gone to school, list:
- if the person was diagnosed according to educational standards (yes/no),
- if the person was diagnosed for the purposes of career guidance (yes/no); if yes: where the diagnosis was carried out (CES career guidance service, career guidance team at the special educational or rehabilitation institution, elsewhere).

Form No. 16: SOCIAL AND FAMILY HISTORY INFORMATION ON THE PERSON REFERRED TO EXPERT ANALYSIS
17. Career guidance, training and rehabilitation, work status, workplace, tasks carried out or being carried out, years of employment

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career guidance, social inclusion, social and family history information, PES career guidance service, special educational institution, rehabilitation institution, training, disability, disabled, disadvantaged groups, workplace learning, National level, Croatia, legislation, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, higher education, adult education, employment

Subject of the Policy document

National Strategy For Entrepreneurial Learning

Reference data

Adopted/Released by Government of the Republic of Croatia

Year of adoption 2010

Reference number 60th session of the Croatian Government

Available at http:// www.e4e.com.hr/pdf/60_sjednica_vlade_rh_1.1_strategija.pdf

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

• Objective 1: Develop a more positive attitude of wider public towards entrepreneurship, as well as encourage a positive attitude towards life-long learning for entrepreneurship

The goal of the strategy for entrepreneurial learning sets the following, concrete tasks:
a) recognise the importance of building entrepreneurial attitudes, knowledge and skills of all citizens of Croatia,
b) better understanding of entrepreneurship in the wider sense,
c) better understanding of youth about the role and importance of developing entrepreneurial attitudes, knowledge and skills for future personal and professional development,
d) increase the interest of members of different target groups for training to develop entrepreneurial attitude, knowledge and skills;

• Objective 2: Introduce learning and training for entrepreneurship as key competencies into all forms, types and levels of formal and informal education and learning

One of the 22 activities listed for the purpose of achieving Objective 2 is: "Implement entrepreneurial competence in professional informing and guidance, and career planning and development."

• Chapter 6. REASONS FOR ENTREPRENEURIAL LEARNING includes the following:

"Every man is also a homo economicus, who is competitive on the labour market with his business abilities, and it is precisely these abilities, if entrepreneurial competences are also implemented in it, that can achieve higher value. This enables higher and permanent employability and competitiveness of the individual, and easier professional orientation when choosing the first occupation and later, in career development."
…
Later sections of the same chapter (6), include the following:
"The Council of Ministers has passed the Resolution on Lifelong guidance in May 2004, which emphasises the following:

1. Career guidance refers to a range of activities that enable individuals of any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their own professional career.
2. Priority 1 is important for entrepreneurship development, as it says that it is necessary to encourage lifelong development of career management skills. Career management skills are the decisive factor in empowering people for active participation and assuming responsibility in crating their own learning, education and career development.
3. Such skills, which should be nurtured throughout life, are based on key competences (especially 'to learn how to learn'), social and civil competences, including intercultural competences, and on initiative and entrepreneurship."

• Within the Action Plan, in measure 10: INCREASE THE NUMBER OF SUCCESSFUL SMALL ENTERPRISES ESTABLISHED OUT OF A BUSINESS OPPORTUNITY, lists the following activities:

1. Implementing entrepreneurial competence in career planning and development,
2. Improving training programmes to establish and develop enterprises
3. Increased availability of training programmes for entrepreneurship.
4. Development of entrepreneurial centres and incubators.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career management skills, career guidance, professional orientation, career development, employability, competitiveness, competences and interests, formal education, informal education, entrepreneurial competence, career planning, training programmes, enterprises development, Croatia, lifelong learning, social entrepreneurship, National level, Regional level, strategy, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

EUROPE 2020: A strategy for smart, sustainable and inclusive growth

Reference data

Adopted/Released by European Commission

Year of adoption 2010

Reference number COM(2010) 2020 final

Available at http:// http://ec.europa.eu/europe2020/documents/related-document-type/index_en.htm

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

While the strategy makes no explicit reference to lifelong guidance, the paper and its flagship initiatives (Youth on the Move, The Agenda for New Skills and Jobs, Innovation Union, and A European Platform against Poverty and Social Exclusion) emphasise the active role of citizens' acquisition of lifelong career management skills.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

ELGPN, legislation, policy, access, adult education, ageing population, career guidance, co-operation, communication, drop-out, early childhood education, higher education, informal learning, non-formal learning, schools, strategy, tertiary education, VET, vocational education, mobility, modernisation, European union, career management skills, co-operation and co-ordination, quality assurance and evidence-base, employment, social inclusion

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:

 

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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

Subject of the Policy document

Towards Common Principles of Flexicurity - Draft Council Conclusions

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2007

Reference number 15497/07

Available at http:// http://ec.europa.eu/social/main.jsp?catId=102&langId=en

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Draft Council conclusion, which sets out the key principles of flexicurity. While the document makes no direct reference to lifelong guidance, it is an underlying assumption in one of the four policy components of flexicurity, Comprehensive lifelong learning strategies.

