Using quality manuals to develop a culture of learning within and across career development services
Name of the good/interesting practice/initiative/policy
Using quality manuals to develop a culture of learning within and across career development services
Country
Estonia
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
In Estonia, three inter-related services currently operate: career education, career information and career counselling.
Career service developments are informed and supported by the introduction of three quality manuals which contain ideas and resources on: (i) how to ensure the quality of career education in schools, aimed at teachers and directors of general education and vocational training institutions, linking pedagogical principles to lifelong guidance policies and practices; (ii) how to develop service quality-assessment reviews and requirements concerning service delivery and record management systems; and (iii) how to understand the management and delivery of careers services, which in turn affects the quality of careers provision.
The main manual is the quality manual of career services, which formulates the basic principles of all the career services that are provided. There are two specific manuals, one on career education and second to support career information provision and counselling. These manuals visualise the process of providing the service, the expected outcomes and the indicators of the efficiency of the process. To ensure systematic service improvement the manuals are revised annually and updated if necessary.
Some examples of quality indices include:
- satisfaction of the users of careers services: measured using on-line questionnaire;
- satisfaction of stakeholders (mainly representatives of the National Career Guidance Forum): measured using questionnaire;
- satisfaction of career service professionals: measured using questionnaires, ‘on-the-spot’ inspections;
- attainment of the objectives set: measured using actual results measured against intended results;
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
In 2011, manuals were piloted in 17 regional youth information and counselling centres. Currently the system is being expanded to the Estonian Unemployment Insurance Fund (national employment offices) and career centres in the institutions of higher education.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Margit Rammo
Role (in policy initiative)
Head of Centre; Program Manager
Organization name
INNOVE, National Resource Centre for Guidance
Address
Lõõtsa 4, 11415 Tallinn
Phone
372 735 0700
Fax
margit.rammo@innove.ee
Website address
http://www.innove.ee/en
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Marjo Halmiala
No comments by users.
good practice, initiative, interesting practice, policy, career education, career counselling, career services, quality, schools, VET, guidance in schools, career information, Estonia
Quality Standards For The Vocational Guidance and Selection Services At The Croatian Employment Service
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
“Early intervention” activities with pupils – partnership based holistic approach in Croatia
Name of the good/interesting practice/initiative/policy
“Early intervention” activities with pupils – partnership based holistic approach in Croatia
Country
Croatia
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The importance of creating social, educational and other conditions for the welfare of young people and their responsible participation in community, including the prevention of early – school leaving is emphasized as priorities in European strategies (e.g. Europe 2020, New Skills for New Jobs) and many national strategies in Croatia (National Youth Program from 2009 - 2013, Development Strategy of the Vocational Education System in the Republic Of Croatia 2008-2013, National Strategy for Entrepreneurial Learning, National Strategy of Equalization of Possibilities for Persons with Disabilities 2007 – 2015).
Presently, career guidance in Croatia is a transversal and comprehensive activity with a cross - sectored approach in youth policy implementation. A clear mandate is given to Croatian Employment Service (CES) to provide support to the educational system through vocational and career guidance services. This approach has been developed on partnership bases between CES, schools, employers, health and social welfare organizations.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
Croatian Employment Service includes “early intervention” activities in career guidance as an integrated part of its responsibilities to prevent early – school leaving. This approach has proven to be successful since Croatia has a very low rate of early school leavers (3.9%) in comparison to the European countries (where the average rate is close to 15%).
A key feature in Croatian model is client-oriented approach aiming at providing tailor-made services for pupils at risk (early - school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Educational, psychological, medical and social aspects are assessed for these target groups which are most in need of comprehensive vocational and career guidance services.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
Career guidance services are provided to pupils and students using the so-called ˝tiered services˝, starting from the fact that the largest number of pupils need to be informed about their future possibilities in order to make decision; some of them need additional counseling and are included in group counseling sessions and the smallest number (about 10%) are offered the most intense and complex services which could include psychological-medical assessment as well (for those with the risk of being early – school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Secondary schools students who achieve poor results are also referred to the expert team for career guidance.
