Project GOAL

This website presents the project GOAL evaluation results. GOAL stands for Guidance and Orientation for Adult Learners. It is an Erasmus+ funded project that sought to develop new models or expand existing models of guidance and orientation for low-educated adults in six countries: Belgium (Flanders), Czech Republic, Iceland, the Netherlands, Lithuania, and Slovenia. Project GOAL ran from February 2015 to January 2018, and was coordinated by the Flemish Government’s Department of Education and Training. The evaluation was carried out by the UCL Institute of Education (IOE) in partnership with local evaluation teams in each country. Details about the project set-up and implementation can be found on the project website.

Key Findings

charecteristics

The number of service users for whom monitoring data was recorded differed across the six GOAL countries, ranging from a low of 76 in the Netherlands to a high of 418 in Flanders. However, in the Netherlands, that small figure masks a much larger number of clients who used that country’s Literacy Screener tool: 1525.  

Across the six countries as a whole, client gender mix was evenly balanced, although it was not necessarily balanced within each country. More than seven in 10 service users (71%) were aged 35 years or under, with the most common age range being 19-25. More than eight in 10 clients (84%) were citizens of the country in which they received counselling. Just over seven in 10 (71%) were native speakers of their country of residence’s primary language.

One in five GOAL clients (20%) had no qualifications beyond primary education, while three in five (59%) had completed lower secondary education. Although the GOAL project was targeted at adults without upper secondary education, a significant percentage of clients (21%) had qualifications beyond the lower secondary level.

More than half (56%) of GOAL clients were unemployed, and another 21% were economically inactive. One in three (34%) had some previous experience of adult guidance. Clients cited a number of barriers they had faced with regard to improving their qualifications or career prior to coming to GOAL, with the most common being the cost of education (28%), low motivation (25%), health problems (19%), family commitments (18%) and lack of confidence (18%). Overall, general self-efficacy was high and self-reported attitudes to learning were positive.

The most common goals at the start of GOAL counselling were: achieving a specific qualification and engaging in learning to find a job. At the start of GOAL, most clients had at least a rough idea of the type of work they would like to do in the future.

A DAY IN THE LIFE OF A COUNSELLOR

Iceland
Iceland

"GOAL interview: a client came to discuss a program for validation of employability skills, in which she is going to participate."

"In-house discussions with other counsellors and project managers on an unexpected issue with a student. We tried to solve the issue together. We had to contact another school."

Lithuania
Lithuania

“Presentation for unemployed people about possibilities to get involved into the Goal project and get free of charge orientation and guidance.”

“Orientation and guidance of adult people. 2 clients are consulted: they are unemployed and have plans for learning a new profession in order to find a job.“

Netherlands
Netherlands

“The prison population and educational needs of the detainees are far from homogeneous.”

 “Usually, there are 6 to 8 detainees at a time, each with an individual program. I guide them. The guidance can be focused on basic education, vocational education or specific courses detainees are taking at that time”

Slovenia
Slovenia

"Working with clients gives me energy and brings me joy, because between individual sessions I can see progress, changes, new beliefs, enrolment in education programmes and I can build good relationships with my clients."

 

"The feeling that I do a lot of good for my clients is priceless."

Czech Republic
Czech Republic

“At the start of every session, counsellors try to gather information about the client, his or her position within the family and wider friendship circles, and his or her health. They also explore the client’s feelings, ideas and motivation.”

“Based on the client’s answers, the counsellor selects ways to proceed in order to meet the client’s needs and goals.”

Flanders
Flanders

"All information, agreements made and steps taken during sessions are written down in the registration system"

“Even the names of persons clients have been talking about are registered in order to remember the whole communication line and, more importantly, to avoid them having to say things twice. It creates a sense of trust with our clients.”

TESTIMONIALS

from clients, counsellors and stakeholders

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