Please also see the Commission Communication (Towards Common Principles of Flexicurity) and the Council Secretariat's Report by the "flexicurity" mission on the implementation of the flexicurity, both availabe in this database.

Attached files

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ELGPN, legislation, policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, European union, Conclusion, social inclusion

Subject of the Policy document

Implementation of the common principles of flexicurity within the framework of the 2008-2010 round of the Lisbon Strategy - Report by the "flexicurity" mission

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2008

Reference number 17047/1/08 REV 1 (en)

Available at http:// http://ec.europa.eu/social/main.jsp?catId=102&langId=en

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

A report by the Flexicurity mission to facilitate mutual learning in implementation of flexicurity policies.

Through examples from member countries, the report emphasises the role of public employment services in providing guidance services (p. 6 & 9).

The report also points to the importance of the dialogue between the social partners and stakeholder in order to provide approriate occupation guidance (p. 10).

Please also see the Commission Communication (Towards Common Principles of Flexicurity) and the Draft Council Conclusions by the same name, both availabe in this database.

Attached files

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policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, guidance, European union, Report, Finland, France, Poland, Spain, Sweden, social inclusion

Subject of the Policy document

Towards Common Principles of Flexicurity: More and better jobs through flexibility and security

Reference data

Adopted/Released by European Commission

Year of adoption 2007

Reference number COM(2007) 359 final

Available at http:// http://ec.europa.eu/social/main.jsp?catId=102&langId=en

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Commission communication, which sets out the key principles of flexicurity. While the document makes no direct reference to lifelong guidance, it is an underlying assumption in one of the four policy components of flexicurity, Comprehensive lifelong learning strategies.

Please also see the Council Conclusions (Towards Common Principles of Flexicurity) and the Council Secretariat's Report by the "flexicurity" mission on the implementation of the flexicurity, both availabe in this database.

Attached files

This information was provided/updated by:

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ELGPN, legislation, policy, adult education, advisory services, career management skills, companies, employment, labour force, labour market, labour market policy, PES, public employment service, transition, unemployed, flexibility, security, flexicurity, support measures, European union, communication, strategy, social inclusion

Subject of the Policy document

Draft Council Resolution on a renewed European agenda for adult learning

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2011

Reference number 16743/11

Available at http:// http://ec.europa.eu/education/news/news3142_en.htm

Available in English at http:// http://register.consilium.europa.eu/pdf/en/11/st16/st16743.en11.pdf

1. Additional narrative description of the reference to Lifelong Guidance

The resolution welcomes the already achieved improvement in guidance services for adults (p. 5) and "encourage[s]the development of effective lifelong guidance systems, as well as integrated systems for the validation of non-formal and informal learning" (p. 8).
Bearing in mind the Europe 2020 Goals, member states are invited to focus on "... developing comprehensive and easily accessible information and guidance systems, complemented by effective outreach strategies aimed at raising awareness and motivation among potential learners, with specific focus on disadvantaged groups, early school leavers, young people not in education, employment or training (EETs), low qualified adults, particularly those with literacy difficulties, and followed up with second-chance opportunities leading to a recognised EQF level qualification." (p. 13).
The resolution also highlights "the learning needs of people with disabilities and people in specific situations of exclusion from learning, such as those in hospitals, care homes and prisons, and providing them with adequate guidance support." (p. 16)

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policy, access, adult education, companies, disadvantaged groups, group at risk, lifelong guidance, lifelong learning, learning outcome, learner responsibility, learner autonomy, lifelong guidance systems, validation, informal learning, non-formal learning, key competencies, European Qualifications Framework, flexibility, in-company training, re-skilling, up-skilling, second chance, second chance opportunities, open method of coordination, workplace-based learning, employer, flexible learning pathways, quality assurance, active ageing, intergenerational, ICT, data and knowledge on adult learning, disability, people with disabilities, European union, resolution, career management skills, quality assurance and evidence-base, employment, social inclusion