Croatian Employment Service conducts a Survey on Vocational Intentions of Primary and Secondary School Pupils on a yearly basis. Under the leadership of CES professionals, expert teams are set-up in each primary and secondary educational institution in order to analyze the outcomes of the Survey and identify priority groups who may require special attention. Analysis is conducted on individual level (for each pupil), regional level (in relation to labor market needs) of and national level (trends in vocational intentions).
Each year the Ministry of Education adopts the Decision on Elements and Criteria for Candidate Selection for High-School Enrolment enabling pupils with developmental disabilities, health difficulties, learning difficulties, behavioral and emotional difficulties as well as pupils from the Roma minority to achieve direct enrolment or receive extra points to the score set in the enrolment valuation process. In order to obtain these rights, pupils among other documents enclose an expert opinion of the CES career guidance service on their abilities and motivation with a list of recommended educational programmes. In expert opinions on the most adequate choice of further education, needs of the labour market and education opportunities are taken into account, as well as the student's individual abilities and needs. In case of pupils with developmental disabilities (physical or mental disability), career guidance expert team’s opinion enables them direct enrolment in specialized schools or training programs.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Monitoring and evaluation of career guidance services in Croatia is carried out periodically by Croatian Employment Service in co-ordination with secondary and tertiary educational institutions. According to the results of the Survey on pupil’s intentions, approximately 60% of the pupil population expresses a need for professional assistance in their choice of further education program. It indicates a further need for further development of group methods and e-counseling services for pupils and students. Career guidance services are planned on a yearly basis according to the expressed needs.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
In a partnership based approach and coordination between employment and educational sectors, it is considered more cost effective to the entire society to provide adequate support to those of greater need at primary and secondary school rather than spending public money for unemployed citizens when adults.
Career guidance services in Croatian Employment Service are considered a key element in preventive activities in order to avoid potential social exclusion. On average, 30% of the pupil/student population in Croatia is included in the “early intervention” activities of CES career guidance services.
In addition, aggregate results of the Survey on pupil’s intentions indicate the trends in pupils'/students' vocational intentions and are delivered to the stakeholders in the field of education and employment on the county and national level. According to the Survey and forecasting the needs of the labor market for certain occupations, every year recommendations for enrollment policy and scholarship policy are made and referred to the educational institutions, local and regional stakeholders, sector councils and the Ministry of Education.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
The key feature of the ˝early intervention˝ model is client-oriented approach aiming at providing tailor-made services for pupils at risk. It represents a multidisciplinary approach that involves co-operation and co-ordination of experts in the fields of education, employment, health and social welfare. It has proven to be successful since Croatia has a very low rate of early school leavers (3.7%).
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
One of the challenges is the positive discrimination of pupils at risk as a way of addressing their disadvantages in educational and labor surroundings. A necessity to develop more efficient tailor-made CG services for pupils at risk exists, which leaves fewer opportunities for providing CG services to other target groups (undeceive pupils, talented pupils, etc.).
Currently, Croatia is in the process of establishing a LLCG National Forum and drafting legislation for guidance provision. The awareness of inter-institutional cooperation is increasing, including the need to define the roles and responsibilities of different stakeholders on national, regional and local levels.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Mirjana Zećirević
Role (in policy initiative)
Head, Employment Preparation Department
Organization name
Croatian Employment Service
Address
Radnička cesta 1, 10 000 Zagreb
Phone
+385 1612 6091
Fax
+385 1612 6039
mirjana.zecirevic@hzz.hr
Website address
http://www.hzz.hr/
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
No comments by users.
