European Lifelong Guidance Policy Network Database, ELGPN Database

Name of the good/interesting practice/initiative/policy

NATIONAL NETWORK OF COUNSELORS AND COUNSELLING STRUCTURES - ICT WEB FORUM “IRIDA”

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

The ICT web forum IRIDA is the electronic communication platform of the Greek Lifelong Guidance Forum.
The development of a network and electronic communication platform targeted to guidance practitioners was implemented in 2007 by the National Centre for Vocational Orientation (EKEP). Following a Ministerial Decision in 2011, the National Organization for the Certification of Qualifications and Career Guidance (EOPPEP) has incorporated all the responsibilities previously carried out by EKEP.

The motivation of the initiative was to develop a forum of dialoque and consultation on important issues of LLG in order to promote cooperation and coordination of career guidance counselors and services of the public and private sectors in national, regional and local levels according to the 4th priority set by the 2008 EU resolution on life long career guidance.
Through the coordination of all career guidance stakeholders of both the public and private sectors a certain complimentarity of actions is achived together with better exploitation of financial and human resources with ultimate result the improvement of quality of career guidance provision

The project is linked to the following LLG policy priorities: Quality, Coordination and Cooperation and Access.
The initiative is part of EOPPEP’s responsibilities as a National Euroguidance Center. For its operation, many European good practices of networking are taken in account, as well as CEDEFOP’s study "Establishing National Lifelong Guidance Forums».

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 aim of the platform is to connect all services providing career guidance at national regional and local levels, including:
Centres for Career Guidance (KESYPs)" that operate in the capitals of the prefectures under the juristiction of the Ministry of Education
Centers for Promotion to Employment operating within the Greek Public Employment Services.
Career offices in tertiary education
Career guidance services of the private sector: (The Centers of Life Long Learning (KDVM) (former Vocational Training Centers), The Private Job Finding Offices and The Temporary Job Enterprises
Social partners’ guidance structures.
The target group is mainly the Career Guidance Counselors of the public and private sector that work in the above services, who need to get informed and exchange ideas concerning issues of career guidance services in national and european level.
The initiative is the result of a fertile collaboration between its coordinator (EKEP and now EOPPEP) and an important number of career guidance centers.
The platform is designed as an ICT interface. It consists of an information data base and a dialogue interface, accessed only by subscribed users. It is controlled and supported by an administrator and several moderators.
The subscribed users of the platform are trained by the tool itself.

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)

For the implementation of the forum, the following actions have been undertaken:
• Definition of platform’s stakeholders and needs by EOPPEP
• Collaboration among the stakeholders and EOPPEP’s Career Guidance Directorate for the subjects to be discussed in the platform
• Design and implementation of the platform by an ICT company (EPAFOS) in collaboration with EOPPEP
• Testing of the platform by EOPPEP
• Creation of platform users’ accounts

The development of the platform is completed and the instruction of moderators is under way. The platform is about to be presented to the public afterwhich its official operation will start.
The communication among IRIDA users will be in a national, regional and local level.

Monitoring and evaluation

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

- What actors are involved?

EOPPEP has the role of scientific and ethical supervision of the web forum. Moreover it facilitates the active participation to the platform of all represantatives and stakeholders of career guidance services of the education, VET and employment sectors including social partners and users of the career guidance services. The contribution of the forum to the improvement of quality of career guidance services will be evaluated by EOPPEP
EOPPEP is responcible for the promotion of the platform to the public and of the technical maintenance

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: The platform will give to its users (counselors of the Career Guidance Centers (KESYPs) of the ministry of education, Career Offices of the Universities, Centers for Promotion to Employment (KPAs) of the Greek Manpower Organization (OAED) of the Ministry of Labour etc) the possibility to communicate to each other, to exchange ideas, practices and knowledge, to discuss various subjects (e.g. career management skills, european dimension in career guidance etc) to raise questions etc thus promoting the cooperation and coordination of all career guidance stakeholders.

