Key implications

Counsellor competences

Implications for future programme development

Consideration needs to be given to how the quality of future programmes can be maintained or strengthened if the opportunities for staff training and development are very limited and lacking in institutional support.

Policy implications

Implications of policy

In Lithuania, fragmentation in the adult education sector appears to manifest itself in a number of ways relevant to GOAL. In particular, there is no clear understanding or guidance regarding where the responsibility lies for developing measures, such as competence profiles, that would enhance the quality of adult guidance services.

Implications for policy

A general consensus by staff and policy makers was that it would be beneficial to have a common counsellor competence standard that would be agreed on national level. This was seen as a step towards setting common standards for quality and competences of guidance specialists. At the moment adult guidance specialists come from wide range of educational backgrounds what suggests a need for staff development strategies and actions to guarantee that counsellors acquire or improve specific competences needed for counselling this diverse target group.

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

“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

“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

"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

“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

"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

Key implications

Counsellor competences

Implications for future programme development

Policy implications

Implications of policy

Implications for policy

A DAY IN THE LIFE OF A COUNSELLOR

TESTIMONIALS

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