good practice, initiative, interesting practice, policy, career counselling, career guidance services, disabilities, health difficulties, learning difficulties, co-operation, co-ordination, Croatia, drop-out, early school leaver, effectiveness, employment services, expert opinion, group counselling, young people, schools, guidance provision, labour market information, PES career guidance service, prevention, professional informing, school children, secondary education, self-assessment, survey, transition, vocational guidance, youth education, VET, employment, guidance in schools, career information
A Success Story: The Case of the Educational Sector of Guidance in Cyprus
Name of the good/interesting practice/initiative/policy
A Success Story: The Case of the Educational Sector of Guidance in Cyprus
Country
Cyprus
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
Since Frank Parsons’ work at the turn of the twentieth century, career counselling has attempted to help the students understand and resolve issues and problems associated with their careers (Engels & Splete, 1995). Career counselling evolved and multiplied as different theories all over the world emerged (Gysbers & Moore, 1987). Contemporary career counsellors find themselves in a world that is redefining traditional trait-factor approaches (Tracy & Rounds, 1995), questioning them and pushing them to change the way they offer their services, especially when it comes to managing information. The goal of having a counsellor in each school was set years ago (Georgiades, 1967) but the political, educational and socio-economical system of Cyprus wasn’t ready to adopt those proposals.
In this case study we will present the establishment and evolution of the Career Counselling and Education Service. The initiatives for the formation of the service go back to 1964 but only until the 1990’s this were possible. The proposal came out of the Ministry of Education and Culture in 1991. Seven proposals were put forward and it was decided to have the Counsellors in the schools.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The School Counsellors in Cyprus are asked to resume a double role: that of the Career Counsellor / teacher and of the Personal Counsellor. Counsellors are expected to teach the Career Guidance lesson in Year 3 of the Secondary School, as well as carry out individual counselling for career choices and for personal problem solving. They are also asked to offer a more developmental approach at the crossroads of the students’ choices. In Cyprus, students are asked to make choices at the 3rd grade (whether to go to a general Lyceum or a Technical School), during the1st year of the Lyceum (subject choices) and again during the 2nd year of the Lyceum (subject choices) and finally when applying for the Pancyprian examinations (School Final Examinations and University Entrance Examinations).
Counsellors can be placed at the Central offices of the Ministry of Education and Culture, at the Regional Offices and at every Secondary School. All Counsellors hold a first degree in a subject with which they can be employed as teachers in Secondary Schools as well as a post-graduate Diploma and / or a Masters in Guidance / Counselling. To reach this objective for almost seven years teachers of other disciplines operated as part time Counsellors until we had qualified Counsellors to staff the services. The target group includes all secondary and tertiary education students and the general public.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The strategic plan that made the reform work had the commitment of the state to support financially the new recruit, through the standard procedure of employment (Educational Committee). The steps that were taken included ratios and a transitional plan. The formula of almost 60 students per Counsellor and the concentration and specialization only on Career Guidance and Counselling services came later. The last decade we are working on having one full – time Counsellor at each Gymnasium and two, at every Lyceum or Technical school.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The Central Office provides constant support and supervision to all Counsellors and especially to those who have less than two years of service. New analytical programmes and more counselling oriented training, due to the differentiated duties Counsellors have in school, is being offered to all Counsellors. New textbooks and constant revision of all existing material is also being carried out by the Central Offices at the Ministry
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
At a national level, there are 125 School Counsellors today, six of which are placed in the central offices. The rest are placed at 123 schools. A Counsellor is placed at the Examination Services and three more in other departments of the Ministry of Education and Culture. The annual cost of the services is close to €3,500,000. This amount comes out of the Ministry of Education and Culture’s budget. What distinguish the provided services in Cyprus are the dual role of the service – Teacher and Counsellor – and the dual role of the Counsellor – Career Guidance and Personal Counselling.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
• Counselling and Career Education Services (CCES) support and inform pupils in realizing and developing their inclinations and interests, for better adapting to the school environment and taking the best possible personal educational and professional options.