Cost effectiveness: The cost effectiveness is high since the complimentarity of actions, the dissemination of innovative policies and good practices and the exchange of information on available services, training opportunities, awareness seminars and scientific conferences will promote both the coordination and better access to career guidance services, all of which result in the improvement of quality in career guidance provision for the sake of its users.
In financial terms there will be reduced costs as the communication is evolved by economical means, i.e. mail and internet instead of high budget live meetings. Through the coordination of LLG activities, the cost of parallel and similar policies is eliminated.

Budget: Since the platform was developed in the framework of another ICT tool (Interactive Internet Portal for Adolescents) it had no cost. However, it will require annual technical maintenance.

Innovative aspects: Irida is the first and only web forum connecting career guidance counselors and services of the public and private sectors in national, regional and local levels. It is an easy to learn and use tool that stimulates cooperation and coordination of policies, projects and actions and promotes dialogue and exchange of opinions on issues relating to guidance practice..

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 forum’s development and improvement is a continuing procedure. EOPPEP has a daily relation with interested stakeholders in a formal (cooperation contracts) or informal way (phone contacts).
Its successful design and implementation is based mainly to the collaboration among stakeholders and to the consultation provided by EOPPEP.

Strengths and weaknesses

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

- Are there still challenges ahead?

The initiative can encourage cooperation on specific activities of the participants. They can have lot of benefits as described above .
The platform can inform career guidance counselors about several themes like career guidance tools and methods, career management Skills, quality assurance in career Guidance , career development of practitioners, seminars and conferences in Greece and abroad, ect.

The tool is interactive. The users can upload questions and answers on interesting issues. The practitioners can actively participate in conversations and get updated on innovative tools and methods. They can also make changes in their electronic profile.

In order to access the platform they need to create an account, after a relative application to EOPPEP.

EOPPEP is responsible for the coordination and the support of the platform, through a team work of internal users (moderators and administrator).

The biggest challenge for the forum is to become a strong and active mean of communication that will be accepted and widely used by all career guidance stakehloders.

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

Additional information

Name of contact

Fotini Vlachaki, (MSc) Manager of the Directorate of Career Guidance of EOPPEP - Dimitrios Gaitanis (PhD) Head of the Department of Scientific Support of Career Guidance Counselors and Services

Role (in policy initiative)

COORDINATORS

Organization name

EOPPEP - NATIONAL ORGANISATION FOR THE CERTIFICATION OF QUALIFICATIONS AND CAREER GUIDANCE

Address

41, ETHNIKIS ANTISTASEOS AVE. 14234 ATHENS GREECE

Phone

+30 210 2709172-7

Fax

+30 210 2709178

E-mail

guidance@eoppep.gr

Website address

http://guidanceforum.eoppep.gr/

Documents and publications

Attached files

Links

http://guidanceforum.eoppep.gr/

This information was provided/updated by:

Dimitris Gaitanis and Marina Katsimani, department of scientific support of career guidance counselors and services.

No comments by users.

good practice, initiative, interesting practice, policy, career guidance services, cooperation, coordination, data base, information, network, ICT, quality, co-operation, co-ordination, Greece

Name of the good/interesting practice/initiative/policy

The Retirement Compass

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

In the light of the changing demographics and the future manpower shortage elder people are becoming increasingly important as active citizens. Active aging is an aim and necessity both of the Council of the European Union as well as of the Federal Republic of Germany. The Retirement Compass (Ruhestandskompass) is a new tool to support people with the transition from work to retirement promoting active aging.

It has been developed as part of the Federal programme ‘Local Learning’ (Lernen vor Ort) in the city of Leipzig/ Germany. ‘Local Learning’ (Lernen vor Ort) is a public-private partnership between the Federal Ministry of Education and Research and some German foundations funded by the ESF and the Federal Government with the overall aim to promote coordinated Lifelong Learning of the individual. The programme supports municipalities to strengthen education management in the region. In addition to better regional cooperation and coordination and educational monitoring, the programme aims to facilitate transitions from one life-phase to the other.

