Key findings

Characteristics

GOAL clients in the Czech Republic are a rather homogenous group regarding observed sociodemographic – most of them are early school leavers, who are currently unemployed due to the low education level obtained and low qualification profile. Vast majority has no previous experience with the guidance services, if they do, the experience was reported mainly among the clients who left education system before the appointed time. Based on the results of the monitoring, it can be concluded that most of the service users reported a high level of self-efficacy, however this belief is influenced by the socio-economic climate and the background of the clients – in this particular case, clients in Olomouc report higher self-efficacy, suggesting a stronger belief in their capacity to produce a given attainment; however clients in Most are more skeptical. This corresponds with the socio-economic situation in both regions, especially when considering rate of unemployment, which is higher in Most and Ústecký region in general.

However economic situation in the Czech Republic is getting better, especially when considering rate of unemployment in all of the regions, including Ústecký region. This also might be one of the reasons, why clients in Most are more motivated to obtain higher education and qualification so they can re-enter the labour market more easily. Motivation among the clients is lower in Olomouc, which may by caused by better economic situation and easier accessibility of the labour market. When asked about learning goals, most of the clients declared themselves motivated to engage in further education and learning in order to obtain higher qualifications required for a specific job, or simply for better employability on the labour market. One third of the GOAL clients declared they want to achieve a specific qualification, or they need services of further education to find a job. This suggests that the motivation lies in achievement of qualification in order to boost the probability of their employability on the labour market, so the motivation is caused by external economic factors rather than an intrinsic understanding of the value of education itself. This mindset is quite common among this target group, according to previous surveys in the Czech Republic1.

When asked about career goals, most of the clients had clear career ambitions, with a specific job in mind. The problem is, however, that even with the obtained information within the guidance and recommendations, only a small share of clients is able to achieve their goals by themselves (as it turned out also from the follow-up survey within the GOAL project).

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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