Subject of the Policy document

Act On Professional Rehabilitation And Employment Of Persons With Disabilities

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2002/2005

Reference number Official Gazette 143/02, 33/05

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

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

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

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

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

Name of the good/interesting practice/initiative/policy

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

Subject of the Policy document

Council Resolution on better integrating lifelong guidance into lifelong learning strategies

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2008

Reference number 2008/C 319/02

Available at http:// http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:319:0004:0007:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

This is one of the key policy documents relating to lifelong guidance. The Resolution identifies the four priority areas (encouraging the lifelong acquisition of career management skills; facilitating access by all citizens to guidance services; developing quality assurance in guidance; and encouraging coordination and cooperation among national, regional and local stakeholders in guidance), around which the ELGPN work packages are built. The document also recognises role of the ELGPN as, inter alia, a means to share information and examples of best practice among the Member States.

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policy, access, career management skills, Cedefop, cooperation, coordination, disadvantaged groups, ELGPN, employment, European Qualifications Framework, guidance practitioner, guidance system, key competencies, lifelong guidance, lifelong learning, quality assurance, social inclusion, European union, resolution, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education

Subject of the Policy document

Council conclusions of 11 May 2010 on competences supporting lifelong learning and the ‘new skills for new jobs’ initiative

Reference data

Adopted/Released by The Council of the European Union

Year of adoption 2010

Reference number 2010/C 135/03

Available at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2010:135:0008:0011:EN:PDF

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2010:135:0008:0011:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

The Conclusions do not directly address lifelong guidance. However, the key role of career guidance systems in supporting citizens is noted on page C135/11.

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policy, active citizenship, competences, key competences, transversal, Conclusion, career management skills, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

National Strategy Of Equalization Of Possibilities For Persons With Disabilities From The Year 2007 Till The Year 2015

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2007

Reference number Official Gazette 63/07

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2007_06_63_1962.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

2.3. Upbringing and education

Measure 3. To provide lifelong learning for persons with disabilities with the aim to facilitate the transition between phases of education and education and employment.
Carrier: Ministry of Science, Education and Sports
Co-carriers: Agency for Adult Education, Agency for Education and Training, Agency for Occupational Education, Croatian Employment Service, National Examination and Assessment Centre, local and regional self-government units, associations of persons with disabilities and associations dealing with programmes providing benefit to persons with disabilities.

Activities:
1. to draft a qualification framework of appropriate employments for persons with particular forms and degrees of disabilities acknowledging the demands of the labour market.
2. to develop evaluation of non-formal and informal learning
3. to encourage research on competences of young people with disabilities after primary and secondary education and compare them with competences required on the labour market
4. to provide lifelong professional informing and counselling of persons with disabilities


2.7. Professional rehabilitation, employment and labour

4. To provide access to professional orientation for persons with disabilities regardless of age, education and working status

Carrier: Croatian Employment Service and Ministry of Science, Education and Sports
Co-carriers: Ministry of Economy, Labour and Entrepreneurship, Fund for Professional Rehabilitation and Employment of Persons with Disabilities, Agency for Vocational Education, Agency for Adult Education, Ministry of Health and Social Welfare, regional professional rehabilitation centres, Faculty of Special Education and Rehabilitation, Croatian Employers' Association, Croatian Pension Insurance Institute, Croatian Institute for Public Health, associations of persons with disabilities and associations dealing with programmes providing benefits to persons with disabilities, institutions for the rehabilitation of persons with disabilities, professional rehabilitation and employment

Activities:
1. to identify persons with disabilities having the need for professional orientation by taking into account their age, education and working status
2. to establish services for professional orientation within the educational system
3. to educate professional orientation counsellors for counselling of persons with disabilities
4. networking of professional orientation services and regional professional rehabilitation centres

Implementation indicators:
1. the number of persons with disabilities identified and forwarded to professional orientation
2. established services for professional orientation of pupils within the educational system
3. the number of experts from various systems included in education
4. the number of persons included in professional rehabilitation

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career guidance, professional orientation, career guidance services, career guidance counsellor, schools, disabilities, Croatia, employment, labour market, upbringing, lifelong learning, local and regional self-government units, non-formal learning, evaluation, informal learning, competences, networking, rehabilitation centres, National level, Regional level, strategy, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, adult education, social inclusion

