European Lifelong Guidance Policy Network Database, ELGPN Database

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.

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Name of the good/interesting practice/initiative/policy

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

Country

Germany

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

1. Background

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

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

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

- Participants

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

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

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

Aims and targets

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

- Target group

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

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

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

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

2. Implementation

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

- Level of implementation (national, regional etc.)

- Implementation (description)

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

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

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

Monitoring and evaluation

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

- What actors are involved?

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

3. Outcomes

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

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

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

Cost effectiveness is provided through a NGO approach.

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

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

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

- Lessons learnt

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

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

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

Strengths and weaknesses

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

- Are there still challenges ahead?

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

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

Additional information

Name of contact

Anne Käther

Role (in policy initiative)

Speaker of the training commission

Organization name

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

Address

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

Phone

Fax

E-mail

fortbildungskommission@gibet.de

Website address

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

Documents and publications

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

Attached files

Links

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

This information was provided/updated by:

Bernhard Jenschke

No comments by users.

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Name of the good/interesting practice/initiative/policy

“Early intervention” activities with pupils – partnership based holistic approach in Croatia

Country

Croatia

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

1. Background

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

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

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

- Participants

The importance of creating social, educational and other conditions for the welfare of young people and their responsible participation in community, including the prevention of early – school leaving is emphasized as priorities in European strategies (e.g. Europe 2020, New Skills for New Jobs) and many national strategies in Croatia (National Youth Program from 2009 - 2013, Development Strategy of the Vocational Education System in the Republic Of Croatia 2008-2013, National Strategy for Entrepreneurial Learning, National Strategy of Equalization of Possibilities for Persons with Disabilities 2007 – 2015).

Presently, career guidance in Croatia is a transversal and comprehensive activity with a cross - sectored approach in youth policy implementation. A clear mandate is given to Croatian Employment Service (CES) to provide support to the educational system through vocational and career guidance services. This approach has been developed on partnership bases between CES, schools, employers, health and social welfare organizations.

Aims and targets

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

- Target group

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

Croatian Employment Service includes “early intervention” activities in career guidance as an integrated part of its responsibilities to prevent early – school leaving. This approach has proven to be successful since Croatia has a very low rate of early school leavers (3.9%) in comparison to the European countries (where the average rate is close to 15%).

A key feature in Croatian model is client-oriented approach aiming at providing tailor-made services for pupils at risk (early - school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Educational, psychological, medical and social aspects are assessed for these target groups which are most in need of comprehensive vocational and career guidance services.

2. Implementation

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

- Level of implementation (national, regional etc.)

- Implementation (description)

Career guidance services are provided to pupils and students using the so-called ˝tiered services˝, starting from the fact that the largest number of pupils need to be informed about their future possibilities in order to make decision; some of them need additional counseling and are included in group counseling sessions and the smallest number (about 10%) are offered the most intense and complex services which could include psychological-medical assessment as well (for those with the risk of being early – school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Secondary schools students who achieve poor results are also referred to the expert team for career guidance.

Croatian Employment Service conducts a Survey on Vocational Intentions of Primary and Secondary School Pupils on a yearly basis. Under the leadership of CES professionals, expert teams are set-up in each primary and secondary educational institution in order to analyze the outcomes of the Survey and identify priority groups who may require special attention. Analysis is conducted on individual level (for each pupil), regional level (in relation to labor market needs) of and national level (trends in vocational intentions).

Each year the Ministry of Education adopts the Decision on Elements and Criteria for Candidate Selection for High-School Enrolment enabling pupils with developmental disabilities, health difficulties, learning difficulties, behavioral and emotional difficulties as well as pupils from the Roma minority to achieve direct enrolment or receive extra points to the score set in the enrolment valuation process. In order to obtain these rights, pupils among other documents enclose an expert opinion of the CES career guidance service on their abilities and motivation with a list of recommended educational programmes. In expert opinions on the most adequate choice of further education, needs of the labour market and education opportunities are taken into account, as well as the student's individual abilities and needs. In case of pupils with developmental disabilities (physical or mental disability), career guidance expert team’s opinion enables them direct enrolment in specialized schools or training programs.

Monitoring and evaluation

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

- What actors are involved?

Monitoring and evaluation of career guidance services in Croatia is carried out periodically by Croatian Employment Service in co-ordination with secondary and tertiary educational institutions. According to the results of the Survey on pupil’s intentions, approximately 60% of the pupil population expresses a need for professional assistance in their choice of further education program. It indicates a further need for further development of group methods and e-counseling services for pupils and students. Career guidance services are planned on a yearly basis according to the expressed needs.

3. Outcomes

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

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

In a partnership based approach and coordination between employment and educational sectors, it is considered more cost effective to the entire society to provide adequate support to those of greater need at primary and secondary school rather than spending public money for unemployed citizens when adults.
Career guidance services in Croatian Employment Service are considered a key element in preventive activities in order to avoid potential social exclusion. On average, 30% of the pupil/student population in Croatia is included in the “early intervention” activities of CES career guidance services.

In addition, aggregate results of the Survey on pupil’s intentions indicate the trends in pupils'/students' vocational intentions and are delivered to the stakeholders in the field of education and employment on the county and national level. According to the Survey and forecasting the needs of the labor market for certain occupations, every year recommendations for enrollment policy and scholarship policy are made and referred to the educational institutions, local and regional stakeholders, sector councils and the Ministry of Education.

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

- Lessons learnt

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

The key feature of the ˝early intervention˝ model is client-oriented approach aiming at providing tailor-made services for pupils at risk. It represents a multidisciplinary approach that involves co-operation and co-ordination of experts in the fields of education, employment, health and social welfare. It has proven to be successful since Croatia has a very low rate of early school leavers (3.7%).

Strengths and weaknesses

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

- Are there still challenges ahead?

One of the challenges is the positive discrimination of pupils at risk as a way of addressing their disadvantages in educational and labor surroundings. A necessity to develop more efficient tailor-made CG services for pupils at risk exists, which leaves fewer opportunities for providing CG services to other target groups (undeceive pupils, talented pupils, etc.).

Currently, Croatia is in the process of establishing a LLCG National Forum and drafting legislation for guidance provision. The awareness of inter-institutional cooperation is increasing, including the need to define the roles and responsibilities of different stakeholders on national, regional and local levels.

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

Additional information

Name of contact

Mirjana Zećirević

Role (in policy initiative)

Head, Employment Preparation Department

Organization name

Croatian Employment Service

Address

Radnička cesta 1, 10 000 Zagreb

Phone

+385 1612 6091

Fax

+385 1612 6039

E-mail

mirjana.zecirevic@hzz.hr

Website address

http://www.hzz.hr/

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

No comments by users.

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