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 Retirement Compass aims to support orientation and planning of retirement and thus helps to manage the transition into a self-determined retirement as a conscious step and should assist to make this phase of life as active as possible.

The tool targets people who will retire shortly (around the age of 65 – but also those who may retire earlier or later). It can be applied individually but consulting a guidance practitioner during the process of working with the compass is highly recommended. Thus, the Compass creates an occasion for guidance and actively encourages elder people, who rarely approach guidance services, to use guidance provisions. It also encourages to exchange reflections, ideas and plans with friends, family and colleagues.

Following a portfolio approach and inspired by such approaches for young people and for competence assessment, the tool also helps to improve self-knowledge and self-reflection, assessing and acknowledging personal interests as well as planning of the future life phase.

The Retirement Compass is open to all possible outcomes including the decision, not to plan anything and leave open space for the retirement. It further provides information on opportunities for volunteer work, and possibilities of leisure, sports and other activities and related services in the municipality.

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)

After its development the Retirement Compass was piloted in 2010 with staff personnel of the municipial administration of Leipzig. Since June 2011 the tool is offered to all employees of the municipal administration who will go into retirement shortly. They are encouraged to use the retirement compass and to see a guidance practitioner. The educational guidance service of Leipzig which has also been established as part of the programme ‘Local Learning’ provides a special guidance offer for the Retirement Compass. The Compass and guidance provision is open to all citizen of the city of Leipzig. It is also available in a fully accessible version for blind and visually impaired people ( developed in cooperation with the German Central Library for the Blind).

This regional implementation results from the context of the development of the tool in the programme ‘Local Learning’ in Leipzig. But, through the exchange between the municipalities taking part in the programme at conferences and working groups, tools and experiences are communicated and shared. In general, the tool is designed to be easily adaptable in all regions.

Other cities have already become interested and are planning to implement the tool. In the city of Dresden the Office for Senior Citizens has made a cooperation agreement with the city of Leipzig to adapt and implement the Retirement Compass. Steps have been taken in the city of Dresden to evaluate the demand and ways of use and dissemination of the tool. Another cooperation agreement has been made with the city of Erfurt. Particularly, the information part on regional opportunities is specific to one region and must be adapted to the provisions and offers available elsewhere.

Monitoring and evaluation

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

- What actors are involved?

In Leipzig educational guidance on the Retirement Compass is regularly evaluated on the basis of questionnaires handed out to clients. The evaluation of the 1st edition of the Retirement Compass was broadened by involving senior citizen’s clubs and associations as well as providers of continuing education for senior citizen’s. On the basis of these questionnaires and further reactions and responses a second revised and updated edition of the Retirement Compass was developed.

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
Results from the piloting show that individuals who have used the Retirement Compass felt better informed about opportunities in their region. Further, they had clearer plans for retirement which they were confident to realize.

- Cost effectiveness
The tool is free of charge and is available online as well as in print.

- Budget
The budget is part of the overall budget of the “Local Learning” project in Leipzig which is funded by the city of Leipzig, the Federal Ministry of Education and Research, partly by the ESF and which is supported by private foundations.

- Innovative aspects
In the aging society the elder generation is becoming more and more important for the society. Many retired people are still healthy and motivated to work or engage themselves voluntarily. It is important to keep social contacts and to ensure participation in the society. This may also support well-being and health as some studies suggest. The transfer of knowledge and experience to new generations is also of importance to the individual as well as to the society.

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?)

Despite the need for orientation at the transition to retirement and the growth of further education for senior citizens confirmed by the Senior Citizen’s Council in Dresden (Seniorenbeirat), the actual demand for the tool is low. Elder citizen are not usually accustomed to using guidance provisions and hesitate to visit places they are not familiar with. Hence, the Retirement Compass needs to remain a voluntary tool which may be used in easily accessible guidance provisions. Thus, the tool is intended to be offered and guidance may be provided in places which older citizens frequently visit, such as libraries, senior’s citizen’s centres etc.

