Key Findings

characteristics

In Iceland there were high ambitions about reaching out to a vulnerable group of people. It is clear that most of the participants lacked confidence and experienced complex and difficult circumstances. Even though most of the service users had negative experiences from prior schooling and learning, the majority of the GOAL clients had an overall positive outlook on learning new things. The GOAL clients that had a greater amount of formal education (Tertiary education) were all within the target group Migrants/Refugee/Asylum-seeker. These clients were likely to experience barriers because of lack of skills in the native language and systemic obstacles that stem from the fact that the formal educational system in Iceland does not recognize all formal education and qualifications gained in other countries. This means that many people that migrate to Iceland are not able to work in line with their acquired skills and knowledge. About half of the service users in Iceland were job-seekers, but a large part of this group was inactive. Half of the clients in Iceland had no specific career goals.

The service users had in most cases serious issues, e.g. anxiety, poor financial situations, and various learning difficulties and disabilities that formed barriers to participation in education. These results from GOAL are in line with the results from an earlier evaluation carried out by the Ministry of Education, Science and Culture (2014)[1] where lack of time, shortage of financial resources, various learning difficulties and social circumstances were among the main barriers to participation in adult learning. Due to those difficulties many of the clients are not yet ready to participate in further education.

Access to and financial support for appropriate educational pathways may be an obstacle in the long run (system hindrances).

 

[1] Ministry of Education, Science and Culture (2014). Úttekt á framhaldsfræðslukerfinu 2009-2013. [Evaluation of the secondary education system 2009-2013]. Reykjavík: Ministry of Education, Science and Culture.

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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