Subject of the Policy document

Anti-Discrimination Act

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2008

Reference number Official Gazette 85/08

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2008_07_85_2728.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 8.
This Act shall apply to the conduct of all state bodies, bodies of local and regional self-government units, legal persons vested with public authority, and to the conduct of all legal and natural persons, especially in the following areas:
1. work and working conditions; access to self-employment and occupation, including selection criteria, recruiting and promotion conditions; access to all types of vocational guidance, vocational training, professional improvement and retraining;
2. education, science and sports;
3. social security, including social welfare, pension and health insurance and unemployment insurance;
4. health protection;
5. judiciary and administration;
6. housing;
7. public informing and the media;
8. access to goods and services and their providing;
9. membership and activities in trade unions, civil society organisations, political parties or any other organisations;
10. access to participation in the cultural and artistic creation.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

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policy, professional improvement and retraining, vocational training, access, self-employment, selection criteria, recruiting and promotion conditions, public authority, local and regional self-government units, pension and health insurance, social security, civil society organisations, housing, public informing and media, social welfare, education, science, sports, services, goods, Croatia, legislation, career management skills, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

European guidelines for validating non-formal and informal learning

Reference data

Adopted/Released by Cedefop

Year of adoption 2009

Reference number Catalogue number: TI-78-09-692-EN-C, Number of publication: 4054 EN

Available at http:// http://www.cedefop.europa.eu/EN/publications/5059.aspx

Available in English at http:// http://www.cedefop.europa.eu/EN/Files/4054_en.pdf

1. Additional narrative description of the reference to Lifelong Guidance

The document describes the role of the counsellors in the validation process (p. 67).

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policy, access, adult education, advisory services, assessment, career counselling, career management skills, Cedefop, informal learning, non-formal learning, quality assurance, validation of informal learning, validation of non-formal learning, guideline, quality assurance and evidence-base

Subject of the Policy document

Ordinance On Active Job Seeking And Availability To Work

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2009

Reference number Official Gazette 39/09

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2009_03_39_886.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 7.
(1) CES also organises targeted career guidance that can include a psychological-medical examination of the unemployed person.
(2) The expert team for career guidance carries out the procedure of targeted career guidance, with the possibility of inviting an occupational health specialist into the team as needed.
(3) The unemployed person is obliged to get involved in the targeted career guidance based on arrangements made with a CES official prior to determining a professional plan or based on activities from the already determined professional plan.
(4) The unemployed person is informed about the time of career counselling during their individual counselling meeting by means of a referral that has to be signed, letter, telegram or phone, with an official note being made about the information sent.

Article 8.
(1) Group counselling allows the unemployed person to gain and develop skills for active job seeking and competences to manage their own career development.
(2) Group counselling is carried out in four modules:
– writing cover letters and resume,
– active job seeking techniques,
– preparing for interviews,
– self-assessment of professional possibilities.
(3) The unemployed person is obliged to get involved in the targeted group counselling based on arrangements made with a CES official prior to determining a professional plan or based on activities from the already determined professional plan.
(4) O The unemployed person is informed about the time of group counselling during their individual counselling meeting by means of a referral that has to be signed, letter, telegram or phone, with an official note being made about the information sent.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

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policy, assessment, career guidance, targeted career guidance, unemployed persons, professional plan, working profile, career counselling, individual counselling meeting, group counselling, career development, active job seeking, job placement, self-assessment, career management skills, skills development, Croatia, legislation, access, quality assurance and evidence-base, adult education, employment, social inclusion

Subject of the Policy document

Labour Act

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2009/2011

Reference number Official Gazette 149/09, 61/11

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2009_12_149_3635.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 5.
(1) The employer shall assign a worker a job and pay him or her for the work carried out, and the worker shall perform personally the job assigned, following the employer's instructions given according to the nature and the type of work,
(2) The employer has the right to specify the location and manner of carrying out the work, while respecting the rights and dignity of the worker.
(3) The employer shall, in accordance with a separate law and other regulations, provide the employee with safe working conditions that are not hazardous to the health of employees.
(4) Direct and indirect discrimination in the field of labour and labour conditions shall be prohibited, which includes selection criteria and employment requirements, promotion requirements, vocational guidance, vocational training, additional training and retraining, in accordance with special law.
(5) The employer shall protect employees' dignity during work from such treatment by superiors, peers and persons with whom employees come into regular contact during their work that is unwanted and contrary to separate law.