• The CCES operates within the Public Secondary Education System of Cyprus and offers help to students and other youngsters through the CCES Offices at Schools and at the Central Offices at the Ministry of Education.
• School Counsellors have the official status of Secondary School Teacher. A Counsellor must have a university degree in a subject taught in secondary education and a post-graduate degree either in Counselling or in Careers Education/ Guidance.
• The goal of the C.C.E.S is the provision of specialized help to students and other young people through the counselling technique for
• The healthy development of the students´ personality
• The development of problem-solving skills which effectively deal with personal, educational, professional and social problems.
• Counsellors offer help to students and other young people in order to make effective personal, educational, and vocational choices.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
A major weakness is the number of students each Counsellor is responsible for. As a result, a Counsellor may work in more than one school.
Due to the multiple socio – economic and cultural changes there is increase and complexity in all matters young people are concerned with. A major strength is that the Counsellors help students acquire necessary skills to make effective personal, educational and vocational choices through:
1. Personal, group, and family counseling
2. Administration of specialized tests offered during counselling sessions to help students explore in depth, their personality, interests, etc.
3. Teaching the Careers and Social Education course.
4. Organization of seminars and conferences on vocational, educational, social psychology, and related subjects
5. Production of career – education films.
4. Additional narrative description of the policy/practice/initiative
The C.C.E.S. participates in different Committees at the M.O.E.C., which have as major goals the empowering of students by developing the necessary decision and problem solving skills. The inclusion of children with special needs in mainstream Secondary Education constitutes part of the policy of the Ministry of Education and Culture. Providing equal opportunities to the children with special needs to be educated along with other children of the same age in the Public Secondary Schools of their community / neighborhood, the Counsellors provide personal and educational Counselling to these students and contribute to the development of individual educational programs for them. Additionally, the C.C.E.S. publishes many books and provides professional development for all Counsellors.
Additional information
Name of contact
Lena Nicolaou
Role (in policy initiative)
Inspector of Guidance, responsible for implementing all of the above.
Organization name
Ministry of Education and Culture
Address
Kimonos and Thoukydidou Corner, 1434 Nicosia, Cyprus
Phone
00 35722800761
Fax
0035722305117
lnicolaou@moec.gov.cy / lenanicol7@gmail.com
Website address
No links specified.
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Lena Nicolaou
No comments by users.
good practice, initiative, interesting practice, policy, schools, guidance in schools, career information, Cyprus
Job Exposure
Name of the good/interesting practice/initiative/policy
Job Exposure
Country
Malta
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The Job Exposure consists of a two-week national project where a selection of Form 4 students are placed for one week within a workplace context either related to the Financial sector, such as a bank or an insurance company, within the Health Sector, such as a hospital or a healthcare centre or within the ICT Sector such as a software or hardware company. Students have the opportunity to observe workers on the job.
The importance of linking schooling with the world of work has always been given importance in Malta. The National Curriculum Framework – Towards a Quality Education for all (Document 2) (2011, p. 29) identifies as one of the educational objectives, the effective and productive participation in the world of work. It states that students should be exposed to direct work orientation experiences (p. 62). The document also emphasis the importance of students acquiring employability skills such as the skills of creativity, problem solving, teamwork, responsibility, time management, job search skills and others – skills which students experience during work orientation experiences.
Participants: A cross-section of Form 4 students within state schools. The selection of students is carried out on the basis of structured personality-based interviews, carried out by a three-member board set up within each school. The format of the interviews is based on research carried out by the team, and each board consists of a team member, a college-based trainee career advisor and a school-based guidance teacher. This is done following the student’s submission of a letter of application and curriculum vitae. In this way, a ‘real-life’ learning experience in interviewing is also provided to those students who sit for the interview but are not selected for participation in the experience.
Students are also prepared for the experience through weekly e-mailed tutorials, addressing the following topics:
• gathering industry and health related information;
• making a good first impression;
• planning your way to the place of work;
• and making good use of the log book.