The information on provisions and offers in the region supports local networks between the relevant stakeholders in the field of education and social work for senior citizens.

Strengths and weaknesses

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

- Are there still challenges ahead?

The Compass may be used individually without consulting a guidance practitioner which may not lead to the same results as if a professional practitioner supports the reflection of the personal interests and aims.

Implementing the Retirement Compass more strongly in public administration and to involve more organisations (e.g. the Job Centers for the long-term unemployed, the local PES) remains to be a challenge in Leipzig. In addition, the Retirement Compass shall be disseminated to as many employers as possible. It should be offered more openly than before in the educational guidance service of Leipzig.

Another critical question which is discussed in other cities is the question of publishing. If the tool is published by the municipality it may, on the one hand, receive a higher level of authority. On the other hand, it runs the risk of becoming part of public administration. The question of publishing through the public authorities or the local agencies and non-profit organisations for education or senior citizen’s and social well-fare is also a question of top-down and bottom-up mechanisms of cooperation and coordination with all its implications.

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

The Retirement Compass is organised in three parts:
1. Reflection of working life (positive and negative aspects, leaving and new beginning)
2. Clarification of interests (hobbies, commitments voluntary work)
3. Information and service including adresses, profiles and courses offered of providers adult education etc.
Discussions on the contents of the Retirement Compass and their organisation and arrangement are still going on. While some exoperts feel that the contents and their representation in the tool is banal, others argue that the simplicity of the tool enables all citizens to easily access the Compass by themselves encouraging them to access educational guidance and to review their past, present and future.

Additional information

Name of contact

Stadt Leipzig, Amt für Jugend, Familie und Bildung, Stabsstelle “Lernen vor Ort”

Role (in policy initiative)

Bureau responsible for Local Learning in the city of Leipzig

Organization name

Stadt Leipzig, Amt für Jugend, Familie und Bildung, Stabsstelle “Lernen vor Ort”

Address

Postfach, 04092 Leipzig

Phone

Fax

E-mail

jugend-familie-bildung@leipzig.de, lernen-vor-ort@leipzig.de

Website address

http://www.leipzig.de/lernen-vor-ort

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Bernhard Jenschke

No comments by users.

good practice, initiative, interesting practice, policy, access, active ageing, citizenship, transition, continuing education, elderly persons, employed, Germany, hobbies, guidance services, information, instrument, libraries, life planning, lifelong, guidance, municipal, administration, municipalities, portfolio, project, Regional level, self-assessment, social welfare, transitionadult education, older adults

Name of the good/interesting practice/initiative/policy

The Berufswahlpass (career choice passport): A portfolio approach to support CMS and career orientation

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

In Germany career orientation plays an important part in secondary school curricula. Educational matters are under the responsibility of the 16 federal states, the Länder. However, preparation for the world of work and career orientation has a long tradition in German secondary schools. It is of particular importance in the light of the choice of a career and the transition to the dual vocational education system. Hence, in all the Länder systematic vocational preparation and orientation are taught in a special subject which may be named differently e.g. lessons in working, work- economy-technology or they are embedded in other subjects. Here, career orientation and Career Management Skills (CMS) are key contents. In order to facilitate, support and document learning processes in the area of CMS and career orientation the portfolio Berufswahlpass (career choice passport) is used in 12 of the 16 Länder integrated into the lessons.

The Berufswahlpass was developed as part of the program “school/ economy and work” (funded by the Federal Ministry of Education and Research) and is used since 2005. Continuous further development is ensured by a working group of the participating federal states which also runs the website and organizes professional exchange and further related 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 Berufswahlpass aims to support young people in lower secondary education in their career orientation process and enables their parents, educators, guidance practitioners and employers to help them in various ways. Thus, it seeks to assess career learning and encourages critical reflection and exchange with other learners. Through the resource-oriented portfolio approach of the Berufswahlpass self-consciousness, self-esteem and self-efficacy is also strengthened.