Attached files

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Croatian Employment Service (CES), Employment Preparation Department

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policy, employment, employment requirements, employees' dignity, work, working conditions, vocational guidance, vocational training, additional training, rights and dignity of the worker, access, active placement, nature of work, type of work, Croatia, employees, employer, employment services, legislation, career management skills, co-operation and co-ordination, quality assurance and evidence-base, adult education, social inclusion

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

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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

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:

 

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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

Subject of the Policy document

Psychological Activity Act

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2003

Reference number Official Gazette 47/03

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/305170.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 3
A general purpose of psychological activities is to improve quality of life of individuals, groups and communities. Psychological activities are included in all areas of human life, especially in areas which relate to work and organization of work, employment and career guidance, communication and market, education, research and analysis, health care, sport, social care, transport, judiciary, military and police.

Article 7
Implementation of psychological activity which is not covered by undergraduate education and it covers more demanding forms of work in the area of clinical, health, penological, forensic, military, pedagogical and educational psychology, psychology of work, sports, special care, career guidance and medicine of work requires of each psychologist, in additional to the basic working permit, a special certificate.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

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policy, psychological activities, quality of life, work, organization of work, employment, career guidance, communication and market, education, research and analysis, health care, sport, social care, transport, judiciary, military and police, Croatia, legislation, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, social inclusion

Subject of the Policy document

Development Strategy Of The Vocational Education System In The Republic Of Croatia, 2008-2013

Reference data

Adopted/Released by Goverment of the Republic of Croatia

Year of adoption 2008

Reference number 38th session of the Goverment of the Republic of Croatia

Available at http:// www.asoo.hr/UserDocsImages/Dokumenti/Strategija%20razvoja%20strukovnog%20obrazovanja%20u%20RH.pdf

Available in English at http:// www.asoo.hr/UserDocsImages/dokumenti/VET%20SYSTEM%20DEVELOPMENT%20STRATEGY_CROATIA_AVET.pdf

1. Additional narrative description of the reference to Lifelong Guidance

Within the objectives of the reform of vocational education and training, one of the activities refers to permanent harmonisation of education with the needs of the labour market:
In the function of better meeting the labour market needs, it is necessary to further develop and enhance the lifelong professional orientation in vocational education, as an important tool of education and employment policy, among other also through strengthening capacities for providing services of professional orientation.

Objectives:
- Define the roles of all the key stakeholders and mechanisms of their cooperation by the end of 2008
- Define the work of sectoral councils by the end of 2009
- Define the methodology of labour market research by the end of 2011
- Draft an Action Plan of lifelong professional orientation in vocational education and training by the end of Q1 2012
- Collect and process the results of the labour market research by the end of 2012

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

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policy, lifelong professional orientation, vocational training, labour market, labour market information, labour needs analysis, lifelong education, educational system, Croatia, National level, Regional level, strategy, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education

Subject of the Policy document

Act On Employment Mediation And Rights During Unemployment

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2008/2009/2010

Reference number Official Gazette 80/08, 94/09, 121/10

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2008_07_80_2602.html

Available in English at http:// www.hzz.hr/default.aspx?id=7085

1. Additional narrative description of the reference to Lifelong Guidance

Article 1
This Act regulates employment mediation, career guidance, education and training with the aim of increasing the labour force, insurance during unemployment, activities in the labour market with the aim of promoting spatial and professional mobility of the labour force, new employment and self-employment, financial resources for activities of the Croatian Employment Service (hereinafter: CES) and its structure, management and activities.

Article 22
Employment preparation includes the following:
1) career guidance,
2) introduction to methods and techniques of active job seeking,
3) training for employment,
4) professional rehabilitation.

Article 23
(1) Career guidance refers to a number of professional activities which define possibilities, interests and competences of clients, so that they make decisions on their education, training and employment and thus manage their professional development.
(2) Career guidance includes informing, counselling and monitoring of professional development of persons from Paragraph 1 thereof.
(3) Career guidance services are delivered to unemployed persons and other job seekers, pupils and students.

Article 63
CES performs the following activities:
1) monitors, analyses and keeps track of economic, social and other trends, employment figures, employment and unemployment and their mutual cooperation and impacts based on which it proposes measures for promotion of employment,
2) keeps register on unemployment persons and other persons, mediates in employment between employers and job seekers, monitors employment needs, their employment and , in that sense, cooperates with employers,
3) in cooperation with employers, educational institutions and other legal entities, organizes and implements career guidance services, training and other forms of active employment policies …
4) collaborates with educational institutions in order to harmonize curricula with demand for the labour force and implementation of career guidance ...