Queries are followed up and appropriate guidance provided.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
AIMS of the initiative:
- expose students to real life contexts and situations, providing them with a glimpse/view of what is in store for them in the future;
- serve as a bridge between compulsory school and the world of work;
- expose students to workplace ethics common to different work environments;
LEARNING OUTCOMES:
- understand the relevance of school regulations to the world of work;
- understand the importance of acquiring employability skills such as team work; communication, leadership, responsibility and accountability etc;
- Acquire a number of job search skills: writing of a letter of application, the filling-in of a CV, preparation for an interview (for which students are also encouraged to look up information), sitting for an interview.
- entice students who find schooling ‘difficult’ to see the relevance of school subjects to different careers;
- broaden students’ knowledge of career options by encouraging them to explore careers they would never have thought of considering;
- widen students’ exposure to careers in a particular sector, e.g. the different career options found in the tourism sector;
- help students to assess whether their perceptions of a particular career is realistic and help in deciding whether or not to take up that career.
- encourage students to enquire about post-secondary/other courses and hence realise the importance of taking school seriously;
Target Group: Fourth Formers (14-15 year old students)
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The Job Exposure is a national initiative. This ensures that all secondary state schools are involved in the implementation of the initiative. Collaboration was sought by the Directorate for Educational Services with entities such as the Malta Financial Services Authority (MFSA) for the financial sector placements, the Malta Information Technology Agency (MITA) for the ICT sector placements and entities in the health sector for placements in health sector. The initiative is co-ordinated by the Career Guidance Teachers at the central unit at the Directorate for Educational Services, Student Services Deparment. Career Advisors and/or guidance teachers are responsible for coordinating work at school level. The job exposure is conducted during the summer period, thus complementing the career initiatives which are undertaken during the scholastic year. In this way students are well prepared for the experience.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Monitoring: Students are monitored during the week of the job exposure by career advisors from the Directorate of Educational Services. A minimum of 3 visits are conducted by the supervisor during the week. During these visits time is dedicated for helping the student to critically reflect on workplace issues such as conditions of work; career prospects, employee relations, etc. Students are also helped to engage in self-reflection through the use of a log-book. This helps them to assess whether their perception of the career is realistic. This provides the student with an opportunity to think concretely about their career path and to decide whether to take up a particular path or not. Students are also informed about the right educational route and qualifications needed to pursue the career in question.
Evaluation: Students are asked to fill in an evaluation questionnaire at the end of the experience outlining the strengths and weaknesses of the initiative. An evaluation exercise is also conducted by the entities responsible for choosing the work placements thus assessing the viability of the students’ placements.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Specific results – Strenghtening the link between education and the world of work in a number of emerging sectors in Malta.
Cost effectiveness :
The job exposure poses a number of cost effective advantages:
- These expos are often aimed at motivating students to study. Students often do so on becoming aware of subject/educational relevance. Research suggests that early school leavers often cite lack of work and life relevance of their schooling as a factor in their dropping out. Dropping out of school has serious and lifelong consequences for young people. One of the strategies for retaining young people in the school system is through job exposure experiences which provide students with an opportunity to understand this link between what they are learning in school and work opportunities beyond schooling. These students are more likely to attend to their class work and build a positive mental image of their future.