The Berufswahlpass is a folder-based portfolio approach including information and provisions for career orientation. First it introduces important partners for making a career choice (e.g. it clarifies the roles of parents, schools, career guidance practitioners in the Employment Agencies EA , companies in the process). Further sections assess and evaluate personal interests and competences combining self- and external assessment. In addition, the Berufswahlpass contains checklists on various topics e.g. matching career profiles with personal strengths and provides documentation facilities. As the folder also includes practical information e.g. on public administrations, insurances and income, it not only focuses on vocational aspects but applies a broader understanding of life orientation.

Career education in the curriculum and the career choice process of the pupils are accompanied by career guidance activities of career counselors of the EA (lessons or short interviews in the school, visits to the Career Information Centre BIZ or counseling provision in the EA) .

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 tool is widely used in secondary schools with about 70%-80% of the pupils in 12 federal states. It is often combined with other provisions for career orientations such as printed information material and the Internet portal “Planet Beruf” both provided by the EA (see good practice/ Case Study 5 Planet Beruf: WP2, ELGPN, 2010) and the portfolio “ProfilPASS® for young people”.

Monitoring and evaluation

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

- What actors are involved?

Self-evaluation is part of quality assurance in the context of the use of the Berufswahlpass in schools. Defined quality standards as input criteria structure this work and provide the basis of evaluation for which material is provided online.

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

The Berufswahlpass supports the acquisition and development of Career Management Skills. In particular, it strengthens self-reflection and evaluation-skills and builds self- esteem and self-efficacy. Hence, the self exploration of interests and abilities provides a contribution to a reflected and individual career choice. At the same time the Berufswahlpass increases the motivation of the young people to involve in further learning, job search and career planning. Further, the tool may help teachers to identify students at- risk of early school leaving and may help to refer them to another programme for pupils at-risk (see good practice/ Case Study: Educational chains WP 2).

The folder is not free of charge. The prizes differ depending on the mode, type and scope of delivery but range around 5 Euro per folder. These expenses may be paid by the schools, the pupils or it may be sponsored by a government or private body.

The Berufswahlpass supports CMS acquisition and development as well as self-assessment through intensive reflection and evaluation of personal strengths, competences and interests as well as through goal setting and career planning. As an integral part of the curriculum of secondary education it is linked with other tools and initiatives and activities concerned with career orientation and guidance such as online resources, visits to the BIZ and career counselling interviews in the EA... Hence, in many German Länder it supports and accompanies a longer and systematic process of career education, orientation and planning, continuously building CMS.

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 tool may function as an accreditation instrument for those pupils who do not succeed gaining their secondary school certificate.

Strengths and weaknesses

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

- Are there still challenges ahead?

The folder based approach of the Berufswahlpass involves some challenges as it rather appeals to young people who are at with written work and with portfolios and folders. In addition, the intensive use of the portfolio in the school may attach the tool closely to the logic of school and to this period of time. Thus, there is a danger that young people will not go back using their folder after they have left school.

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

On the whole, the Berufswahlpass contains the following sections:
- Introduction: Overview over the steps and stages of successful career orientation
- Part 1 “Providers and cooperation”: introduction to the important partners and their tasks (e.g. school, parents, guidance service of the EA, companies)
- Part 2 “Way towards career choice”: assessment and evaluation of interests, competences etc.; checklists on matching skills and interests with job demands (includes counselling of EA and planning the transition from school to VET)
- Part 3: Documentation: collection of all the information gathered
(e.g. interests, goals, practical experiences); arrangement and valuation of the collected documents and certificates

More details in German language under : www.berufswahlpass.de

Additional information

Name of contact

Dr. Bernhard Jenschke

Role (in policy initiative)