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

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policy, active placement, assessment, career guidance services, career planning, Croatia, job seeking, labour market, labour market participation, public employment service, training for employment, proffesional rehabilitation, legislation, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, adult education, employment, social inclusion

Subject of the Policy document

National Lifelong Guidance Council 2008-2012_HU

Reference data

Adopted/Released by

Year of adoption 2007

Reference number

Available at http://

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

The National Lifelong Guidance Council of Hungary was established in 2007, with the following main aims:
- to coordinate the ongoing works and developments of the Hungarian stakeholders and sectors (employment, public, higher, vocational education, social sectors)
- to harmonise the Hungarian LLG related developments with the EU priorities and goals,
- to participate in the works of the European Lifelong Guidance Policy Network (ELGPN),
- to supervise the EU funded development of the Hungarian Lifelong Guidance system, led by the National Employment Office.

Attached files

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Viktória Benei

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policy, consultation, cross-sectoral co-operation, guidance system, recommendation, National level, Hungary, guideline, co-operation and co-ordination, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

National LLG Council_Policy Statement_HU

Reference data

Adopted/Released by

Year of adoption 2008

Reference number

Available at http://

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

The aim of this policy statement is to summarise the current status of LLG and the main development trends on the basis of a historical review and to lay the foundations of a mediumterm action plan.

Attached files

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policy, development, lifelong guidance, policy declaration, practice, recommendation, National level, Hungary, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020

Reference data

Adopted/Released by European Ministers of Vocational Education and Training, European Social Partners, and the European Commission

Year of adoption 2010

Reference number

Available at http:// http://europa.eu/rapid/pressReleasesAction.do?reference=IP/10/1673&format=HTML&aged=0&language=EN&guiLanguage=en

Available in English at http:// http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bruges_en.pdf

1. Additional narrative description of the reference to Lifelong Guidance

The role of “easily accessible and high-quality lifelong information, guidance and counselling
services” as a part of European VET systems is highlighted in a global vision for VET in 2020. The importance of guidance is emphasised in enabling citizens to make sound decisions and in helping them to manage their learning and career (p. 6).

The document notes the role of guidance in promoting international mobility among VET learners, which has remained low despite the emergence of the European area of education and training (p. 4).

To enhance the attractiveness of VET, a provision of high quality guidance is needed to introduce different vocational trades and career opportunities to young pupils in compulsory education (p. 7).

In improving the quality and relevance of VET, participating countries and providers of vocational education and training are encouraged to make use of data guidance service provide on the transition from VET to work or further learning (p. 9).

The document highlights the importance of integrated guidance services, encompassing both employment and counselling services, in facilitating transitions from education and training to work and between jobs (p. 11).

One of the short term deliverables at the national level concerning strategic objectives 3 and 4 is the provision of ”integrated guidance services closely related with labour market needs” (p. 12).

Guidance services are noted as one of the measures which can help to maximise the contribution of VET in reducing early school leaving to below 10 per cent (p. 15).

Actors at the national level are encouraged to consider specific measures, such as using appropriate guidance and support services, to raise the participation levels of “at risk” groups in education and training (p. 16).

Attached files

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Outi Ruusuvirta

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policy, adult education, apprenticeship, continuing VET, companies, Copenhagen process, C-VET, European Education and Training Area, Europe 2020, flexible pathways, initial VET, integrated guidance services, I-VET, key competences, mobility, national qualifications framework, permeability, quality assurance, transition, transnational mobility, validation of non-formal and informal learning, VET, VET professionals, vocational education and training, work-based learning, European union, communication, career management skills, quality assurance and evidence-base, social inclusion

Subject of the Policy document

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)

Reference data

Adopted/Released by Council of the European Union

Year of adoption 2009

Reference number 2009/C 119/02

Available at http:// http://europa.eu/legislation_summaries/education_training_youth/general_framework/ef0016_en.htm

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

With regard to making lifelong learning a reality, the Conclusions call for an increase in the quality of guidance systems (p. 3). Work on lifelong learning strategies is one of the priorities for the first cycle of the ET2020 (2009-2011), and thus guidance is also emphasised (p. 9).

The acquisition of key competencies by all citizens is also emphasised heavily. Strategic objectives Two (Improving the quality and efficiency of education), Three (Promoting equity, social cohesion and active citizenship) and Four (Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training) all highlight the role the acquisition of key competencies plays in responding to the challenges that remain in creating a knowledge-based Europe and making lifelong learning a reality for all.

Attached files

This information was provided/updated by:

Outi Ruusuvirta

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policy, active citizenship, benchmark, education, education and training systems, entrepreneurship, European Qualifications Framework, key competencies, lifelong learning, mobility, open method of coordination, qualification framework, social cohesion, training, European union, Conclusion, career management skills, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education