Key implications

Guidance activities and processes

Implications for future programme development

Data gathered thus far strongly indicate that attempts to establish educational guidance in the Czech Republic will be hampered where there are significant financial barriers preventing clients from accessing educational programmes.

Policy implications

Findings to date suggest that recommendations emerging from GOAL in the Czech Republic will be higher-level policy recommendations, focusing on the establishment of appropriate policies, structures and pathways to support clients who seek to take one step up. According to qualitative findings from both Wave 1 and Wave 2, policymakers stated that in order to work with clients systematically, there should be a centralized and coordinated system for the career guidance provision (systemic solution at the national level).

Implications of policy

According to Needs and Strengths analysis report, the main factors the GOAL project team/NUV attempted to address were: the participation of adults in non-formal education is below the EU 28 average; persons with low or no qualifications are less likely to find a suitable further education program and the fact there is no systemic guidance support for this particular target group at the national/regional level.

In the Czech Republic’s context, there is insufficient promotion of this service to the target group due to limited offer of the guidance services in general, financial resources and general lack of awareness about this service. The advisors had to go to the client in order to offer them counselling service - the clients themselves received guidance only when they were recommended this service by the Labour Office staff. There is also a significant problem in providing these services to the clients who live in areas where public transport availability is limited. The main obstacles are lack of financial resources (lack of state support) of target group and lack of relevant information about further education. There is no integrated system and support from the state budget that will enable low-skilled clients to enroll in particular courses within the further education system. On the other hand, clients usually expressed their satisfaction with attitude of counsellor and information they received within the GOAL project.

Implications for policy

At the National Level there should be mechanisms which will bridge financial issues (transport, courses etc.), informing the National Guidance Forum on regular basis. In order to improve efficiency, there should be strong administrative support for regional career guidance counsellors so that counsellors can focus mainly on career guidance process. Development of systemic solution is a long term issue involving many stakeholders. GOAL project outcomes will be further discussed with policymakers and relevant stakeholders such as labour offices and with partners involved in National Guidance Forum.

National Guidance Forum is an advisory body established by Ministry of Education, Youth and Sport and Ministry of Labour and Social Affairs in the area of career guidance in a lifelong perspective. Meetings of National Guidance forums are usually focused on coordination of activities, discussions about professional competencies of career guidance providers . It is also focused on coordination of project plans implementations in the field of lifelong guidance at the national level. It helps to increase synergy in systemic changes at the national level.

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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