Vice President of German National Guidance Forum in Education, Career and Employment ( nfb)

Organization name

National Guidance Forum in Education, Career and Employment (Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., nfb)

Address

Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., Kurfürstenstr. 131, 10785 Berlin, Germany

Phone

+493025793741

Fax

+4930263980999

E-mail

bernhard@jenschke.de; info@forum-beratung.de

Website address

http://www.forum-beratung.de

Documents and publications

Attached files

Links

http://www.berufswahlpass.de

This information was provided/updated by:

Dr. Bernhard Jenschke, nfb

No comments by users.

good practice, initiative, interesting practice, policy, assessment, best practice, career choice, career education, career guidance, career management, career management skills, competences, drop-out, early school leaving, educational, occupational, information, general upper secondary school, Germany, young people, guidance in schools, guidance in transitions, initial VET, instrument, parents, people at risk, portfolio, school curriculum, schools and training, secondary education, self-assessment, self-evaluation, teaching, teaching materials, schools, VET

Term

Labour market information systems

Definition

Systems, mechanisms or processes for gathering, organising and providing information about the state of the labour market and/or professions and jobs. This includes recording changes taking place within the labour market, employment, jobs and the professions.

Comment

Such systems often include databases linked to ICT systems and accessible via the internet. They are usually designed to be used by career counsellors and also by clients on a self-help basis.

Source

Attached files

Links

This information was provided/updated by:

 

No comments by users.

ELGPN Glossary, data base, ICT, information, labour market, system

Term

Profiling

Definition

The process of collecting information about a person to form a profile that describes him/her. This may involve collecting a standard set of information, possibly to compare people, or the construction of a one-off description of a person.
A similar approach is also commonly used to profile jobs or occupations and a job or occupational profile may be included in a career information system to make it easier to make comparisons between jobs and occupations.

Comment

Both the profiling of people and the profiling of jobs/occupations are common activities in guidance.

Source

Attached files

Links

This information was provided/updated by:

 

No comments by users.

ELGPN Glossary, guidance, information

Term

Information and communication technologies (ICT)

Definition

Technologies which provide for the electronic input, storage, retrieval, processing, transmission and dissemination of information.

Comment

ICT-based tools are used increasingly in career guidance. For example, many career information systems rely on ICT. ICT and related technology are also used to underpin
e-guidance, distance guidance services, on-line and web guidance.
See definition for ‘e-guidance’.

Source

Cedefop; Tissot, P. (2004). Terminology of vocational training policy – A multilingual glossary for an enlarged Europe. Luxembourg: Publications Office, 2004. Available from Internet: http://libserver.cedefop.eu.int/vetelib/eu/

Attached files

Links

http://libserver.cedefop.eu.int/vetelib/eu/

This information was provided/updated by:

 

No comments by users.

ELGPN Glossary, communication, distant guidance, information, information technology, online

Term

Evidence

Definition

The information presented to support a finding or conclusion. Evidence should be sufficient, competent and relevant: there are four types of evidence: observations (obtained through direct observation of people or events); documentary (obtained from written information); analytical (based on computations and comparisons); and self-reported (obtained through, for example, surveys).

Comment

Evidence can come in a variety of forms provided by a variety of research methods, and can be of varying strength or robustness. The strength or robustness of evidence depends upon the qualitative or quantitative approach used. Social, economic and management indicators can constitute an appropriate evidence base, if they adequately reflect the relation of guidance provision to specific outcomes (i.e. retention rate in education or employment) by, for example, connecting to performance measures and indicators.

Source

United Nations, Monitoring, Evaluation and Consulting Division (MECD). Glossary. Available from Internet: http://www.un.org/Depts/oios/mecd/mecd_glossary/index.htm

Attached files

Links

http://www.un.org/Depts/oios/mecd/mecd_glossary/index.htm

This information was provided/updated by:

 

No comments by users.

ELGPN Glossary, evidence base, information, method, research