- Students obtain a realistic image of the career observed. If at the end of secondary schooling the student eventually opts to follow this career path, there is more guarantee that he/she will follow through and not drop out of the course of studies;
Budget - the expenditure comes out of the national educational budget
Innovative aspects – These initiatives are being followed through at College level where colleges are organising their job exposure initiatives thus targeting the needs of their students.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Lessons learnt
Job exposure experiences have been successful for the following reasons:
- Cooperation between the entities involved – Directorate for Educational Services, MITA, MFSA and health sector entities;
- Involvement of career guidance professionals who co-ordinate and or/supervise students both at college level and at the place of work;
- Cooperation from Colleges;
- Cooperation and support of parents of students participating in the initiative
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
Challenges
- Coordinating job expos at national level and thus providing all students with the opportunity to experience work place exposure;
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Dorianne Gravina/Sandra Cortis
Role (in policy initiative)
Policy initiators and implementers
Organization name
Directorate for Educational Services, Student Services Department
Address
Fra Gaetano Pace Forno Street, Hamrun, HMR1100
Phone
0035621225943
Fax
0035621220838
dorianne.gravina@gov.mt; sandra.cortis@gov.mt
Website address
No links specified.
Documents and publications
Attached files
Links
https://www.education.gov.mt/MediaCenter/Docs/1_BOOK%202%20ENG.pdf
This information was provided/updated by:
Dorianne Gravina/Sandra Cortis
No comments by users.
good practice, initiative, interesting practice, policy, schools, guidance in schools, people at risk, career information, Malta
eGuidance
Name of the good/interesting practice/initiative/policy
eGuidance
Country
The Danish Ministry of Children and Education launched eGuidance in January 2011. It provides individual and personal guidance to all citizens via various virtual communication channels: chat, telephone, SMS, e-mail and Facebook. eGuidance is for everyone who wants information about education and employment; it may also refer users to other guidance tools (www.ug.dk) and to institutions for further guidance. It is especially targeted at resourceful young people and their parents, to give them easy access to independent information and guidance and thereby to motivate the young people to continue the search and clarification process on their own. It plays a central role as a guide to the national guidance portal, and as a communicator of guidance information etc. Use of Facebook was introduced in January 2012, enabling eGuidance to provide guidance in a common forum and in the social media (www.facebook.com/eVejledning). Users can contact eGuidance during the day and evening as well as at weekends.
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The Danish Ministry of Children and Education launched eGuidance in January 2011. E-guidance is established providing opportunity for personal guidance through “e-channels”
Primarily aimed at resourceful youths and their parents
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
eGuidance provides individual and personal guidance to all citizens via various virtual communication channels: chat, telephone, SMS, e-mail and Facebook. eGuidance is for everyone who wants information about education and employment; it may also refer users to other guidance tools (www.ug.dk) and to institutions for further guidance. It is especially targeted at resourceful young people and their parents, to give them easy access to independent information and guidance and thereby to motivate the young people to continue the search and clarification process on their own. It plays a central role as a guide to the national guidance portal, and as a communicator of guidance information etc. Use of Facebook was introduced in January 2012, enabling eGuidance to provide guidance in a common forum and in the social media (www.facebook.com/eVejledning). Users can contact eGuidance during the day and evening as well as at weekends.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
eGuidance is a national service and is manned by professional guidance counsellors and cooperates with the youth guidance centres, the regional guidance centres and the national guidance portal www.ug.dk.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
eGuidance is evaluated together with all other initiatives in the new Act on Guidance in 2010. eGuidance.
The Ministry of Education is the main stakeholder of the quality assurance system in the educational sector on a national level, as well as the main organisations for managers and guidance counsellors. eGuidance has establish a quality assurance system, which can be used to document activities, quality and effect on clients and society. Several indicators are included in the quality assurance system. Among the indicators are user surveys, based on nationally representative samples of pupils and students, responding on the same questionnaire. The user surveys are designed to provide information on user benefit of guidance in order to create the basis for a user-driven development. Based on inputs from guidance counsellors, the user surveys make it possible to compare and evaluate the user benefit of different types of guidance activities
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Steffen Jensen
Role (in policy initiative)
Organization name
Ministry og Children and Education
Address
Frederiksholms Kanal 26
Phone
0045033952135
Fax
steffen.jensen@uvm.dk
Website address
evejledning.dk
Documents and publications
Attached files
Links
http://www.ug.dk/evejledning
This information was provided/updated by:
Hanne woller
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