Key Implications

service quality

Implications for future programme development

Introducing and conducting the Literacy Screener is a smooth process in the four pilot organisations. Good examples in this respect can be used by other organisations for implementing the Literacy Screener in their work processes.

The follow-up is a major difficulty: in general, the inflow into language courses of clients with an unsatisfactory score on the Literacy Screener is still low. The low follow-up is partly due to the fact that the clients do not want to participate. The Literacy Screener provides an indication; not everybody will actually need guidance. Yet, especially in the municipality of Emmen and PI Lelystad, the current follow-up percentage is very low. We conclude that the way in which the interview about the outcome is conducted has to be reconsidered carefully, with respect to both the content (identifying the practical value for the client and linking up with this) and the person who conducts this interview (somebody with whom the client has a relationship of trust and who meets with the client on a regular basis).

Policy implications

Implications of policy

The national government makes experiments possible to develop proven, effective methods to address low literacy. GOAL is an example of this kind of experiment. As explained above (and in previous chapters), important lessons can be learned from the GOAL pilot, so that further improvement and dispersion of the guidance process is possible.

Implications for policy

In the approach to low literacy, the national government seeks to provide an easily accessible assortment that is tailored to the personal situation and needs of people with low literacy. A major finding of the current survey is that users of the social service in the municipality of Emmen are still insufficiently convinced of the added value of language courses. Therefore, closer attention should be paid to the inflow in a suitable language course. The findings suggest that time is a major difficulty. The pilot organisations have a different chief objective; the guidance process (low literacy screening and referral to a suitable language course) is an additional task. Designing a suitable follow-up requires time to identify the context and needs of the respective client. Organisations with a different chief objective often do not have this time. Additionally, the lack of time is another difficulty for the clients, manifested through: (a) lack of time to think about the possibility and added value of language courses; and (b) lack of time to take a language course. PIs have found that sufficient time may motivate clients to work on their development and take a language course. For the PIs, however, time can also be a major difficulty: the temporary nature of detention makes continuity of the follow-up difficult.

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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